Gifted geographers are likely to show competence in a wide range of areas, for example, linguistic, logical-mathematical, visual-spatial, kinaesthetic. They are also likely to have good interpersonal and intrapersonal skills. Security in literacy and/or numeracy makes it easier to identify gifted pupils, but the range and scope of activities and learning experiences provided need to allow all pupils access to high levels of attainment.

The structure of the geography programme of study, with the four aspects linked to the level descriptions, provides helpful indications of how gifted pupils may be challenged. For example, a teacher may challenge a year 6 pupil working competently at level 4 by setting targets at level 5, asking the pupil to:

give more detailed descriptions when writing;

explain what they observe;

identify similarities and differences in the environments of different places and the lives of people who live there;

explain links and relationships that make places dependent on each other;

suggest their own relevant geographical questions and issues;

independently select and use appropriate skills, information and sources of evidence;

suggest plausible conclusions to any evidence.

This approach can be used at any level for any year group. It might be a particularly useful way to maintain momentum in target-setting during the transition from year 9 to GCSE work, now that the GCSE criteria link more closely with those of the key stage 3 programme of study. For example, teachers could use the demands of levels 7/8 when setting targets for pupils already working at levels 6/7 at the end of year 9. Similarly, towards the end of year 11, teachers could challenge gifted pupils with the type of questions used in the new AS examinations.

Inclusion issues in the general guidance

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