Bright Futures: Policy Implementation Strategies

BRIGHT F ц TURE S :

POLICY IMPLEMENTATION STRATEGIES

THIS IS TO BE READ IN CONJUNCTION WITH

THE BRIGHT FUTURES POLICY STATEMENT

Directorate of School Education, Victoria, 1995 ISBN O 7306 1949 4

The Directorate of School Education welcomes any use of this publication within the constraints of the Copyright Act. Provided acknowledgement is made to the source, Victorian government and non government schools are permitted to copy material freely for the purpose of teaching students in schools, or for communication with parents and others in the community. When a charge is authorised for supplying material, such charge shall be limited to direct costs only. When the material is to be sold for profit, then written authority must first be obtained.

Detailed requests for uses not specifically permitted by the Copyright Act should be submitted in writing to the Copyright Officer,

Directorate of School Education, Level 23, Rialto, GPO Box 4367, Melbourne Vic 3001, Australia.

CONTENTS

Page

Introduction 2

Who are gifted students? 3

Who will benefit from Bright Futures? 3

Key strategies 4

Recognition, identification and assessment 4 of gifted students

Statewide network of schools and clusters 4

Programming for gifted students 5

Enrichment and extension 5

Mentoring б

Acceleration б

Provision of classroom materials 8

Technology and the gifted 8

External programs 8

Support for schools 8

Responsibilities of schools 9

The role of parents 9

Networking 9

Consultation and professional development 10

Promoting gifted education 12

What's happening in schools 13

Introduction

This policy on the education of gifted students will serve to ensure that the needs of gifted students are recognised, understood and addressed in all Government schools. It will provide a support framework to give the education of gifted students the high priority it deserves within schools and other settings.

The policy makes a commitment to providing gifted students with a fulfilling and challenging education commensurate with their abilities. It has been developed within the context of a number of policy initiatives designed to significantly enhance students' opportunities to achieve their full potential within the Schools of the Future philosophy.

Curriculum and Standards Framework

The Curriculum and Standards Framework (CSF) provides a structure that allows students to progress vertically at their optimum individual pace, irrespective of age or year levels.

The Learning Assessment Project will provide important information about the achievement of gifted primary students. Together they will allow teachers to more readily identify and develop students' strengths.

Course Advice

Course Advice will assist schools as they work to implement the CSF by providing teachers with exemplary mainstream learning activities, a comprehensive resource list and a wide range of assessment ideas. These will be clearly linked to the outcomes at each level within the CSF. Examples of learning activities that relate to gifted students in particular are included as annotated sections.

Professional development initiatives

Districts are being provided with funds to support cross- . sectorai collegiate networks to access professional

development related to the CSF and Course Advice.

Teacher Personal Professional Development Planning will provide $8.5 million to assist schools to implement personal professional development for teachers as part of a whole school professional development plan.

Individual Learning Pathways for Students: Curriculum and Standards

Framework Pilot Project

A range of pilot projects will explore the implementation of the CSF in secondary education through creative school organisation with a focus on vertical timetabling. The emphasis will be on the way in which the curriculum is delivered to each individual student, the way that students' achievements are assessed and reported to parents and how students are counselled for course options. This creative and flexible approach to timetabling will be of particular benefit to gifted students.

Statewide network of schools and clusters

A statewide network of schools and clusters of primary and secondary schools will be established to offer a world-class standard in particular curriculum areas such as science, sport, LOTE, drama, dance, visual and graphic arts and information technology. Primary/secondary clusters will provide continuity from Prep to Year 12 in particular curriculum areas.

Schools providing a comprehensive range of programs for gifted students will be recognised and form part of the statewide network of schools.

Victorian First Steps: The Pilot Project

This project relates to the ungrading of the students in the junior primary school as students move through levels

according to their abilities regardless of age level. Evaluation data in relation to gifted students involved in the Victorian First Steps could be used to improve programs for gifted students in all primary schools.

• ;Who are gifted students?

This policy recognises that there are various definiďons of

`giftedness'. These focus on intellectual and creative giftedness and also on areas such as dance, leadership, music and sport.

Terms often used when describing very able students include 'exceptionally talented' or `highly creative' or `of high intellectual potential' or `high achievers'. It is difficult to isolate a single definiďon of giftedness that encompasses the broad spectrum of human abilities and accounts for culture, class, gender and domain. Generally the types of defniďons that have been proposed by researchers and education authorities move towards a broad concept of giftedness over a wide range of human endeavours.

