The gifted and talented student in Design and Technology at Key Stage 3
2007-05-18T14:08:46Z (GMT) by
Awareness of the needs of gifted and talented (GAT) students has been raised in recent times through the introduction of Excellence in Cities (EiC) and other initiatives. However, there has been little work carried out in the design and technology (D&T) area. This research sets out to investigate the use of standardised tests in the form of the Middle Years Information System (MidYis) for identification of GAT students within D&T. It also looks at whether a more creative delivery can encourage even more imaginative ideas and improved satisfaction levels from these students. MidYis data for a Year 7 cohort is examined and compared to the original system of using professional judgements. Student self-nomination is also considered. Students were grouped according to MidYis ability for an initial group design task and questionnaires are used to determine their opinions on the project. Results indicate that identification needs to be initially based on quantitative data although professional judgements must be employed to identify the student with a particular talent. It is concluded that self-nomination is not appropriate within D&T at this point but may be useful within whole school development work in the GAT area. Data should also be used in the identification of underachievement. Products produced by the test group, across all ability levels, showed more imagination in design than the control group. GAT students preferred to work with peers of similar ability for designing although when making they found ‘passing on’ their knowledge to less able students consolidated their own learning.