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Gifted and Talented Education Policy (GATE). Prepared by Raewyn Iremonger Enrichment, extension and acceleration.

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Presentation on theme: "Gifted and Talented Education Policy (GATE). Prepared by Raewyn Iremonger Enrichment, extension and acceleration."— Presentation transcript:

1 Gifted and Talented Education Policy (GATE). Prepared by Raewyn Iremonger Enrichment, extension and acceleration.

2 Rationale We recognise the need to enable all students to attain the highest standard of achievement. We encourage all students to work as individuals and in groups to reach their full potential and strive for excellence in all areas of school life to become life long learners.

3 We recognise that: Giftedness can occur in academic and non academic areas. Gifted children require a range of experiences which will challenge and develop their skills and knowledge. Gifted children may require specialist programs to meet their academic and behavioural needs. We need to develop and promote the concept of celebrating success and achievement.

4 Definition of Giftedness. Gifted students are those who demonstrate superior ability in one or more areas of the curriculum.

5 Continued Attainment is not a measure of giftedness Gifted children are identified by looking at their behaviours, personal characteristics and performance We recognise Gifted students as a Special Needs groups needing specialist resources, time and staff

6 Areas of Giftedness General Academic Ability Specific Academic Ability Performing Arts Visuals Arts Technology Leadership Sporting Ability

7 Supporting Academic Models.

8 Blooms Taxonomy Framework 1.Remembering 2.Understanding 3.Applying 4.Analysing 5.Evaluating 6.Creating Gardeners Theory of Multiple Intelligences 1.Verbal - Linguistic 2.Logical - Mathematical 3.Bodily - Kinesthetic 4.Visual Spatial 5.Musical - Rhythmical 6.Naturalist 7.Inter-personal 8.Intra-personal

9 Gagnes Differentiated Model of Giftedness and Talent (DMGT) This model proposes a clear distinction between the two most basic concepts in the field of gifted education. Giftedness Vs Talent

10 Giftedness Designates the possession and use of untrained spontaneously-expressed superior natural abilities (called aptitudes or gifts), in at least one ability domain, to a degree that places an individual at least among the top 10 per cent of his or her age peers.

11 Talent Designates the superior mastery of systematically developed abilities (or skills) and knowledge in at least one field of human activity to a degree that places an individual within at least the upper 10 per cent of age peers who are or have been active in that field or fields.

12 Our Program At W.I.S we aim to identify those children who are on the gifted spectrum and those who express talent in certain areas. In our identification we are then able to best cater for the needs of individuals and provide them with experiences best suited to enhance their learning

13 Components of Our Program. 1.Classroom Teaching 2.Enrichment, Extension and Acceleration Opportunities/Activities 3.Module Program

14 Classroom Teaching. Our GATE programme begins at classroom level where: 1.Teachers identify student(s) area(s) of giftedness and; 2.Plan classroom programs (using curriculum differentiation) which challenge students and provide both independent and co-operative learning experiences.

15 Enrichment, Extension and Acceleration Opportunities. Identified students are urged to participate in additional opportunities (academic and non- academic) which support their area of talent. These opportunities should support and extend classroom programmes and also allow students to compete against or work with their peers.

16 Module Programme. Throughout the year different modules are run on a syndicate basis focusing on specific curriculum identified by staff. These modules have a defined timeline are high intensity. They provide students the opportunity to work with like minded peers from around the school in a variety of areas.

17 Student Identification. We use teacher nomination as our main mechanism to identify students as. However we are continually developing identification tools in using Observations of student behaviour, learning characteristics/styles and performance/product Formal testing using standardised test e.g. STAR Information provided by contributing schools Parent input and nomination through discussion with teacher Student input and self nomination through discussions with teacher

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