Some students may indicate a potential to achieve that is not always reflected in their school work or through the school's assessment procedures. Further, many gifted students are at risk of underachieving in classrooms every day if their intellectual and other potential is not nurtured. Details about the idenďficaďon of gifted students will be provided in Bright Futures: Resource Book for Teachers on the Education Gifted Students.

Currently, there is provision for nurturing excellence in many areas of human endeavour in our society. However, gifted children have complex social and emotional needs that need to be addressed as well. In addition, there has been limited provision for students with high intellectual potential and students in multiple talent areas with potential. There is a fundamental need to focus on students who are performing at, or have the potential to perform at, a significantly higher level than that of other students of the same age. This policy supports the excellent work undertaken in some schools and provides a hamework for other schools to optimise the potential of these students.

Who will benefit from Bright Futures?

The implementation of this policy will have significant benefits and positive outcomes for gifted students, their teachers and parents.

Gifted students

Gifted students will have access to a wide range of challenging and rewarding educational experiences, both in the classroom and in the broader community. These will be accessed through a differentiated curriculum that is the educational response to the differences in gifted children.

Students will benefit from curriculum designed to meet their needs and opportunities for advancement in their areas of ability. More students will have opportunities to develop their potential with the expansion of existing exemplary programs.

A range of new pilot programs will explore the

implementation of the CSF to more effectively meet the individual needs of each student. These programs provide opportunities for students through acceleration, enrichment and extension. There will be greater access to mentor programs, special purpose schools, tertiary enhancement programs and external programs.

In 1993, a Ministerial Working Party on Gifted and Talented Students and Students of High Intellectual Potential chaired by John Richardson, MP, gave clear direction that the policy must provide for gifted students

in

the classroom in the first instance. Teachers will be expected to identify students of high intellectual ability and plan appropriate programs to meet their needs.

Teachers

The Directorate of School Education is providing an allocation of funds for teachers to undertake professional development through courses related to the education of gifted students where teachers have demonstrated that their school has a commitment to gifted education as part of an ongoing initiative in the school and that they are prepared to set up networks in their areas.

of

In addition, specific professional development programs on the identification of gifted students and programming approaches will continue to be provided by the Gifted Students Program through the Interactive Satellite Learning Network (ISLN) and through local Gifted Education Networks established to support the education of gifted students. They will also have access to exemplary gifted programs and related information through various media, including the Bright Futures: Resource Book for Teachers on the

Education of Gifted Students.

Parents

Parents can be assured that the needs of their gifted children will be addressed by schools in a comprehensive manner.

Parents will be encouraged to participate with teachers and other education providers in local Gifted Education Networks for gifted students. These Gifted Education Networks will encourage a cooperative approach to meet the needs of students.

of School Education will be publicised to schools. The information will be publicised through the Victorian School

News and other avenues, allowing schools to select the most

appropriate services to support their gifted education programs. These service providers will be required to make a commitment to work cooperatively with other providers and schools across the three sectors.

Financial assistance will be available to selected providers to support the identification of gifted students.

In addition, the personnel conducting the identification and assessment must be prepared to conduct case conferences with parents and school staff so that a coordinated and cooperative approach to meeting the needs offgifted students can be undertaken by all parties.

Key strategies

Recognition, identification and assessment of gifted students

Gifted students come from a variety of backgrounds.

Therefore a system of identification that draws on a comprehensive range of appropriate information sources is required.

Schools will be provided with support to introduce both formal and informal identification and assessment procedures designed to identify gifted students. General information relating to the nomination of gifted students with specific abilities will be provided to all schools in the Bright Futures:

Resource Book for Teachers on the Education of G f ed Students.

Schools will be encouraged to identify all gifted students, either by a formal screening program within the school or by use of specialist services by qualified persons where required.

The names of accredited service providers who can provide support for schools in the identification and assessment of gifted students and who meet the criteria of the Directorate

err►' š . , \

Statewide network of schools and clusters

A statewide network of schools, and clusters of primary and secondary schools for P-12 continuity, will be established to offer a range of particular curriculum areas. These schools and school clusters will provide access to world-class programs within particular key learning areas. The areas will include science, sport, LOTE, music, dance, visual and graphic arts and information technology.

As part of the network, a pilot program will be established to give support to schools with a comprehensive range of outstanding programs that focus on general academic excellence. These schools will make a feature of providing programs for the broad range of gifted students.

