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A person who is gifted sees the essential point and leaves the rest as surplus.

- Thomas Carlyle 

Curriculum Models

A planned programme for gifted and talented students should be comprehensive, taking into account their cognitive, social, cultural, and emotional needs. In designing appropriate curricula, a curriculum model or models may serve as an ideal framework. Schools may choose to adopt a specific model or take a more eclectic approach in adapting several models that suit their needs.

 The Ministry of Education (2012, p.70) states that “designing a curriculum that is appropriately differentiated to address the diverse needs, strengths, and identities of gifted and talented students can seem a daunting task. It can be made easier through the use of a curriculum model. These models, ranging from theoretical to practical, abstract to concrete, have been developed and implemented by educators of gifted and talented students throughout the world.”

The goal in selecting and adapting models is to create educational programmes that enhance the strengths and abilities of gifted and talented students and that reflect the school's definition and identification procedures. Intertwining enrichment and acceleration opportunities should also be an expected outcome. The models should “support students to develop and use metacognitive knowledge and skills and higher order thinking in rich tasks that are meaningful for them” (Ministry of Education, 2012, p.71). The model should also reflect the vision and values of the school so that the link to the school curriculum is clear. The Principles of the NZC should ‘underpin all school decision making’ (NZC p9 2007) so should be considered as a model is developed.