The Extent, Nature and Effectiveness of Planned Approaches in ...

Table 30 shows the frequencies for the provisions made by schools for creatively gifted and talentedstudents. As the table shows, the most frequently cited provision for gifted and talented students withexceptional creative abilities is withdrawal groups (69.1%). Again, early entry is the least frequentlyprovided (3.0%). In comparison to school-based provisions for intellectual/academic abilities, theprovision of an outside expert increases for creatively gifted students.The majority of the 433 schools (57.2%) provided two to four special programmes for creatively giftedand talented students; however 25.8% relied upon only one provision.Table 30. Provisions: Creatively Gifted and Talented.School-Based ProvisionUtilised for Gifted and Talent:CreativityFrequencyPercentWithdrawal Group 299 69.1%Cross-Age Grouping 194 44.8%Outside Expert 187 43.2%Competitions 154 34.6%Clubs or Electives 141 32.6%Cluster Grouping 96 22.2%Mentorships 50 11.5%Virtual Instruction 47 10.9%External Exams 35 8.1%Concurrent/Dual Enrolment 22 5.1%Full-time Special Class 19 4.4%Early Entry 13 3.0%Provisions: Visual and performing arts. This section reports frequencies from the 466 schools whichprovided school-based programmes for gifted and talented students in the visual and performing arts.Forty-one point four percent of the schools indicated schoolwide provisions for intellectually andacademically gifted and talented students. An analysis by each school type indicates that although36.8% of the 348 primary schools are making schoolwide provisions, 21.3% provide specialprogrammes in Years 3-4, 16.4% in Years 5-6, and 4.6% in Years 7-8. Twenty-one percent of primaryschools did not indicate year levels for provisions. Schoolwide provisions were reported by 35.4% ofthe 48 secondary schools, and 18.8% reported special programmes for creatively gifted and talentedstudents at Years 9 and 10 only. All 55 intermediate schools reported schoolwide provisions. Of the 15‘other’ schools, nine did not indicate year levels.Table 31 shows the frequencies for the provisions made by schools for gifted and talented students inthe visual and performing arts. As the table shows, the most frequently cited provision for gifted andtalented students with abilities in the visual and performing arts is withdrawal groups (61.2%), outsideexperts (45.5%), and cross-age grouping (44.4%). Early entry and dual/concurrent enrolment are theleast frequently provided (2.4% and 2.6% respectively). The use of clubs or electives increases slightlyin relation to other areas of ability.192