potentialplusuk.org · web view2021. 4. 29. · asks questions to challenge and develop thought...

SUBJECT-SPECIFIC CHECKLISTS

Secondary Phase

The following checklists show some of the characteristics that demonstrate exceptional ability in subject areas. The lists have been developed by London Gifted and Talented in collaboration with teachers at secondary level who have a specialism in the subjects.

Each checklist is limited to six points and they are meant as a starting point for discussions within your school about how you identify high learning potential in subject areas and how you develop these characteristics so that more children can achieve highly. Feel free to amend or add to them following discussion and agreement in your school.

With special thanks to Ian Warwick and London Gifted & TalentedPotential Plus UK Charity No: 313182www.potentialplusuk.org Information and Advice Service 01908 646433

http://www.potentialplusuk.org/

Art

The following characteristics are often exhibited in children with exceptional abilities in this area:

High level of confidence, evident in the artwork produced, often with high quality drawing skills.

Problem solving; shows initiative, resourcefulness and versatility in handling new concepts, processes and materials.

Originality of ideas, innovative and creative ideas.

Ability to convey through sophisticated visual images an interpretation of the world.

Interpretation and communication of innate personal experience.

Proactive in research of artists and styles.



Classical Civilisation

As criteria for English, with addition of:

May show an interest in learning Latin or Greek.

Recognises links between classical texts and later pieces, e.g. Aeschylus linking to Shakespeare.

May show an interest in visiting/arranging archaeological digs.

Interested in researching cultural/social/historical background and influences upon texts.

Interest in etymology and aetiology.

Likely to choose most challenging coursework topics.



Critical Thinking

Instinctive understanding of the structures of reasoning.

Comfort with dealing with ‘hidden’ areas of reasoning (e.g. assumed moral principles).

Awareness of ambiguities and ‘grey areas’ in argument – and eagerness to investigate them.

Awareness of ambiguities of definition (e.g. ‘The depends what you mean by…’).

Determination to expose complexities in other’s ideas (e.g. ‘Yes, but…’).

Questioning, forensic approach, and an ease in applying skills developed in lessons to real life situations.



Design and Technology

Sensitive to aesthetic, social and cultural issues when designing and evaluating and demonstrate different ways or working or different approaches to issues.

Demonstrate high levels of technological understanding and uses materials and processes in creative, practical and inventive ways.

Display high – quality making and precise practical skills and persevere until they have completed a task successfully, with little or no intervention from the teacher.

Have the ability to interpret 2D information and visualise it in 3D.

Can analyse and interpret products rigorously.

Work comfortably in contexts beyond their own experiences and empathise with users’ and clients’ needs and wants.



Drama


Perceptive of other people and situations, shows an emotional understanding of others and is able to communicate this.

Expresses knowledge of the outside world and the human condition.

High level of concentration, self discipline, original creative thought and humour.

Confident in performance, with strong vocal and physical skills.

Works co-operatively, generously and creatively as part of a team.

Strong analytical skills in both improvisation and text.



Economics

Displays curiosity about and has an extensive knowledge of current economic issues.

Makes connections across the different aspects of economic study.

Is able to make reasoned judgments and reach well – supported conclusions.

Uses data (written, numerical and graphical) effectively to draw conclusions.

Can apply economic principles to analyse unfamiliar issues.

Understands the links between economics and other related subjects, e.g. politics, history and geography.



English

Asks questions to challenge and develop thought and recognise and accepts ambiguity.

Shows a perceptive critical faculty which enables connections and judgments to be made within the beyond texts.

Uses an unusually wide vocabulary, often accurately, sometimes experimentally and can often read constantly, voraciously, even indiscriminately.

Expresses ideas succinctly, sometimes elegantly but may feel detail or support is so obvious as to be unnecessary.

Identifies main issues in debates and devises strategies quickly to deal with them, in many roles, perhaps in unorthodox ways.

Understands registers instinctively and can react creatively to others’ ideas to mediate and develop them.



