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Thanks :-)(10 Posts)
I just joined MN, DD having been identified as G&T in chemistry and (I think) biology. No communication directly to us from the school about it yet (she's Y7 so this is her first term), and she seems a bit embarrassed by the fuss, so isn't telling us much either! She just told us yesterday that she spent a couple of lessons with G&T kids from Y8 & 9, which she hated (she was the only Y7 there and felt really uncomfortable). I said that's fine, and she should just try again next year. Not really sure what G&T is all about - DH and I both have science degrees but went to very average comps, which did not have these schemes. Anyway, have had a good read of everyone's posts and just wanted to say thank you for them all as we start this journey. Any general advice welcome! :-) x
What you mean 'try again next year'? Isn't she going to carry on with Y8 Y9 classes?
Most parents WANT upward differentiation for their G&T, but can't get much out of most schools.
It seems a bit odd to me to identify yr7 children as G&T in specific subjects which they have only been doing for less than a term. Sounds a bit like box-ticking for Ofsted. I presume it just means that she was in the top 5 or 10% of her year in whatever assessments they have done so far in those subjects - probably not something to get very excited or worried about.
I would guess all it will involve is that she may be invited to occasional enrichment sessions, and possibly given extension tasks in those subjects as part of normal classes. If she is a bit shy about interacting with the older children, a bit of gentle encouragement would probably be good, but otherwise I think you can probably just leave the school to it.
Of course if she is genuinely interested in those subjects, then giving her access to relevant books, documentaries, science museums etc would be good - but you'd probably do that without the G&T label, if you come from a science background yourself.
Thanks for your reply. I know we're lucky to have this as an option, it's one reason we picked the school, as I suspected this would happen.
So, no she's not continuing with it at the moment. The teacher thinks its a shame, as she is apparently ahead of the Y8 and 9 G&T kids in ability (she just seems to "get" science. We are discussing cat coat colour genetics as I am typing this). However I want to take the cues from her. She does have differentiated work within the Y7 top set, which she loves. She has settled in well socially and would miss the interaction with her peers. I don't want to push too hard - we just want her happy and challenged, which she is. We will continue doing stuff outside of school though of course (off to the observatory on Friday night, hoping for clear skies!).
Happy to hear other points of view on this though. It's all new to us as I say.
Exexpat - thanks for your reply too, saw this after I posted. Yes, I thought it was strange too, until we understood that she was consistently getting full marks in stuff they hadn't yet studied and I didn't think she knew either :-s. I don't think she is "gifted" as I have understood the term in the past, although very bright, and picking stuff up from us (you can probably tell from just my 2 posts so far that she is bring brought up in an environment where we are all excited and interested by all aspects of science and how the world works). Nature and nurture in conjunction I think.
Thanks again for your view!
Oh for a bit more context I should say she is assessing high in all her subjects, but for science at 7A in the tests for streaming, CATS, and on the school report we just received. She's the only one in her year (I think? That's just from what she says) at that level.
I just found out from DS's Y7 report that he's G&T in maths. I knew he was pretty good at maths, but he's gone up a whole level since the summer, and whatever work they set him he breezes through.
I hope they can continue to challenge him (same for OP's DD) with enriching activities to broaden subject knowledge, not just forge ahead through the "levels" without fully exploring them.
I actually felt a bit of a bad parent when I found out how very far ahead he is of his peer group. Surely I should have noticed sooner...
Oh, he's 7a for maths, 6 for most other subjects.
He's always been the "sporty one", I'm now starting to wonder how far ahead DD must be, she usually joins in with DS' maths stuff despite being Y5. I really should pay more attention to my DCs...
Ha ha I know exactly what you mean about not realising. Am clearly a terrible mother. Seems I got it wrong, it's Science generally for her, not just chem/bio. It's such a different setup for her from junior school, where science lessons were reportedly dominated by two particularly confident, outspoken children - something about this new school works much better for her. I hope she continues to blossom, and your DS too, InMySpareTine. And I think paying kids too much attention can be counterproductive anyway, right? ;-)
Benign neglect seems to be working for my DCs so far. I suspect if I went all "tiger mother" they'd lose interest.
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