The following examples of work for gifted pupils are based on the QCA/DfES schemes of work for science.

Investigating cars rolling

Unit 2E: Forces and movement

Children are organised in groups according to their ability and are all engaged in the same investigation of toy cars rolling down a ramp. The teacher asks the class to suggest what will make a difference and checks how they will measure how far a car has gone. During the investigation, the teacher talks to the children about what they have found out and asks them to compare their results with others.

Learning objective

Core learning outcomes

Gifted and talented learning outcomes

To suggest a question to test and predict what will happen

Children suggest questions to test and predict what might happen, helped by teacher prompts

Children suggest their own questions to test and make their own predictions

To decide what to do and what measurement to take

Children follow a teacher prompt to alter the height of the ramp using different numbers of bricks

Children plan a fair test, varying one factor and controlling other variables

To make a measurement and record the results in a prepared table

Children measure the distance travelled in standard or non-standard units, recognising that the marking of the start and finish point is important. They record the results in a table provided

Children measure in standard units appropriate for the task. They check the accuracy of their measurements. They record their results in their own table

To use the results to make comparisons and to evaluate whether the test was fair

To say whether the prediction was correct and to try to explain the results

Children make comparisons with the results. They say whether the test was fair or unfair, for example 'It wasn't fair because the red car started nearer the top than the blue car'

Children interpret patterns in their data, for example 'Small, heavy cars go further'. They explain how the test was carried out fairly. They suggest some improvements, with reasons, for example 'I need to mark the starting point better'

To use results to draw a block graph

Children record their results as a block graph, with the axis provided

Children produce their own block graph