Schools that provide outstanding programs for their gifted

students will be recognised within the Government

school system.

Programming for gifted students

• Programs that already exist for gifted students will be identified and evaluated.

• Successful programs will be enhanced and expanded.

• New prõgranuni.ng approaches to meet the diverse needs of gifted students will be piloted.

• Information about these programs will be widely publicised so that teachers can develop the best possible approach for each gifted student.

Students will benefit

from

curriculum designed to meet their needs and opportunities for advancement in their areas of ability. The Working Party gave clear indication that the provision for gifted students should be in the classroom in the first instance.

An approach to flexible and creative timetaЫing to allow for individual progression of students through the secondary school curriculum will be trialled in a number of schools in Victoria. The Individual Learning Pathways for Students:

Curriculum and Standards Framework Pilot Project will focus on the

way

in which the curriculum is delivered to each individual student and the

way

that the student's achievements are reported to parents.

Curriculum is differentiated by its goals and objectives, content, strategies, resources used, time, space, organisation and means of evaluation. Differentiation strategies will include enrichment, extension and acceleration.

Enrichment and extension

Enrichment and extension involves learning `outwards' and in greater depth or breadth. Students will be given the

opportunity to explore topics of interest

in

detail beyond the scope of regular class work.

Enrichment fosters broader learning beyond the core school program at a level appropriate to the developmental needs of students. It aims to broaden knowledge, understanding, interests, processes and skills. Enrichment encompasses a range of activities, eg new subjects, projects, excursions, mentors, integrated/cross discipline programs and school and community activities. These occur within a variety of

contexts, eg the regular classroom, within multi-age groups in the school, in the community or at home.

Extension also involves greater depth and breadth in content, processes and products in particular areas of interest.

Extension often involves elements of enrichment and accelerated progression.

Horizons: The use

of

ISLN technologies will be piloted with gifted students in selected secondary schools. In 1995 this will involve a joint program with Monash University in which Year 8 to 10 students participate in interactive sessions on mathematics and philosophy. These programs will be of particular benefit to gifted students in remote areas.

The results of this pilot

will

inform the development of further ISLN programs for gifted students. The Directorate of School Education intends to work cooperatively with other tertiary institutions to extend the scope of programs available to gifted students in secondary schools through the

ISLN technology.

The inaugural Young Researchers Club at the Museum was established in 1995 to allow students from Years 5, 6, 7 and 8 to participate in a challenging program on an evolutionary theme that would allow interaction with like minds. The Young Researchers Club enrichment program will be independently evaluated and extended to other venues where extension education officers work such as

Scienceworks and Sovereign Hill. The first of these will be the National Gallery of Victoria at which a program will commence in 1995.

The Country Gifted Pilot Project As the Crow Flies is an inter-sectoral project that has been established to enrich the education of gifted Year 7 and 8 students, particularly those at risk of being disadvantaged by geographic isolation.

The Country Gifted Pilot Project Country Connections will support the development of cluster enrichment programs in isolated country settings. Disadvantaged gifted children will be brought together for a residential camp in 1995, at which they will participate in challenging and exciting programs with others of like interests and ability.

Mentoring

Mentor programs involve an empathic adult with expertise in a specific area who is matched with a student with a desire to learn skills and information within that area. Mentor

programs are usually conducted outside the school and provide invaluable experience for the gifted student.

The Mentor Program, which began with the highly successful Museum Mentor Program, provides gifted secondary school students the opportunity to pursue an area of interest with an expert in that field. In 1994, the mentor program was extended to the National Gallery of Victoria.

The initial pilot program was received with great enthusiasm and more curators have offered to be mentors to secondary students during 1995.

The Mentor Program provides gifted secondary school students at Year 10 level with the opportunity to pursue an area of interest with an expert in that field. This program will be expanded to include collaboration with a range of public organisations in which Directorate of School Education staff are already employed. In addition, major private organisations will be approached to consider providing mentors to

secondary school students.

Student Mentoring involves older students working on a one-to-one basis with younger students on a sustained and systematic basis. As mentors students extend the younger students' knowledge and understanding of a key learning area and relate it to the outside world. These mentors are more than role models and could be said to give the message, `Be all that you can be rather than just be as I am'.

Negotiations have begun between the Directorate of School Education and Monash University to begin a pilot student mentor program in Term 3, 1995. This program will involve tertiary students from Monash working as mentors to gifted secondary school students. It is intended to expand this program to include other tertiary institutions, both colleges and universities.

