Gifted and Talented Report
Welcome back to all MSCW families and a special welcome to Year 7!
As a systemic secondary school in line with SCS Gifted Education Policy, MSCW Newman gifted program is based on Gagné’s differentiated model of giftedness and talent. This policy adopts Gagné’s definitions of giftedness and talent as identified in his Differentiated Model of Giftedness and Talent (2010, DMGT 2.0).
Note the distinction between the terms giftedness and talent:
- Gifted students are those whose potential is distinctly above average in one or more of the following domains of human ability: intellectual, creative, social and physical to a degree that places an individual at least among the top 10% of age peers.
- Talented students are those whose skills are distinctly above average in one or more areas of human performance to a degree that places an individual at least among the top 10% of age peers who are or have been active in that field or fields.
(Adapted from Gagné, 2003)
Gagné’s key argument for grouping of gifted students
There are THREE important aspects of educating gifted students – these are practical things and changes we can make to enhance the gifted students at MSCW.
- Enrichment of curriculum.
- Grouping with differentiation.
- Acceleration – is one form of enrichment.
Full time grouping of gifted students is the only way to fulfil the needs of these students on a daily basis.
“Substantial gains in learning can be made when gifted students are grouped and accelerated, but only if they have access to a developmentally appropriate curriculum.” (Rogers, 2002).
Newman Classes 2026
We have TWO Newman classes in Years 7-10. These are Class 1 and Class 4. In Year 7, Class 1 has stronger data than Class 4. In Years 8-10 students, the two Newman classes are shuffled to aid in socialisation and there is no longer the distinction between Class 1 and 4. However, differentiation is still expected by staff within the Newman class.
Identification Process: Ability Data
Ability Data includes:
- HAST Selective Test
- Academic Assessment Services tests
- Psychometric testing (WISC IV etc)
We then consider: Achievement Data
- CoGat/ AGat
- PAT Reading Comprehension and Maths identifying those students achieving significantly above their age peers
- NAPLAN
- Formative and summative tasks; school reports
- Competition results including ICAS
- Teacher and parent nominations
From this process, two Newman classes are created.
The following are ways teachers differentiate in the classroom everyday:
Extension
Extension is the provision of opportunities at a greater level of challenge to the student. A combination of practices, including acceleration, flexible grouping and differentiation of the curriculum, allows gifted students access to meaningful learning opportunities.
Enrichment
Enrichment is the provision of breadth in the curriculum at the same level of challenge to the student.
Gifted students want to think outside the box and solve real world problems.
Students will often be encouraged in their learning to develop the following:
- Abstraction
- Complexity
- Variety of content
- Organisation
- Study of people
- Methods of inquiry
Assessment
Students in Newman do extension assessment summative tasks. These are more complex and require higher order thinking- these are not about doing more. Students in mixed ability who would like the challenge and who are encouraged to do the extension assessment tasks in consultation with their teachers.
I hope all students have settled into their new classes and are enjoying their learning.
