Teachers can respond to the diverse needs of pupils who are gifted in history by:

identifying their preferred learning style and providing opportunities for them to build on this (for example researching information);

challenging them to work outside their preferred learning style (for example asking a pupil who likes to research information independently to work collaboratively on a role play);

planning work that builds on their interests and cultural experiences;

using materials that reflect social and cultural diversity and provide positive images of race, gender and disability in the past;

setting them appropriate and individual targets for learning.

Inclusion issues in the general guidance

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