Gifted Children and Students

Policy Statement
Gifted and Talented Children and Students Policy
UPDATED 2010
Table of Contents
PURPOSE ........................................................................................................................................................ 3 LEGISLATION ................................................................................................................................................. 3 SCOPE .............................................................................................................................................................. 3 CONTEXT ......................................................................................................................................................... 3 PRINCIPLES .................................................................................................................................................... 4 POLICY STATEMENT .................................................................................................................................... 4 IMPLEMENTATION ......................................................................................................................................... 4
IDENTIFYING GIFTED AND TALENTED LEARNERS . 4
SUPPORTING POSITIVE SOCIAL AND EMOTIONAL DEVELOPMENT .. 5
CURRICULUM DIFFERENTATION .......................................................................................................... 5 PATHWAYS FOR GIFTED AND TALENTED LEARNERS ................................................................... 6 ENRICHMENT, EXTENSION AND ACCELERATION ............................................................................ 6 SPECIALIST SECONDARY SCHOOLS .................................................................................................. 7 INDIVIDUAL EDUCATION PLANS (IEP) ................................................................................................. 7 RESPONSIBILITY ........................................................................................................................................... 7 EVALUATION .................................................................................................................................................. 8 REVIEW DATE................................................................................................................................................. 8 CONTACTS, SUPPORTING INFORMATION AND RESOURCES ............................................................ 9 WEBSITES ..................................................................................................................................................... 10 REFERRAL PROCESS................................................................................................................................. 10 GIFTED & TALENTED CHECKLIST EARLY CHILDHOOD .................................................................. 13 CHARACTERISTICS OF THE GIFTED LEARNER ................................................................................... 16 GAGNES (2003) DIFFERENTIATED MODEL OF GIFTEDNESS AND TALENT .................................. 18
GIFTED AND TALENTED CHILDREN AND STUDENTS POLICY (UPDATED 2010) , DECS This policy replaces the Gifted Children and Students Policy (DECS 1995)
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Purpose
The Gifted and Talented Children and Students Policy (DECS 2010) is designed to enable all gifted and talented learners to achieve their full academic, personal and social potential. It offers guidance on the identification of gifted and talented learners and the provision of appropriate curriculum, pedagogy and educational pathways.
Legislation
Sections 82 of the South Australian Education Act, gives the Director General the right to determine curriculum in government schools. Section 7 of the Childrens Services Act states that the responsible Minister is (a) to ensure the provision of pre-school education and such other children's services as are necessary for the proper care and development of every child; and (b) to ensure the development of an accessible range of children's services to meet the needs of all groups in the community.
Scope
This policy applies to all Department of Education and Childrens Services (DECS) schools and preschools. The policy is based on Gagnes definition of giftedness and talent (refer to page 17)
Context
The Gifted and Talented Children and Students Policy (DECS 2010) is related to the following policies and plans: South Australias Strategic Plan 2004-2014 Aims to improve children/students learning outcomes, psychological wellbeing and retention. DECS Statement of Directions 2005-2010 Focuses on Strong Beginnings, Excellence in Learning, Engagement and Wellbeing and Quality Teaching. DECS Aboriginal Strategy 2005-2010 Aboriginal students are required to have an Individual Learning Plan (ILP) which needs to incorporate the needs of gifted Aboriginal or Torres Strait Islander children/students to support children/students to support provision of curriculum. DECS Learner Wellbeing Framework for Birth to Year 12 (2007) The heightened affective needs of gifted and talented learners must be recognized and supported to ensure their positive social and emotional development. Students with Disabilities Policy (DECS 2006) Gifted and talented learners may also possess specific learning difficulties/ disabilities or physical impairment which may mask their giftedness. South Australian Curriculum Standards and Accountability (SACSA) Framework (DECS 2001)
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Gifted and talented learners are catered for through the equity cross curriculum perspective- students with high intellectual potential (SHIP) embedded across all learning areas.
Principles
