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Over recent years more and more schools have begun to see the provision of education for gifted children as important and have set up programs to help these children to learn and achieve their potential. This is a great thing for gifted children but even though a wider range of programs for the gifted now exist and many schools make provision for these children, finding out about these programs has often been difficult.
It is the purpose of this page to, hopefully, make that task easier for parents by providing them with a list of some schools who have stated they make provision for gifted students. It will certainly not replace proper research - the schools provisions must be examined in detail to ensure they will be right for your child - but, it should, at least give you a place to start looking.
It must be noted that the omission of a school from this list does not mean that that school is not a good school for your gifted child, and it certainly does not indicate that a school is not a good school. Many schools may make special provision for gifted children and this simply is not known to me - either because they do not make such information public knowledge, or because it did not appear in my sources. Other schools may make no special provision, but instead successfully educate and cater for gifted children within their normal classroom programs.
I have been advised that state schools in New South Wales are required to have a gifted program, and that should be considered when reading the entries on this page as well. While I can make no judgements on a school's practices here, when policies are mandatory, the possibility they have been created merely to meet a requirement must be considered.
Many schools omitted from this list stated in documents that I have read that they seek to 'cater for individual differences' or that they 'treat all children individually' or that they 'successfully educate all children with special needs'. I considered very carefully whether or not these schools should be included in the listing because those statements can mean that gifted children are catered for at such schools. In the end, I elected not to include such schools in the absence of other information because my experience has shown me that such statements can sometimes be inclusive of all children - except gifted children. I make no judgement of whether or not this applies in the cases of these schools - in many cases, perhaps all cases, such schools do not exclude gifted children from their definitions. But I consider it to be the lesser of two evils to risk excluding some schools that cater for gifted children from this list if it avoids the risk of including a school in this list that does not make provision for the gifted.
For the same reason, schools that say they provide 'enrichment' for students have also been excluded in the absence of any other information. This is because enrichment can have a great many meanings - it can include provision for gifted children, it can also mean that a school provides swimming lessons. Again, I make no judgement on whether or not such schools do make provision for gifted children as part of their enrichment programs - I simply do not know the answer and once again I have decided it is better to risk the exclusion of a school from this list that does provide enrichment for the gifted, than to risk including a school that does not and so risk parents sending their child to a school that does not meet the needs of their child based on the information on this page.
As a further clarification about the two paragraphs above, let me make it clear that statements that a school 'cater to all needs' or 'have enrichment programs' do not mean that a school will not appear in this listing. Rather, such information simply does not comprise a reason for a school's inclusion by itself. For example, if I have seen other information that confirms a school's enrichment programs do include provisions for gifted children, I will include that school in the listing but I must have clear and unambiguous information.
If any New South Wales schools not included in this list would like to provide me with information on any provisions they make for the education of gifted children, I will be happy to include an entry for that school. By the same token, if any school that is included would like to provide me with more information, I am happy to add that to this page. In these cases, please e-mail me at drednort@alphalink.com.au
Finally, let me make clear that this page is for information purposes only - it is not intended to replace detailed investigation of a school by parents for their child, merely to provide them with some possible places to start. Always remember that what is said and what is actually done can differ, and even a good gifted program may not be appropriate for any individual gifted child. While every effort has been made to ensure accuracy with regards to the information on this page, I accept no responsibility for any inaccuracies that may have occurred (beyond a responsibility to correct such inaccuracies if they are brought to my attention) and I accept no responsibility for the use or misuse of the information on this page. Except where prior Copyrights exist, this page is © 2001 Shaun Hately. Linking to this page is permitted (indeed encouraged), but please do not reproduce any of the information contained here without obtaining permission from me - such permission will virtually always be given.
But many people do not know the name of a school they are interested in and so I have provided a series of menus. These menus will list schools by:
The following information is provided for each school where I have been able to find it.
You will notice when you view the list of schools that it is quite colourful. These colours exist for a reason and conform to the following key:
| The Scots School Albury |
Armidale
| The Armidale School | New England Girls' School | Presbyterian Ladies' College, Armidale |
Bankstown
Bathurst
| All Saints' College | St Stanislaus' College | The Scots School Bathurst |
Blacktown
| Parklea Public School |
Bondi
Campbelltown
| Ambarvale High | Broughton Anglican College | St Gregory's College |
Central Coast
| Central Coast Grammar School |
Deniliquin
| Oaklands Central School |
Granville
| Birrong Girls High School | Concord High School |
Hornsby
Lismore
| Trinity Catholic College |
Liverpool
| Macquarie Fields High School | Mount St Joseph School | Sefton High School |
Maitland
| Cessnock High School |
Newcastle
| Dungog High School | Newcastle Grammar School | New Lambton Public School | New Lambton South Public School |
| Wallsend South Public School |
Northern Beaches
Orange
| Kinross Wolaroi School |
Parramatta
| Arthur Phillip High School | Baulkham Hills High School | Cerdon College | Girraween High School |
| James Ruse Agricultural High School | The King's School | Tara Anglican School for Girls |
Penrith
| Blue Mountains Grammar School | Hazelbrook Public School | Penrith High School | St Columba's High School |
| St Paul's Grammar School | Xavier College |
Port Jackson
| Balmain High School | Fort Street High School | Newington College | Presbyterian Ladies' College, Sydney |
| St Andrew's Cathedral School | Sydney Technical High School | Trinity Grammar School |
Queanbeyan
| Frensham | Macarthur Anglican School | Queanbeyan South Public School |
Ryde
| Covenant Christian School | Holy Cross College | Lane Cove Public School | Lindfield Primary School |
| Ravenwood School for Girls | Roseville College | St Ignatius College, Riverview | St Pius X College |
Shellharbour
| Chevalier College | Oxley College |
St George
| Canterbury Boys' High School | Danebank |
Sutherland
| Caringbah High School | Gymea Technology High School | Inaburra School |
Tamworth
| Calrossy |
Tweed Heads/Ballina
| Byron Bay High School |
Woollongong
| The Illawarra Grammar School | Smiths Hill High School |
If the school is a private school (not government run) it will be classified by its religious affiliation (including a category of non-denominational). Bear in mind that some schools affiliated with a particular religion do accept students from other faiths.
