Gifted Learners

Tukuna kia rere

A personalised approach - Poipoia te kākano kia puāwai

Develop personalised learning through holistic approaches to teaching and learning that are learner centred and learner driven.

The importance of personalised learning

"Not only do we all sit on a continuum of learning capabilities but we also learn from different angles. Being able to understand an individual’s personal method of learning means we can employ teaching and shape our rangatahi more efficiently. Therefore, personalised learning is not only important in regards to the student, but also to the teacher. This is because their job becomes more efficient and less time is wasted on blanket teaching, which is flawed for obvious reasons."

(Whānau interview). Russell (2013, p. 63).

Russell, V. (2013). A programme for gifted Māori in an English-medium secondary school. Unpublished Master’s Thesis, University of Auckland.

Personalised Learning Approaches

Holistic approaches

Personalised learning requires both a holistic approach to teaching and learning and being learner centred and learner driven.

Personalised learning in the early years

Pedagogy for gifted and talented children in all early childhood settings aligns with the vision set out in the principles and goals of Te Whāriki.

Tiered instruction

Tiered instruction combines assessment and instruction.

Independent study

Independent study allows gifted learners to conduct in-depth research in a topic that interests them or in an area that extends beyond the regular curriculum.

Project based learning

Project-based learning or problem-based learning (PBL) is a teaching approach in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge.

Implementing independent study

Independent study can be the ideal process for working with gifted children.


Portfolios are an excellent, individualised record of learning.

Assessment for Learning

Holistic, interpretive and reflective assessment.