International Jubilee Private School
Policy for Gifted and Talented Students
Purpose and Goal
Our school’s vision is to provide our students with outstanding education that enables each student to be ready to the real challenges.
Our school have talented and gifted students. They may be exceptionally able and this may be in one or more areas of learning.
We believe that we can encourage these students to achieve their maximum potential by recognizing, valuing and celebrating their achievements and successes. It has been proven that making provisions and accommodations for gifted and talented students increase their achievements. We also aim to support these talented students and provide them with all the appropriate needs.
Scope and Limitation
We define ability by recognizing the students’ academic (English, Mathematics, Sciences and Social Subjects) and practical performances; the students who show outstanding Artistic, Musical and creative talent and Physical skills; students with exemplary leadership qualities and the ones with ability to manipulate and process ideas and information. We also recognize the students who possess all of the potential although performance may not currently meet all of the cited abilities. This policy is made for students who meet these criteria or students who possess great potential in meeting these criteria.
The aim of this policy is to ensure a consistent provision in the identification and support of the gifted and talented students in our school through:
There is a great difference in the definition between “gifted” and “talented” in the dictionary,
Giftedness- this refers to having “natural” abilities innate within a person. A child may be gifted if a skill or ability is present without trainings or enhancements.
Talent- It refers to a person’s special intelligence towards a certain area often athletic, creative, and artistic or aptitude. Talent can be acquired or learned.
It is not clearly stated if giftedness or talent states having all of these characteristics or just one; as well as its variety and range of attainment. Some do well in national/international tests or qualification exams, however, being gifted and talented covers more than the ability to do well in tests, thus, making it impossible to set a single way in identifying gifted and talented students.
“Gifted” is generally defined in the school as the top 5% of the population in the academic subjects, while “talented” is defined as the top 5% of the school population in other subjects and extra-curricular activities in the school.
“More able” students refer to the expected performance of children within a particular grade level that works above average. The students who fall under the “more able” category are the students who have the potential to work above age related expectations in academic, creative or practical subject areas within the school.
There is a wide range of identification strategies available to assist schools. Thus, it is essential to note that no single process should be used in the identification process. The identification and later on development should be on-going. In the cases of multiple or dual exceptionalities, it is the class/subject teacher to liaise with the SENCo to provide appropriate assessment to meet the student’s specific needs.
Identification is usually recognized by the following:
Assessment Methods
Once a student is identified by a class/subject teacher, he/she will work with the SENCo to validate the nomination using assessment data. If the criteria are met, the student will be recognized as a G & T Student and then parents may be invited to the school to discuss ways and strategies to meet the child’s needs and support through Advanced Learning Plans (ALP).
The class teacher will:
The SENCo’s role is to:
The Level Coordinators’ Role is to:
The Principal’s Role is to:
Parents’ Involvement
Within the School
When a child met the criteria of being gifted or talented in one or more areas, he/she will be provided and supported with an Advanced Learning Plan that consists of high expectations and planning within the classroom. Teachers should use a variety of teaching strategies and techniques to meet the child’s needs. They will also in improving the child’s talent/s by planning lessons and activities according to their intelligences and by providing challenging tasks to work on in the class and at home. Outside agencies may also be contacted to provide more opportunities for more exposures in honing their gifts or talents.
Planning for the “gifted” child:
-School Clubs
-Robotic and STEM program
-Students’ Council
-Students’ Volunteering Program
-School-based Competitions (Math and Science Olympiad and Spelling bee Competition)
Challenging the “gifted” child:
Extending and enriching the curriculum
Rewarding Provision
The school recognizes and celebrate all students’ achievements and progress through:
The school gives verbal, gestural and written rewards to recognize each child’s progress and achievement. Whenever a student showcases their talent or giftedness, he/she receives praise, applause or reports and certificates recognizing their exceptionality.
The school also gives material rewards such as gifts and monetary units to compensate for a student’s exceptional achievement.
Students’ Achievement will be monitored and evaluated.
This process will include:
This policy should be read in conjunction with the Curriculum Policy and the SEN Policy.
The administration and staff are committed in supporting and providing a wide range of opportunities for all students regardless of gender, age, disability, and ethnicity, social, cultural and religious background. All students have full access to the curriculum, a right to a conducive learning environment which drive off ignorance, prejudice and stereotyping.
This policy has been attested by Solafa Qandil in order to ensure that it does not have an opposing effect on race, gender, or disability equality.
Updated by: Deanne Ysabelle Gruta
Reviewed by: Solafa Qandil