Gifted Learners

Tukuna kia rere

Design and Implement - Ko te ahurei o te tamaiti ka ārahi i ā tātou mahi

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

The purpose of defining and identifying giftedness is to recognise individual and group abilities, qualities and interests. Gifted education is about ensuring that gifted potential is realised, that gifted learners discover their strengths and follow their passions, and that barriers to success are minimised.

Responsive Learning Environments - Ko te ahurei o te tamaiti ka ārahi i ā tātou mahi

Provide responsive learning environments which are physically, socially, emotionally, and culturally responsive to the identities of gifted learners.

Delivery of gifted education within the local curriculum - Te puāwai o te whakaaro

Introducing school wide approaches to responsive learning environments for gifted learners.

Differentiation - E koekoe te tūī, e ketekete te kākā, e kūkū te kererū

Provide qualitatively differentiated learning opportunities that acknowledge gifted learners have varied learning, social, and emotional needs.

Teaching thinking - Ka hua te whakaaro, ka hua te kōrero

Create an environment where thinking is valued and deliberately developed through a variety of approaches in a variety of contexts.

Curriculum models - Mā te huruhuru, ka rere te manu

Use a framework to design appropriate curricula for gifted learners.

Organising gifted education in your school - Kia tiritiria, kia poupoua

Make informed decisions about the role of the GaTE coordinator and the grouping of gifted learners in your school.

Self review - Kia hoki kōmuri te titiro, kia kōkiri whakamua tonu

Ensure accountability and improvement of your identification procedures and provisions for gifted learners.