Anglican
Catholic
Christian
| Covenant Christian School | Coverdale Christian School | Inaburra School | Oxley College |
| Pacific Hills Christian School | St Paul's Grammar School |
Greek Orthodox
| All Saints' Greek Orthodox Grammar School | St Spyridon College |
Jewish
| The Emanuel School | Masada College | Moriah College |
Presbyterian
| Presbyterian Ladies' College, Armidale | Presbyterian Ladies' College, Sydney | The Scots College | The Scots School Bathurst |
Uniting Church
| Kinross Wolaroi School | MLC School | Newington College | Ravenwood School for Girls |
| The Scots School Albury |
Non-Denominational
While the menu system as described above will not provide full details on which years a school teaches, that information is provided in the main alphabetical listing.
Secondary
Kindergarten to Year 12
We have some wonderfully talented students at All Saints and increasingly we are catering for their needs in a variety of different ways.
This year we enlarged our Program of providing for able and gifted students by offering small group tuition in Visual Arts for a range of students from Years 4 to 6. These students learnt the art of cartooning and animation as well as the styles of a variety of painters from Picasso to Andy Warhol. In addition, we introduced the challenge of competitive debating in which our students performed exceptionally well.
We continued to offer Mathematics Enrichment, Literature Enrichment, Discovery Science, Philosophy for Children and Tournament of Minds. Students who have been academically accelerated have gained enormously from the experience, working at a level suitable to their cognitive abilities and enjoying the challenges that they are exposed to." (http://www.allsaints.nsw.edu.au/reports/faculty_reports/gefted_and_talented.htm)
"GIFTED AND TALENTED STUDENTS
Students with special gifts and talents are provided with opportunities to achieve to their highest potential. The structure of the curriculum allows acceleration of specific students. Year 8 students, for example, are allowed to study certain subjects alongside students in Years 9 and 10.
In the elective years (9 and 10) students are able to double the amount of time they wish to spend on their best elective subjects. Individual enrichment programs in specific subjects are also designed for students. While students with ability are identified by the school, parents should contact the school if they believe their son/s would benefit from programs such as those mentioned above." (http://skyboom.com/asquithbhs/schoolatoz.html)
The Equity policy adopts the definition of gifted and talented articulated in the NSW Government Strategy statement.
Gifted students
"Gifted/talented programs: Centrally co-ordinated group/individual extension and enrichment programs in Primary and Secondary schools."
"Baulkham Hills High School is a selective school providing an educationally enriched environment for academically gifted students. Entry is by competitive, public exam taken mid-year in the last year of primary school." (http://members.ozemail.com.au/~bhhs/principles_address.htm)
Computer rooms; Theaterette; Senior study rooms; Expanded library; Arts complex; Pottery workshop, wheels, kiln; Photographic darkroom; Playing fields; Basketball courts; Cricket nets.
Student success is nurtured through our innovative and flexible unitised vertical curriculum. Students learn at a pace to suit their ability with a flexible and manageable weekly timetable.
The diversity of the curriculum offers each student an opportunity to experience a range of relevant and interesting subjects while focusing on academic excellence.
Special programs are offered to gifted students, those from Non-English speaking backgrounds and students with learning difficulties.
Joint Secondary School and TAFE courses are offered and dual TAFE accredited courses are available in some subjects.
Senior students with potential are offered advanced courses for the HSC.
Castle Hill High regularly achieves more students in the top HSC percentage than any other comprehensive school in the Hills District." (http://homepages.tig.com.au/~chhs/chhs2a.htm)
At Cerdon, the gifted and Talented student's needs are met in and out of the classroom through the following strategies:
Pastoral Approach:
Cessnock High School offers a contract based TAGS program which relies on staff, parent and student nomination. It is administered by a co-ordinator, Mr. H. Thomas, and virtually covers all activities open to high school students within and without the school subject to negotiation.
This TAGS program was initiated in 1994 as a DSC Targeted Program and was found to be so successful and efficient that it was made a "program of excellence" at the end of 1994 and has developed ever since from strength to strength.
This active school now participates more widely in challenging activities and has increased its feeder school activities so that students are more comfortable in coming to Cessnock High." (http://users.hunterlink.net.au/~cnhcr/about/about.htm)
The average size is 25 and classes are both streamed and mixed ability according to subject matter and student needs. Over 85% of students complete Year 12 with a high percentage of these students gaining university entrance." (http://www.concord-h.schools.nsw.edu.au/concord_high_school2.htm)
"The full range of abilities is catered for: streamed Mathematics groups mean that all students are taught at their level of need; a Literacy Support Teacher works with individuals and small groups; a full time Gifted and Talented Education specialist helps class teachers meet the needs of gifted learners through a range of programs and provisions; and, of course, all teachers are equipped with enrichment materials and strategies for the classroom. An 'advanced class' has been established for gifted Year 6 learners. Partial or full acceleration is considered for boys whose academic needs suggest such an approach." (http://www.cranbrook.nsw.edu.au/JuniorSchool/JuniorSchool.html)
"A special programme emphasising study, research and planning skills prepares boys for tertiary studies. Remedial help is available, while gifted and talented students receive specially designed assistance to accelerate or enrich their development." (http://www.cranbrook.nsw.edu.au/SeniorSchool/SeniorSchool.html)
"Gifted/talented programs: Yes. A major focus"
Our students have access to a wide range of extra curricula activities which will enhance their social and academic development. These include:
Music (continued participation in Sydney All Schools Spectacular and Starstruck in Newcastle)
Drama
Mock Trials and Debating
National Maths and Science Competitions
Art and Technology Displays
Agriculture - cattle judging
Fashion design
Work Experience
Camps for: Gifted and talented students, Year 11 Cross-curricula, Year 7 peer support, music and SRC
Opportunities for a wide range of excursions
Stream Watch involvement as part of Total Catchment Management" (http://www.dungog-h.schools.nsw.edu.au/extra.htm)
Children may be identified as demonstrating gifts or talents across the entire spectrum of school experiences. Teachers aim to cater for the individual needs of all children in a variety of ways. While a few children may demonstrate advanced skills in most things they attempt, it is more common for children to demonstrate strengths in one or a few areas.
