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

sports academy class were considered to be more diverse, compared to the students in the gifted andtalented class who were thought to have more similarities than differences.The school endeavours to provide a broad programme for their gifted and talented students. Past andpresent provisions include: vertical acceleration in some subjects; university papers; a programmebased upon George Betts’ Autonomous Learner Model; Correspondence School; trips; Writers’Festival; Science Fair; electives (for example, philosophy, astronomy, pottery, crafts, debating, theatresports, writing club, chess, computers); problem solving programmes; and competitions.Leadership opportunities, for example, the YWCA Young Leaders programme, are provided forstudents who have gifts in interpersonal skills. The school sends girls with average ability who missout on school leadership roles, but who have been recognised for their potential to the YWCAprogramme.Supporting senior students who are gifted and talented is considered to be one of the school’s moresuccessful provisions. There is good two way communication and the school offers a mentoringprogramme, run by the Head of Student Support Services, whereby staff sign up to mentor studentswho are gifted in their field of expertise. People in the community are also approached to be mentors,however more often than not, the mentors are teachers at the school.Throughout its journey, the school has always been fortunate to have a dedicated person to drivethrough new initiatives relating to gifted and talented education. Now with more and more staffcommitted to making provisions for the gifted and talented students, this secondary school standspoised to reflect and consider new ideas to continue this ongoing journey into the future.228