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'

Gifted and talented students are those who have the innate (potential) ability to achieve at an exceptional level, in relation to their same age peers, in one or more areas.

Gifted and talented students 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 is important to avoid underachievement.

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
  • analysis of creative work
  • sociograms
  • teacher observation scale
  • teacher rating scale
  • cross-cultural teacher rating scale
  • 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.

Programmes currently on offer 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.

IPENZ Young Engineers Group (Currently not on offer)


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 2019, we offer STEAM to a group of Year 2 and/or 3 students each term.  


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.

Leadership Opportunities

Point Chevalier also offers students a myriad of leadership roles across the school through PE, sustainability, wet weather monitors, crossing monitors, and school councilors, to name a few.  On Fridays, students have the opportunity to showcase their skills in Kapa Haka, others may choose to pursue their passion for Music with Lewis Eady and Drama with Head Held High.