Toowoomba_School Gifted Education Policy

School Gifted Education Policy
Rationale:
Gifted students may be found in all cultures and racial groups, across all socioeconomic levels and in all geographic locations. All students including the gifted, have
the right to a socially just and equitable education.
‘Nothing is so unequal as the equal treatment of unequal individuals’
Thomas Jefferson
In order to reach their potential gifted students need educational adjustments
commensurate with their level of giftedness. With appropriate programming, boredom,
frustration, underachievement and psychological distress can be alleviated for gifted
children.
Vision:
Optimizing every student’s opportunity to achieve their potential lies at the heart of
Toowoomba State High School’s commitment to all students.
This is reflected in the school’s vision statement: Creating opportunities; building lofty
futures.
This policy establishes our responsibility to ensure that gifted students are able to learn
at a pace, depth and level of complexity that suits their abilities. The school seeks to
create a learning environment that challenges and supports students to pursue
excellence and develop a passion for lifelong learning.

Objectives:
Through implementing this policy, Toowoomba State High School seeks to:
1. Provide a whole school environment that values excellence and promotes life long
learning for all students;
2. Provide an enriched curriculum that enables gifts across all domains to be
appreciated and nurtured;
3. Provide an effective, equitable and defensible process to identify gifted students.;
4. Provide opportunity for collaboration between stakeholders (school personnel,
parents/caregivers and gifted students themselves);
5. Provide a differentiated curriculum to meet the diverse needs of learners;
6. Provide opportunities for gifted students to be in contact with and/or work with others
of similar ability on a consistent and ongoing basis;
7. Provide flexible program options for gifted students that acknowledge prior learning
and have well articulated and sequenced goals;
8. Provide documentation that records progress and facilitates access to and
continuous programming across the different sectors in the education system
(primary/secondary/ tertiary);
9. Provide ongoing professional development for teachers so that they can continue to
develop their knowledge and skills for educating gifted students.
Underlying Principles:
The vision and objectives for students who are gifted are underpinned by the following
principles:
1. Equity – All students, including students who are gifted, have the right to fair and
equitable access to appropriate educational programs that meet their specific
learning needs.
2. Recognition of difference – Students who are gifted are recognized as different
from students of their own age in their speed of learning, the insightful quality of
their thinking and their advanced ability in one or more areas.
3. Educational excellence – All students, including students who are gifted, have
the right to appropriate educational programs that result in learning outcomes
consistent with their abilities.
4. Partnerships – The education of students who are gifted is the shared
responsibility of teachers, parents/ carers, students and education administrators.
5. Evidence-based practices – The schooling of students who are gifted must be
informed by contemporary research-based practice and by ongoing evaluation
and improvement.

Definition:
This policy adopts definitions of giftedness and talent based on Gagné’s (2003)
Differentiated Model of Giftedness and Talent (DMGT).
Gifted students are those whose potential is distinctly above average(in
the top 10%) in one or more of the following domains of human ability:
intellectual, creative, social and physical.
Talented students are those whose skills are distinctly above average (in
the top 10%) in one or more areas of human performance.
Gifted students may vary in terms of the nature of their abilities and in their level of
giftedness. In order to develop talents, gifted students need to be given appropriate
opportunities for learning, training and practice Gagné (2003) outlines intra-personal
and environmental catalysts that may facilitate or hinder the development of gifts into
talents.
Intra-personal catalysts

Environmental catalysts

motivation
self-management
volition
personality traits
self-esteem
self-efficacy
poor health and disability
learning difficulties

socio-economic background
geographic location
beliefs about giftedness and talent
inter-personal relationships
events
teacher expectations
teaching practices
learning activities

The recognition of gifts and the development of particular talents may be affected by a
student’s cultural identity. Identification processes need to account for giftedness in
terms of the values and beliefs of different cultures.
Characteristics of Gifted Students :
Distinguishing features of the gifted become apparent from an early age. The following
table outlines some cognitive characteristics and associated personality traits which
may be found in gifted students to a greater degree than in their age peers. Not all
students will display all these characteristics all of the time.
Cognitive Traits