The Gifted and Talented Children and Students Policy (DECS 2010) reflects the DECS organisational values of cooperation, excellence, fairness, integrity, respect and responsibility. This policy has been shaped by the following principles: All learners have the right to equitable access to educational programs which meet their specific learning needs and abilities The education of gifted and talented children/students must be informed by researchbased practice and ongoing evaluation and improvement Partnerships and shared responsibility between parents/caregivers, schools, preschools regions and state office support quality gifted education and care.
Policy statement
All gifted and talented children/students need a learning environment that fosters wellbeing and learning outcomes consistent with their abilities. The learning environment should provide educational pathways and appropriately challenging enrichment, extension and acceleration experiences. Giftedness may be masked by cultural, social and emotional factors, such as underachievement, perfectionism, lack of motivation and fear of risk-taking and/or disability, isolation, language or a lack of engagement with the prevailing curriculum. Gifted and talented learners can make a significant contribution to their schools, preschools and wider community. However they may also be at significant risk of underachieving and/or not completing secondary education unless appropriate curriculum is provided to engage and challenge their abilities and develop their talents.
Implementation
Identifying gifted and talented learners Identification of gifted and talented learners should occur as early as possible. For some children/students giftedness may emerge at a later time and therefore identification processes need to be repeated at regular intervals. The identification process needs to be reliable and defensible. It must be congruent with current research and departmental and site policies. Identification of gifted and talented learners should not be an end in itself but be the impetus for implementing appropriate learning programs. The use of comprehensive criteria and a balance between objective and subjective assessments will ensure inclusive screening. Screening strategies could include:
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observation of childrens performance and early developmental history and play interests standardised achievement tests such as Standard Progressive Matrices/ Ravens restricted tests of cognitive/intellectual ability administered by departmental psychologists (Psychologists - Educational Services) provision of advice to parents on the availability of private services including those available through the health system parent, peer and/or professional nomination checklists of traits and characteristics cumulative school history and anecdotal evidence interviews interest surveys tests designed for higher levels of education.
Supporting positive social and emotional development For some gifted and talented learners, being different from their peers in ability and achievement and/or trying to live up to very high expectations may result in painful sensitivity, depression, loneliness, perfectionism, social isolation or stress. Educators and parents/caregivers can work together to ensure that gifted and talented learners are accepted and valued and have opportunities to interact with peers who have similar interests and abilities. Referral to an Psychologist - Educational Services or other registered educational psychologist, school counsellor or expert in gifted development may be necessary, especially before placing learners on an accelerated pathway such as early entry and whole year acceleration. (see referral process page 11) Consultation may also be necessary for subject and career choice, especially where students are accelerated into South Australian Certificate of Education (SACE) subjects and/or tertiary level study. Curriculum Differentiation A differentiated curriculum caters for a wide range of learning styles, readiness and ability levels within a mainstream class. A differentiated curriculum is necessary for gifted and talented learners whose potential is unlikely to develop without special educational provisions. (refer to Gagnes model page 18) Key elements in differentiating the curriculum include: Pace: Gifted and talented learners will generally understand new concepts easily with fewer repetitions. This means that they will need to progress through the curriculum at an accelerated pace of instruction to ensure their learning is continuous and that they are not bored or frustrated. Level: Gifted and talented learners generally understand concepts, abstractions and ideas beyond what would normally be expected at their age level. Therefore the curriculum needs to be concept based and include complex, abstract ideas so that interests and abilities are challenged and extended.
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Grouping: Gifted and talented learners will benefit from flexible grouping strategies where they can work individually or with other gifted peers. Assessment: Assessment is an important, on-going diagnostic tool for matching instruction to learner needs. Pre-assessment enables educators to determine what children/students already know, so that a more challenging learning program can be provided. For gifted and talented learners with learning difficulties, the differentiated curriculum needs to be set at an appropriately challenging level and provide access to the curriculum by understanding learning characteristics; teaching to those characteristics and building on learner strengths. Pathways for gifted and talented learners Appropriate placement and curriculum will influence a gifted and talented learners motivation, engagement and social and emotional well-being. Most gifted and talented learners will be taught in mainstream classes using a differentiated curriculum. Provisions for gifted and talented learners need to include opportunities for enrichment, extension and acceleration within and beyond the classroom. Enrichment, extension and acceleration Examples of enrichment include: cluster groupings of like-minded peers co-curricular programs community programs
