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Summary draft Box Hill High School submission to the parliamentary inquiry in to the education of gifted and talented stud...
Categories <ul><li>Identification </li></ul><ul><li>Programs </li></ul><ul><li>Curriculum </li></ul><ul><li>Schools </li><...
Identification <ul><li>Gifted students not to be confused with high achievers </li></ul><ul><li>Should not contribute to d...
Programs <ul><li>Far more beneficial than trying to accommodate gifted students in mixed ability classes </li></ul><ul><li...
Curriculum <ul><li>Designed along lines indicated in latest research </li></ul><ul><li>Allow opportunity to explore topics...
Schools <ul><li>Also accommodate the specific social and emotional needs of gifted students </li></ul>
Equity <ul><li>Every student has the right to be able to achieve their maximum potential </li></ul><ul><li>Gifted educatio...
Teachers <ul><li>Need specialised training </li></ul><ul><li>Understand how gifted students learn </li></ul><ul><li>Need a...
Students <ul><li>Need to be made aware what it means to be gifted </li></ul><ul><li>Identification of giftedness should be...
Parents <ul><li>Need a greater understanding of what entails giftedness so that it does not pass them by </li></ul><ul><li...
Primary School <ul><li>Great need for earlier identification </li></ul><ul><li>Negative attitude and “dumbing down” alread...
Primary School <ul><li>Primary schools should all have & use a Gifted Policy, INFORMED by understanding. </li></ul><ul><li...
Department <ul><li>Provide greater clarity of information with regard to gifted education options (include concrete steps ...
Department <ul><li>Mentoring programs and other support provided for schools trying to establish a specialised program (ie...
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Bhhs submission summary

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Transcript of "Bhhs submission summary"

  1. 1. Summary draft Box Hill High School submission to the parliamentary inquiry in to the education of gifted and talented students
  2. 2. Categories <ul><li>Identification </li></ul><ul><li>Programs </li></ul><ul><li>Curriculum </li></ul><ul><li>Schools </li></ul><ul><li>Equity </li></ul><ul><li>Teachers </li></ul><ul><li>Students </li></ul><ul><li>Parents </li></ul><ul><li>Primary Schools </li></ul><ul><li>Department </li></ul>
  3. 3. Identification <ul><li>Gifted students not to be confused with high achievers </li></ul><ul><li>Should not contribute to dilution of gifted programs – adhere to strict criteria </li></ul><ul><li>Schools testing procedures should adhere to defined minimum standards </li></ul>
  4. 4. Programs <ul><li>Far more beneficial than trying to accommodate gifted students in mixed ability classes </li></ul><ul><li>Need to apply for formal accreditation </li></ul><ul><li>Some definition needs to exist of what a program entails </li></ul><ul><li>Gifted students should not be discriminated against nor feel elitist </li></ul><ul><li>There is plenty of specialised attention given to the bottom end of the spectrum – the top end is equally disadvantaged in mixed ability classes </li></ul>
  5. 5. Curriculum <ul><li>Designed along lines indicated in latest research </li></ul><ul><li>Allow opportunity to explore topics in a more holistic, interesting and in depth manner </li></ul>
  6. 6. Schools <ul><li>Also accommodate the specific social and emotional needs of gifted students </li></ul>
  7. 7. Equity <ul><li>Every student has the right to be able to achieve their maximum potential </li></ul><ul><li>Gifted education is not a privilege but a right </li></ul><ul><li>There should be sufficient places in gifted programs for all students identified via the appropriate means </li></ul><ul><li>Gifted programs should be available regardless of </li></ul><ul><ul><li>Socio-economic status </li></ul></ul><ul><ul><li>Cultural background </li></ul></ul><ul><ul><li>Geographic location </li></ul></ul>
  8. 8. Teachers <ul><li>Need specialised training </li></ul><ul><li>Understand how gifted students learn </li></ul><ul><li>Need a greater understanding of what entails giftedness so that it does not pass them by </li></ul><ul><li>Should not be intimidated by giftedness but rather promote it </li></ul>
  9. 9. Students <ul><li>Need to be made aware what it means to be gifted </li></ul><ul><li>Identification of giftedness should be accompanied by the appropriate explanation and counselling </li></ul>
  10. 10. Parents <ul><li>Need a greater understanding of what entails giftedness so that it does not pass them by </li></ul><ul><li>Need to be aware of where to go, who to speak to if feel as if child is gifted </li></ul><ul><li>Need to be notified by school or teachers as to their options if child is identified as gifted </li></ul><ul><li>Need to be educated with regard to making the right educational decisions for child </li></ul>
  11. 11. Primary School <ul><li>Great need for earlier identification </li></ul><ul><li>Negative attitude and “dumbing down” already formed prior to accessing gifted program in year 7 </li></ul><ul><ul><li>Overcoming the social pressures on girls to underperform </li></ul></ul><ul><li>Notification to parents with regard to outstanding NAPLAN results </li></ul><ul><li>Encourage to think outside local network and recommend gifted ed where appropriate </li></ul><ul><li>Options explained with regard to appropriate / recommended direction when students approach the end of primary school </li></ul>
  12. 12. Primary School <ul><li>Primary schools should all have & use a Gifted Policy, INFORMED by understanding. </li></ul><ul><li>Transition coordinators specially trained in order to be able to recommend parents / students in a direction that will satisfy the student’s needs </li></ul>
  13. 13. Department <ul><li>Provide greater clarity of information with regard to gifted education options (include concrete steps that can be followed) </li></ul><ul><li>Awareness that gifted ed is a special need and students will often require the specialised care provided by a gifted program </li></ul><ul><li>Problem of gifted & select entry intake in different years </li></ul><ul><ul><li>Limits imposed on select entry schools “poaching” from gifted programs </li></ul></ul><ul><ul><li>OR the logic behind select entry intake being at year 9? </li></ul></ul>
  14. 14. Department <ul><li>Mentoring programs and other support provided for schools trying to establish a specialised program (ie gifted) </li></ul><ul><li>Provision of gifted cluster groups within the primary system </li></ul><ul><li>Importance of gifted schools for gifted students is promoted to parents </li></ul><ul><li>Has a responsibility to provide an appropriate educational option for every type of learner </li></ul><ul><li>Proactive promotion of gifted programs In government schools as a credible alternative to independent education </li></ul>
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