In meeting children's academic needs, class
tasks are often individualised to meet the needs of specific children.
In the class, children are grouped so as to work with other children who
are learning at a similar rate. Group work is a common feature of class
tasks and may involve activities from each of the Key Learning Areas.As
well as in-class activities, children from Years 3 - 6 who demonstrate
advanced
development may involve themselves in regular
groups within the school. The school band, choirs and dance groups cater
for the children with these talents.
The debating and public speaking teams compete regularly. The Primary School Sporting Association offers competition between local schools. The basketball and squash teams have enjoyed success this year. The Maths Club met every Tuesday afternoon in Term 3.
Children in Years 1 - 2 have had weekly group activities in English and Mathematics which offer a range of activities at advanced levels.
Children in Years 3 - 6 have opportunities to join other more able children from local district schools in a day of workshops led by specialist coaches as well as opportunities to attend leadership camps." (http://www.zip.com.au/~elanora/schlearn.html)
"Fort Street remains a selective high school providing a wide choice of subjects for talented boys and girls... The two-week activities period at the end of the school year offers students a variation-of-routine to pursue selected activities such as Swimming and Life Saving, Music and other options which cater for the specific interests of gifted and talented students." (http://www.fortstreet.nsw.edu.au/about/curric.html)
"THE SELECTIVE ENVIRONMENT
Students are selected to enter this school on the basis of their academic performance. Some advantages of this environment are:
Safe, well disciplined classes
Academically talented students will benefit from being part of a group of students keen to achieve academic excellence. This leads to the development of sound work and study habits and high aspirations.
Curriculum
Stimulating and challenging programs of study have been devised to cover a wide scope within each subject. Furthermore the nature of the student group allows for greater depth of treatment in many aspects of the courses. In addition, certain courses can be offered which may not attract sufficient interest in other schools. In Years 11&12 a large number of classes are formed in subjects at the highest level of study.
Ethos
It is the expectation of our staff that students will do well. Our students are aiming for entry to university. Our record in preparing students for further study is reflected by almost 98% of students gaining university entry.
Experienced staff
Our staff is very experienced, many are involved with HSC marking and syllabus committees. Your child will benefit from their expertise." (http://www.girraween-h.schools.nsw.edu.au/)
Gosford OC classes offer opportunity through enrichment and extension.
Our Year 5 and 6 classes provide gifted and talented students with a fully integrated, differentiated curriculum. By catering for the strengths, interests and needs of exceptional students we support and encourage equal opportunity for optimum achievement. Children are involved in academic and social programs and promote wholistic development." (http://members.ozemail.com.au/~d2049pn1/oc.html)
We are increasingly aware of some students’ special needs and accommodate them in small groups while maintaining each student’s presence in mainstream classes. The Centre for Individual Educational Programmes provides support for students in classrooms from Kindergarten to Year 12 within particular areas of need including Gifted and Talented, Learning Difficulties and English as a Second Language.
These Programmes support classroom based remedial and extension programmes.
There is an emphasis on early intervention with specialist teachers providing assistance as required within each grade in the Junior School." (http://www.hillsgrammar.nsw.edu.au/home/campus.htm)
"Teaching and learning in the Junior School is enriched by a wealth of resources both human and physical. Each class teacher is supported by specialist teachers in Computing, Languages, Physical Education, Music, Drama, Art and Library. In addition, specialist support staff with experience in gifted and talented and learning difficulties work with the classroom teacher in assessing and programming for individual student needs. Homework contracts are set to reinforce classwork and all students are expected to complete them." (http://www.hillsgrammar.nsw.edu.au/home/junior.htm)
"Gifted/talented programs: The CIEP caters for gifted and talented children"
All students identified as "gifted" are tracked and profiled. The identification process includes teacher recommendation, parent nomination, diagnostic testing, outstanding achievement, Australia-wide competition results, and in some cases, peer nomination and anecdotal records through observation. All this information is then transferred to a student profile and updated regularly to include results in units and participation in external courses designed for gifted and talented students." (http://www.inaburra.nsw.edu.au/main.htm)
The curriculum is designed to give each student the broad academic and cultural education of the normal high school in conjunction with the morespecialised studies associated with the theory and practice of modern agriculture. An extensive enrichment program is provided in English, Mathematics and Science and, where practicable, subjectacceleration towards the Higher School Certificate is encouraged."
In Years 7 and 8 boys and girls take a range of subjects. These subjects are studied in as much depth as is possible and are certainly not just "general experience" courses.
All children study English; Mathematics; Science; History and Geography; Music; Design and Technology including Computer Education; Art; Personal Development, Health and Physical Education; and Religious Education.
The "A", "B" and "C" classes study French and Jap anese while The "A" and "B" classes also study Latin. Other children (the "D" class) have special extension work in English, Mathematics and Living Skills so that these areas, which are usually very weak, can be strengthened...
Years 11 and 12
The Board of Studies requires all students to study 11 Units for the H.S.C. At Kinross Wolaroi, we normally require 13 Units in Year 11 and 12 Units in Year 12. English is the only H.S.C. subject which is compulsory. Religious Education is also studied by all students. Special "Advanced" courses are also run in Year 11 for very able students." (http://www.kws.nsw.edu.au/site/subj/subj2.htm)
"Gifted/talented programs: Students are well catered for with programs to facilitate performances to the very best of their ability"
Extension and enrichment programs operate within classes and grades to ensure high achieving students are being challenged and stimulated. A thinking skills program also operates to target small groups of talented children. This program is being extended in 1999 to include a greater range of talents and interests." (http://www.primaclass.com/LCPS/programs.html)
Lindfield Primary School provides an extensive array of programs for gifted and talented students. Programs are interwoven into everyday classroom and school activities and are supported by a specialist teacher and a GATS support team. Specialised extension opportunities are also provided for gifted and talented students.
