GATE

= GIFTED AND TALENTED EDUCATION =


 * ==Current Action Plan== ||  || [[file:GATEActionPlan2017.pdf]] ||

= STATEMENT OF INTENT =

**Introduction** Sunnybrae Normal School has a commitment to catering for its gifted and talented students. The GATE team will facilitate these procedures being implemented throughout the school. Each year the team will develop a plan of action to determine the effectiveness of the programme and plan for professional development of teachers as deemed necessary.

**Definition** Gifted and talented students at Sunnybrae Normal School have an aptitude or advanced ability in academic, emotional, cultural, physical, creative and/or artistic pursuits. Giftedness: high intelligence or aptitude Talent: high level of performance.

**Identification** o In Term 4 teachers will identify gifted and talented students on Class Placement sheets and identification grids:
 * [[file:Identify GATE students 12.pdf]] ||

Areas of talent will be recorded. These sheets will be passed on to new teachers in Term 1.

o Parent discussion at conference times will alert teachers to cultural giftedness and qualities, which are identified outside of school. o Standardised tests and testing from agencies where appropriate. o Progress Folders and work samples shared and discussed with student and parent. o Formative assessment by teachers (including observations with regard to the characteristics listed below and expounded on p33-37 of the //MoE Handbook for Gifted and Talented Students - August 2012//  - Learning characteristics   - Creative thinking characteristics   - Motivational characteristics   - Social leadership characteristics   - Self determination characteristics   - Cultural characteristics  o Identification will aim to be as unobtrusive as possible and a natural part of the student’s learning environment.

**Aims and objectives of our programme** The classroom teacher is seen as a key catalyst for setting up class programmes that allow for flexibility and promote individualisation. It is our goal to offer interesting and challenging educational experiences enabling students to discover and follow their passions through inclusive and responsive learning environments. Teaching programmes and learning environments aim to offer opportunities for higher level thinking, creative thinking, self-regulated learning opportunities and original student research.

**Programme Offered:** __Within the regular classroom:__ - We aim to run an inclusive programme where gifted children are not made to feel isolated. Where possible the teacher will adjust content, process and product in response to student readiness, interests and learning profile. - The following are examples of what we may provide for these children: - Curriculum compacting - Independent or small group study - Learning contracts - Menus or choice boards - Flexible grouping - Issues response activities __Outside the regular classroom programme:__ Future Problem Solving Authentic Problem Solving Maths problem solving – e.g. Otago Maths Competition National "Kiwi Competitions" run by University of Canterbury - English - maths - science Young Leaders Day Philosophy International Science Challenge Acceleration Speech Technology Choir Orchestral Group Kapa Haka Groups Sporting representation Solo parts in Syndicate Productions Creative writing group Chess competition

**Monitoring:** - Overview of programme provided at beginning of year to classroom teacher. - Regular informal liaison between GATE teacher and classroom teacher. - Report comments provided by GATE teacher 3 times per year.

**Resourcing**: Currently there is an additional .4 staffing dedicated to our Gifted and Talented programme.

**References:** - TKI website - [|Gifted and Talented Kete]

- Ministry of Education Handbook - August 2012 (attached below) = GIFTED AND TALENTED PROGRAMMES 2018: =
 * [[file:GATE - MoE handbook Aug 2012.pdf]] ||

**Philosophy**
Aims: To develop reasoning skills through discussion. To encourage clear expression of opinions and to give examples or evidence to support them. To reflect upon real philosophical questions e.g.Holidays-definition. How are they different from weekends? Are they the same for everyone? Differences? Why? and Ownership- what does it mean? Who owns Space? To develop social skills such as respect for the values and opinions of others. To encourage the use of “piggy-backing” on the ideas of others by saying “Adding to what .... had to say, I think...... “ or I agree with ..... but I also think..... To reflect on the idea that there may not be a “right” answer. To constantly check our thinking according to the SOLO taxonomy. How? Discussions are based on stories, pictures and newspaper articles.


