The relationship that pupils who are gifted in science form with their teacher is crucial to their progress. Teachers who are enthusiastic about their subject and interested in pupils' ideas often inspire their pupils' need to be challenged.

Inclusive teaching methods that are appropriate for pupils who are gifted in science include:

targeting more challenging questions at gifted pupils during whole-class questioning

asking gifted pupils more challenging questions during individual, one-to-one questioning

monitoring written questions carefully, so that they are graded according to difficulty and gifted pupils can skip any they can do easily

grouping gifted pupils together, whether on different tables or in sets (this offers opportunities to set more in-depth analytical or evaluative group tasks)

setting gifted pupils in mixed-ability groups in-depth research or higher-level analysis, which feeds back into the group effort. For example, a less able pupil might be researching straightforward information, while a gifted pupil might be processing information to get the data needed.

Enquiries offer wonderful opportunities for pupils to work at different skill levels in the same context, because when planning them, pupils can choose how to investigate. Teachers must make sure that they encourage pupils to plan investigations that are appropriate to their level of ability.

Open-ended tasks also place value on any level of skill or knowledge, for example writing questions for answers, designing a process or system, creative initiatives, synthesising information and ideas, summarising research, or designing a game or puzzle.

Scaffolding (for example providing writing frames) can enable able science thinkers to succeed despite weaknesses in other areas.

Managing provision in the general guidance

Matching teaching to pupils' needs in the general guidance

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