Personality Traits

Exceptional reasoning ability
Intellectual curiosity
Rapid learning rate
Facility for abstraction
Complex thought processes
Vivid imagination
Early moral concern
Passion for learning
Powers of concentration
Analytical thinking
Divergent thinking/creativity
Keen sense of justice
Capacity for reflection

Insightful
Need to understand
Need for mental stimulation
Perfectionism
Need for precision/logic
Excellent sense of humour
Sensitivity/empathy
Intensity
Perseverance
Acute self awareness
Nonconformity
Questioning rules and authority
Tendency to introversion

(Silverman, 1993, p53)

Although many gifted students are well adjusted, some of the cognitive and affective
characteristics of gifted students may result in negative behaviours. This is particularly
so for gifted underachievers, students with a learning disability or where gifted students
are experiencing intellectual frustration, boredom or peer rejection.(Gross,1989,
Whitmore,1980 and Betts & Neihart, 1988)
Davis and Rimm (2004) listed the following negative characteristics that gifted students
may display.
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Stubbornness
Nonparticipation in class activities
Uncooperativeness
Cynicism
Sloppiness and disorganization
A tendency to question authority
Emotional frustration
Absentmindedness
Low interest in detail

Gifted students will not all be the same, like all students, they can vary in temperament,
intellectual ability, and areas of interest and aptitude (Silverman, 1993) as well as in
their levels of energy and intensity (Clark, 2002).

Identification of Gifted Students:
This school is committed to having an effective, equitable and defensible identification
process. The purpose of identifying students as gifted is to ensure that they are
provided with opportunities to develop their abilities and meet their potential for
outstanding achievement. In order to achieve these goals appropriate identification
strategies are required:
1. To identify gifted students who may come from different social, cultural, racial and
language backgrounds
2. To identify gifted students who may be ‘double labeled’ with a disability, a
learning difficulty or who may be underachieving.
3. To be dynamic and continuous so they are open to review and amendment as
new data is collected.
4. To be valid and reliable tools that can be used to identify both giftedness (high
potential) and talent (high performance). This will require a range instruments to
collect both subjective and objective data.
Tools for Identification:
Objective tools
1. Year 3, 5, 7 Tests ,Year 2 Net Continuum.
2. Teacher made tests.
3. Student work samples
4. Academic Competitions (ie ICAS , ASSETS)
5. Tests of Reading and Comprehension. (Neale, Torch,Waddington)
6. Off level Assessment.
7. Individual IQ Tests.(WISC-IV, DAS)
Subjective tools
1. Teacher Instruments:
A variety of checklists are available for teachers. These can be accessed in the AGQTP
modules, at the Learning Place, and by visiting the websites of other State Education
departments (Western Australia, NSW, Victoria etc). the following are a good starting
place:
 Sayler Identification Checklist (GERRIC /AGQTP Module 2)
 Primary and Secondary Teacher Nomination Form (AGQTP Module 2)
 Common Behaviours of Gifted Students Checklist
 Harslett Checklists for Indigenous students.(WA EDN website)
2. Parent Instruments:
 Sayler Identification Checklist for Young Children (GERRIC/AGQTP Module 2)
 Sayler Identification Checklist (GERRIC/AGQTP Module 2)
3. Student Instruments:
Check the Learning Place and websites of other State Education Departments (Western
Australia, NSW, Victoria etc).
4. Peer Instruments:
Check the Learning Place and websites of other State Education departments (Western
Australia, NSW, Victoria etc).