Gifted Students are those with the potential to perform at a level considerably superior to their age peers across a range of endeavours.
Talented Students are those with the potential to perform at a level considerably superior to their age peers in one field of human performance.
Identification of gifted and talented students is based on information provided by the student, teachers, parents and independent experts if considered necessary, and on analysis of school achievements and progress.
Classroom Programs
Gifted and talented students require modification of content (what is learnt); process (methods and thinking processes); product (medium of expression) and learning environment. Our GATS programs utilise a variety of approaches which can be implemented within the classroom. These can be supported by separate programs to suit particular students. Programs are continued for as long as the student maintains or improves the level of performance
Options which may be applied to particular students at a higher level than the basic class program include:
The school provides a broad range of extension programs within its basic program. These include:
Workshops provide opportunities for particular students to experience and explore specific areas of interest (eg dance, play writing, archaeology, public speaking) in small learning teams over a number of sessions. Workshops are taught by school staff or specialist personnel from outside the school (eg lecturers from UTS). Workshops topics are determined by student and staff interest and are scheduled throughout Terms 1 - 3.
GATS Support Teacher
The role of this teacher is to support classroom teachers, implement programs for particular students and plan whole class programs from Kindergarten to Year Six. Support processes include consultation, resource development, team teaching, program organisation and occasional relief for classroom teachers.
GATS Team and ALL Committee
The GATS team is a group of teachers who organise the school's GATS workshop program, participation in special events (eg Tournament of the Minds, Maths Olympiad etc) and assist our GATS support teacher and classroom teachers. The ALL committee, a sub-committee of the P & C Association, raises the funds to employ the GATS support teacher for one day per week, organises seminars for parents and provides information and a network for parents within our school community." (http://www.lindfield.nsw.edu.au/gats.html)
"Special Abilities Scheme
Macarthur Anglican School focuses on the individual needs of each student. Our Special Abilities Programme is exciting as it centres on the goal of equipping each student with skills to become an autonomous learner. This program allows children to choose their own content areas to pursue through independent research projects matching their special interests. In addition, students learn about metacognition (thinking about thinking) and creative problem solving. The programme aims to instil a love for learning and a solid background in research skills to enable each student to realise their gifts and talents and pursue them. Information about this program is available from Mrs Lieberman." (http://www.mas.nsw.edu.au/senior.htm)
"Gifted/talented programs: Special abilities program for identified students"
The program extends beyond the normal curriculum and offers the opportunity to deal with ideas that are complex and abstract. It also allows students the opportunity to select tasks and topics which are appropriate, have a broad based content and provide motivation and challenge. A positive working environment can be developed by the student working independently or in groups of varying size.
The selection process involve staff and student participation by questionnaire and personal interview. The program operates in two vertically streamed classes, Years 9/10 and Years 7/8. It is held once during the six day cycle in addition to the normal classes." (http://www.marist.penshurst.syd.catholic.edu.au/programs/gifted.html)
MLC School's strategy of Transforming Learning is the platform for gifted education within the school. Our Ad Astra program is designed to cater for the learning needs of gifted and talented students.
The core values that underpin our Gifted Program incorporate the understanding that giftedness can often be accompanied by unique characteristics and needs in the intellectual, social and emotional domains. MLC School caters for specific learning needs in a variety of ways. These include subject acceleration, grade acceleration, ability grouping, vertical grouping, enrichment and mentoring.
In Years 5 and 6, this program is organised as full-time, self-contained classes with permanent, specially trained teachers. These classes allow for enrichment, flexible progression in some subjects, and the opportunity to participate in a balanced range of co-curricular activities. Entry into the program requires students to meet specific, multiple criteria as determined by the Gifted and Talented Program Coordinators within the school.
The Art and Music strands offered across the school provide other avenues for the girls to extend and develop their learning. In addition, MLC School offers many activities that gifted students find stimulating. These include Chess, Debating, Literature Circles, Mathematics Challenge, Philosophy, Physics enrichment and Science enrichment in conjunction with UNSW, Physics Olympiad, Maths Olympiad, Tournament of Minds, Murder Under the Microscope, Streamwatch and the Jason Project.
MLC School is committed to preparing all students not only to cope but to thrive and lead in these exciting times of unprecedented change. Progressive societies of the future will require intellectual capital and innovation from its citizens. Our task is to instil this value in our brightest students, as well as guide them towards emotional, spiritual and intellectual fulfilment.
We recognise that our gifted and talented students have special needs as learners and that their considerable academic potential should be nurtured in an environment of academic excellence. However, we also believe that life is much more than coming first or gaining top marks. If our girls are to be ethical and moral leaders, if they are to make contributions to artistic, educational, legal, medical or scientific disciplines they will need to know themselves and others, and how to communicate effectively with all members of our society in order to share their gifts and talents. Do you aspire to these same ideals for your daughter?
Years K-4
At Kent House we see young children as: powerful, rich, strong, resourceful and competent in interacting and communicating.
We observe our girls:
Years 5-6
MLC School has created self-contained classes for gifted girls in Years 5 and 6. These classes, taught by a cohesive team of trained and experienced teachers, provide challenging programs that encourage gifted students to achieve at levels commensurate with their ability. These classes also address the unique social and emotional needs of gifted girls.
A major focus of these classes is the development of balanced individuals who delight in the learning process, enjoy the benefits of community involvement and embody qualities of perseverance, empathy and humility. Each girl is encouraged to develop confidence in her ability, and an acceptance and enjoyment of her own and others competency and extraordinary accomplishments.
Gifted learners in these classes enjoy:
There is a full or part scholarship for the girl or girls performing best in the entrance testing for the Year 5 class.
Years 7-12
In Years 7 to 12 gifted girls at MLC School are given a variety of opportunities to develop their potential. These experiences are offered within the curriculum and through other programs at the school (see inside front panel).