Acceleration

Acceleration refers to an individual student covering core content of a school program more rapidly than age peers.

This may mean that a student advances more quickly than age peers in subject areas or through year levels. Some examples of acceleration provision.are grade skipping, vertical groupings, ability groupings, individual acceleration, designated select entry schools or classes and tertiary

enhancement programs. Progression in school should be based on achievement and potential rather than chronological age.

Primary programs

Multi-age grouping and developmental learning strategies that promote appropriate accelerated progression are being trialled in various primary schools in Victoria.

Victorian First Steps: The Pilot Project relates to the ungrading of students in the junior primary school. This project offers a model for acceleration in the primary school.

The project is being evaluated by the Australian Council for Educational Research (ACER), The University of

Melbourne and Monash University throughout the three years of the trial.

Acceleration programs

wil

be piloted in a selected number of primary schools. For example, eight primary schools w trial

a pilot program that consists of the monitoring and assessment of students in relation to an individually paced learning program in reading, writing, spelling and oral language.

The program will offer practical teaching ideas and resources tailored to individual students' needs to enable gifted students to undertake extension activities and advance at their own pace.

Thirteen primary schools in Victoria are using the Western Australian First Steps material to monitor children's developmental growth in reading, writing, spelling and oral language. This program involves evaluation of the WA First Steps material as it applies to a Victorian context.

The results of these plots will inform the development of policy on the statewide provision of acceleration programs in primary schools. Also, the results of the pilot primary programs that are currently being trialled will be made available to all primary schools so that best practice in developmental learning with particular emphasis on gifted students can be implemented in classrooms.

Select entry accelerated learning programs

Select entry acceleration learning programs offer a specially designed curriculum that permits students to complete subject requirements in a shorter time span than usual. Some of these students may complete a full secondary education in four or five years, rather than the usual six.

There has been a significant increase in the number of secondary schools offering a select entry acceleration learning program over the past twelve months. In 1993 there was one school offering such a program. During 1994-95 this increased to three. In March 1995, eight schools advertised a select entry acceleration program for students who will be in Year 7 in 1996. This was done in a cooperative manner which allowed maximum accessibility to this provision for gifted Victorian students.

Each region will have at least two schools offering a select entry accelerated learning program by 1998. Schools will work cooperatively through their regional offices to ensure that this type of provision is well coordinated and best caters for the needs of gifted students in each region.

There will be an increase in the training of teachers in developing and implementing accelerated curriculums and in the selection of students who would benefit from such an educational experience. Schools will be encouraged to run select entry acceleration learning programs in conjunction with tertiary enhancement programs which allow students to accelerate to first year university subjects within the school environment.

Tertiary enhancement programs

Gifted students may successfully complete subject

requirements in a shorter time span than usual and may be permitted to accelerate into VCE subjects in years prior to Year 11.

In 1994, the Directorate of School Education subsidised the training of a number of teachers in the Melbourne University Program for High Achieving Students (MUPHAS). These teachers broadened their personal skills base and offered tertiary enhancement in their schools.

An increasing number of schools are involved in acceleration programs with tertiary institutions. These programs are predominantly offered through Melbourne and Monash universities and also through La Tribe University, Bendigo Campus. They are run in conjunction with a secondary school and allow students to undertake and gain accreditation for tertiary studies as part of their VCE. School that conduct tertiary enhancement programs are encouraged to offer these tertiary subjects to gifted students from nearby secondary schools.

Tertiary enhancement will be also provided via 1SLN. The Gifted Students Program, in conjunction with Monash University, will present the first of these programs during Terms 3 and 4, 1995. The results of this pilot study will be used to expand the program through Monash University and to develop similar programs with other tertiary institutions.

In 1995, MUPHАS has expanded to include nine disciplines, sixty-eight schools and 333 students. In 1995, the Monash University Enhancement Studies Program involves 105 schools and 478 students and covers eighteen study areas.

Tertiary enhancement programs that allow selected secondary school students to study first-year university subjects as part of their VCE will be supported by continued cooperation between the Directorate of School Education and tertiary institutions.

Provision of classroom materials

The Gifted Students Program, through consultation, has ensured that the needs of gifted students have been reflected in the CSF developed by the Board of Studies.