Programming for Gifted Students:
Toowoomba State High School acknowledges the need for effective programming to
meet the needs of gifted students. Programs are defined as ongoing, clearly stated
sequences of goals, content and strategies that provide developmentally appropriate
educational opportunities.
The school plans to provide a rich and satisfying curriculum for every student. It
acknowledges that in this environment some children will need the opportunity to be
extended beyond the limits which the majority of students can achieve. Therefore, this
school will offer both enrichment opportunities for all and extension programs for those
who require them.
Enrichment Activities:
These are activities that can be offered to the wider school community that enhance the
learning of all children. They include the variety of options outlined in the Four Strand or
Zigzag Model in strands 1, 2 and 3. (See Appendix- Four Strand Model)
Extension Activities:
Because of their high potential to exceed in the specified areas, a smaller percentage of
the student population will require extension work to meet their needs for increased
depth, complexity and difficulty in the work they encounter. Some of these program
options are outlined in Strands 3 and 4 of the Four Strand or Zigzag Model. It is
acknowledged that as the level of giftedness increases, more radical programming
options will be needed to cater for the student.
The Feldhussen and Silverman Model (See Appendix) provides guidelines for the types
of programming that might be needed for each level of giftedness. This school realizes
the importance of allowing students to work with like ability students (Rogers, 2002) and
that some form of acceleration can help to maximize success.
Documenting, tracking and accountability:
The school realizes the importance of documenting and tracking the progress of gifted
students. The programming for these students needs to be clearly articulated as they
progress, especially because they may move through the system ‘out of step’ with their
age peers and because they may develop unevenly across the range of subject areas.
In order to monitor and document their progress an Advanced Learning Plan will be kept
for gifted students who require differentiation in the pace and complexity of learning
experiences compared with their age peers (See appendix).

The scope of programming options offered by Toowoomba State High School
include :
Program options for Extension
Acceleration- subject

Definitions and considerations
A student is placed in a class for a
particular subject, at an advanced level.

Year Level Acceleration

The student is moved to a higher year
level than his/her age peers. Consult
the Framework/and International
Guidelines on Acceleration.

Ability grouping

Students are grouped according to
ability. This can be full time grouping in
a special class, or part time grouping
for specific subjects.

Cluster grouping

A group of 5-8 high ability students are
grouped together in what would
otherwise be a heterogonous class
group. They can then access a
differentiated curriculum and work with
others of like ability.
Units of work are differentiated to cater
for differing levels of ability. One or
more models are used to adapt the
complexity of the content, process or
products that children will engage with.
(e.g. Bloom /Williams/ Maker).
These structured projects allow gifted
students to investigate an area of
interest and to develop time
management and independent work
skills).
An opportunity for a student to interact
with an expert in a field of mutual
interest.
Students are provided with the
opportunity to demonstrate that they
have already mastered some content
and then they only need work on
material they have not yet mastered.
There is flexibility for them to be
allowed to progress through this work
at a faster pace than normally
developing peers.

Differentiated units

Independent projects

Mentoring
Curriculum compacting

Responsibilities for enacting the Policy:
A. Principal’s Responsibilities
Increasing school capacity to provide appropriate support options for students who are gifted
by:
 supporting the infrastructure necessary to support the Gifted Education Policy.
 supporting collaboration and networking within and beyond the school to increase
access to programs, expertise, facilities and information.
 facilitating community support and involvement to extend the capacity of the school to
engage gifted students in learning that challenges and supports them
 including in the school’s strategic documents, namely the Strategic Plan, School
Annual Report and Operational Plan, specific strategies to meet the learning needs of
students who are gifted.
B. Deputy Principals’ & Heads of Departments’ Responsibilities
1. Providing leadership in the school community to identify students who are gifted and
responding appropriately to their individual needs by:
 establishing reliable and valid means of identifying gifted students as part of school
practice that is ongoing both within a school year and across year transitions;
 incorporating identification, tracking and profiling processes into the school-wide
support strategy;
 facilitating access to a range of educational provisions that include acceleration (e.g.
curriculum compacting within a year level, year acceleration) and organizational
structures (e.g. cluster grouping, ability grouping, vertical curricula, multi-aging);
 establishing collaborative processes that involve all identified stakeholders.
2. Providing support and approval for accelerations
3. Liaising with tertiary and other institutions regarding alternative-entry options (e.g. early
entry, access to and credit for dual enrolment).
C. Teachers’ responsibilities include:
1. Exploring and reaching common understanding of the characteristics of giftedness;
2. Applying appropriate methods for identifying students who are gifted;
3. Liaising with parents/carers regarding a student’s gifts and needs;
4. Enlisting specialist support staff including guidance officers and gifted-education
Coordinator;
5. Seeking specialist advice and resources to assist in providing a curriculum that is
differentiated in terms of learning experiences, teaching practices and teacher expectations
so that content, learning processes and student tasks reflect different levels of knowledge,
skills, interests and learning styles;
6. Challenging students who are gifted to continue their development through curricular
activities that require depth of study, complexity of thinking, fast pace of learning, high-level
skills development and/or creative and critical thinking;
7. Critically reflecting on the effectiveness of their school’s programs and practices in meeting
the needs of gifted students;
8. Undertaking professional learning to enhance knowledge and skills through dialogue and
the sharing of effective practice.