 * MIDDLE SYNDICATE TOPIC, TERM 1 …..AIR **

1.Why is it important for children to learn about this topic? *air is essential to life *air directly affects our daily lives-weather *air can become polluted *children need to know how they can reduce air pollution. 2.What concepts do children need to understand this topic? *What exactly is air? *Atmosphere, air movement and air pressure *Air pollution *Respiration 3.What issues may arise from this topic? *What causes air pollution and what can we do to reduce this? *Should people who pollute the air be punished? Farmers? Factories?

Focus question/prompt Show a deflated balloon and ask what is in it? List ideas. Now inflate and discuss. Put the balloon in water and release the air. What can we see and why? Brainstorm what we know about air and list any questions we have.

Experiments (Refer to Up in the Air book) Can we weigh air? pg 8-9 Air temperature,Pg 12-13 Air movement, pg16-17 Making a wind vane, pg 26-27 How do things fly? pg24-25 Use these experiments to draw conclusions about how air effects weather.

Research Respiration- view video (listed below) and use simple bullet points and diagrams. SOLO Compare/Contrast Map of air we breathe in/breathe out. Teach a friend from home class this information using own research and get feedback.

Issues In pairs, using listed website, research the different forms of air pollution and report back to class. What can we do? Discuss penalties for polluters and problems this may cause, (rights of individual vs community).

Create Make a poster, google doc or film an advert encouraging others to help reduce air pollution. Complete a SOLO sequence map and rubric explaining possible ways of reducing air pollution

References. Up in the Air,First Science Library by Wendy Madgwick [|www.makemegenius.com/breathing] [|www.eschooltoday.com/airpollution]

Terms 1-3 will involve the Future Problem-Solving Programme.
 * Core GATE Years 5 and 6 **

GOALS OF THE FUTURE PROBLEM-SOLVING PROGRAMME .

To develop an active interest in the future.

To encourage creative thinking.

To develop critical and analytical thought.

To strengthen written and oral communication skills.

To present an effective problem-solving model.

To develop research techniques.

To work co-operatively in teams.

The topics for this year are Spread of Infectious Diseases, Toxic materials and Philanthrocapitalism.

 For further information, please refer to fpsnz.co.nz In Term 4 the students will create their own countries.

**GATE Maths Year 4** Students focus on using the following skills and strategies for practical problem solving. Working Backwards Drawing a diagram Drawing a table or chart Using concrete material Guessing and checking Creating an organised list Looking for/following a pattern. Once these strategies have been taught, students are given a variety of problems to solve. They work both independently and in small groups to select a strategy and solve each problem.

Students focus on using the following skills and strategies for practical problem-solving. <span style="font-family: Arial,Helvetica,sans-serif;">Once these strategies have been reviewed (from last year), students are given a variety of problems and must select a strategy. <span style="font-family: Arial,Helvetica,sans-serif;">They then evaluate their learning by explaining why a strategy was chosen and deciding if it was the best way. Communication of mathematical ideas and processes is an important component of this process.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 1.066em; line-height: 1.5;">GATE Maths Year 5 **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Working backwards
 * <span style="font-family: Arial,Helvetica,sans-serif;">Drawing a diagram
 * <span style="font-family: Arial,Helvetica,sans-serif;">Drawing a table or chart
 * <span style="font-family: Arial,Helvetica,sans-serif;">Using concrete material
 * <span style="font-family: Arial,Helvetica,sans-serif;">Guessing and checking
 * <span style="font-family: Arial,Helvetica,sans-serif;">Creating an organised list
 * <span style="font-family: Arial,Helvetica,sans-serif;">Looking for/following a pattern.

**<span style="font-family: Arial,Helvetica,sans-serif;"> GATE Maths Year 6 **
<span style="font-family: Arial,Helvetica,sans-serif;">We work on problem solving strategies, cooperative problem solving and communication of strategies used.

<span style="font-family: Arial,Helvetica,sans-serif;">We then go onto preparation for the Otago Problem Solving Competition, designed for students Year 6 and up. The test is taken each month for 5 months beginning in April. To prepare we work through old papers, discussing each of the problems and the strategies to solve them. Good communication of logical reasoning is a key element.

<span style="font-family: Arial,Helvetica,sans-serif;"> **GIFTED PROFILES** The document below describes four different profiles of giftedness. Some of them are obvious to us, others are more obscure. <span style="font-family: Arial,Helvetica,sans-serif; line-height: 0px; overflow: hidden;">