Within the curriculum the school offers:
"Gifted/talented programs: Special gifted and talented class (Years 5 and 6), acceleration and flexible progression in the senior school"
Mount St Joseph provides extension and enrichment opportunities for all who show talent or ability in the academic, creative or sporting fields through the provision of extra curricula activities and special programmes. Students of outstanding ability may be offered Accelerated Progression in some subjects. Students of all subjects are encouraged to attend Enrichment activities provided within the school through the Tutorial system, as well those offered by outside agencies such as Universities." (http://www.schools.ash.org.au/mountsj/special.htm)
"Individual Attention
The School's philosophy is to contain class sizes in order to provide all students with the opportunity for individual attention in an atmosphere conducive to learning.
Support teachers are utilised for students requiring individual attention, whether it be to overcome some difficulty or to progress at all accelerated rate.
Students meet regularly in small groups with members of staff so that their progress can be monitored and so they can be encouraged to reach their potential...
"A support teacher works alongside a class teacher as required, to help students encountering difficulties and to extend the more able students." (http://www.ngs.nsw.edu.au/info/prospect/prospect.htm)
"Gifted/talented programs: Programs for gifted and talented in both Junior and Senior Schools, also Tournament of Minds"
New Lambton Public School has an enrolment of approximately 630 pupils, with a teaching staff of 30 full and part-time teachers and an ancillary staff of 7. We have children from 5 years of age (Kindergarten) to 12 Years of age (Year 6). The present school operates as three interlocking teams working in specific areas of student welfare viz: Years K-2 are located in the Infant Block; Years 3-4 in the Junior School; Years 5-6 in the Senior School. Except where composite classes are formed, and where one class is established for academically talented students in each of years 4, 5, and 6, all other classes are parallel. Within this structure opportunities are provided for all students to do their best. A core curriculum is followed with provision for enrichment activities for students interested and/or with the capacity to do the work." (http://www.newlambton-p.schools.nsw.edu.au/schldets.htm)
The school curriculum at New Lambton South is enhanced by the provision of special programs for students:...
"North Sydney Boys' High School is a selective high school on the North Shore which strives to provide an outstanding learning environment for its students. We pride ourselves not only in our academic achievements but in a wider range of other important areas such as sport, the arts, the school itself and the school's attitude to work and the community." (http://www.nsbhs.nsw.edu.au/nsbhs.php)
The principal may decide that early entry to school of a student who is intellectually gifted and talented is appropriate. However when making such a decision the principal must ensure that the child has the required social and emotional level as well as the educational level required.
The school will carry out a comprehensive evaluation of the intellectual functioning, academic skills and social-emotional adjustment. This should be undertaken by the school counsellor or a registered psychologist.
Judgement about the student’s social and emotional maturity should include input from the student’s parents or caregivers and the school counsellor or psychologist." (http://www.oaklands-c.schools.nsw.edu.au/info.htm)
"Gifted and Talented
All children are given a standardised reading and maths test upon entry into the school. If this testing shows the student to be intellectually gifted we will suggest various strategies for assisting the student. There are individual extension, thinking skills, maths olympiad, enrichment activities and creative writing activities to accommodate the needs of the student."
GAT stands for Gifted and Talented. Students are selected for working in this group by teachers taking into account, previous academic work, attitude, basic skills results and benchmarking results.
What does the GAT Group do?
The GAT Group meets at set times each week. They work together on problem solving activities to further develop their higher level thinking skills. These students DO NOT do extra "school work", but nurture their natural skills through differentiating the curriculum. In 2000, this will be done by intensive work in computers, including typing skills, creating their own personal websites and completing and analysing research in the school using Excel spreadsheets and wordprocessing." (http://www.parklea-p.schools.nsw.edu.au/1c.html)
"Gifted and talented pupils are provided with
stimulating enrichment activities in the mainstream subjects. These
programmes are tailored to individual pupil
ability and provide flexibility for their extension or acceleration." (http://www.pittwaterhouse.com.au/junior_grls.asp)
"Gifted and talented pupils are provided with enrichment programmes in main stream and specialist subjects from Years 7 to 12. These programmes are tailored to the individual ability of pupils and provides flexibility for their extension or acceleration. Each year there are a number of Year 11 pupils who are accelerated in order to complete some of their Year 12 subjects a year in advance." (http://www.pittwaterhouse.com.au/grammar.asp)
"O.C. CLASSES
Queanbeyan South Public School is the site for the two primary O.C. classes, serving Queanbeyan and the surrounding district.
These classes (one for 6th grade and one for 5th grade children) are designed to cater for gifted and talented children, and are established by the NSW Department of Education and Training.
This is the third year of operation in the Queanbeyan region.
Placement
To be eligible for placement in the 5th grade programme, each child must sit a test, which is distributed and marked by the Selective Schools Unit in Sydney. Parents are notified by mail in late October as to the success, or otherwise, of their child's placement.
The Programme
The academic programmes designed for the children tend to be open-ended, or offer a number of response options so that individual skills and interests can be catered for. Creative thought is highly valued and we encourage the older children to design their own responses where appropriate. Although the children are extended according to their talents, emphasis is still placed in mastering the basic skills in all the Key Learning Areas. Over the past two years the children have produced some excellent work in designing their own culture, with details of environment, flora and fauna, clothing, religion, structures and government, and their work was backed up with models, sculptures and relief maps. As part of a design and technology unit, previous classes have surveyed their local area regarding types of buildings, drawn up plans of their own or imagined houses, created their own structures, researched famous buildings and redesigned and decorated their own bedrooms (via models).
The O.C. children are encouraged to enter a select number of competitions including Maths Olympiad, the NSW University English, Computing and Maths Competitions, Primary Research Competition and some local Council and Library initiatives. In the past there have been some excellent results, and the children enjoy the challenge.
At Queanbeyan South, children have the opportunity of participating in debating, choir, a rang of sporting activities including representative teams and coaching clinics, piano, flute and clarinet lessons, Japanese language, Macedonian language, Chess Club, Double Helix Club, Peer Support and Peer Mediation.
Special Day
One of the O.C. programmes most enjoyed by the children is the Special Day. The classes are divided into mixed groups and participate in a number of activities focussing on a particular subject. To date we have had such days in Problem solving, Drama, Art/Craft, Science and Technology.
