Pukekohe Hill School
CATERING
FOR THE GIFTED AND TALENTED
AT HILL SCHOOL
Recognising the Able:
Talented children show their strengths and
abilities across the whole and varied range of the curriculum. While a number
of children may be viewed as hard working, high achieving, having a high IQ, or
very able-concepts of giftedness now tend to recognise a more multi-faceted view.
After consultation with staff, and the school community, the Board of trustees
have approved the definition below for Gifted and Talented students at Hill School:
We
welcome and celebrate the fact that there are gifted and talented students in
all areas of school life - academic, creative, sporting, cultural and social.
They come from all backgrounds and show a composite set of traits: above average
ability, task commitment and creativity. They have particular personal and learning
needs which we need to identify and nurture, in the same way that we respond to
specific needs of other identified groups.
Renzulli (1978)
claims that gifted and talented children "are those possessing or capable
of developing a composite set of traits and applying them to any potentially valuable
area of human performance." His concept of giftedness encompasses three
main areas: above average ability, creative and task commitment
applied to performance areas.
The diagram below has been modified
by the school's Gifted and Talented team:
Giftedness is usually associated with high intelligence or aptitude.
Talent is usually related to a high level of performance in such areas
as music, art, craft, dance or sport.
Gifted children
possess a range of learning characteristics that can be evidenced in their
classroom work and attitudes.
They may be recognised by:
2.
Further Identification
The behaviours and attitudes possessed by
these children also include a range of other identifiable characteristics that
can be encouraged and nurtured. Teachers and parents can recognise these areas
and provide support and opportunities for further development.
Creative
Thinkers produce original ideas and are not afraid to be different or wrong.
They may have a wonderful sense of humour and display unusual insights into something.
They may be inventive, imaginative and be able to display an awareness of aesthetic
qualities.
Motivation and Task Commitment are observable
characteristics too. Gifted children often strive for personal achievement and
don't look regularly for teacher or parental approval. They are satisfied with
their own striving and prefer to work independently. They can become absorbed
in the tasks that they do, but have the ability to be self-critical and evaluative.
Some
social leadership characteristics are also identifiable. Gifted children
are often popular with their peers.
They may be self-confident and communicate
readily. They may seek leadership positions, because they have the
skills
to lead. They may also be able to inspire others and be able to take the initiative
in social situations.
Self-determination is also
a clearly defined characteristic. Gifted children can get bored with routine tasks
and don't want to practise skills they have already mastered. They ask searching
questions and may push teachers and adults for explanations.
They can express
their ideas and opinions in a forthright manner and may question the decisions
of others.
These children often relate well to older children and adults
and may even prefer their company.
3. Programmes in Action in the Classroom
Hill School has a process
to identify students who may be gifted and talented. At the end of each year,
classroom teachers complete an identification sheet for children in their class
based on curriculum strengths and personal traits.
Pukekohe Hill School has
a number of very able children who display their skills very clearly in the classroom.
Teachers try to capture these strengths and provide ongoing opportunities
for children to develop and be challenged in the classroom environment. While
teachers ensure that very able children cover the core classroom programme, there
are regular opportunities for children to stretch and challenge their minds.
The REACH approach promoted by the George Parkyn Centre for Gifted Children, is
often part of teachers'
planning strategies.
4.
Programmes in Action Across the School
Our school makes available
a number of different opportunities where children can show their strengths throughout
the year.
The Gifted and Talented team at Hill has a Support Staff member
who organises a number of opportunities for groups
of children who have been
identified by classroom teachers.
These opportunities may include workshops,
visits to specific cultural events, or working with specialist people on a particular
focus.
Each year, a Self Review report is prepared on Gifted and Talented
programmes and is presented to the Board of Trustees.
The school also has
a specific policy statement related to children with special abilities.
5.
Programmes in Action-Franklin Network
Hill School is a member
of the Franklin Network for Children with Special Abilities.
Currently the Deputy Principal of Waiuku Primary School, Mr Ian Merchant has
responsibility for the Franklin Network.
Extension withdrawal groups are organised throughout the year for students
from the member schools.
This is a similar workshop format to Hill's own internal extension programmes
with the added opportunity for talented students from a range of schools to
meet and work together. Numbers in these curriculum based workshops are typically
10-15 students.
6.
Suggestions for Parents: What can you do at home?
Able children
are often a joy to work with. They respond well to encouragement and to your own
interest and enthusiasm in learning. They display pleasure in mastery of learning
for its own sake.
