INTRODUCTION:
St Philip Neri Catholic School, Northbridge is part of the Diocese of Broken Bay and caters for boys and girls from Kindergarten to Year 6. Education is highly valued by parents, staff and students who together as a community of learners strive in the pursuit of excellence for all.
Therefore we recognize that all students have individual learning needs and that within our school a proportion of these students may have gifts of such an exceptional level that a modified program is required to develop their giftedness. This group of students with gifts is complex and is inclusive of all perspectives such as students who are gifted but gifted underachievers.

PURPOSE:
This policy will ensure that as a Catholic educational community, which includes parents, care-givers and teachers, the potential of gifted students will be fostered. This may be seen not only as a shared responsibility but also as something which builds on a foundation of Catholic values and beliefs and existing knowledge about good education. The Church challenges us to give ourselves in service of the community and to celebrate the gifts of others in order to promote unity in diversity and grow in Catholic discipleship.
This policy has been developed by the staff of St Philip Neri and is underpinned by practices that reflect the Gospel values.

AIMS:
At St Philip Neri we aim to:

BELIEFS ABOUT TEACHING AND LEARNING IN GIFTED EDUCATION;

Belief 1
There is diversity in, as well as varying degrees of giftedness.

Therefore

Teachers will utilize a repertoire of specific strategies for gifted students that may be developmentally and individually determined.

Belief 2
It is important to promote a climate in our school community that values all aspects of giftedness.

Therefore

Parents and teachers will work in partnership to provide for the full range of needs for gifted students through regular communication, planning and monitoring.

Belief 3
Teachers need a collaborative approach when facilitating the learning of gifted students.

Therefore

Teachers will draw on the expertise of others (e.g. co-teachers, parents and experts) in order to plan for and monitor students from year to year.

Belief 4
Gifted students need the opportunity to work with like minds.

Therefore

Children may be involved in acceleration within or across a year level in a specific subject area if teachers believe that they would benefit from this. Also we may see early entrance into school or grade skipping.

Belief 5
In planning for gifted students, outcomes may need to be modified. At other times gifted children need to be extended to the outcomes of the next stage.

Therefore

We will see differentiation of outcomes by the use of extension and enrichment activities evidenced in programs, classrooms and reporting.

Belief 6
Gifted children have a right to the same support as all other children in the class, even those with learning difficulties.

Therefore

We will see Individual Learning Plans for gifted students with complex needs as required.

Belief 7
It is recognized that there are developmental differences in regard to the social and emotional needs of gifted students.

Therefore

Teachers will maintain flexible classroom organization so that individual learning styles are catered for as well as developing social skills and emotional needs. This may occur through the use of co-operative learning and risk-taking strategies.

RELIGIOUS DIMENSION:
The Diocese of Broken Bay Catholic school system is a part of the mission of the Church. It is of the utmost importance to provide for the uniqueness of every student, since it is in the context of the entire development of that student that the Gospel takes on its true meaning.
The Catholic school should therefore provide optimum opportunities for all students to be active and creative participants in their learning and to draw on life’s experiences while extending and deepening their understanding. The Catholic school should also provide students with direct access to enriching disciplines of learning and traditions of wisdom, and to arrive at their own judgments and decisions and develop their own values.

When this is realized, the sacramental life and pastoral ministry of the Church and service of the Gospel is enhanced.

DEFINITION:
Within the Diocese of Broken Bay Catholic Systemic Schools, for simplicity and ease of understanding, it is recommended that the term “Gifted” be used. However the nature and complexity of the term requires that the distinction between “gifted” and “talented” be made. According to Francois Gagne, giftedness indicates the possession and use of natural abilities in at least one ability domain that places an individual at least among the top ten percent of age peers. While talent designates the superior mastery of systemically developed abilities, skills and knowledge that places the individual within at least the top ten percent of age peers.
See Appendix 1.

IDENTIFICATION:
Since we acknowledge that gifted children are not an homogenous group and that there are different levels as well as different kinds of giftedness, then a range of identification criteria is needed. This range may include checklists, screeners, standardized tests, external data and work samples. The identification process is a shared one and does not rely on the judgment of just one teacher.

OUTCOMES:

REFERENCES:
• NSW Board of Studies Syllabus and Support Documents
• Diocesan Statement for the Education of the Gifted.
• “Gifted Students in Primary Schools – Differentiating the Curriculum” by Gross, Macleod, Drummond and Merrick.
• Gagne, F. (1985), Giftedness and Talent: Re-examining a Re-examination of the Definitions,
Gifted Child Quarterly, 29, 103-112

POLICY IMPLEMENTATION:
This Policy was developed in 2004 and provides guidelines for its whole school implementation across all Key Learning Areas.

PLANNED EVALUATION:
Staff will ensure currency and relevance by regular reviews of this policy.