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 Andrea Gibson oversee the gifted and talented programme in our school.

Enrichment programmes currently on offer in 2021 are: to be updated

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 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.


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.

New Zealand Centre for Gifted Education (NZCGE)

We are pleased to announce that Point Chevalier School is a NZCGE MindPlus Contributing School.  We are thrilled to be in a position to support our staff and some of our intellectually and creatively gifted studentsNZCGE provides support to schools through access to NZCGE specialists and discounted enrolment in community-based workshops.  

The NZCGE supports in-class teachers, management, and those with responsibility for gifted students and are aimed at creating benefit for students, building school capacity to meet NAG 1 iii (c & d), and in delivering to Point Chevalier's Learning Support Action Plan.

Kāhui Kaiārahi 2021 (Student Leadership)

Point Chevalier offers student leadership through Kāhui Kaiārahi for 23 Year 6 students.  They meet each week to develop practical leadership skills and leadership qualities.  They will also be involved in creating a difference for the school in an identified area of need.  

In addition to the Year 6 student leadership roles, Year 5 and 6 students have the opportunity to join a myriad of other leadership roles across the school through wet weather monitors, crossing monitors, Kapa Haka, Poly Group, composting, and recycling.   
Criteria for enrichment programs
To be updated

Helpful Sites

New Zealand Centre for Gifted Education

Envision Gifted


FAQ from New Zealand Centre for Gifted Education


Should you have any questions about your child in relation to meeting 

their gifted and talented needs, please contact the people below and 

discuss any concerns with your child's classroom teacher.

Jocelyn Hair:

(Gifted Education Mentor/Deputy Principal)

Amy Redwood:

(SENCo/Associate Principal)