Gifted Learners

Tukuna kia rere

Gifted transitions - Me mahi tahi tātou hei oranga mō te katoa

As part of their involvement in a continuum of learning opportunities gifted learners transition within and across classrooms, schools and communities. It is important to remember that there are three parties involved in the learning of gifted learners; the learner, their parents/whānau and the teacher(s).

A transition process that actively involves the key stakeholders (gifted learner, their parents/whānau and teachers and staff of the relevant schools) is conducive to learners’ 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 learners.

For each transition, there needs to be a coherent process to ensure that the needs of the gifted learner continue to be identified and successfully provided for. One of the most important components of the transition process involves key stakeholders building relationships and developing a shared understanding of giftedness, the needs of the gifted learner and the appropriate provisions to meet these needs. This ensures that a responsive approach will be undertaken to recognise, value and develop the gifted learner’s potential and performance.

These shared understandings can be developed if:

  • the school’s definition and identification processes have been developed in consultation with learners, parents/whānau and members of the community and are robust, inclusive and transparent
  • definitions, identification processes and the nature of the school’s Gifted education programme have been shared between contributing schools/Kāhui Ako and working relationships have been established between the GaTE Coordinators of contributing schools and receiving schools (e.g., through informal meetings once a term to discuss approaches and provisions for GaTE at each school, or through formal meetings that focus on discussions specific to individual learners)
  • there are opportunities for classroom teachers to visit and view other Gifted education programmes/learners at feeder schools to help develop a shared understanding of them
  • the enrolment process includes a component specific to gifted learners and their education, through a Gifted education section on the school’s website to provide information on the school’s definition of giftedness, identification procedures and provision.

To support the successful transitioning of gifted learners, contributing schools can communicate information to receiving schools in the following ways:

  • Develop a gifted profile that a gifted learner can take to their new school (e.g. a portfolio/e-portfolio or one-page summary that outlines how the learner was identified, levels of achievement in post-level testing, rates of progress, examples of work, etc.).
  • Provide copies of any IEPs and information from the register that the new school should know about.
  • Highlight any social/emotional issues and pass this on to the new school and the parents/whānau.
  • Hold meetings between the contributing school’s Gifted education Coordinator and the receiving Gifted education Coordinator to discuss each learner.