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

and discussed at a staff meeting. All teachers agreed to an increase in their roll numbers to enable theestablishment of the gifted and talented programme.The DP took on the responsibility of organising and running this programme. She had no specifictraining in this area but had previously taught at a school that had a gifted programme and so wasaware of some of the benefits and pitfalls involved. She revisited this school, consulted with theprogramme co-ordinator, called on the assistance of gifted experts in the area, attended relevantcourses and so gradually increased her knowledge and skills:It was just a matter of starting from scratch, building up systems, building up ways ofidentifying children, calling on people …It was just trial and error to start with. There wereno rules.The programme has always had the total support of the principal, teachers and community. It consistsprincipally of withdrawal enrichment classes in a range of subject and skill areas. Initially theseclasses were for Year 2 to Year 6 children but this was found to be too demanding on the DP’s timeand resources. Nowadays the programme caters for combined Years 3 and 4 and Years 5 and 6 groups.Fifteen to eighteen children are withdrawn three times a week for a total of four and a half hourstuition. A small core of children get nominated for most enrichment classes but otherwise membershipis quite fluid. Up to 100 different children can participate in various groups throughout the year. Thisrepresents approximately one quarter of the school.At the beginning of every term teachers are asked to identify children in their class whom theyconsider gifted and talented. They use an identification/nomination grid and gifted characteristicsinformation provided by the DP to assist them in this task. The areas of giftedness included are variedand wide-ranging. In addition, PAT scores (especially listening scores), classroom products andperformances and teachers’ “gut feelings” are taken into consideration.Once children are identified, withdrawal classes are organised to enrich children in their areas ofstrength. The DP usually teaches these classes but she will also release other staff members to takegroups in areas where they have particular skills and interest. Classroom teachers have contributed tocomputer, sport and art groups.Enrichment topics can be based around a high quality resource, an up-coming event or competition,school happenings or a special interest of the DP. Occasionally teachers request that a particular topicbe taken when they identify a need within their own classrooms. Topics which have been covered overthe years include: mathematics, edible garden, worm farming, sports, “selling our school” (anewspaper competition), time capsules, school playground design, a Picasso art project and amarionette puppet project which involved making the puppets, their costumes, a puppet theatre andwriting and performing a play.Each enrichment topic lasts six weeks. However, groups are not run in the first six weeks to enablechildren to settle into their regular classes and for teachers to conduct PAT testing and run schoolcamps. Similarly, enrichment groups are not taken in the last month of the school year to allowchildren to participate in end of the year activities.In addition to withdrawal groups, gifted and talented children are provided for in their regularclassrooms. The school does not favour grade skipping but prefers to accelerate children within theirown class:We don’t shift them into other rooms, we try and keep them with their own age group.The local one-day-a-week programme is utilised. This year twelve children from Year 4 to Year 6 areattending. The school pays a proportion of their fees from the gifted programme fund and parents paythe balance. Parents transport their children to the one-day-a-week programme. The CorrespondenceSchool is also used to extend children in areas the school cannot provide for.222