Examples of extension include: differentiated curriculum compacted curriculum to allow more time to pursue studies at a greater breadth and depth teaching tools which encourage the development of critical, creative and caring higher order thinking skills such as Blooms Taxonomy, Creative Problem Solving and Moral Dilemmas
Enrichment courses can be: clubs such as chess and debating participation in competitions such as the University of New South Wales- Maths, Science and English Competitions, Tournament of the Minds, Oliphant Science Awards, Future Problem Solving leadership opportunities such as Student Representative Council (SRC), Forums, Peer Mediation, Student Voice(s) or Student Action Teams participation in choir, instrumental music, South Australian Primary School Amateur Sport Association (SAPSASA) sport
Examples of acceleration include: early and flexible entry into all levels of education
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placement in vertically grouped or composite classes flexible timetabling to facilitate subject acceleration year-level acceleration tertiary extension and enrichment pathways
Specialist secondary schools A number of departmental schools provide high quality specialist programs in areas such as high academic ability, music, sport, science, maths and languages. Some schools require special entry enrolment. (refer to pages 9-10) Individual Education Plans (IEP) Gifted and talented learners whose abilities are not able to be catered for within the regular classroom curriculum will require an Individual Education Plan (IEP). An Individual Education Plan (IEP) needs to be developed collaboratively with educators, the learner (where appropriate) parents/caregivers and other relevant professionals at least once a year An Individual Education Plan is valuable for gifted and talented learners who are: assessed by psychologists as being in the intellectually gifted range at the 98th percentile or above and are capable of working at a significantly higher level than their age peers require provisions beyond those offered within their class display uneven development with a significant gap between areas such as verbal and non-verbal performance or have learning difficulties/disabilities that require targeted support enroll early in preschool/school or are to be accelerated through a year level require significant social/emotional support
The IEP is intended for use over an extended period of time and can be kept in student record folders ensuring continuity. Gifted and Learning Disabled (GLD) learners Gifted and talented learners may have specific disabilities which prevent them from performing to their potential for example, autism, dyslexia; ADD/ADHD; physical, emotional or behavioural disability. Gifted and learning disabled students may display strong abilities in some areas and strong weaknesses in others which may make identification of their abilities more difficult. A differentiated curriculum is essential for the well being of these learners.
Responsibility
Gifted and talented learners and children will have the best opportunity to realise their potential if parents/caregivers and educators work together. DECS schools, preschools, districts and state office share responsibility for the implementation of this policy.
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Teachers support gifted and talented learners by: undertaking professional learning to enhance gifted education teaching practice becoming familiar with the multifaceted concept of giftedness, characteristics of gifted and talented learners and appropriate methods of identification and specialist support critically reflecting on their teaching practice providing challenging extra curricular activities and differentiated curriculum. liaising and communicating with parents/caregivers liaising with and utilising support from Psychologists - Educational Services reporting of outcomes for gifted and talented learners through assessment and reporting processes. Preschool directors and principals support gifted and talented learners by: supporting staff to undertake appropriate professional learning in gifted education liaising with and providing parents/caregivers with information about specialist schools, clubs, associations and competitions ensuring effective identification, monitoring and support developing collaboration within and beyond the school/preschool to increase access to programs, expertise and resources ensuring data collection and reporting in site learning plans and annual reports. Regions support gifted and talented learners by: ensuring accountability within district schools and preschools ensuring district planning and sharing of research, informed practice and resources for gifted education reporting annually on progress in gifted education within the district and across DECS. DECS state office supports gifted and talented learners by: liaising with across-system stakeholders to provide effective policy, programs and resources for gifted education providing advice to the Minister, the educational and broader community on issues related to gifted education collecting, analysing and monitoring data to inform continuous improvement in gifted education across DECS.
Evaluation
The impact of this policy on the identification of gifted and talented learners and on their learning outcomes will be evaluated.
Review date
This policy will be reviewed before January 2011.
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Contacts, supporting information and resources

