Learning outcomes for gifted and talented students are improved.
Programs based on identified needs are delivered within available school resources.

1. Introduction
The definition that is most widely used is that of aptitude Gagné. Gagné proposes a distinction between giftedness and talent that is well grounded in research on human abilities. Gagne argues that the terms giftedness and talent should not be used synonymously.
In Gagnés model the following definitions apply.

Gifted students are those whose potential is distinctly above average in one or more of the following domains: intellectual, creative, social and physical.

Talented students are those whose skills are distinctly above average in one or more areas of human performance.

In Gagné’s model, giftedness refers to innate ability in a domain or domains displayed in the left of the diagram. These abilities may combine in different ways to produce one or more specific talents as displayed in the right hand side of the diagram. Therefore high aptitude in the intellectual and creative domains may combine with the right environmental conditions to produce for example, a mathematician or linguist.

The Gagné model illustrates that an aptitude or combination of aptitudes develops into a talent as the result of systematic training and practice. It also shows that individual behaviour and environmental factors may help or hinder the development of talent even though the child is gifted.
At the centre of his model, Gagné includes a set of ‘catalysts’ that are important in this regard. These catalysts include environmental factors such as family and school, personality factors (autonomy, self–confidence, self–esteem) and motivation (initiative, interests, persistence). Gagné’s thesis is that these catalysts are critical in activating the translation of giftedness into talent and central to this translation as mentioned are the very important mediating effects of training and practice.

2. Identification
Students are identified using information from a variety of sources to gain a profile of the student. Sources of information include:
•Teacher nomination
• Parent nomination
• Independent experts in the incidence of specialised talents
• Analysis of school achievements and progress (academic, social and emotional) at Leichhardt and previous schools
• Specified processes when early entry or acceleration is being considered.
The identification process is managed by the GATS co-ordinator in consultation with the GATS team, the classroom teacher and parents.

3. Register of Identified Students
A register of students identified as gifted or talented is maintained by the GATS team. Students will be added as they are identified and the register will be reviewed annually. Parents will be involved in the review and decisions communicated to them during Term 1 of each school year.

4. Programs for Gifted and Talented Students
The GATS program is focused on the student within his/her classroom. Classroom programs are supported by whole school programs and specific options targeted at identified students. All programs operate within the resources available to the school and continuity of program delivery is dependent upon resource allocation.

Classroom Programs
Gifted and talented students require modification of content (what is learnt); process (teaching methods and thinking processes); product (medium of expression) and their learning environment.

Leichhardt’s strategy is to adopt a variety of approaches to program modification which are qualitatively different entailing:
• the study of concepts at a deeper and broader level
• the use of higher order thinking skills
• teaching independent research and study skills

Whole School Programs
Leichhardt Public School provides a range of extension programs within its core curriculum. Programs include:

School Bands
String Group
Music Groups-Choir, Recorder
Chess
Student Leadership
Sport
Academic competitions
Dance groups
Art Program



Specific Programs
Specific programs may be utilised to extend classroom and whole school programs in particular instances. These programs operate within the resources available to the school and are implemented based on identified need.

Options may include:
• specific workshops ( organisational patterns can include half day programs, a series of half day programs, full day programs and programs at other school)
• special events such as excursions or speakers
• mentor programs
• early entry to school
• acceleration (vertical grouping and grade skipping)
• gifted and talented students’ camps


6. GATS Team
The GATS team is a subgroup of the Learning Support team who support identified students, classroom teachers and the GATS Support teacher. The role of the team is:
• provide information to the school community on opportunities for gifted and talented students available in the community (e.g. Enrichment weekends and camps, Community resources, support groups, professional associations)
• to organise Tournament of the Minds and any other suitable activities for our students
• to monitor the GATS identification process and maintain the GATS register
• to co-ordinate workshop, special events and mentor programs
• to identify and acquire teaching resources for gifted and talented students
• to manage the professional development program for teaching gifted and talented students
• organise seminars for interested parents

7. Early Entry to Kindergarten
Early entry is an option available, upon parental request, subject to certain criteria. The criteria are:
• the child is within six months of the approved Kindergarten entry age
• the child is identified as being in the superior range of the Kindergarten cohort
• the child is well adjusted socially and emotionally
• the child should be placed at the beginning of the school year or the beginning of Term 1 at the latest
• notification should occur by the end of Term 3 prior to placement in the following year
• the placement, if approved, will be reviewed after one term.

The process to advise the Principal of the appropriateness of such placement will include:
• a comprehensive evaluation of the child’s intellectual functioning, academic skills and social-emotional adjustment conducted by the school counsellor or registered psychologist
• parental input regarding the social-emotional adjustment of the child
• a written report from the child’s pre-school if they participate in such a program
• a meeting between the parents, the Principal and the school counsellor will be held after the evaluation is complete to discuss the suitability of early entry.

If agreement cannot be reached, the Principal will determine the suitability of the early entry option. The parents have the right of appeal to the School Education Director, Port Jackson School Education Area.

8. Acceleration (vertical grouping or grade skipping)
Accelerated progression is an option available, upon parent or teacher referral, if the student
demonstrates levels of knowledge and skills significantly above the average of the grade he or she desires to enter.

For students new to the school, reports, documents and samples of work which support the nomination are required. A trial period in a class equivalent to the student’s age and years of schooling is required.

The process for consideration for placement on a acceleration program is:
• a acceleration nomination request is received from either a parent or teacher
• the student and parent(s) approve and are positive to the idea of acceleration.
• in the case of grade skipping, comprehensive psychological and academic assessment are conducted
• in the case of vertical grouping, a complete academic assessment is conducted
• teachers and parents complete an acceleration checklist
• a meeting comprising the Principal, parent(s), school counsellor, present class teacher, receiving class teacher and the GATS co-ordinator discuss the information and discuss options
• the results of this meeting are discussed with the student
• if the acceleration is the preferred option, the student enters the new class on a provisional basis for one term supported by a special program
• the child should be placed at the beginning of the school year or the beginning of Term 1 at the latest

If agreement cannot be reached, the Principal will determine the suitability of the early entry option. The parents have the right of appeal to the School Education Director, Port Jackson School Education Area.