Case Study One - A ROOM WITH A VIEW
A Principal with a passion and a vision has created a unique learning environment for identified gifted and talented students in Years 2-6.
BackgroundSituated north-west of Perth with a student body of 350 from a middle socio-economic group, this school has 34 teachers and places a high emphasis on early intervention and student retention. There are 15 classes from Pre Primary to Year 7, with a mix of straight and split classes including a TAGS (Talented and Gifted students) class.
The TAGS class consists of 20 students from Years 3 to 6, with this small number attributed in part to the success of the model. The class began in 2003 as a Years 2 to 5 class. The school is committed to supporting these students through to Year 7 in this environment.
Identifying StudentsThe school identified potential class members through teacher/student nominations as well as other forms of formal testing including Year 4 PEAC test results.
A public meeting was held to address Parent cares and concerns and oral feedback is always encouraged.
Positive OutcomesMuch of the success of the program is due to teacher selection processes. The school ensured that they have a teacher/facilitator who values a flexible and collaborative teaching approach based on a thinking skills focus.
The TAGS class provides a valuable opportunity for on-site professional learning for all teaching staff. Students in the class engage in rotations for Mathematics, Technology and Enterprise and English.
When time and resources are limited, adopting a Competitions approach to cater for talented and gifted students is a feasible option.
Background
This school is located east of Perth with a student body of approximately 250. The school's Deputy Principal who was also a part-time teacher coordinated the school-based program.
Identifying StudentsNominations were sought from interested students wanting to be involved in a range of competition-based programs during lunchtime. These included the Future Problem Solving competition and Tournament of Minds (TOMS) and chess.
Issues and Outcomes
Whilst the program took place during lunchtime, requiring total commitment by staff, the method was deemed a 'safe way' to establish the basis of a sustainable program.
With a thinking skills focus, the competitions approach ensured underachievers nominated (especially boys who would usually back out of situations that became too hard) and remained committed to the program. The level of enthusiasm by all who participated was high and captured their imagination in an environment that was exciting and challenging yet operated within set rules and guidelines