Aranda Primary School Approach to Gifted and Talented Education Within an Inclusive and Stimulating Learning Environment

This policy outlines the current situation and directions Aranda Primary School is consolidating and developing.

Professor Miraca Grosse, Director of Gifted and Talented Research, Resource and Information Centre at UNSW says about 10% of children can be classified as gifted and talented. The term giftedness is used to refer to natural ability and the term talent to superiormastery. Gagne (1993) in his definition indicates “one’s gifts or aptitudes need rich environments or intrapersonal catalysts to be nurtured into talents.” Such a dynamic definition challenges us to be open to new expressions of giftedness, to create richer learning situations and to build up a whole school environment that values the gifts of everyone while rewarding those who excel.

Renzulli's well-known definition presents three compulsory components.

Gifted behaviour consists of behaviours that reflect an interaction among three basic clusters of human traits, these clusters being;

1. above average general and/or specific abilities
2. high levels of task commitment
3. high levels of creativity.

Gifted and talented children are those possessing or capable of developing this composite set of traits and applying them to any potentially valuable area of performance.” (1986)

Currently at Aranda Primary many of students are in the average to above average range in ACTAP testing and this is reinforced by classroom evidence. Aranda students bring a wide range of cultural, academic and sporting experiences from outside school to the classroom.

Teachers at Aranda are aware that students develop at different rates and that gifted and talented students emerge at different stages of their school life. Students with gifts and talents may also have specific learning disabilities and can find accessing traditional school programs and/or structures difficult. Research on resilience, gender differences, current brain research and Multiple Intelligences needs to accompany program implementation in the area of gifted and talented education.

The Aranda Primary School approach values and implements:

• Best teaching practice that embeds higher order thinking across all KLA’s. This incorporates Blooms Taxonomy, Six Thinking Hats, Multiple Intelligences, Student Reflection, Problem Solving Strategies, Higher Order Questioning, a risk- taking climate where students can make mistakes and differentiated assessment as part of everyday teaching and learning.
• Rich and challenging curriculum which draws heavily on the skills of all teachers in the school, visiting performances, guest teachers and lectures, artists and clinics and accesses the wealth of historical, artistic and natural resources available in the ACT to stimulate and expand student development, learning and interests.
• Teacher expertise in identifying strengths, talents and interests of students without predetermining or limiting future development. Observations in varying situations, formal testing, parent feedback, self and peer reflection, counsellor observations and testing all contribute to the identification of the developing gifted and talented child.
• Extension and graded groups within and across year levels. These structures provide opportunities for targeted extension for identified students. Programs include: guided reading groups, Maths extension program, Instrumental Music Program, access to a wide variety of relevant competitions both for individuals and groups, such as University of NSW, French, Rostrum Public Speaking, Tournament of the Minds, participation in selective sporting teams and individual sports, Engineering Games, Choir.
• Opportunities for students to develop a vast repertoire of skills through experiences in Assemblies, Student Representative Council, across age level buddy program, Aussie Sports Leaders, Peer Mediators, school and vice captains and sports captains and peer tutoring.
• Partnerships with parents that acknowledge and value that specific talents and interests of students need to be fostered and pursued out of school hours as education and individual development stretches beyond the hours and resources of the school day.
• Professional Development opportunities that ensure teachers are kept current with research and best practice locally, nationally and internationally for the development of gifts and talents in all students.
• Rich and varied material resources which cater for the varied learning styles of students and assist in developing the talents of students. These include extensive fiction and non-fiction collections, big books, magazines, audio sets, Internet access, software, games and hands on materials.
• A mentoring program which draws on the expertise of high school, college and tertiary students and the wider community. This program will aim to develop individuals and small groups who have specific talents and interests and will also focus on the importance of appropriate role models for gifted and talented students.
• Acknowledgment of student talents and achievements across all KLA’s as a vital element in valuing and encouraging students. This is done in a variety of ways, as Aranda endeavours to consolidate a school structure, which supports skill and achievements. Mechanisms include displays of student work, Newsletter reports, acknowledgments in class and assemblies, certificates, opportunities to share and present work within the school and wider community, evidence in student portfolios.