Gifted & talented

JFS has special programmes to cater for Gifted and Talented students among its student population. These students, approximately 10% of the total student body, are identified by data returns and staff nomination. Their teachers are aware of who they are. Their progress is monitored closely to ensure that the students are given opportunities in the classroom appropriate to their needs and that staff expectations are suitably high.

Additionally, a number of special programmes operate for the Gifted and Talented Cohort. These include:

• A compressed Key Stage 3 programme in Maths and English
• Fast track Key Stage 4 French allowing some students to take GCSE in Year 10 and AS in Year 11
• Termly sessions in Economics and Philosophy for students in Years 8, 9 and 10
• Special sessions in Critical Thinking for Year 7
• Extra coaching in a range of sports for gifted athletes
• Special music workshops
• Visits to and discussions with Pembroke College, Cambridge for students in Year 11

The whole-school Gifted and Talented Programme is co-ordinated by a designated member of staff who is line managed by a member of the Senior Leadership Team.

David Mendoza-Wolfson was one of the Year 11 JFS group of students taken to visit Cambridge University. This is his account of the visit. I was part of a group of Year 11 students selected to go on a trip to Cambridge University.

We arrived at the University at about half past ten.  We walked through the city to Pembroke College.  I was amazed by the scenery and instantly recognised some famous buildings and bridges such as Mathematics Bridge, allegedly built by Sir Isaac Newton, a Cambridge graduate, and Kings College along with its chapel. Pembroke College does not look too grand from the outside.  When you step into its front courts this is completely changed.  You are surrounded by bricks laid 500 years ago or more.  Pembroke was founded in 1347 and is the third oldest college in the city and you can see a clock tower which was designed by Christopher Wren, a graduate of the College.

We went into the Thomas Gray room, a conference hall on the second floor, for a drink and this is when we were formally introduced to Dr Susan Stobbs, the Admissions Tutor for the College.  She gave us some background information on the College and gave us an insight into what combinations of A-Levels you might do if you want to be accepted at Cambridge. Dr Stobbs then introduced us to Dr Paul Russell, the Admissions Officer for Arts and Social Sciences.  Dr Russell told us that we would be learning about ‘Hanging Mice in Medieval Wales’ and although this sounds baffling it turned out to be extremely interesting.  Dr Russell is head of ASNaC at the University - Anglo Saxon, Norse and Celtic.  He teaches History and also Language and the subject even extends to Archaeology.

‘Hanging Mice in Medieval Wales’ is based on a Medieval Welsh story.  This story is called the ‘Four Branches of the Mabinogi’ and is about a lord named Manawydan.  He once caught a mouse stealing his grain and went on to hang it on two forks! After Dr Russell had finished teaching us, we left the College to go and visit the Shul before retracing our footsteps back to the Culanu Centre, J-Soc HQ at Cambridge.  This is where we had lunch and there was a nice Jewish atmosphere there.

After lunch we were given a tour around Pembroke College.  My group was led by a girl named Sally.  Sally is a first year student and is studying SPS (Social and Political Sciences).  Once we stepped into the rear courtyard of the College, I was completely taken aback.  The grounds were astoundingly beautiful.  We were first shown a classic room in the College and were then walked to the library designed by Christopher Wren, of course! By the time we got back to the Thomas Gray room it was almost time for us to leave.  We had a quick question and answer session with Dr Stobbs and then hurried down to the coach.  On the journey back to the School I reflected on how lucky I was to be picked to participate in an event such as this.  I would like to add that I really think that this trip has helped to motivate me and show me what my future might hold.  Consequently, I have been revising hard for my GCSEs and hope it pays off.