“Giftedness is outstanding (demonstrated potential)
intellectual, expressive, or practical ability in a domain
compared to others of the same age and opportunity.
“Gifted children, like all children, are individuals,
and generalisations can be misleading. Uneven development
is often observed in gifted children, for example, there may
be exceptional skill in one or two areas.” |
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Characteristics
that may indicate giftedness include the following: |
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Outstanding reasoning ability |
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Learning quickly and easily and
having the ability to recall information readily |
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Reading from an early age |
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Having a large vocabulary and
using it appropriately |
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Developing a deep interest in
a particular topic over an extended period of time |
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Showing curiosity, imagination
and originality in thinking |
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Being persistent in following
through a task to satisfactory completion despite obstacles
along the way |
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Having a keen or unusual sense
of humour |
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Having a questioning attitude |
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Some or many of
these characteristics may be evident at different stages of
a child's development or within different environments. |
Source: VAGTC (Victorian association for
gifted and talented children inc.) |
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As a selective entry
school, we have a large number of gifted students who require
additional attention to maximise their learning opportunities.
While there is no single model or method which on its own will
cater for the needs of all gifted and talented students, we
combine a range of strategies that include: |
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Differentiated curriculum |
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In-class enrichment and extension
for individuals who require extension in one or more content
areas. |
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Mentors for students who have
a strong interest and potential ability in a particular field
(which may be outside the regular school curriculum). |
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Accessing a wide range of programmes
available at school and on the Internet such as competitions,
debating, performance. |
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In English, our
students are catered for through a range of programmes at each
year level which aim to extend and enrich the student's knowledge,
understanding, application, processes, skills and interests
that are appropriate to the developmental abilities and interests
(e.g. intellectual, cultural, social) of the student. Students
are provided with a range of topics and tasks suited to their
needs. See our on-line units.
Below is a list of characteristics that are useful in identifying
talented English students. |
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General |
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Wide command of vocabulary/mood;
uses language with maturity |
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Capable of different levels of
meaning: literal and metaphorical |
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Interesting ideas; challenges
existing ideas and makes suggestions |
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Individual choice of reading material |
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May have had interesting experiences
out of school |
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Motivated; committed |
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Can organise argument and discourse |
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Written Expression |
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Natural willingness (compulsiveness)
and desire to write |
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Purposeful writing, e.g. Letters
to the Editor, story writing |
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Good command of different styles,
genres, registers, moods, tones |
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Good choice of subjects; topics |
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Sensitivity or insight; uses
literary devices (irony, metaphors, satire) |
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High level language skills; control
of syntax and structure |
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Knows when to elaborate or to
summarise; appropriate length |
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Accuracy of detail |
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Can write for a purpose and an
audience |
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Can evaluate own writing and
style |
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Original and creative; experiments
with ideas |
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May show literacy behaviours,
e.g. scribbling; library borrowing habits; taking different
approaches; different thinking processes when approaching a
topic; various levels of thought in conferencing; taping instead
of writing |
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Captures an audience |
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Sees links and parallels in arguments |
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Good voice projection; variation;
pace; tone |
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Appropriate choice of subject
matter |
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Knows how to commence and conclude |
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Originality of ideas |
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Often shows humour, irony, satire |
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Versatility of mode (e.g. reporting,
debate, oration) |
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Reading |
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Wide selection; often specialised;
reads for interest; may have interest themes (e.g. science-fiction) |
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Comprehension; can analyse |
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Presents opinions about books |
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Seeks the support and expertise
of the librarian |
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Wide reading is often reflected
in the student's writing |
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Keen to perform |
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Ability to empathise and role
play |
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Uses voice well |
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Creative in use of movement |
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Flexible; can adapt; is spontaneous;
can produce the unexpected |
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