Professional Learning The Gifted and Talented Childrens Association of South Australia (GTCASA) is a voluntary community association, which provides student programs for gifted preschoolers and their parents/caregivers (Early Ahead Program) and school age children up to age 12 (Saturday Club), and secondary students (Continuum). Professional development for teachers, support for parents/caregivers, consultative services to DECS and independent schools Tel: (08) 8373 0500 Fax: (08) 8373 0588 website www.gtcasa.asn.au Flinders University Graduate Certificate in Gifted Education and Master of Education. (Gifted) Courses are taught in intensive holiday topics or in external topics. Individual topics can also be audited by teachers who wish to attend the lectures but do not wish to complete the assignment requirement for the tertiary qualification. Giftedness: Realising the Potential (DECS 2004) A 9 module professional development program for classroom teachers available from DECS Publishing Gifted and Talented Education Professional Development package for teachers (2005) six modules available at www.dest.gov.au/
Special programs Ignite Programs for gifted students The Ignite Program provides accelerated learning for gifted students. The schools offering these programs are: The Heights School Tel 8263 6244 www.theheights.sa.edu.au Glenunga International High School Tel 8379 5629 www.gihs.sa.edu.au Aberfoyle Park High School Tel 8270 3477 www.aphs.sa.edu.au DECS Special Interest Secondary Schools. Students can apply through a selection process to attend the following special interest program schools. Brighton Secondary School (music) Fremont Elizabeth City High School (music) Marryatville High School (music) Woodville High School (music) Adelaide High School (languages) Urrbrae Agriculture High School (agriculture) Charles Campbell Secondary School (performing arts) Golden Grove High School (performing arts) Brighton Secondary School (volleyball) Heathfield High School (volleyball) Blackwood High School (netball) Seaton High School (baseball) Seaview High School (tennis) Marryatville High School (tennis) Mount Gambier High School (cricket, netball, football)
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Pasadena High School (basketball) Underdale High School (soccer) Henley High School (general sport) Wirreanda High School (general sport)
Websites
South Australian Curriculum Standards and Accountability (SACSA) Framework Equity Cross Curriculum Perspectives/SHIP www.sacsa.sa.edu.au Individual Education Plan (IEP) www.sacsa.sa.edu.au/index_fsrc.asp?t=ECCP&ID=E6.2.1E Negotiated Education Plan (NEP) http:web.seru.sa.edu.au/Nep/contents/hom/frameset.html Multiple intelligences www.infed.org/thinkers/gardner.htm www.newhorizons.org The Gifted Education Research, Resource and Information Centre (GERRIC) University of New South Wales http://gerric.arts.unsw.edu.au/
Referral process
It is crucial to remember the complex range of issues that can impact on gifted learners cognitive, emotional and social development. Hence the preschool or school is advised to carry out steps A and B before submitting a referral for assessment to Psychologists Educational Services. Step A A particular issue or curriculum need should be identified by the preschool or school and family. For example: Behavioural issues: eg aggressive and anti-social behaviours, feelings of frustration, extreme non compliance or underachievement
Emotional and social issues: eg social isolation or withdrawal, emotional intensity, heightened sensitivity, unrealistic expectations of self, distress about school, problems with attendance or engagement Assistance with the development of curriculum differentiation, enrichment and extension strategies: for example advice can be given about the necessity or otherwise of an Individual Education Plan and/or appropriate curriculum strategies Uneven (Asynchronous) development: for example exceptional oral language skills, but average or below average fine motor skills Accelerative measures: such as early entry placement in school, under the Policy for Gifted Learners
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A difficulty arriving at a shared understanding of the childs needs: eg a difference of opinion between the preschool/school and the parents perception of the childs abilities, behaviour and development, especially when the parent perceives a problem arising from the learners special abilities.
Step B Complete the appropriate checklist. These are Gifted & Talented Checklist-Early Childhood (refer to pages 13-15) for a child in a preschool or junior primary setting and Characteristics of the Gifted Learner (refer to pages 16-17) for learners in middle primary to secondary setting. Peer and/or self report checklists may also be included. Step C Dated samples of childs oral language, drawings, art, technical constructions, writing or other work samples can also provide valuable information and indications of advanced and accelerated development Step D Information from A, B and C should be tabled in a pre-referral discussion with the Psychologists - Educational Services. If a referral is agreed upon then provide the following information with the referral form and copies of the checklists
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INFORMATION PROVIDED AS ATTACHMENT TO REFERRAL FORMS
Results of any previous psychological assessments

