Gifted and Talented

DEFINITION

Our school defines gifted and talented students as those learners who have the potential to achieve outstanding performance in one or more of the following areas:

• Intellectual/Academic – refers to Literacy, Languages, Social Sciences, Mathematics, Science and/or Technology

• Visual/Performing Arts – refers to Music, Dance, Drama, and/or Visual Arts

• Physical/Sport – refers to physical ability and skill, as evidenced through sport and/or Health and Physical Education programmes

• Creativity – refers to general ability to problem-find and problem-solve, as well as innovative thinking and productivity

• Social/Leadership – refers to interpersonal and intrapersonal abilities and qualities, which enable students to act in leadership roles

• Cultural/Religious, Knowledge/Skills – refers to qualities valued by the student’s cultural, religious or ethnic group, including exceptional ability in traditional arts and crafts, pride in cultural/religious identity, language ability and service to the community (Adapted from: Riley et al., 2004, p9)

PRINCIPLES

The programme will:

• Meet the requirements of the Gifted and Talented Education New Zealand Curriculum.

• Be a balanced gifted and talented programme, which considers physical, emotional, social, and spiritual well-being.

• Aim to provide all learners with an education matched to their individual learning needs

• Develop responsible attitudes in students in order to create healthy communities and environments.

• Embody Maori perspectives and values in all aspects of the education of gifted learners

• Use local resources, parents, caregivers, whanau and centres for learning opportunities

• Provide ongoing high quality teacher education and professional development for teachers in gifted and talented education

• Provide students with a rich curriculum, at an appropriate pace

PURPOSES

• To ensure that gifted and talented students are identified as early as possible on the basis of valid assessment data.

• To provide differentiated learning opportunities that will challenge and extend gifted and talented students in all areas of the Curriculum.

• To establish effective management systems to support the continuity of these programmes throughout the school.

• To make equitable provisions within the budget for ongoing funding to address the special needs of gifted and talented students.

INDENTIFICATION

Children will be identified by the following methods:

• Teacher observation and nomination

• Rating scales

• Standardised testing: tests of intelligence, achievement tests and other assessment measures

• Portfolios, performances and auditions

• Parent, caregiver and whanau nominations

• Peer nominations

• Self nominations

PROCEDURES

• Identification procedures will be flexible, ongoing, and inclusive of all socio-economic and cultural groups, drawing from a wide range of sources to ensure that all relevant information is considered

• Focus dates will be set for the formal identification of gifted and talented students throughout the school

• Individual student assessment data will be recorded on Edge and regularly updated

• Teachers will provide a range of strategies to cater for the different needs of gifted and talented students: e.g. learning contracts, independent study, research, online programmes, extra-curricular activities, attendance at ENRICH

• Staff professional development needs, purchases of resources, and additional support to meet the needs of gifted and talented students will be considered as part of each year’s budget round

KEY RESOURCES

• Gifted and Talented in the New Zealand Curriculum

• ENRICH

• Community Programmes/Role Models