D. Parents/carers are encouraged to:
1. Become familiar with the characteristics of giftedness and methods for identifying children
who are gifted & become informed about the options available to support their child’s
development.
2. Liaise with teachers and others to ensure that the child has appropriate and ongoing
educational opportunities.
3. Provide a stimulating learning environment at home and encourage their child to pursue
excellence
Appendix 1

Identification and Referral Process
Nomination: Teacher or Parent/Carer identifies a student is exhibiting indicators of giftedness.

Screening: The student’s case manager initiates data gathering process and collates information on the
Student Profile form. (Appendix) Inform parent and involve them in data collection.

Referral:
Case manager uses the Gifted Student Profile form to refer the student to
Gifted Education Coordinator or Special Needs Support Group or
Academic Excellence committee or Subject HOD.

Gifted Education Actioning Meeting
[Invited Stakeholders]
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Gifted Education Coordinator prioritises referrals
Class teacher presents case at referral meeting
The team determines further action required: e.g. further assessment/
The team assigns case to appropriate case management personnel
Original referral form kept on file. Copies to relevant parties

Further data gathering - may
include assessment by Gifted Education
Coordinator, learning support staff and
guidance officer

Management Phase : Selected
stakeholders determine the type of
program required by the student

Advanced Learning Plan to be developed by a Meeting of Stakeholders. This may include:
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Acceleration
Class placement
Contracts
Mentoring & Case Management
Special groupings
Program differentiation

Implementation of
Advanced Learning Plan

Monitoring of the students program and Review of Advanced Learning Plan
By Gifted Education Coordinator, class teacher and other stakeholders.

Appendix 2
TOOWOOMBA STATE HIGH SCHOOL
Gifted Student Profile Form
Date :
Student name:
Student EQ ID:
Case Managers name:
Referred by:
Year level:
Date of Birth:
 I request assistance in confirmation and programming for this child
I have used the following Identification Tools: (please attach any relevant forms)
 Behavioural checklist
 Teacher nomination
 Parent nomination  Peer nomination
 Self nomination
 Standarised test
 IQ testing
I consider that this child has many indicators in the following areas:
 General Intellectual Ability
(and / or)
 Specific Academic Aptitude in the areas of ______________________ (and / or)
 Creative thinking and production (and / or)
 Leadership
(and / or)
 Psychomotor ability
(and / or)
 Visual and Performing Arts in the areas of _____________________________.
Results and Observations
Systemic Data (yr 2 net, 3/5/7 testing)
Extracurricula (competitions,AMEB)

Standardised Tests (reading age,
spelling)

Observations (parent, teacher, peer)

Special Needs Committee Actions and Recommendations
 The student is to have a Cognitive Assessment to confirm Gifted and Talented
Assessment.
 Cognitive Assessment not required for this student. Programming considerations
only.
 Case management team to develop an Advanced Learning Plan.
Results of Cognitive Assessment by GO on ____________(date) was IQ of ________
Programming implications and considerations:
 Standard deviation #1 Mildly gifted
IQ 115-129

 Standard deviation #2 Moderately gifted
 Standard deviation #3 Highly gifted
 Standard deviation #4 Exceptionally gifted

IQ 130-144
IQ 145-159
IQ 160-179

Appendix 3 :1/2
TOOWOOMBA STATE HIGH SCHOOL
Advanced Learning Plan
Date: ________
Student’s name:
EQ ID.
Date of birth:
Yr level:
Teacher:
Referred by:
Significant Results: (eg. Reading age, EAA testing, class test results, 3/5/7/testing)

Comment on student’s interests, relative strengths and weaknesses in the following
areas.
Intellectual:

Social:

Psychomotor:

Creative:

Work habits/ motivation etc:

Appendix 3: 2/2 :Goals and Program
Date

Date of revision:

Goals

Actions

Signature:

Evaluation

Appendix 4
Acceleration Process and policy :
This document outlines the process used at the school to consider year level acceleration or
grade skipping to meet the needs of a gifted student. The case manager needs to be
someone with an understanding of the needs and characteristics of gifted students and with
an understanding of the possible benefits of grade skipping. It is recommended that teachers
and administration members be familiar with both EQ guidelines on acceleration to be found
in ‘The Framework for Gifted Education’ and the ‘International Guidelines on Suitability for
Accelerated Progression.’
Nomination-Parent or teacher can approach the principal (or Head of
Curriculum,) and outline why they think the student would benefit from
acceleration.