In addition sample units within the Course Advice have been annotated with appropriate activities to meet the needs of gifted students in the classroom. Regular and ongoing input to Course Advice support material will ensure that teachers have access to samples of strategies and selected learning activities that will enhance regular classroom provisioň for

gifted students. .

Classroom materials to support the teaching of gifted students will be developed in conjunction with the professional development programs described above.

Examples of educational materials and approaches that enrich and challenge gifted students have been provided to schools in conjunction with the ISLN.professional development

programs run by the Gifted Students Program.

An ongoing, cooperative project with teams of writers from Government, Catholic and independent schools and tertiary institutions will develop materials that provide an enriched and extended curriculum for gifted students. These materials will cover each of the eight key learning areas.

Technology and the gifted

A working party focusing on Technology and the Gifted Student' will be established to investigate the myriad ways in which enrichment and extension opportunities can be offered to gifted students to enhance the curriculum and resources offered by schools. Results will be made available to schools.

The role of technology will continue to enhance the educational opportunities for all students including gifted students. Ever-increasing avenues for open learning on a

global scale will be promoted through projects such as the global classroom.

Schools will be supported to establish and utilise the latest technology in their classrooms and specialist rooms.

External programs

Students have access to community activities and challenging competitions that promote critical and creative problem- solving skills through various formats. Tournament of Minds and Future Problem Solving, among others, provide opportunities for group participation while other .

organisations offer individual and workshop experiences for gifted students. Cluster group arrangements exist in a number of secondary schools in Melbourne. These programs offer a specific subject to be studied in depth, either within school hours or after school. The Connections program offers enrichment to primary and early secondary age students at a variety of venues.

Support for schools

Support will be provided to gifted students through the implementation of comprehensive and flexible strategies to enable students to develop and use their abilities to the full.

The strategies outlined in this policy statement cover 1995 to 1997. Key aspects of the strategies will be progressively evaluated as they are implemented from 1995 to 1997 and reported in the Victorian School News. The policy will be reviewed and the effectiveness of the strategy evaluated by an independent evaluator during 1998. From this review further directions will be developed for the twenty-first century.

Responsibilities of schools

Schools will identify how they address the needs of gifted students through their school charter.

Schools should identify local procedures and policies that fit into the global context of other curriculum policies and procedures operating across the school. These will include:

• the identification procedures used to determine the number and nature of gifted students in their school

• the appropriate programming options to be implemented to meet the needs of the identified students

• the evaluation of the effectiveness of the program.

In preparing the professional development plan, each school should give consideration to the provision of • professional development for teachers in the delivery of a curriculum program for gifted students using identifiaьІ e outcomes for students.

The role of parents

A pamphlet will be distributed to parents providing advice on schools, programs and resources for gifted children. Parents will be encouraged to share their expertise, knowledge and time within the school to support gifted programs.

Support will be provided to parents of gifted children through the local Gifted Education Networks. Parents will be invited to attend the seminars and professional development offered to teachers through the networks.

Parents will be encouragedto provide enrichment and cultural activities in the home and the community and to

participate in school programs where possible. This will enable parents to share time with their children as partners in learning.

Parent involvement will be encouraged in enrichment programs such as the Young Researchers Club.

Parents will be provided with information on exemplary programs for gifted students operating in various schools together with information on the wide range of community- based services and programs. A pamphlet for parents will be available through schools. Most importantly, parents can be assured that the needs of their gifted children are being addressed by schools in a comprehensive manner.

Networking

Parents and teachers

Approximately fifty-eight local Gifted Education Networks will be established to provide resources and support for teachers and parents working with gifted students. A number of these networks have already been established. Each local network will nominate a gifted students education coordinator to be responsible for coordinating the services provided through the network. An establishment grant and a starter package of key resources will be provided to each network to support local professional development initiatives.

These provide resources and support for teachers and parents working with gifted students. Support will be provided to these networks through professional development from the project officers in the Gifted Studentś Program, a starter package of key resources and a small establishment grant to support local professional development initiatives.

Professional development will also be provided through a range of local programs for networks. Through these programs, teachers who have developed successful classroom materials and strategies that provide for gifted students can share them with other teachers.

Students

Current technology in schools will enable the gifted students to link with like-minded peers to work on group projects.

Gifted students in geographically isolated areas will have opportunities to communicate, regardless of distance, through computer technology.

Clusters of gifted students will have the opportunity to network with each other. Rurally isolated students will have their needs addressed through the country pilot projects Country Connections and As the Crow Flies.

