Pupils who are gifted in geography are likely to:

• understand concepts clearly so that they can apply this understanding to new situations in order to make interpretations, develop hypotheses, reach conclusions and explore solutions
  they understand geographical ideas and theories, and apply them to real situations;
• communicate effectively using both the written and spoken word
  they communicate knowledge, ideas and understanding in ways that are appropriate to the task and audience (for example, writing formal letters and reports, producing brochures representing particular groups). They learn subject-specific vocabulary, use it accurately and are able to define words;
• reason, argue and think logically, showing an ability to manipulate abstract symbols and recognise patterns and sequences
  they use and apply mathematical principles (such as area, shape, spatial distribution) and formulae (such as Spearman's rank correlation coefficient) to solve geographical tasks and problems. They identify their own geographical questions and establish sequences of investigation. They understand, and are able to explain, complex processes and interrelationships (for example, within and between physical and human environments);
• enjoy using graphs, charts, maps, diagrams and other visual methods to present information
  they transform relief shown by contour lines into three-dimensional models in their minds. They are competent and confident in using the wide range of visual resources required in geography -- aerial photographs, satellite images, maps of different types and scales, GIS systems and so on;
• be confident and contribute effectively when taking part in less formal teaching situations
  they take part readily in role-play situations or simulations and enjoy contributing to outdoor fieldwork;
• relate well to other people, showing an ability to lead, manage and influence others, appreciating and understanding others' views, attitudes and feelings.
  they are willing to share their knowledge and understanding, and steer discussion;
• have a more highly developed value system than most pupils of their age
  they have well-considered opinions on issues such as the environment and the inequalities of life in different places;
• have a wide-ranging general knowledge about the world
  they have good knowledge of where places are in the world and of topical issues;
• be able to transfer knowledge from one subject to another
  they transfer their knowledge of physics, for example, to understanding climate. Or they transfer knowledge of the industrial revolution from history to help explain the location of industry in the UK;
• be creative and original in their thinking, frequently going beyond the obvious solution to a problem
  for example, if faced with the problem of storm pipes being unable to cope with sudden storm surges in an area, they might suggest taking measures like afforestation to reduce storm surges, rather than proposing technical improvements to the pipe system. If faced with the problem of congested roads, they might suggest taxing cars more heavily, improving public transport or changing land use patterns, rather than building bigger roads.

At the primary level, pupils can only reveal their knowledge, understanding and skills if they are given the necessary experiences and opportunities. So at key stages 1 and 2, it is probably more appropriate to concentrate on providing the types of teaching and learning that challenge gifted pupils than to focus on identifying criteria for defining abilities. Teachers might, for example, choose to emphasise an enquiry approach that encourages pupils to plan their own learning, bearing in mind what they might move on to next.