Gifted and Talented Education (GATE)
National Administration Guidelines (NAG) 1 (iii)c requires boards, through their principals and staff, to use good quality assessment information to identify students who have special needs (including gifted and talented), and to develop and implement teaching and learning strategies to meet the needs of these students.
Here is a link to our GATE form for parents
Definition of 'gifted and talented'
At Point Chevalier, "gifted and talented learners are recognised, valued, and empowered to develop exceptional abilities and qualities through equitable access to differentiated and culturally responsive provisions" (Ministry of Education, 2012, p.12). Furthermore, we acknowledge that gifted and talented learners can be found in every culture and in every socio-economic group. Some will show their talents at an early age, others will take longer to develop. Nurturing of these learners through identification and differentiation is important to maximise engagment.
Identifying gifted and talented students
Identification is flexible and ongoing and will take place through a range of techniques that may include:
- school enrolment data
- school assessment data
- student/parent/class/teacher questionnaires
- student/parent/teacher interviews
- observation and analysis of key domains: academic, creative, visual and performing arts, social, leadership, culture, physical, and technology
- analysis of creative work
- teacher, parent, peer and self nomination
A range of techniques will be used.
Ongoing gathering of information is necessary. Gifted and talented abilities may emerge at different times of a student's education and in different circumstances.
Identification techniques will be sensitive to cultural factors, students with learning disabilities, students with disabilities, underachieving students and socio-economic background. A responsive learning environment will be encouraged to facilitate this.
Provision for gifted and talented students
Differentiated programming will be tailored to the individual strengths and interests of identified students to further develop identified strength/potential. Provision will:
- generate a high level of interest in learning
- develop the tools of thought (study and research skills, skills in observation and perception, communication skills, thinking skills)
- develop the student’s intellectual and creative skills as far as possible
- foster emotional, social and ethical growth (REACH model).
There will be a range of provision drawing from:
- in class differentiation - individual, group
- cross grouping between classes
- withdrawal programmes
- cluster programmes
- external providers, for example, One Day School, Gifted Kids Programme
- mentors
- acceleration
- talent development plans (TDPs) will be implemented for students where learning needs may not be being met – these will involve the deputy principal, parents, teacher and student.
Cultural relevance will be considered. Parents will be informed of all special programmes that students are involved in. Evaluation of programmes will be carried out as appropriate.
Gifted and talented in the classroom
Professional development will be provided as required. Teachers and support staff will be given appropriate assistance with planning to meet differentiated needs. Where possible, the strengths and interests of teachers as well as mentors from the wider community will be utilised to maximise the learning opportunities provided.
Managing gifted and talented programmes
All systems will be regularly reviewed. Senior Leadership and teachers will foster open communication and work collaboratively and consultatively with parents and the wider community to develop strong relationships. A database of students who attend extension groups or are identified as Gifted and Talented will be kept. Jocelyn Hair (Deputy Principal) and Juliet Gleeson oversee the gifted and talented programme in our school.
Enrichment programmes currently on offer in 2020 are:
Otago Maths Problem Solving
This challenge takes place five times a year and gives students an opportunity to perform in problem-solving activities that require higher-order thinking.
EPro8 Challenge
The Engineering Challenge is a fun event has only been running since 2016. Teams enter and compete with other schools. This year we can enter 4 teams of 8 students.
Steam
Steam is an educational approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking. Currently, in 2020, we offer STEAM to a group of Year 2 and/or 3 students each term. We also have a parent run group offering STEAM activities to Year 4 students.
Depth and Complexity
The Depth and Complexity Icons are visual prompts designed to help students go beyond surface-level understanding of a concept and enhance their ability to think critically. These critical thinking tools help students dig deeper into a concept (depth) and understand that concept with greater complexity.
KIWI competitions replacing ICAS
Kiwi competitions are through CAM (Centre for Assessment & Monitoring), University of Canterbury.
CAM provides English, Mathematics, Science and Spelling Bee Competitions for Primary and Secondary schools.
ICAS (transitioning to Kiwi Competitions in 2020)
ICAS provides an opportunity for all Year 4 – 13 students to gain a measure of their own achievement in an external testing situation. It provides teachers, parents, and students with comprehensive reporting of results in the areas of Digital Technologies, English, Mathematics, Science and Spelling Bee, Writing. All assessments are accessed online from 2019, apart from writing for Year 5, 6.
Tournament of Minds (Not currently on offer)
Tournament of Minds is an Australasian-wide programme designed to encourage students to develop their cooperative problem-solving skills, and their creative and critical thinking.
|