Consultation and professional development

Consultation

The first of a number of ongoing symposiums was held in September 1994 to develop cooperative strategies to address the needs of gifted students in Victoria. Participants included principals, teachers, parents, academics and representatives

&om key organisations including business. From this event, two ongoing working parties were established to investigate exemplary programs for gifted students and the best provision of professional development for teachers.

The Directorate of School Education is liaising directly with key providers of professional development on the education of gifted students to ensure that the range of teacher needs are met in this crucial area. This means that a comprehensive range of programs and tertiary courses will be offered and that these will be available to teachers at a range of locations across Victoria.

Professional development

Gifted students make up a diverse and challenging group and require a variety of curriculum modifications to

accommodate their learning needs. Teachers will be given support to develop initiatives and expand existing programs for gifted students through personal professional development along with access to relevant curriculum materials and effective strategies.

The Directorate of School Education has publically called for expressions of interest from providers of teacher professional development programs that will lead to improved education for gifted students.

The key providers of teacher professional development will be identified by their ability to meet the selection criteria laid down by the Directorate of School Education. Appropriate professional development programs range from short, specific programs through to accredited tertiary studies.

A comprehensive range of professional development options will be identified to provide teachers with information and assistance in:

• understanding the characteristics, behaviours and needs of gifted students

• understanding the different methods used to identify gifted students

• obtaining the necessary skills to apply these methods to successfully identify gifted students and evaluate the outcomes of assessment

• pastoral care and counselling of gifted students

• designing programming options for individual learning needs of gifted students

• issues relating to the latest research on the education of gifted students.

Externally provided professional development programs and tertiary courses on the education of gifted students will be widely publicised and teachers will be encouraged to attend and to gain qualifications. There will be close liaison with tertiary institutions to enable the latest developments in the theory and practice of gifted education to be made available to teachers for the benefit of gifted students in Government schools.

Where tertiary courses are not available in the education of gifted students, Directorate of School Education personnel will negotiate with tertiary institutions to encourage the provision of such courses.

Funds will be allocated to teachers enrolled in courses related to gifted education who can demonstrate that their school has a commitment to the education of gifted students or has had a gifted education program.

Teachers undertaking tertiary studies in the education of gifted students during 1995 were invited to apply for a grant to support their studies. These teachers will provide a major resource to school communities in their local area. They will be responsible for developing innovative programs for gifted students and for providing professional development for

teachers in their local area.

These externally provided professional development programs will complement the professional development program on ISLN, Excel intensive-two-day seminars and individual and school consultation offered through the Gifted Students Program.

The Beyond the Boundaries professional development program will provide expert advice for teachers on:

• identification of gifted students through the use of standardised assessment instruments, including those developed through the Learning Assessment Project,

nomination procedures, interviews and evidence of interests and achievement

• provision of suitable programs for gifted students.

The program will be provided by the Gifted Students Program through ISLN.

A package consisting of video copies of the ISLN transmissions `Who Are the Gifted?' and support materials will be available to teachers so that professional development can be conducted on a schooiwide or network cluster basis by interested and qualified teachers. Bright Futures: Resource Book for Teachers on the Education of Gifted Students will provide all

teachers with an overview of strategies and management options for developing programs for gifted students.

The results of the Working Party on Technology and Gifted Students will be distributed to interested teachers to inform them of possible avenues for extending gifted students through the use of technology.

Promoting gifted education

In 1994 the Government co-sponsored the annual State Conference on Gifted Education held in conjunction with the Victorian Association for Gifted and Talented Children (VAGTC), the Incorporated Association of Registered Teachers of Victoria (IARTV) and the Catholic Education Office (CEO).

In 1995, the Victorian Government is sponsoring the Australasian/International Conference on the Education of Gifted Students which will bring together experts in the field of gifted education in Australia and around the world. In addition, the Government will co-sponsor an annual Victorian conference on Children of High Potential (CHIP), their parents and teachers in conjunction with the CHIP Foundation and the CHIP Unit of The University of Melbourne.

The Govermnent will continue to co-sponsor the annual 'State Conference on Gifted Education held in conjunction

with the Victorian Association for Gifted and Talented Students, the Incorporated Association of Registered Teachers of Victoria and the Catholic Education Offiсе.

The Gifted Students Program will continue to inform teachers by publishing information on various aspects of gifted education in the Victorian School News.

