GIFTED AND TALENTED EDUCATION

PR-2-32

PROCEDURAL DOCUMENT

Effective Date: 31-Aug-10

 

Rationale

Gifted and talented students have special abilities and therefore require differentiated opportunities for full engagement within the curriculum.  This occurs most effectively through addressing the whole student, including their learning, social and emotional needs.

Those with special abilities come from all societal groups, regardless of culture, ethnicity, socio-economic status, gender, or disability (learning, physical or behavioural).  Their abilities may be evident in one or more areas and can be culture specific.  The development of these abilities is dependent upon a mix of the child’s personality, environment, and opportunities provided to do so.

Purpose

  • To identify students with special abilities throughout the school as early as possible, whether social, academic, artistic or physical.
  • To develop integrated, differentiated and open-ended programmes for these students to meet their needs in consultation with parents as per PR-2-34). 
  • Provide opportunities for extending students through participation in Discovery Time, Enrichment Classes, Inquiry Learning and programmes offered outside the school.
  • The staff will meet once a term to discuss and evaluate programmes.

Assessment and Identification

-School wide Assessment Data:

  • 5 Year nets
  • 6 Year Observation Survey
  • Oral Language Surveys
  • STAR tests
  • PAT Listening tests
  • Numeracy diagnostic testing
  • Writing samples

-Renzuli’s 3-Ring concept checklist

-Behavioural checklists

-Work samples / performances

-Anecdotal observations

-Information from parents

Conclusion

Every effort needs to be made to meet individual needs, through differentiated opportunities that make appropriate adaptation to the content, process and products of learning in a range of appropriate learning environments.