Initial data gathering- A case manager is assigned to the child-( preferably
someone with some knowledge of gifted education.) Information from parents,
teachers and the child should be collected and the Student profile sheet should be
collated if this has not already been done. Data should include
a) Parent information- e.g. Sayler checklist and anecdotal reports, etc.
b) Teacher/school information- e.g. checklists, work samples, systemic data,
standardized tests, subject assessments.
c) Student data- The case manager holds an informal interview with the student to
determine their feelings and attitudes to being accelerated.(Particularly for students
from year 2 on)

Initial Decision-the Special Needs/ Social Justice/Gifted Education Management
team make an initial decision based on the evidence so far collected
a) Acceleration is a possibility and we need to proceed with further data
collection and planning
b) At this stage the student’s needs can be met without acceleration.
All stakeholders are to be informed of the decision. Parents have a right of appeal to
proceed to the case meeting if they disagree with the decision.

Further Data GatheringFurther data is collected to develop a comprehensive profile of the student’s
strengths, learning styles and work habits.
Guidance report is required
Case history e.g. previous approaches used to cater for the student’s needs
Determine goals, areas for growth and concerns.
Evaluate the student’s social and emotional development e.g. resilience,
adaptability
Investigate other considerations- timetabling, class numbers, best class if there’s a
choice.

Case meeting- or Acceleration Team Meeting
Participants:

Case manager
Class teacher
Administrator-principal
Parents
Guidance Officer
Receiving Teacher
Student-(optional)
Agenda: Goal is established- to decide whether acceleration is the best option for the
student.
Each participant has an opportunity to voice their opinion in relation to the
data gathered and the guidelines for acceleration.
Other possible options can be outlined.
A SWOT analysis or PMI can be completed if necessary.
A course of action is agreed upon.
If there is a change to the current program then a proposed date for the
transition is decided, a trial period is specified (usually 6 weeks) and a review date is
negotiated.
Guidelines for evaluating the trial period are established.

Implementation PhaseThe administration is notified.
The date for the transition is approved.
Current and receiving teachers are informed.
Parents are informed of resources required e.g. booklists etc.
A program of support is established for the student and receiving teacher.
A review process is implemented including an appointment for the student with a case
manager to monitor their cognitive, social and emotional status.
Documentation is completed for school and parent records.-An Acceleration Plan or
Advanced Learning Plan specifying acceleration is documented, endorsed by the
Acceleration/case meeting team and approved by the Principal and parent/carer.

Review processThe case meeting team as above needs to reconvene after the trial period to monitor progress
and determine future direction.

Appendix 5:
A Model of Curriculum Provision for Gifted education and talent Identification
(based on Zigzag and Unicorn, to be used in con junction with Student Identification Model)

PURPOSE DESCRIPTIONSTRAND

Strand 1
Expanding Interests

Strand 2
Enhancing Education

Strand 3
Implementing Gifted
Education

Strand 4
Educating the Gifted

Activities designed to
broaden student interests,
identify talents and
incorporate the
perspectives, contributions
and experiences of the full
range of students.

Activities that introduce
students ‘ to higher level
thinking activities to extend
students opportunities to
participate in school and
regional events or
competitions.

Challenges that involve
inclusive learning/teaching
and feeling focused on
teaching all students to use
advanced skills and
processes which match
students’ learning needs
and learning styles.

Individual or small group
activities where students
are challenged at high
levels to further develop
their talents to their full
potential.

To identify students with a
high level of interest, talent
and motivation who may
benefit from opportunities to
participate in similar
activities at a higher level.

To identify students,
including underachievers,
for participation in school
teams and withdrawal
programs.