An inventory of best practice in the education of gifted students will be established. This will be networked through the Computerised Administrative Systems Environment for Schools (CASES), publicised through the Victorian School News and made available to teachers and parents of gifted students using the school's computer software.

Keynote international speakers on the education of gifted students were sponsored for a series of `Twilight Seminars' during 1994. These seminars are designed to highlight issues relevant to the education of gifted students, support teachers working in the area and raise the profile of gifted education.

The seminars proved highly popular with more than 250 teachers applying for 120 places at each seminar. Seminars were scheduled for the early evening so that teachers from

nearby country areas would have time to travel to them.

Many teachers from Ballarat, Bendigo, Geelong, Moe and surrounding districts took advantage of the later starting time and travelled significant distances to attend.

Keynote speakers on the education of gifted students from Victoria, interstate and overseas will be sponsored for a series of seminars designed to highlight issues relevant to the education of gifted students, to support teachers working in the area and to raise the profile of gifted education.

In some instances local networks arranged for the speakers to travel to regional centres and deliver professional development locally for country teachers. This practice is being encouraged through early publicity of visiďng international speakers.

Further seminars will be offered in Melbourne during 1995.

Regular dissemination of information about gifted students will continue to appear in the Victorian School News to inform teachers about the issues surrounding gifted education.

Support material to accompany the policy statement

Bright Futures: Policy Implementation Strategies Bright Futures: Resource Book for Teachers on the Education of Gifted Students

Bright Futures: Information for Parents Identifying Gifted Students

What's happening in schools

Bееас Primary School

Вееас Primary School is a small rural school with two class groups of Years P to 4 and Years 4 to 6. Children are grouped flexibly according to each individual students' learning and socialisation needs, as well as interest-based clusters. Learning centres are set up in the classrooms and offer scope for enrichment and extension based on themes. A number of initiatives for gifted students and their teachers focus on a cluster model of delivering programs and professional development. Networks of support have developed via the cluster groups as the strengths of individual teachers, conirnunity members and other resources are utilised to best advantage.

Beaumaris Primary School

Beaumaris Primary School is involved in the Innovative Links Program, where investigation of learning styles is being conducted throughout the school. The school's state-of-the- art technology facilities include telematics, modems and interactive transmissions, and offer to gifted students the opportunity to interact with the world at large. Many of the provisions for gifted students occur within the classroom and are based on offering an enriched curriculum that extends to all students.

Comet Hill Primary School

The principal and assistant principal of Comet Hill Primary School are co-authors of the Great Expectations Professional Development package which was trialled by a very large group of teachers in the Bendigo district. This train-the- trainer model has been received enthusiastically by teachers within a wide area around Bendigo and seminars and workshops are continuing.

In addition to differentiated tasks in each classroom and a comprehensive school-wide thinking skills program, the school is developing the Autonomous Learner Model, which will enhance the gifted students withdrawal program.

Comet Hill Primary School's commitment is embodied in their public acknowledgment that:

We believe excellence can be achieved if we:

Care more than others think is wise, Risk more than others think is safe, Dream more than others think is practical, Expect more than others think is possible.

Deepdene Primary School

The whole school approach to giftedness espoused by Deepdene Primary School extends to a comprehensive Philosophy for Children program and a renowned music program. The multiple intelligences philosophy pervades curriculum development for all children and the school has implemented an extensive identification program to find areas of potential and demonstrated achievement in each of the areas of intelligence.

Essex Heights Primary School

Essex Heights Primary School advocates a whole school approach to giftedness within multi-age groupings and has nominated gifted education as a priority in the school charter.

The establishment of close links with Mount Waverley Secondary College allows scope for smooth transition for accelerated primary students. Teachers at Essex Heights use extension and enrichment strategies which involve some elements of acceleration within the context of catering for the individual learning needs of all students.

Bendigo Primary School (Violet Street)

Realising individual potential, Bendigo Primary School (Violet Street), provides for gifted students through a withdrawal program and individual extension programs.

Student enrichment opportunities range from participation in the La Tribe University Bendigo Science/Language Program, literature groups, women in maths/science careers, Life Education van, photography, revegetation program to computers.

Their current emphasis is on developing thinking strategies through the use of Bloom's Taxonomy as a planning tool and De Bono 's Six Thinking Hats.

A priority of the school charter is the implementation of a sequential P to 6 music program that will provide access to participation in multi-instructional groups and the

school choir.

