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

primary schools are making schoolwide provisions, 23.7% provide special programmes in Years 3-4,22.3% in Years 5-6, and 3.5% in Years 7-8. Twenty-three point seven percent of primary schools didnot indicate year levels for provisions. Schoolwide provisions were reported by 36.7% of the 49secondary schools and 36.7% did not indicate year levels. All 52 intermediate schools reportedschoolwide provisions. Of the 15 ‘other’ schools, eight did not indicate year levels.Table 34 shows the frequencies for the provisions made by schools for gifted and talented studentswith physical/sport abilities. Competitions feature as the most frequently cited provision (64.5%),followed by outside experts (51.0%).Unlike other areas of ability, withdrawal groups do not appear to be the most readily relied uponprovision for students with physical/sport abilities. The majority of schools (61.1%) reported two tofour provisions for students with special physical and sporting abilities; however, 26.1% of the schoolsindicated reliance upon one method.Table 34. Provisions: Physical/Sport Abilities.School-Based ProvisionUtilised for Gifted and Talent:Physical/SportFrequencyPercentCompetitions 298 64.5%Outside Expert 236 51.0%Withdrawal Group 219 47.4%Clubs or Electives 181 39.2%Cross-Age Grouping 179 38.7%Cluster Grouping 53 11.5%Mentorships 52 11.3%External Exams 16 3.5%Early Entry 15 3.2%Full-time Special Class 15 3.2%Virtual Instruction 7 1.5%Concurrent/Dual Enrolment 5 1.1%Summary: Provisions for Gifted and Talented StudentsThe majority of schools indicated a preference for a combination of enrichment and accelerationapproaches to provision. Amongst schools not preferring both, enrichment is more favourably viewed.Classroom-based provisions are reported as more commonly utilised than school-based or communityprovisions. Of the classroom-based provisions, ability grouping was the most frequently reportedapproach, and a consulting teacher and diagnostic-prescriptive teaching the least frequent. Classroombasedand community-based provisions are reported as being utilised more often by urban, high decile,primary, and intermediate schools. These community-based provisions include the CorrespondenceSchool and one-day-a-week programmes. A small minority of schools report a curriculum orprogramme model, and of those the Enrichment Triad Model is most commonly cited. Almost twothirdsof schools reported school-based provisions, with these most likely in place for students withintellectual and academic gifts and talents. Of the six areas of ability, culture-specific abilities andqualities are the least frequently provided for. Most schools report provisions for two to four areas ofability. Across all areas, with the exception of physical and sporting abilities, withdrawal programmesare cited as the most frequent provision. Competitions are most readily utilised for students withphysical and sporting abilities. Special classes and early entry are the least frequently reportedprovisions across all areas of giftedness and talent.195