Support for gifted education in Aotearoa New Zealand

E aku nui, e aku rahi. Nau mai haere mai ki tēnei whārangi hei whāngai i te hirikapo.

He karakia

Kia tau iho ngā manaakitanga kia mahi i ngā mahi i runga i te ngākau hihiko
Kia tutuki ngā hiahia o tēnā o tēnā
Whakaahurutia te iho wairua o te ākonga
Kia tina! TINA!
Hui ē! TĀIKI Ē!

Kia maumahara ki tōu mana āhua ake - kei ia tamaiti tōna ake āhua, tōna ake mauri, tōna ake mana. Whakarongo mai nei icon

Define and Identify

Develop concepts, characteristics and identification procedures that reflect the character, diversity and priorities of your kura, school or early childhood setting.

Design and Implement

Promote a holistic, inclusive and responsive learning environment through curriculum, differentiation, organisational frameworks and self-review.

Responsive Practice

Respond to the strengths, needs and interests of gifted and talented learners through personalised approaches to teaching and learning.

Key components of effective support for gifted learners

As schools design, develop, and review how they provide for gifted learners, they need to address the five key components described in Gifted and Talented Students: Meeting Their Needs in New Zealand Schools (2012):

  1. the concepts of giftedness
  2. the characteristics of gifted learners
  3. how to identify gifted learners
  4. provision for these learners
  5. ongoing self-review.

This resource addresses each of the five components individually, while emphasising the relationships between them. It outlines the practical requirements for schools, characteristics of gifted learners, and provides useful background information about relevant practices, theories and research.

Five circle concept.