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Bhhs submission summary
 

Bhhs submission summary

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    Bhhs submission summary Bhhs submission summary Presentation Transcript

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