Socialising
Queanbeyan South places a strong emphasis on
the social well being of all children. Within the O.C. Unit, care is taken
to make the students feel secure, and to integrate them sympathetically
into the life of the school. We try to provide a challenging but stress
free environment, and encourage the students to appreciate the wide rang
of talents, interests and personalities of their
peers.
Early in the year a 'get-to-know-each-other' camp is held. Although activities in various areas are pursued, the camp is primarily social in its aim, and has proved to be very successful in integrating newcomers, and 'bonding' the two classes into a social Unit."
Every child is entitled to have his or her education needs met. The Flexible Progression program at Queenwood responds to the individual needs of each of our students.
One of the aims of Flexible Progression is to identify the particular gifts of the girls and to provide them with appropriate, intellectual stimulation and the learning environment to develop their gifts to the fullest.
Queenwood provides early entry to Kindergarten, flexible progression in one or more subject areas, acceleration of a whole year by telescoping of content and acceleration through participation in an accelerated class.
Individualising the curriculum of the students according to their potential helps them achieve different goals at different times. This means that the curriculum is differentiated according to their needs. Sometimes it means that students complete courses sooner than their age mates and can be accelerated to the next level course. Sometimes students are enriched by more detailed and in-depth examination of a topic. For students who struggle with academic challenges, specific support is offered through the resource teacher.
In Junior School over eighty students are involved in various subject acceleration, such as English, Mathematics, Music and the Creative Arts, through the system of family grouping. The annual three day course for gifted and talented students, held in the September holidays, provides challenge in areas selected by the students.
Team teaching and withdrawal of individual students from the Junior School classrooms enables the resource teacher to attend to the needs of students requiring specialised input. Liaison with parents is essential for this support to be acknowledged and supplemented at home. In the Senior School, students are taken on an individual needs basis after school and sometimes during Activities lessons. Remedial help is also possible during class time when a student is given permission not to take a specific elective.
In the Senior School, extension programs in History, English, Science and Music enable many students to delve into a subject area in greater depth. Some students, from Year 7 through to Year 11, have accelerated in individual subjects - Japanese, French, English, German, Computer Studies, Chemistry and Maths for example. The first Queenwood accelerants sat for the HSC in 3 Unit Maths in 1993, while they were still in Year 11. Their results were excellent. Since then Queenwood has accelerated students in a variety of HSC subjects and a number of students are studying Distinction Courses." (http://www.queenwood.nsw.edu.au/g%26t.html)
"Gifted/talented programs: Special teacher appointed"
The purpose of provisions for gifted and talented children is to maximise their educational outcomes. While it is a goal at St Andrew's to provide challenging and enriched curricula for all students, the needs of gifted students require appropriate curriculum modification and provisions which take their particular characteristics into account.
As part of the Individual Learning Centre, students who are gifted intellectually and/or creatively are provided for in a variety of ways either through enrichment activities that are available to all interested students or extension activities by teacher selection.
Out-of-school-hours provisions for gifted and talented students include:
The inclusion of gifted and talented perspectives in class programs is on-going. Units of work in History, Geography and English, as well as in primary programs, have been differentiated in collaboration with class teachers to meet the needs of gifted and talented students.
As the individual needs of students become apparent, short term programs are offered and students' progress is monitored through the Learning Support Team with the Gifted and Talented Co-ordinator as the case manager.
Public speaking is part of the gifted and talented program within the School. St Andrew's participates in the Secondary Schools Competition, open to all students. Community members are invited to join the audience and celebrate students' oratory skills.
Debating is another opportunity our gifted students have in which to excel. St Andrew's teams debate throughout the Independent Schools' Debating Association season in Terms 1 and 2. There is high commitment to this competition shown through consistent preparation and attendance at the weekly seminars and coaching sessions." (http://www.sacs.nsw.edu.au/frame.asp?/academic/gifted_and_talented.asp?nav=1_3)
"Gifted and talented program: Conducted by a special co-ordinator"
"Special adjustments to the education of the gifted and talented child should not be regarded as something abnormal, but part of the courtesy and grace due to every child."
(The Hon. Kim Beazley, G&T Conference, Melbourne 1983)
Part of the philosophy of St. Dominic's College is to respect and cater for the needs of the individual student by providing suitable and challenging opportunities for students to help them reach their potential and achieve excellence. The Special Education department has attempted to meet the needs of our gifted and talented students by implementing a variety of programmes designed to help these students realise their gifts while providing an environment conducive to self expression and risk taking.
Acceleration:
A number of our students have been accelerated
by one year in subjects where they have shown exceptional talent and achievement
well beyond that of their peers - Michael Jaja and Jeremy Rob
Enrichment:
"MAGNET" classes have been run throughout
the year to cater for students who excel in a particular subject. Talented
Science students explored the world of Miscroscophy, talented Maths students
dabbled on the Stock Exchange and built bridges, talented English students
studied the realm of higher thinking skills through De Bono’s Thinking
Hats, talented Computer Studies students improved their Java programming
skills while Visual Arts students experimented with mural construction.
Withdrawal:
A number of specialist withdrawal groups operated
during the year, most notably our successful "Journalists team" who put
their quills and skills to the test writing articles for the Penrith Star's
"Education Week".
Courses:
A number of our curious and motivated students
took advantage of the stimulating courses offered by local universities.
Students attended the universities of NSW and UWS extending their knowledge
and skills while interacting with like-minded peers in courses such as
Cartooning, Computers, Speed Reading and Watts' Electronics.
Competition:
Students were encouraged to participate in
a variety of competitions on offer throughout the year, most notably Tournament
of the Minds. The ingenuity and teamwork skills of seven of our most capable
students were severely tested when we competed against seventeen other
high schools in the Language/Literature section of the Tournament. While
we didn’t win, a valiant effort was made for a first time." (http://www.stdominics.nsw.edu.au/gifted.html)
Gifted/talented programs: In addition to the Special Education programs, Year 9 students are tested for an innovative new course 'Motivational Learning', which features philosophy, mind mapping, thinking skills, classical music, problem solving, personality profiles"
The general aim of the College's educational process is to promote an education that assists in the full development of all the God-given talents of each person as a member of the human community.