Please note: if the child has been assessed by a psychologist within the last twelve months, then immediate reassessment may be invalid. A release of information, from the parents/caregivers must accompany any report from a practitioner outside DECS, in order for DECS personnel to access the information. The Consent form (SSRFO2) needs to be completed, with the name(s) of non-DECS practitioner(s) listed under Agency. standardised attainment tests eg South Results of Reading Ability, School Entry Assessment Australian Spelling Test, Neale Analysis of
Other indicators of ability, such as results obtained in national competitions, external examination results etc Relevant school-based assessments eg NAPLAN tests, PATMaths, I CAN DO MATHS Results of any Off-level testing. That is tests designed for older students
1
This document was prepared by Christine Harris, Guidance Officer, Melanie Townley, Early Childhood Psychologist and Mary Minchin, DECS Gifted Education Policy and Program Officer in 2003 and ratified by Guidance Officers from a number of DECS districts in 2007
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Gifted & Talented Checklist Early Childhood

[For Parents & Educators of Young Children]
Child's Name:
____________________________
Centre: ___________________________________________
Parent/Caregivers Name: ___________________________________________________________________ Child's Birthday (dd/mm/yyyy): Date:

____ / ____ / ____ ________ / ___ / ____
The following is a list of characteristics often seen in gifted children. The behaviours next to each characteristic explain each item. Please highlight or underline any of the behaviours listed, that you have seen in this child. The child may not show all of the examples given and they may exhibit the item characteristic in ways not listed. Note that gifted development results from a cluster of characteristics, not just one indicator. Please use the space below each characteristic to give any further examples. Or, if you have not yet observed this characteristic in the childs development and play behaviours, please tick Not seen box.
Gifted Characteristic:
1. Has an exceptional memory accurate recall of information.
Not seen
Child Behaviours:
& quick, Remembers facts, events, conversations, stories, people &/or places - recalls accurately & in clear detail later, excellent short & long term memory, memorises notes or words to songs/stories quickly, remembers physical landmarks/turns on routes to familiar places, can monopolise discussion/group with too much detail Asks reflective, probing & thought provoking questions, insatiable need to know and explore, excellent powers of observation, in depth knowledge in subjects of interest, may collect, classify & investigate - then learn all they can about a subject ie animals, plants, dinosaurs, insects etc, may take on too many projects, excited and intrigued by new ideas, however easily diverted from the main activity Learns quickly with little repetition or practice in areas of interest, appears to acquire knowledge effortlessly & can generalise this to new experiences, quick to point out connections between ideas and events, can examine, critically analyse & reflect upon their own experiences, able to understand and explain complex concepts & ideas, but easily bored with routine & drill In infancy-very alert, intense visual absorption, early motor development e.g. sat alone at 5 months, or walked alone at 9 months, &/or advanced fine motor skills ie cutting/drawing, or gross motor ie climbing/running, compared with age peers Spoke first words before age 1, or spoke first words later than age 1, but quickly moved to speaking in complete sentences, &/or early fascination with the sounds & rhythms of language, surprises adults & children with the complex words & sentences they use
An example:
2.
High levels of curiosity & deep levels of knowledge.

Not seen
An example:
3.
Shows rapid pace of learning & advanced analytical ability.

Not seen
An example:
4.
Early physical & motor development.

Not seen
An example:
5.
Early & exceptional patterns of language.

