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

The programmes are fitted around the needs of the students. Once students and their areas of abilityhave been identified, decisions are made regarding the nature of the provisions. If there is a teacher atthe school with an interest and ability in the area identified, they will be released by the .2 reliever(funded by the BOT for gifted education programmes) to take the programme. If there is not a teacherwithin the school, an outside person will be sourced and brought into the school. There is more thanone programme running at any one time.The gifted programmes occur on one set day each week (unless there is a one-off opportunity wherestudents need to attend something usually outside the school). The time that a particular programmeruns for, depends on the content. For example, the Otago Mathematics Problem Solving starts inFebruary and runs until September with forty minutes every Thursday; whereas, a Year Two artprogramme lasted for four weeks. Examples of some sessions that have occurred include kapahaka,ICT, art, choir, Young Leaders Day (Wellington), Kiwi Sport Elite Sports Day, drama, speech anddance. Sessions are taught by teachers from the school, if they have the expertise, or if there is not ateacher with the expertise, someone is brought in from the community. A reliever, specificallyemployed to act in this capacity, releases teachers.There is also a range of in-class provisions for gifted children. These include crossgrouping,individual programmes with integrated mini enquiries, the use of De Bono’sthinking hats, and the use of talented students as mentors and helpers for other students.The school continues to review their gifted programmes with the objective of refining and improvingprovisions for gifted and talented learners.214