{"id":12903,"date":"2025-04-02T17:07:08","date_gmt":"2025-04-02T06:07:08","guid":{"rendered":"https:\/\/www.thebuzz.net.au\/mscw\/?post_type=article&p=12903"},"modified":"2025-04-02T17:07:08","modified_gmt":"2025-04-02T06:07:08","slug":"gifted-and-talented-report-48","status":"publish","type":"article","link":"https:\/\/www.thebuzz.net.au\/mscw\/article\/gifted-and-talented-report-48\/","title":{"rendered":"Gifted and Talented Report"},"content":{"rendered":"

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Welcome to Week 9!<\/strong><\/h4>\n

One of the benefits of the Newman programme is the ongoing tracking of students. I am in regular contact with class teachers of students in the Newman Programme and senior students who are former Newman students. The purpose of this tracking is to get feedback on their social and emotional wellbeing, learning behaviours and engagement, assessment data and to monitor underachievement. This can be followed up and interventions put in place.<\/span><\/p>\n

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What is underachievement?<\/i><\/b><\/p>\n

\u201cUnderachievement is usually described as a discrepancy between expected performance (ability or potential) and actual performance (achievement) that cannot be explained by a learning disability or the documented need for any other category of special education services\u2026 Underachievement may deprive society of potential innovation\u2026Teachers lament the lack of academic effort, parents agonize over poor grades, and, perhaps worst of all, students do not experience the joy of stretching their minds to accomplish challenging tasks.\u201d\u00a0<\/span><\/p>\n

(Del Siegle et al., 2017, p372)<\/span><\/p>\n

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Joanne Whitmore\u2019s research looked at underperformance and she developed a checklist of behaviours for teachers to observe that could indicate underperformance. It is worth having a look as parents and reflecting on what you witness.<\/span><\/p>\n

The link can be found here: <\/span>https:\/\/australiangiftedsupport.com\/ccmword\/wp-content\/uploads\/2014\/12\/1352274120.pdf<\/span><\/a><\/p>\n

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For Stage 6 former Newman students, I work with class teachers and collect assessment and anecdotal data on their progress- are they on track to meeting their potential? How can we best work with students who are at risk of not getting a result that reflects their potential?<\/span><\/p>\n

For Stage 4 and 5, I work with teachers and regularly communicate regarding marks, attitudes to learning, organisation skills. Teachers also complete the underachievement tracking sheet so I am kept up to date on students who might not be working to their potential.<\/span><\/p>\n

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Today I met with former Year 11 students who were in Newman and discussed the transition to Stage 6- positives\/ negatives\/ interesting things. They were also asked to reflect on how being in a Newman class helped them in Stage 6. Their comments were very positive and mature and they definitely saw the benefits of the programme:<\/span><\/p>\n