ОРГАНІЗАЦІЯ НАВЧАННЯ ОБДАРОВАНИХ УЧНІВ У РОЗШИРЕНИХ ШКОЛАХ ВЕЛИКОБРИТАНІЇ

The article deals with peculiarities of organization of gifted and talented pupils learning in the extended schools in Great Britain. It is emphasized that Ukrainian term «gifted» corresponds to British «gifted and talented», but at the same time each of the constituents have different meaning. The term «gifted» describes pupils who have the ability to excel academically in one or more subjects such as English, Drama, Technology; the term «talented» refers to the pupils who have the ability to excel in practical skills such as sport, leadership, and artistic performance. In comparison with their peers, when engaged in their area of expertise, gifted and talented pupils will tend to show a passion for particular subjects / areas of interest and seek to pursue them; master the rules easily and transfer their insights to new problems; analyze their own behaviour and use a greater range of learning strategies than others (self-regulation); make connections between past and present learning; demonstrate intellectual curiosity; show intellectual maturity and enjoy engaging in depth with subject material; actively and enthusiastically engage in debate and discussion on a particular subject; and produce original and creative responses to common problems. It is found out that extended schools are an innovative type of educational institutions, which, along with education, provide a wide range of health and social services. The directions in which extended schools provide their services are characterized. They include: childcare,healthandsocialcare, lifelonglearning, familylearning, parentingsupport, studysupport, sportsandarts,and ICT. Based on the analysis of the proposition of services it is proved that extended schools best meet the needs of gifted and talented pupils, because they provide opportunities for the full development of the personality, which is extremely important for artistic, technical, sports gifted pupils, and twice exceptional gifted pupils with special educational needs. Taking into consideration the importance of the problem of versatile development of gifted pupils and the necessity of finding the ways to reveal their potential, the perspectives for further research the author sees in identifying the opportunities for the implementation of British experience in the practice of Ukrainian education.