A contract is an arrangement between an individual student and the teacher. It states each party's responsibilities, details the work to be completed, the means by which this will be done and the "reward" to be attained upon satisfactory completion.
From an early age students can (and should) be involved in negotiating contracts. This ensures a sense of ownership and allows them to set realistic and achievable goals.
Parents should also be aware of commitments made by their children, as their cooperation may be necessary to enable them to fulfill their contracts - particularly in the case of younger students, who may wish to interview experts or visit a museum or gallery, etc.
Contracts vary in complexity according to the ability of the student, the length of the contract time (e.g. daily or weekly) and the learning area (e.g. reading only, or reading and number), or a project in Society and Environment.
This form of provision can be used with good effect in extending gifted and talented students. It involves individual or groups of students working on a theme or topic, but at a range of intellectual or ability levels.
Differentiating the curriculum should:
Education is the shared responsibility of students, teachers, parents, tertiary educators and the community. Successful implementation of the Framework requires a collaborative approach to planning by all concerned and collective responsibility for students' achievement of the intended outcomes.
Curriculum Framework, 1998 p. 17
Students who have outstanding ability or interest in one area, e.g. computing, poetry or mathematics, may benefit from interaction with a community member who has expertise in that field. The relationship is usually a long-term one and needs to be carefully planned, with full parental involvement and approval.
Students should make contact and work with their mentor during school time although older students may also meet after school. In remote areas, contact can be made by other forms of communication, e.g. email, web cam, video/audiotape, phone, fax, etc. Some community telecentres provide video and teleconferencing facilities.
Mentors provide students with an advanced level of knowledge, skills and expertise, and an introduction to the real world of the particular art, profession or skill. They are able to guide students, assist in the development of their talent and offer critical feedback of their progress. In some cases, older students may act as mentors for younger students
A carefully-chosen same gender mentor can offer much support and encouragement and provide a credible role model. They can be a source of advice about, and insight into gifted gender related issues, career opportunities and subject choices.
In all instances the school principal would maintain duty of care of the student and regular meetings with all stakeholders needed to monitor the effectiveness and future of the mentor program.
For isolated students, live-in camps can provide extension opportunities through a special focus.
Remote schools or country education district programs (such as PEAC) may bring gifted and talented students together at a central live-in location for a specified period (e.g. one week) during which a number of challenges are presented. Students will have the opportunity to interact with their intellectual peers.
Students may have access to specialists in various fields, e.g. marine studies, geology, creative writing, environmental studies, artist in residence, etc. By working with specialists, students gain an understanding of the skills, procedures and terminology employed by specialists, extend their own knowledge in an area of interest and achieve insight into the issues and concerns of the discipline.
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For example a group of middle childhood students from schools in the south east of Western Australia might meet and stay in Esperance for a week. During that time they might work with and talk to writers, script writers, radio station staff and producers, visit the local radio station and take part in a teleconference link with Perth, involving production staff and/or a well-known speaker or writer. At the end of the week, students could produce a well-crafted radio play with full sound effects (including music), for broadcasting on the local or regional radio station. |
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Another group might meet at a northern coastal venue and work with CALM personnel, lobster and fishing industry personnel, local government officers, etc on a conservation and/or ecology based project. |
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These projects could be ongoing, with research and reports to be submitted at a later date. |
It is important that gifted and talented students are not used as de facto teachers, but peer tutoring does have a role to play in providing extension opportunities, as it enables the students to consolidate their own understandings and leadership skills. It is important to discuss with the student the purpose of their tutoring others, rather than using them to help mark work or assist others instead of engaging in challenges of their own.
Students may research a topic of interest, organise their findings and make a presentation to other students. This provides a real audience and purpose for students' research.
Information Communication Technology (ICT)
The provision of extension and enrichment programs for geographically isolated students requires innovative approaches utilising available ICT based on the concept of resource sharing. Small groups of students, or even individuals located at schools anywhere in the state, can access extension and enrichment programs through either online or video/teleconferencing delivery models.
Examples of supplementary programs online are:
Primary Extension and Challenge (PEAC) Online.
Contact your District Education Office or PEAC centre to discuss the availability of PEAC Online.
Academic Talent Program (ATP) Online - for rural students only.
ATP Online is as alternative delivery system for secondary students chosen for an Academic Talent Program. It is a technological innovation utilising computer links. It allows gifted and talented students to access differentiated educational programs designed to extend and enrich their learning.
ATP Online is available in either Humanities or Mathematics and Science areas via metropolitan ATP high schools, with teachers working with small groups of students.