To identify students who
need differentiation by
implementing gifted
education curriculum in all
classrooms.

To identify students who
need negotiated,
differentiated curriculum (an
individualised work
program).

PROGRAMS PROVIDING IDENTIFICATION OPPORTUNITIES

Examples:

Examples:

Examples:

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A)
1.
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Modification of:
Content
Abstract concepts
Depth, complexity, variety
study of methods of enquiry

2.
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Process
High level thinking(Bloom)
Critical and creative thinking
Variable pacing
Problem finding and solving

3.
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Product
real problems
real audiences
real deadlines
transformations

4.
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Environment
student-centred
encourage independence
open and accepting
complex, with variety
(after Maker,C.J., 1982)

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Debating Club
Chess Club
Concerts
Competitions
Sports days
Camps
Choir
Instrumental
Performances
Musicals
Art/Drama Festivals

(Often these are extracurricular activities)

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Mini Thinkfests
Maths Challenge Days
Mini tournament of
Minds
Science Days
Enrichment Sessions
Art Festivals
Days of Excellence
Leadership courses

(Community involvement to
teach application)

Further talents may be
observed through:
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Independent Studies
Advanced Thinking skills
Programs
Real Life Investigations
Centres for excellence

Negotiation results in
individualised curriculum
which employs strategies
such as :
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Acceleration, including
Compaction
Monitoring
Contracts
Extension
Dual enrolments

Participants: any
students

Participants: any students

Seven categories of
differentiation are:
 Appropriate speed
 Cognitive processes
 Enrichment / extension
 Personal experience /
autonomy
 Multiple intelligences
 Deductive thinking
 Social change

Participants: any students

(Braggett, E., 1997)
Participants: any students
The student will:
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Display advanced
interest
Be an enthusiastic
learner
Display motivation
and talent
Show potential to
participate in a field

Selection criteria are in
accordance with Frasier’s
Traits, aptitudes and
Behaviours, 1992 and TAGS
checklists, 1995. Criteria
are in accordance with the
skills needed for entry into
withdrawal programs,
Examples:

To participate in a differentiated
curriculum, the student will
show, for example:
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Independent learning ability
Task commitment
Research and reporting
skills
Problem finding and solving
ability

The student is expected to
demonstrate:
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Above average ability
Task commitment
Creativity

(Renzulli, J. (1977). The
Enrichment triad Model.

SELECTION CRITERIA FOR ENTRY INTO EXTENSION/ENRRICHMENT PROGRAM

of study at a higher  Tournament of Minds
level
 Creativity, Leadership
 Problem-solving ability
 Communication
 Interpersonal Skills
Thinkfest
 Creativity, Curiosity
 Problem-Solving ability
 Ability to work in groups
Enrichment Session
 Analysis
 Synthesis
 Evaluation
Maths Challenge
 Problem solving
 Motivation
Analysis

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High level critical and
creative thinking skills, eg
analysis, synthesis and
evaluation
Communication skills

USA: Creative Learning
Press, Inc.)
The student will have an
area or areas of advanced
interest and passionate
attachment.
The student has
demonstrated a high Level
of talent as well as
independent learning skills.

TEACHER ACTION

1. Teacher observes
and notes students
who meet criteria
for advanced
studies.
2. Teacher discusses
extension/enrichme
nt possibilities (also
with parents).
3. Students who meet
criteria participate
in higher level
activities.

1. Teacher observes
specific children during
sessions.
2. Teacher rates students
according to selection
criteria.
3. Teacher makes selection
based on ratings.
4. Selected students
participate in withdrawal
program.

1. Teacher observes specific
students during class
sessions.
2. Teacher rates students
according to selection
criteria for an individualised
program.
3. Teacher notes parent, peer,
self nominations.
4. Teacher collates information
and notifies students and
parents of proposed
program.
5. Selected students access
differentiated curriculum.

1. Teacher, parents, or
experts assess student
products and
performances.
2. Teacher uses checklist,
intelligence test,
achievement test,
aptitude test, test of
creative abilities,
anecdotal records,
grades.
3. Student, teacher, parents
or experts develop
Individual student Profile.
4. Gifted students access
negotiated curriculum.

