When your DS was in year 1, schools were required to keep a "gifted and talented" register, which identified the top 5% of pupils in each subject in that school. Depending on the school, this could mean a variety of things, but it doesn't typically mean "gifted" in the sense the word is used anywhere else. I'd let that identification go, if I were you. The current research also does not support the idea of there being visual spatial learners who need specific kinds of instruction. Both these issues sound like red herrings to me, perhaps even excuses. Your DS may be gifted, but nothing in your post particularly suggests it; certainly his National Curriculum levels do not. I'd be inclined to focus on the behaviour side, because even if he does need more challenge at school he isn't likely to get it until his behaviour improves, realistically. Can you help him more with the organisation of his homework and equipment, for a start? While it's ideal that children do this themselves, many year 7 children can't yet and parents need to help them develop those skills.
