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TAG

TAG- Talented and Gifted Children’s policy. Education for learning. Education for discovering. Education for innovating

It aims to improve children’s learning outcomes, psychological well-being and retention. It focuses on strong beginnings, excellence in learning, engagement, well-being and quality teaching. The policy is shaped by the following principles-
  • All learners have the right to equitable access to educational programme which meet their specific learning needs and abilities.
  • The education of gifted children must be informed by research based practice and ongoing evaluation and improvement.
  • The learning environment should provide educational pathways and appropriately challenging enrichment, extension and acceleration experience.

Implementation

IDENTIFYING GIFTED AND TALENTED LEARNERS – TAG (TALENTED AND GIFTED)

Identification of gifted and talented learners should occur as early as possible. Some children’s giftedness may emerge at a later period therefore identification processes need to be repeated at regular intervals. The identification process needs to be reliable and defensible. It must be congruent with current research and policies. Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with children of their age, experience or environment can be termed TAG. Talent includes all areas of a child’s life, academic, artistic, athletic and social. It is imperative that the talent be realized and a level of performance be achieved. The use of comprehensive criteria and a balance between objective and subjective assessment will ensure inclusive screening. Gifted children have the best opportunity to realize their potential if Parents/ Guardians, educators work together.

Checklist for gifted and talented students

  • High level of ability confirmed by standardized test scores on group or individual ability tests.
  • Superior powers of reasoning and problem solving.
  • Ability to process information easily.
  • Learns quickly, has quick recall of factual information.
  • Outstanding keen and critical powers of observation
  • Inventive in response (verbal or otherwise) to open ended questions or activities.
  • Superior language development and extensive vocabulary
  • Creative, vivid imagination, flair or distinctive style.
  • Think abstractly and with great complexity
  • Gifted students usually have unusual talent in one or more areas. The areas are:-
  • Creative thinking
  • General intellectual ability
  • Specific academic ability
  • Leadership
  • Psychometric
  • Visual/ performing arts
    They may also demonstrate these associated personality characteristics:-
  • Often perfectionist and idealistic
  • Good sense of humour
  • Wide range of interests
  • High level of motivation
  • Mature for age and socially aware
  • Emotionally stable and confident
  • Orally knowledgeable, insistent talker
  • Challenged by creative tasks

Curriculum differentiation – Line of action

A curriculum differentiation is necessary for gifted and talented learners whose potential is unlikely to develop without special educational provisions. Key elements in differentiating the curriculum include-

1. PACE-

Gifted children will generally understand new concept easily with fewer repetitions. They will need to progress through the curriculum at an accelerated pace to ensure their learning is continuous and they are not bored or frustrated.

2. LEVEL–

Gifted children generally understand concepts, abstractions and ideas beyond what would normally be expected at their age level. Therefore the curriculum needs to be concept based and include complex, abstract ideas so that interests and abilities are challenged and extended.

3. SCREENING-

  • Observation of children’s performance and early developmental history and play interests.
  • Provision of advice to parents on the availability of services including those available through school and health system.
  • Parent, peer and/or professional nomination.
  • Checklist of traits and characteristics
  • Cumulative school history and anecdotal evidence.
  • Tests designed for higher levels of education.
  • Benchmarking against peers.

4. GROUPING-

Gifted children will benefit from flexible grouping strategies where they can work individually or with other gifted peers.

5. ASSESSMENT-

Assessment is an important, ongoing diagnostic tool for matching instruction to learner needs. Pre-assessment enables education to determine what children/ students already know, so that a more challenging learning program can be provided.

Pathways for gifted and talented learners

Appropriate placement and curriculum will influence a gifted and talented learner’s motivation, engagement and social and emotional well being. Most gifted and talented learners will be taught in mainstream classes using a differentiated curriculum. Provisions for gifted children need to include opportunities, enrichment, extension and acceleration within and beyond the classroom.