EXTENSION/ENRICHMENT PROGRAM

Extra Curricular
Activities such as:
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mini courses, eg
cricket
 drama and dance
classes
 music lessons
 swimming coaching
 Double Helix
Science Club
 sports teams
 orienteering club
 Vietnamese School
 Aboriginal dance
troupe
 Aboriginal art
classes
 Writers’ Circle
Some students may
proceed to Strand 4 at
this or any successive
stage.

Withdrawal Programs - to
replace regular curriculum.
Examples:
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Tournament of Minds
Thinkfest Programs
Enrichment afternoons
Maths Challenge
Program
Leadership Courses
Camps, eg writers’, the
arts
Day/Week of Excellence
Excellence Expos
Philosophy
Youth of the Year (Lions)
Industry Placements

Differentiated Curriculum –
requires teachers to:
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identify learning objectives
pretest students for prior
mastery
eliminate unnecessary
teaching

Negotiated Curriculum –
curriculum which reflects the
needs and abilities of the
student.
Emphasis placed on
negotiation and independent
learning using:

Students may then participate
in, for example:

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

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









Independent study
Advanced Thinking skills
Program, eg Future
Problem solving
Advanced Maths
Investigations
Extension Programs
Specific Courses, eg
Computer programming
Buying time program

Acceleration
Mentor Programs
Contracts, ie. ‘bought
time’
Dual enrolments
Extension programs

eg, Centres for excellence
(gymnastics, golf, the arts),
Personalised Knowledge
Pursuit.

Appendix 6
Levels of Giftedness and Appropriate Program Modifications
Adapted from Levels of Giftedness Table – Feldhussen, J.F. 1993 Handbook of 1993 Certificate of Gifted Education Sydney:
GERRIC:UNSW
Levels of
Giftedness

Prevalence

Mildly
115-129

1:6→1:40

Moderately
130-144

1:40→1:1000

Highly
145-159

1:100→1:10000

Exceptionally
160-179

1:10000→1:1million

Profoundly
180+

Fewer than 1:1million

Programming
Options
Enrichment in regular class
Modified curriculum
Curriculum compacting
Advanced work
Challenges
Ability grouping
Mentors
Subject/Single grade acceleration
Fast pace in talent area
Ability grouping
Acceleration options
Challenging enrichment
Mentors
Highly individualized programs
High school– uni level program
Advanced placements
Radical acceleration (3+ carefull spaced grade skips)
Ability grouping
Counselling
Radical acceleration
Early university entry
Highly individualized programs
Ability grouping
Counselling

Appendix 7
References:
Baska, L. K. (1989) Characteristics and needs of the gifted. In J. Feldhussen, J. Van TasselBaska & K. Seeley (Eds.), Excellence in educating the gifted (pp15-28). Denver: Love
Publishing Company.
Betts, G.T. & Neihart, M. (1988). Profiles of gifted and talented. Gifted Child Quarterly, 32(2),
248-253.
Clark, B. (2002). Growing up gifted: Developing the potential of children at home and at
school (6th ed.). Upper Saddler River, NJ: Pearson.
Davis, G. & Rimm, S. (2004). Educating the gifted and talented (5th ed.). Boston: Allyn &
Bacon.
Feldhusen, J.F. (1993). Levels of giftedness. Adapted from a handout presented in Certificate
of Gifted Education at the University of New South Wales.
Gagne, F. (2003). Transforming gifts into talents: The DMGT as a developmental theory. In N.
Colangelo & G.A. Davis (Eds.), Handbook of gifted education. (3rd ed., pp 60-74). Boston:
Allyn & Bacon.
Gross, M.U.M. (1989). The pursuit of excellence or the search for intimacy? The forced choice
dilemma of gifted youth. Roeper Review, 11(4), 189-194.
Rogers, K.B. (2002). Re-forming gifted education: Matching the program to the child.
Scottsdale, AZ: Great Potential Press Inc.
Silverman, L.K. (1993). A developmental model for counseling the gifted. In L.K. Silverman
(Ed.), Counseling the gifted and talented (pp51-78). Denver: Love Publishing Company.
Whitmore,J.R. (1980). Giftedness, conflict and underachievement. Boston: Allyn & Bacon.