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

Stocktake Report to the Minister of Education – “National curriculum policy, therefore, can onlypromote or inhibit achievement, rather than directly influence it” (no page given).As George (2003) states, in relation to the implementation of the National Curriculum in England:Traditionally mainstream teachers, through no fault of their own, have not been very goodat it (meeting the diverse and challenging needs of gifted and talented students). Largeclasses, heavy work loads and an inevitable concern for the needs of the less able haveoften meant that gifted and talented children are largely ignored, on the assumption thatthey’d cope anyway (p. vii).Many factors will influence the implementation of the New Zealand Curriculum Framework for giftedand talented students. However, this review of the literature yielded no studies related specifically toits implementation for gifted and talented students, nor its effectiveness in meeting their cognitive andaffective needs.A study similar to one conducted in Britain by Koshy and Casey (1998) could be useful to NewZealand educators. Their study examined teachers’ perceptions of the effectiveness of the NationalCurriculum introduced in 1989 to all state schools in England and Wales, and which is guided by fourprinciples: breadth, balance, relevance, and differentiation. This review found that although theNational Curriculum offered a framework which ensured ‘entitlement to all students,’ it was notparticularly helpful in the identification of gifted and talented students, but by way of assessment onlyoffered confirmation of ‘what they already knew.’ In regard to provisions for gifted and talentedstudents, Koshy and Casey report that: “Differentiation has become a key word in curriculumplanning, but it seems that the British teacher also needs support with curriculum planning in thecontext of higher ability pupils” (p. 260). As an outcome of their research, the Brunel Abel Children’sEducation centre is examining and developing ways to build upon the National Curriculum. Given therecent reviews of the curriculum, similar initiatives in New Zealand could prove beneficial.Although in New Zealand the Curriculum Framework (Ministry of Education, 1993) guides allteaching and learning, curriculum models for designing programmes for gifted and talented studentscan be implemented in collaboration with it. In this sense, models specific to gifted and talentedstudents which can serve as a framework for the development of programmes are recommended by theMinistry of Education (2000). These models have a number of distinguishing features. These include:a clear purpose; systematic guidelines for developing and designing specific learning experiences;transferability across disciplines and age levels, as well as school and programme structures;underlying assumptions regarding the nature and nurturance of giftedness and talent; and finally, abody of research surrounding its development, implementation, and effectiveness (Maker & Nielson,1995; Van Tassel-Baska & Brown, 2001). Other criteria to be considered in the selection andimplementation of a model include the ease of translation from theory to practice, the quality andavailability of supporting curriculum resources, teacher receptivity leading to teacher-developedcurricula, sustainability and inclusion of professional development support (Van Tassel-Baska &Brown, 2001). Each model’s comprehensiveness, flexibility or adaptability, practicality, and validity(Maker & Nielson, 1995) are also important factors.Purcell et al. (2002) have devised a rubric for analysing and evaluating curricular units for theNational Association of Gifted Children (US). The key features of the rubric outline the componentsof an effective curricular approach: clarity of objectives; nature of objectives; evaluation components;learning activities; instructional strategies; assignments and student products; resources; alignmentamong curricular components; nature of differentiation; opportunities for talent development; evidenceof effectiveness; and ease of use by other educators. The writers indicate that the rubric can be usedfor several purposes, including the process of adopting or adapting a curriculum model.The Ministry of Education (2000) recommends several suitable curriculum models for New Zealandschools, stating that “The goal in selecting and adapting models is to create educational programmesthat enhance the strengths and abilities of gifted and talented students and that reflect the school’s55