St Helena Secondary College

St Helena Secondary College offers an extensive gifted students program. The school's withdrawal program for gifted students emphasises problem solving and higher level thinking skills. Gifted and talented students have opportunities to participate in the following competitions: Tournament of Minds, Future Problem Solving, Science Talent Search, English/language and mathematics competitions, debating and the Stockmarket. The after-school program, Connections, offers challenging courses for students in Years 5 to 8.

Mount Waverley Secondary College

Students in Years 7 and 8 work in mixed ability groups in all subject areas with the exception of mathematics, where students are extended through extra work in problem solving and related areas. Students can be selected for an extensive acceleration program in mathematics after Year 8 (Years 9 to 12).

Year 7 and 8 students are provided with horizontal extension activities through a large range of programs and activities.

These include: music, a school production, a science competition and maths extensions. The establishment of the new Year 7/8 junior college, to be opened in 1996, will help gifted students in the transition between primary and secondary schooling and will allow for flexible timetаbling and staffing options to provide programs for talented students.

Mount Waverley offen the Monash engineering program for Year, 10 students and a gifted humanities program at all year levels.

Lilydale Secondary College

The Lilydale Secondary College accelerated learning program addresses the needs of gifted students who demonstrate above- average ability, high levels of task commitment and high levels of creativity. Students who participate in this program complete their secondary schooling within five years.

This program is differentiated by providing students with a faster paced curriculum, opportunities to reach into more abstract, complex and in-depth issues, opportunities to work independently and cooperatively with students of commensurate intellectual ability, and opportunities for study in areas of student interest.

Bahvyn High School

Balwyn High School provides lunchtime enrichment activities that include: Future Problem Solving, Tournament of Minds, Philosophical Society, debating, mind games and public speaking. Year 10 English classes have been instructed in the use of De

Bono's Six

Thinking Hats. A range of programs for gifted students has been implemented and includes the areas of poetry, ceramics, history, forensic science, maths and mentors.

Balwyn High School forms part of the Camberwell Cluster Group, a program designed to share facilities and

withdrawal programs with many schools across sectors in the local area. Other provisions for gifted students include in-class extension and subject specific acceleration.

Victorian College of the Arts Secondary School

The outstanding performing arts and music program at the Victorian College of the Arts Secondary School attracts students flom all areas of Victoria.

Select entry is offered through audition to students with either demonstrated ability or outstanding potential in the performing arts. Students study music or dance while enrolled in regular classes. A feature of the successful students in this program is their obvious dedication and commitment to their craft as demonstrated through sophisticated and inspiring performances.

Gould League

The Gould League offers a CD-ROM setting for gifted

students to research. The Internet database allows gifted

students to participate in a statewide activity with a real

purpose. The Gould League is involved in the Museum

Mentor Program and various gifted programs for children in

surrounding clusters of schools.

Young Researchers Club

The Young Researchers Club is an initiative of the Gifted Students Program and has been established in conjunction with the Museum of Victoria. Selected students from Years 5 and б and Years 7 and 8 are invited to join the Young Researchers Club and participate in a special program that follows an evolutionary theme. Topics covered are: our universe, palaeontology, Koorie history, ancient civilisations and biodiversity in a marine environment. This program is based on existing Museum programs but will be offered at a level advanced by at least two years. In addition, students are given an opportunity for hands-on investigation and in-depth discussion of issues where possible.

Mentor programs

The Museum Mentor Program creates opportunities for Year 10 students to work with curators to gain first-hand knowledge as they work alongside their mentor in an area of shared interest. At the Museum of Victoria the students explore the world of scientists in natural science areas such as ornithology, marine invertebrates and palaeontology, among others.

Curators at the National Gallery of Victoria also offer students an experience of a life time while exploring the curatorial role in Aboriginal art, cataloguing and fashion and textiles. The Mentor Program will be further extended into other Extension Education settings.

Bright Futures w

• provide additional support to assist teachers to recognise, identify and support gifted students

• establish new programs for gifted students

• broaden the opportunity for gifted students to benefit from existing programs

• establish a statewide network of schools and school clusters offering world-class programs that:

—focus on particular curriculum areas (eg LOTE, music, sport etc)

—provide a comprehensive range of outstanding programs for gifted students

For further information contact:

Gifted Students Program Quality Program Division Directorate of School Education

Telephone (03) 9628 2211

$1 с tD г ia ON THE MOVE

DIRECTORATE ElsCHOOL

EDUCAT 1 O N

1995