Geography


Understands complex concepts clearly so that they can apply this understanding to new situations in order to make interpretations, develop hypotheses, reach conclusions and explore situations.

Reasons, argues and thinks logically, showing an ability to manipulate abstract ideas and recognise patterns and sequences.

Innovative use of graphs, charts, maps, diagrams and other visual methods to present information.

Has a wide-ranging general knowledge and curiosity about geographical issues and can identify links and interactions between the different areas of geography.

Good understanding and application of sustainability in all areas of geography.

Confident in the collection and handling of primary and secondary data.



Government and Politics

Can recognise the significance of historic events within context

Links concepts and events with relative ease.

Is able to select information appropriately according to its relevance and importance, and recognising the relevance of source and bias.

Grasps new ideas quickly and looks for opportunities to extend knowledge and understanding.

Highly developed ‘critical thinking’ skills, e.g. can identify weaknesses in complex arguments.

Contributes to discussion can has the confidence to defend their point of view and disagree with others.



History


Develops a chronological framework and a strong sense of period within which to place existing and new knowledge.

Is able to draw complex generalisations and conclusions from a range of sources of evidence.

Seeks to identify patterns and processes in what they study, while being aware of the provisional nature of knowledge.

Recognises how other disciplines can contribute to the study of history and draws readily on other subjects to enhance historical understanding.

Produces sophisticated and complex arguments and selects the appropriate level of detail to support their argument.

Asks questions which challenge accepted views and produces written work which has clarity, style and precision.



ICT/Computer Science


Can analyse and deconstruct an issue so as to consider its component parts in terms that can be addressed through automated computation.

Able to make reasoned judgements and seems to realise the limitations of computers and systems.

Committed to understanding what computers can potentially achieve with an interest in further developments.

Can transfer and apply ICT skills and techniques confidently in new contexts and design, program, evaluate, and refine solutions.

Can initiate and solve problems, use ICT effectively and creatively, develop systems that meet personal needs and interests.

Demonstrates knowledge and understanding - by stating or explaining a fact, concept or principle of computer science.



Latin

Ease of use of written language through speed of assimilation of new grammatical structures.

Demonstrates the ability to perceive patterns quickly.

Quick mastery and recall of information and vocabulary.

Can cross – reference and transfer language skills.

Rapid thought and ability to recognise familiar language in an unfamiliar context.

Asks perceptive questions about uses of words and grammatical structures.



Mathematics


Works quickly but may make mistakes in calculation. May also consider the elegance and efficiency of alternative lines of enquiry or procedures.

Develops individual non standard methods for solving problems, skimps on explanations but may be able to justify them.

Sees the implications of concepts quickly, but may complicate problems by thinking of other implications or restrictions.

Takes unexpected sidelines or develops short cuts, by making connections to different branches of maths and applying them creatively.

Examines the strategies adopted when investigating within mathematics itself or when using mathematics to analyse tasks.

Includes mathematical justifications, distinguishing between evidence and proof and explains their solutions to problems involving a number of features or variables.



Media Studies

Voracious commitment to film, TV and media topics.

Can be independent, creative and analytical, a rare combination.

Questions and evaluates their work and the work of others.

Identifies patterns and processes and can recognise bias and subjectivity.

Enjoys extending and researching ideas.

Links subjects, topics and methods across a wide range.



Modern Languages

Demonstrates speed in the assimilation and manipulation of new grammatical structures and the ability to perceive patterns quickly.

Notices new features and structures and develops construction on their own and uses appropriate language in different contexts to make wider links.

Recognises familiar language in an unfamiliar context and uses verbal and non – verbal clues to understand challenging reading and listening material.

Asks questions about exceptions to rules or complex grammatical queries and uses study skills to investigate areas of linguistic and cultural interest.

Shows aural ability, especially in the ability to grasp the gist of spoken language without having to know every word.

Picks up accents quickly recognising differences and inquiring about them whilst enjoying the expressive possibilities a different language offers.



Music


An instinctive rhythmic perception, often with the possession of an acute sense of pitch.

