Bhhs submission summary


Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

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>