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Bhhs submission summary

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  • 1. Summary draft Box Hill High School submission to the parliamentary inquiry in to the education of gifted and talented students
  • 2. Categories
    • Identification
    • Programs
    • Curriculum
    • Schools
    • Equity
    • Teachers
    • Students
    • Parents
    • Primary Schools
    • Department
  • 3. 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
  • 4. 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
  • 5. Curriculum
    • Designed along lines indicated in latest research
    • Allow opportunity to explore topics in a more holistic, interesting and in depth manner
  • 6. Schools
    • Also accommodate the specific social and emotional needs of gifted students
  • 7. 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
  • 8. 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
  • 9. Students
    • Need to be made aware what it means to be gifted
    • Identification of giftedness should be accompanied by the appropriate explanation and counselling
  • 10. 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
  • 11. 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
  • 12. 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
  • 13. 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?
  • 14. 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

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