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Gifted students

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Curriculum provision to gifted and talented students.

Defining 'Gifted' and 'Talented'​​

The following definitions reflect the distinction between potential and performance. They recognise the factors involved in developing a student’s giftedness into talent. 
Gifted students are those whose potential is distinctly above average in one or more of the following domains of human ability: intellectual, creative, social and physical. Giftedness designates the possession and the use of outstanding natural abilities, called aptitudes, in at least one ability domain, to a degree that places an individual at least among the top 10% of age peers in the school.
Talented students are those whose skills are above average in one or more areas of performance. Talent designates the outstanding mastery of abilities over a significant period of time. These are called competencies (knowledge and skills). Outstanding mastery is evident in at least one field of human activity to a degree that places an individual at least among the top 10% of age peers in the school who are or have been active in that field.

Collaborative management of curriculum provision;

A collaborative team approach is used in the management of curriculum provision to gifted and talented students to provide consistent and continuous identification processes school-wide. This team oversees the support of student learning and:
•establishes identification and provision processes for gifted and talented                    students at the school 
•monitors these processes 
•negotiates and endorses a course of action for each student
•establishes a school-wide process for determining whether acceleration (year              advancement) is appropriate when planning provision for a student already                identified as gifted and talented and whose needs are not being met through              differentiation and enrichment.
•ensures the maintenance of ongoing monitoring and comprehensive records.
​ As appropriate to the school context, this team provides a range of expertise             and could include: 
•the principal (or other school administrator)
•a teacher with expertise in gifted and talented education 
•teachers who have undergone professional development in gifted and talented            education
•the Guidance Officer 
•Support Teacher (Literacy and Numeracy).
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Last reviewed 03 April 2020
Last updated 03 April 2020