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2017 WCGTC Biennial World Conference

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3.6.3 Gifted education programming: One size does not fit all – a vision from the coalface

Ideally, gifted programs should be visible, planned, and incorporate explicit assessment. They also require a specified philosophy, clear and appropriate goals, professional development for those actively involved, the necessity of being linked to curriculum, and have mechanisms for ongoing formative or summative assessment. Provisions, on the other hand, are usually short-term and fragmented, and in many cases not necessarily connected to the core curriculum. Provisions should not be considered as a valid comprehensive program. Our vision within a P-12 school is that both programmes and provisions have an important role to play in catering well for gifted students’ needs.

Author(s):

Nancy Wines
nwines@lindisfarne.nsw.edu.au
Lindisdarne Anglican Grammar School
Australia

Nancy Wines has over 16 years’ experience as a Drama and Literature Teacher, as well as having been a TESOL specialist in the UK, Dubai and Australia. Nancy has completed a PGCE, a Certificate of Gifted Education and she is currently finishing a Masters in Gifted Education. Dr Geraldine Townend has over a decade of experience in the field of gifted education, with expertise in the area of twice exceptionality. She is now a research fellow at the Griffith Institute of Educational Research. Her interests focus on supporting gifted and twice-exceptional students to aspire to their potential in education.

Geraldine Townend
gtownend@lindisfarne.nsw.edu.au
Lindisfarne Anglican Grammar
Australia

Nancy Wines has over 16 years’ experience as a Drama and Literature Teacher, as well as having been a TESOL specialist in the UK, Dubai and Australia. Nancy has completed a PGCE, a Certificate of Gifted Education and she is currently finishing a Masters in Gifted Education. Dr Geraldine Townend has over a decade of experience in the field of gifted education, with expertise in the area of twice exceptionality. She is now a research fellow at the Griffith Institute of Educational Research. Her interests focus on supporting gifted and twice-exceptional students to aspire to their potential in education.

 

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