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
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