In so doing, this process encourages a life-long openness to growth; an openness to change; a striving for the 'magis' through a pace suited to individual ability; and, the characteristics of each boy's own personality.
Riverview recognises that within the community of students there are many groups that require specialist policies and programs that meet the specific learning needs of the student.
Those students who possess superior learning abilities and potential for outstanding achievements, in comparison with the total school population, make up such a group. Therefore, they need differentiated educational opportunities if they are to reach their potential.
Riverview acknowledges these needs and in so doing has implemented programs of enrichment and acceleration that are specifically devised to meet the needs of gifted and talented students.
Such programs commence in the primary levels of the College and spread across many disciplines in all levels in the school.
The aim of such programs is an attempt to continue to provide a stimulating, purposeful, and goal- oriented environment in which gifted students can achieve academic milestones commensurate with their abilities." (http://www.riverview.nsw.edu.au/c_gift.asp)
"Gifted/talented programs: Yes"
"The Resource teacher, Counsellor and Gifted and Talented Coordinator are available to assist students with specialist needs." (http://www.stlukes.nsw.edu.au/gen_welcome/Junior/junior.html)
"Gifted/talented programs: Developed across whole school under supervision of the Gifted and Talented (GAT) coordinator"
The characteristics of a learner-centred school :
It is built on thoughtful expectations and high standards
It focuses on the success of all students. In the traditional classroom children of the same age would all be required to know or do exactly the same work. In a learner-centred educational setting, individual needs are important considerations and students are offered a differentiated curriculum.
Learner-centred classrooms focus on providing meaningful experiences for the children. The teachers know that experience is the best type of teaching. They provide stimulus materials and "hands on" experiences for their students.
In the learner-centred classroom, assessment is authentic. Rather than always being reliant on tests that require rote memorisation, teachers use a range of assessment tools to check student mastery of new concepts. These may include; research projects, written report, delivery of an oral presentation, etc.
Time-tabling may differ from the traditional classroom. Teachers make informed decisions on ways they can best use the time available to meet the needs of their students.
Organisation of Leaner-Centred Classrooms
There are numerous options for organising a learning-centred classroom at the primary level. One such option is the multiage model.
Homeroom Groupings
At St Martha’s homeroom classes are mostly multiage learning environments. Children work in their homeroom groups for Religious Education, Human Society & Its Environment, Science & Technology, Physical Education, Health & Personal development and Creative & Practical Arts. Children are selected for a homeroom class after careful consideration of the individual student’s learning style, interests and needs. There is a range of abilities present in each homeroom class.
What is Multi-age Grouping?
Multi-age education was very popular and widespread in the British Infant Schools almost thirty years ago. The English put their young children in large rooms combining five, six and seven year olds. By Australian standards these classrooms were extremely noisy and messy.
Multi-age classrooms are not new in Australia. Many adults once attended one-room schoolhouses. These small schools shared some of the philosophy of modern multi-aged classrooms, but not the physical arrangement.Multi-age grouping is the deliberate mixing of age groups so that children of an age range occupy the same teaching space.
It is not a composite class. Children in a composite class are taught as separate grades and the grouping is the result of circumstances rather than choice, for example when a school loses teacher due to falling enrolments.
When a teacher takes over a class, he/she is always confronted with a group of widely diversified strengths, weaknesses, interests and abilities. For many years, teachers have attempted to cope with this phenomenon by placing children of roughly similar ages together and giving them similar experiences, regardless of whether these experiences were suitable for every child or within their capabilities. There is not, nor has there ever been, any educational justification for this type of organisation.
For some children it is frustrating, leading to a sense of failure and worthlessness.
For others it develops an inaccurate notion that school is "easy" and learning is "boring", and for the small minority of children it is "just right".
There are many reasons to group in a way that ignores a child’s "grade". In reality students at a Year Six level will have as much as a ten year range in reading ability. Obviously then, it is not realistic to teach all Year Six students the same reading lesson. Kindergarten children, can on admission, have a range of ability from that of a three year old to that of a seven year old, yet traditional teaching requires that all these children are taught the same thing at the same time.
In many country schools, children are taught in multi-age groups where ideas are broached in varying depths according to the child’s readiness to understand and accept them It is well recorded that some of the best education takes place in these environments where children’s educational needs can be catered for in a non-threatening manner.
The ‘grade-mindedness’ of some adults is inconsistent with present-day knowledge of the wide range of developmental stages, academic ability, social and emotional development, home environment and experiential background found in every group of children, regardless of their ages.
With multi-age groupings, children of different ages work together to increase their repertoire of skills and knowledge. The terms vertical grouping and mixed-age grouping are also to all intents and purpose interchangeable with multi-age. The climate developed in this organisation is desirable because it promotes responsibility, mutual assistance and a spirit of independence. Throughout all Australian states and many overseas countries classes in primary schools are being organised into multi-age groupings in an effort to achieve the same desirable climate fostered in smaller schools, thus giving the children the best of both worlds.
St Martha’s Primary is required to cover the same prescribed curriculum (developed by the New South Wales Board of Studies and Catholic Education Office for Religious Education) as every other primary school in the state. The difference between our school and some others lies in the school’s organisation and teaching methodology employed, but not in the knowledge and understandings, skills, values and attitudes taught. It is important to note that many other schools, from both Government and Catholic sectors across all states and territories, have also opted to revise their structure for schooling. At this school, the emphasis is on the individual child and his/her learning needs, learning style, developmental level and interests.
Advantages of the Multi-aged Homeroom Classes '...Children in mixed age classes have a higher self esteem and adapt more easily to social situations.’ (The Australian) This is especially important as self esteem strongly impacts on learning.
A more natural learning situation is established. Children work at their own maximum pace, helping each other by intention or invitation. Their programme is not geared to the work of a single year but can be adjusted over a two or three year period.
The structure of the class is stable, with the older children moving out at the end of any year and others remaining.
The teacher always has a nucleus of children, trained in the details of the class organisation, who keep it going while newcomers absorb it.