Not seen
An example:
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6. Uses advanced language & has a rich vocabulary.
Not seen
Child Behaviours:
Fluent, articulate and easily communicates complex ideas, retells events & experiences with great accuracy & vivid detail, larger & richer than expected vocabulary for age, demonstrates a richness of imagery & delight in the discovery of new language, may show off verbally to peers Early interest in drawing, painting, music, dance, the alphabet and/or numbers, learned to read, write or count early without formal instruction, developed representational & detailed drawings or mathematical skills earlier than peers, may neglect other activities Frustrated when fine motor coordination lags behind cognitive development ie when hand skills do not allow production of art work or writing at the level they can envisage in their imagination, may become resistant to writing & drawing, impatience with peers not following play ideas or rules, advanced abstract capacity but emotional repercussions of own thoughts Shows intensity of feeling, awareness & self judgement not expected at this age, tend to experience emotions at a deeper & more immediate level than age peers joy can be more joyful & sadness more sorrowful, early capacity to empathise with the feelings & behaviours of others, strong compassion, recognises but becomes anxious re complex adult issues, may show very high & unrealistic expectations of self & of others, too strong in their opinions Is humorous in speech, social interactions, or story telling, makes jokes, puns, plays on words, sees humour in situations even where it may be against him or her & laughs at the situation, plays tricks, makes jokes & uses humour at the expense of others Spends long periods of time - exploring new materials, toys, stories or in conversation, entertains self in play, long attention span at times to the point of stubbornness, high levels of concentration & motivation in new interests, is not satisfied with simple answers, dislikes interruptions, high energy levels, bored easily if material not challenging Creative use of language, art materials & props in play, is original in their use of Lego, blocks & other building & construction materials, finds unique &/or unusual ways to use toys, excellent creative thinking & problem solving, vivid & unusual use of imagination, plays for long periods of time in make believe play, loves to invent, create & experiment, finds imaginative ways to get out of doing what they do not want to do Creates elaborate & complex play sequences, enjoys play interests at a more sophisticated level, engages in rule based games & activities designed for older peers, often prefers the company of children a little older, or at times some years older, may withdraw & engage in solitary play if play interests & abilities are so different from peers Page 14
An example:
7.
Early interest in & advanced use of abstract symbol systems.

Not seen
An example:
8.
Asynchrony in development - feelings of frustration

Not seen
An example:
9.
Shows high levels of emotional intensity, sensitivity, empathy &/or perfectionism.

Not seen
An example:
10. Has a keen & mature sense of humour.

An example: Not seen
11. Demonstrates intense concentration, persistence & task commitment in areas of interest.
12. Is exceptionally resourceful.

creative,
imaginative
&
13. Differences in play behaviour & play with others.

List the childs major play interests: Not seen
14. Shows social independence. responsibility
&
Child Behaviours:
social Is asked by other children for their play ideas, adapts his or her own words & expectations to needs or skill level of peers, makes up the rules, organises & directs group activities, asserts self & ideas but may be seen as bossy or domineering, uses verbal skills to deal with conflicts or to influence other children, can question adults expectation, challenge authority Aware of their differences from peers ie in choice of play interests, makes social comparisons from an earlier age - child may be faced with choosing what they would most like to do, or conform to peers behaviour for acceptance, different conceptions & expectations of friendship - not just play partners, may deliberately camouflage or mask true abilities & change their level of play to be like peers
Describe the childs social interactions:
Not seen
15. Early awareness of difference from others & social isolation.

Describe the childs coping skills: Not seen
Please add any further information which might give a clearer picture of what this child is like e.g. child's play interests, skills, & abilities; &/or dated copies, photographs, or products of creative work. 2
Developed by Melanie Townley DECS Early Childhood Psychologist
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CHARACTERISTICS OF THE GIFTED LEARNER

