Athletically gifted or talented students may demonstrate rhythmic, athletic and physical skills beyond their peers. They have exceptional coordination, balance and confidence in physical activities. They may demonstrate endurance, stamina and persistence and feel constantly under pressure to take action. These students are usually very energetic and can be impulsive, restless or have nervous habits. Some athletically gifted students may use their whole body to communicate.

The creatively gifted or talented child is curious, imaginative, playful with ideas and loves to ask questions. These children may have a keen sense of humor that is sophisticated for their age. A creative child will seek our the unusual or different approach to solving problems and may be a non-conformist. Some creatively gifted children may be described as day dreamers, be disorganized, have a disregard for authority, be argumentative or be the "class clown". 

Children who are culturally gifted or talented have a rich knowledge of their cultural traditions and practices and take pride in sharing aspects of their culture with others. These children may be driven to be of service to their particular culture/community and may show mana amongst peers from the same cultural contexts. Speaking two or more languages is not uncommon for the culturally gifted student. Culturally gifted students may choose to express themselves through culturally derived performance, art, dress or technologies. Some students may experience conflict between home culture and school culture, becoming withdrawn or underachieving. Others may be constrained by cultural practices (for example, the expectation to be obedient means they may be reluctant to ask questions). Students may be the victim of racism or trauma from life experiences in other countries. 

The intellectually gifted are quick, critical, logical thinkers. These students may have an advanced vocabulary and are avid readers and/or writers. Recalling facts and concepts easily, these students have a large knowledge base. They often see patterns and relationships with ease and are able to formulate and support ideas with evidence. These students often prefer accurate and valid solutions to problems. Some of these students become easily bored, may dominate a discussion, and can sometimes come across arrogant. These students may struggle to read social cues and have difficulty accepting what is seen as illogical.

These students may have highly developed moral and ethical sense, have an intense need for equity and fairness and will often be thinking about the feelings and/or emotions of others. These students can describe their feelings with great precision and may be overly sensitive and easily hurt. These students are willing to take personal action or be of service to others and can often willing to tackle world or community issues. These students may develop over-anxious behaviours or be intensely critical of themselves or others. These students demonstrate the values of Awhinatanga (helping and serving others), Manaakitanga (hospitality), Whanaugatanga (relationships) and Aroha (love for, caring and sensitivity to others).

Students who are gifted in the visual or performing arts may have experienced competitive success community wide, nationally or globally. These students can produce original works superior to peers and can often lead others in artistic pursuits. Responding emotionally to the arts and surroundings is typical of students from this domain of giftedness. These students are often visual/spatial learners. Some students in this domain of giftedness may be disinterested in other aspects of education, be disorganised or demonstrate the negative characteristics of high creative ability. These students may be perfectionsists and are highly motivated to improve expressive skills. 

You might find your technologically gifted child pulling things apart and putting them back together just to see how things work. The technologically gifted student demonstrates a wide range of technological skill, often assisting others with technology, independently developing knowledge of apps, software and new technology, or writing computer code independently. These students may become frustrated when their opportunities to use quality technology are limited or  others, including teachers, struggle with technology skills that they consider to be basic.