Benefits come to the older children from the quality of leadership and responsibility they must develop and in showing consideration to those who are less mature and less skilful than themselves.
Younger children are stimulated intellectually by working with older children.
Vertical grouping provides each class with pupils who set an example which increases the social maturity of the younger ones.
Less able students (scholastically) will not always be the least able in their class. This promotes higher self esteem for these children.
More able students (scholastically) will not always be the ‘best’ in the class. This provides them with a challenge.
The fear that children will lose contact with their own age-group is unfounded. Children mix freely outside the classroom, take part in age-group activities for the whole school, and can combine with their age-peers for special sessions if necessary.
Children widen their circle of friends each year as they mix with new students. They will also have the security of remaining with a group of friends that they know well.
Inappropriate social behaviours such as teasing or bullying in a class are reduced.
Students can consolidate without repeating. They are able to spend more time in a particular stage, without having to repeat a whole years’ work.
Mathematics and English Groupings
Students work in needs-based groupings for Mathematics and English. These groupings are organised on the basis of assessment results. If necessary, children can be moved to a more suitable grouping at the beginning of a new term. Parents are always consulted about such moves. Please note that all groupings are required to cover the basic core curriculum in Mathematics and English at each stage. The main difference between/amongst the groups is in the pace and depth of challenge and level of support offered to students.
Dr Miraca Gross lists a number of research-based advantages of grouping by ability in her article in ‘Gifted’(Issue No. 98 April, 1997). They include:
In the same article Dr Gross is critical of the chronological age-grouping of students that has been so commonplace in schools this century.
‘we group students by chronological age because it seems to be administratively convenient, because we have become accustomed to doing so, and because we wrongly assume that chronological age is an accurate index of academic development... forty years of empirical research on student development and learning has shown us that chronological age is not a reliable indicator of the level a child can, and should, be working at.’
Training For Staff
All staff are given extensive training in understanding the needs of individual students and programming to meet their needs.This training is part of teacher induction to the school, but is also ongoing for all staff. The school has drawn extensively on outside professional assistance for inservice training. The school has a Special Needs Committee to monitor the progress of special needs students." (http://homepages.tig.com.au/~stmartha/learner.htm)
Gifted/talented programs: As for remedial education in primary and secondary; acceleration of students is available"
Junior School students are given extra time and resources to master the basic skills, with strategic intervention by highly-qualified support teachers if this is necessary. There are two accelerant classes in the Junior school for the more academically gifted students. A Year 7 Core program facilitates transition between Junior and Senior High Schools.
The secondary curriculum offers both a wide range of HSC courses and also the globally recognized International Baccalaureate as a matriculation qualification. The school features languages, with Chinese being compulsory K - 7 and Latin compulsory in Year 7. Chinese, Latin and French are also offered as electives in Years 8 - 12.
The school has a very strong performing arts culture, with high quality drama, musical and Rock Eisteddfod productions involving many students. Individual and ensemble music instruction is available. The school has sister-school links with schools in China and both secondary and junior school students can take place in exchange programs." (http://www.stpauls.nsw.edu.au/)
"Gifted/talented programs: Full-time G/T coordinator, two accelerant classes in Junior School, acceleration in subjects available for secondary students, enrichment programs; stimulation through IB program and international exchange"
Classes at Santa Sabina and Del Monte are characterised by a variety of teaching and learning strategies. Students have access to excellent facilities and the most recent technology.
Our teachers are innovative , highly qualified and well informed on current educational thought. Teaching programs cater for students' varying learning styles and teachers provide a variety of strategies and stimuli for students to learn effectively. Teachers encourage students to aim for their personal best.
Teachers also aim to identify students with special needs and these students are catered for in small group activies. Gifted students participate in enrichment programs and may be accelerated in particular subjects." (http://www.ssc.nsw.edu.au/2000SitePages/Welcome/Welcome.htm)
Classes at Santa Sabina and Del Monte are characterised by a variety of teaching and learning strategies. Students have access to excellent facilities and the most recent technology.
Our teachers are innovative, highly qualified and well informed on current educational thought. Teaching programs cater for students' varying learning styles and teachers provide a variety of strategies and stimuli for students to learn effectively. Teachers encourage students to aim for their personal best.
Teachers also aim to identify students with special needs and these students are catered for in small group activies. Gifted students participate in enrichment programs and may be accelerated in particular subjects.
External examination results are consistently outstanding with students in the top 1% of the state in all subjects. As well as acknowledging these high achievers, we also celebrate the results of those students who achieve their personal best." (http://www.ssc.nsw.edu.au/2000SitePages/Welcome/Welcome.htm)
"Special education: We are well resourced to meet all students' need in ESL, special needs and gifted and talented"
"Gifted/talented programs: Yes"
"The special nature of the school allows gifted girls to focus on l earning within a caring and challenging environment which leads to a creative and exciting school culture. Sydney Girls High School, established in 1883." (http://www.sghs.nsw.edu.au/prospectus/prospectus.htm)
"Sydney Technical High School is an academically selective boys' high school with a multicultural student population living and learning in harmony." (http://www.sths.nsw.edu.au/prospectus/)
"Gifted and Talented Program
The student body contains a large number of gifted and talented students who require additional opportunities to enhance their academic and creative potential. The curriculum incorporates enrichment in all subjects. A special class has been formed in Year 7 and in Year 8 which supports the development of these students. Acceleration is possible in individual subjects, usually in Years10 and 11." (http://www.sths.nsw.edu.au/prospectus/Page4.asp)
Extending the Challenge
A special class operates from 1120 to 1250 hours on Tuesdays, Wednesdays and Thursdays. Children are selected from Years 3 to Year 6. Those offered positions have a range of exceptional abilities and potential as evidenced by:
Students work in a library annex with close proximity to a full range of resources. Through units of work that focus on the skills of literacy and mathematics students extend their capacity to think and solve problems and to communicate their efforts through a variety of texts. Much is made of Edward de Bono's "Six Thinking Hats" and the utilising of all the skills available in a project team." (http://members.ozemail.com.au/~d3851pn1/SP.HTML)