4.7.10 Gifted Learners in the Mainstream School

We are a mainstream school that runs a dual program in Middle School specifically to address the unique needs of gifted and talented students as they enter adolescence.

Our highly able and gifted students were becoming disengaged, frustrated and bored in their mainstream classes. Many were leaving for scholarships to select entry secondary schools after Year 8.

The core group of students identified at immediate risk were our students in Years 7-10 (12-15 year olds). Rogers (2002) research indicates ‘that gifted students benefit from spending the majority of their time grouped with other gifted learners’. Bate’s and Clark’s research (2012) shows that gifted and talented students are at risk of ‘unplanned, accidental and incidental learning’ if curriculum is not designed specifically for the needs of these students. These challenges led us to designing a specific dual stream curriculum program that sees our gifted and talented students placed in a learning environment with their like-minded peers for the majority for their core subjects.

Because ‘gifted students require learning environments where teachers can challenge them to become autonomous, creative and innovative thinkers’ (Beattie, Watters, Steward and Devlin, 2006), a standalone learning environment that addressed this need was created. The program was developed in 2016 and launched in 2017. A team of focused teachers began researching methods for improving the educational and wellbeing outcomes for our gifted students. Using research from Dweck’s Growth Mindset approaches, a core group of teachers began planning a specific curriculum to challenge, motivate and inspire our highly able students. The inaugural program began with students in years 7-8 and expanded to include year 9 the following year.

The immediate benefits were seen in the students’ social and emotional wellbeing. Students re-engaged with their learning, developed strong peer relationships and improved teacher student relationships. As the year progressed, the benefits became visible in their academic successes also. The students in the program began competing in challenges in Maths, Science, Public Speaking and Debating. Previously results in National challenges had been poor, however, results from students in the Program improved significantly with numerous bursary awards being won.

The program continues to flourish with increasing numbers applying to be part of it both from within and outside the college. Contrary to concerns initially raised about segregating these unique learners, our gifted students have connected with school, peers, teachers and families through being stimulated in an environment suited to their learning needs.

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