The Education of Gifted students in NSW - A 2003 Appraisal

Written by Peter Merrotsy Wednesday, 13 August 2008 03:24

This 22 page article by Peter Merrotsy provides an appraisal, first published in 2003 in the Australian Journal of Gifted Education (12 (2), pp18-27), of the NSW Department of Education’s current policies and practices in the education of gifted students, and the programmes and provisions available for gifted students attending NSW public schools. The article provides an overview of the NSW education system before considering the ennervating 1985 Braggett report that highlighted the possibility that gifted students “are possibly the most disadvantaged group ... for they generally have not received sufficient stimulation to achieve their full potential”.

Commenting on the general lack of policy, narrow curricula, and poor organisational structure, Braggett (1985, p. 6) suggested the need for flexible forms of school organisation, pointing out that “system organisational patterns generally constitute the most effective barrier to the development of giftedness within Australia” (Braggett, 1985, p. 316).

The article then covers the policy responses that emerged in the 1990s, including:

• the NSW Board of Studies 1991 implementation of progressive curriculum initiatives:"By redefining its course requirements in terms of objectives, content and expected outcomes for students of various ages and levels of ability, and defining outcomes as “the specific, observable indications of learning to be expected of students at the end of a particular stage of a course” (NSW Board of Studies, 1991a, p. 14), student progression through curriculum structures could then be based upon successful achievement of syllabus objectives and experiences. “ ‘Time’ should be regarded in all schooling as a flexible factor in learning rather than as a determining factor” (NSW Board of Studies, 1991a, p. 13).
• the NSW Government's 1991 release of its policy for the education of gifted and talented students, which was accompanied by policy and implementation documents from the NSW Department of School Education: "...the onus is placed directly on schools to implement various interventions. These include: classroom teaching strategies, flexible progression, vertical grouping, enrichment, specialist classes, mentor programmes, and camps..."
• the NSW Board of Studies Acceleration Guidelines
• the move in 1997 revisions to clearly adopt Gagné's distinction between potential and performance

Merrotsy also covers Selective Schools and the 2002 Vinson Inquiry report that recommended their reduction in numbers at the same time as ensuring there are academic extension programs in all comprehensive schools: "...the Inquiry noted that there is a range of generally accepted ways of structuring special extension programs that can be undertaken in comprehensive schools. These include: ability grouped classes, subjectspecific groupings, withdrawal, the clustering of several gifted students in an otherwise comprehensive classroom, mentor programs, after-school or vacation enrichment and extension programs, early entry to school and acceleration. The view was expressed that with adequate resourcing, including the appropriate training of teachers, many of these strategies can be used in all schools and will meet the needs of the majority of students." (Vinson, 2002, Chap. 4).

Access the entire article.