Please note: Both the parent/guardian and teacher of the child under consideration should complete copies of this checklist.
Students name: _______________________________________________________________________ Current year level:___________________ Date: _____________________________________________ Name of person completing this inventory _________________________________________________ Relationship to student (please circle): Parent / Guardian / Class teacher/ Other If Other (please state): __________________________________________________________________ Mostly Learns basic skills quickly and has good recall of information, with little or no repetition Understands new and/or advanced topics easily & quickly, in areas of interest Is reluctant to practice skills/revise information already mastered, finding such practice or repetition futile and/or boring Is alert and observant, noting detail, similarities and differences Is curious about the world, wants to know how & why & asks thought provoking/challenging questions, which tend to be unlike those asked by other students of the same age Possesses extensive general knowledge Has specialised knowledge in one or more areas and finds classroom books superficial Has surprising perception and deep insight Does not conform to typical ways of thinking, perceiving &/or behaving, often seeing familiar things/situations from a less common perspective Constructs and handles high levels of abstraction Has a long attention span and high level of persistence, when working in an area of interest When absorbed in a topic may be impatient with interference or abrupt change Has advanced understanding & use of language Mental speed is faster than writing ability, so is often reluctant to write at length Can produce original and imaginative work, even if defective in technical accuracy; (e.g. poor spelling &/or handwriting) Can be clever, witty and unconventional in conversation. Displays a well developed sense of humour that reflects advanced/unusual comprehension of relationships and meanings
Sometimes
Rarely
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Mostly Wants to debate topics at greater depths Displays a richness of imagery in informal language Has high standards and goals, although achievements may not always be evident Chooses to work alone, rather than in a group Reads extensively at a conceptualisation then peers higher level of difficulty and
Sometimes
Rarely
Demonstrates emotional intensity and/or a high level of sensitivity Demonstrates perfectionism; e.g. Finds it hard to get started at times Daydreams and seems lost in another world Often prefers company of older students and adults Shows great interest in current affairs and/or global issues, justice, the universe etc. Is able to make moral judgements; for example, reacts strongly to perceived injustice Advanced use of symbol systems (maths, music, art &/or literacy)
For completion by parent(s) and student only

Please make comments, where appropriate, on any of the following: Early developmental milestones:____________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Accomplishments, past and present: ________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Attitude to learning and work habits: _________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Talents, interests, advanced abilities: ________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Clubs special interest groups or community involvement:_________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
Please add an attachment to add anything else you feel is important in illustrating your childs advanced development. You may wish to attach some copies of your childs creative work.
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Gagnes (2003) Differentiated Model of Giftedness and Talent
Gagnes model identifies gifted individuals as those who possess a natural (innate) ability or aptitude in at least one field or domain of ability, such as intellectual, creative, socio affective or sensorimotor, which is manifested to an outstanding degree, positioning them amongst the top 10% of their age peers. Without significant support in the form of an appropriate curriculum and trained educators, such potential may never come to fruition. Gifted learners, at or above the 98th percentile, are regarded as requiring intensive and specialised programs to achieve their full potential. Talented individuals have mastered their abilities, skills and knowledge in at least one field or domain of achievement, placing them within the top 10% of their age peers who also pursue or have pursued that same field of achievement. However just like all learners, gifted learners will not necessarily follow an even rate of learning development; there may be periods when progress is spasmodic and irregular. On the other hand, a gifted learner whose abilities have yet to be developed into demonstrated talent may be an under-achieving learner with high potential. The Differentiated Model of Giftedness and Talent explains the distinctions of giftedness and talent. It demonstrates that many factors can support or hinder the development of giftedness into talent, such as the self esteem, learner motivation, cultural and socioeconomic factors and the capacity of schools and centres to both identify and cater for a learners giftedness. Makers (1982) model of differentiation, Tomlinsons extensive work on differentiation and Renzullis enrichment triad are also useful for planning appropriately differentiated curriculum for gifted students.
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Policy Statement

Gifted and Talented Children and Students Policy

SUPPORTING POSITIVE SOCIAL AND EMOTIONAL DEVELOPMENT .. 5

Contacts, supporting information and resources

INFORMATION PROVIDED AS ATTACHMENT TO REFERRAL FORMS

Results of any previous psychological assessments

Gifted & Talented Checklist Early Childhood

Parent/Caregivers Name: ___________________________________________________________________ Child's Birthday (dd/mm/yyyy): Date:

High levels of curiosity & deep levels of knowledge.

Shows rapid pace of learning & advanced analytical ability.

Early physical & motor development.

Early & exceptional patterns of language.

Early interest in & advanced use of abstract symbol systems.

Asynchrony in development - feelings of frustration

Shows high levels of emotional intensity, sensitivity, empathy &/or perfectionism.

10. Has a keen & mature sense of humour.

12. Is exceptionally resourceful.

13. Differences in play behaviour & play with others.

Describe the childs social interactions:

15. Early awareness of difference from others & social isolation.

Developed by Melanie Townley DECS Early Childhood Psychologist

CHARACTERISTICS OF THE GIFTED LEARNER

For completion by parent(s) and student only

Gagnes (2003) Differentiated Model of Giftedness and Talent

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