A spontaneous and authentic creative impulse in performing, possibly shown by exceptionally fast progress through external practical examinations.

An individual expressive personality demonstrated, perhaps, by a natural tendency to shape a musical phrase sensitively and to explore possible interpretations.

The ability to communicate and respond with sensitivity and assurance when playing with others (for example with an accompanist or within an ensemble).

The ability to discriminate between musical styles and to perform with due awareness to specific styles of music.

The ability to generate musical material (either melodic of harmonic) through improvisation and/or formal compositional processes.



Physical Education


High level of co-ordination, balance and agility and sustained concentration.

Able to grasp new skills, concepts quickly and to transfer skills from one activity to another.

Can solve problems and shows original thoughts when faced with new situations, quick decision making.

Understands and applies tactics and strategies and can motivate and encourage peers.

Very good observational/analytical skills.

Applies appropriate knowledge and understanding of health and fitness in all aspects of work.



Psychology

Uses independent learning and coherent elaboration as a given.

Questions objectively with constructive criticism and with a willingness to be logically persuaded.

Shows a growing confidence to “speak through the literature” in written answers to a question.

Can develop ideas from minimal access to an original source.

Able to reframe or reassign theoretical notions in a “real world” setting.

Seeks to identify patterns in what they study, while being aware of the provisional nature of knowledge.



Religious Studies


Uninhibited in debate and spirited in disagreement but can combine knowledge of the parts into a coherent understanding of the whole picture.

Identifies assumptions and fallacies in logic and can critically evaluate outcomes having identified perspectives/beliefs and practices.

Has a philosophical approach with a questioning mind able to grasp ultimate questions and can express and analyse the challenges of belonging to a religion.

Can predict and hypothesise beyond knowledge given in order to arrive at a coherent understanding of a range of religions and beliefs.

Recognises bias and reliability to contextualising interpretations of religion with reference to historical, cultural, social and philosophical ideas.

Expresses insights into their own and others views on questions of identity and belonging, meaning, purpose and truth.



Science


Observes with insight, offering perceptive interpretations and extrapolations.

Asks novel ‘what if’ type questions, making links to prior knowledge but with lateral twists.

Sees relationships between variables and makes perceptive explanations of hypotheses.

Makes intuitive leaps in different situations, showing genuine curiosity and persistent interest in topics.

Absorbs new concepts rapidly demonstrating a great interest in the bigger questions such as the nature of the universe.

Reluctant to accept simplified explanations or to work on anything that is low level or unchallenging.



Science – Biology

Regularly completes unsupervised consolidation work to address biological misunderstanding without being prompted.

Has a good understanding of exam technique and the examination specification points.

Has an ability to retain and then recall a large amount of factual information at one time.

Demonstrates a willingness to talk about their understanding, to ask questions in class, to work independently and to show interest in the wider subject based controversies.

Mathematically able and not satisfied with ‘good enough’.

Willing to change their mind, challenge scientific dogma and shows mental flexibility on moral issues.



Science – Chemistry

Is prepared to work hard and to work independently or through guided research.

Good at explaining challenging concepts to their peers with precision and attention to detail.

Is able to link different parts of not only the chemistry syllabus, but also the other sciences.

Can relate abstract concepts and application skills from all subject areas and apply them to specific areas of scientific questions.

Balances equations and understands what a chemical reaction is and the maths behind it.

Appreciates the real world subject applications from the chemistry of the starts to looking for a cure for Malaria.



Science – Physics

Keen to express ideas mathematically and has the ability to deal with this (such as integrating/differentiating).

Plans their revision and uses active revision techniques in the run – up to the examinations, putting in the necessary time.

Is independent in their learning and takes responsibility, can set themselves targets, can identify areas which need developing.

Has excellent recall of terminology, symbols and definitions.

Is capable of logical and structures argument, understanding the point of a question and bringing in the relevant evidence and logical structure.

Can use scientific and technical vocabulary with accuracy, appreciating its succinctness.



potentialplusuk.org · web view2021. 4. 29. · asks questions to challenge and develop thought...

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