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Gifted and talented students are transitioning within and across classrooms, schools and communities, as part of their involvement in a continuum of opportunities.

It is important to remember that there are three parties involved in the learning of gifted students:

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Ideally transitions within and between learning environments would involve the active participation of all key stake holders. A transition process that actively involves all key stakeholders is conducive to student needs being identified and subsequent provisions to meet these needs being implemented in a coherent, responsive and inclusive manner. Successful transitioning ensures seamless learning pathways for gifted students.

For each transition there needs to be a coherent process to ensure that the needs of the gifted student continue to be identified and successfully provided for.

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