QUAKERS HILL HIGH SCHOOL
GIFTED AND TALENTED PROGRAM
Year 7, 2019
Procedures for parent nomination of their child for the
Gifted and Talented program at Quakers Hill High School
(Due: by Friday 25th May 2018)
Contact Details.
Student Name:
Parent Contact Name:
Mailing Address:
* A copy of the nominee’s Year 5 NAPLAN results must be included as part of this GAT application.
Contact details if more detail is required:
Please indicateyour preferred time, day or number should more detail be required.
Preferred phone contact:
Preferred day in the week:
Preferred time to be contacted:
Information for Parents
Quakers Hill High School is committed to high quality education and strives to fulfil the educational potential of each student. Quakers Hill High School aims to identify gifted and talented students, maximise their learning outcomes and support these students to achieve their learning potential. Gifted and talented students are found in all communities regardless of ethnic, cultural or socio-economic backgrounds. The gifted population includes students who are underachieving and who have disabilities.
The Quakers Hill High School Policy for Gifted and Talented Students is aligned with the NSW DEC Gifted and Talented Policy no. PD20040051, last updated 24/4/12.
Definition
Giftedness is recognised as a broad concept that encompasses various abilities including intellectual, creative, leadership, social and physical skills. Giftedness refers to potential distinctly beyond the average for the student’s age in one or more of the following domains of human ability: intellectual, creative, socio-emotional and physical. Talent denotes achievement and performance distinctly beyond the average for a student’s age as a result of application to training and practice.
Expectations: Students involved in the GAT program will engage in projects such as Project Centred Learning and will have access to competitions and further enrichment programs. There is an expectation that studentsselected for the GAT program will complete at least 2 extracurricular contests or programs each year in order to maximise their development. Non-submission of assessments may affect their continued placement in the class.
Parent Nomination
In order to nominate a child for the GAT Program, the Parent Checklist, Teacher Checklist and student work sample needs to be completed and delivered to the Head Teacher Teaching and Learning (Mrs Karen Critchley) by Friday25th May.
Included in this application package:
- Information for Parents
- Parent Checklist – to be completed by one parent/legal guardian
- Teacher Checklist - to be completed by Year 6 Teacher
Nomination by parent(s)/guardian must include the completed checklists by a parent/guardian and the student’s Year 6 teacher. A work sample of the nominated student must also be included and verified by the Year 6 teacher as being the original work of the student. The verification of the sample work is included on the Teacher Checklist sheet.
Sample work of nominated student
Sample work submitted should demonstrate the gifted capacity of the student being nominated and assessed by the Year 6 teacher as being of superior quality for the child’s year group. Sample work submitted may be in the form of an original written work, formal test(s), investigative report or individual project- based task. All sample work must be verified by the Year 6 teacher as being the original work of the student being nominated (section to be completed on the Teacher Checklist).Students involved in the Primary Prosperitas program may list their project as evidence without the need for an attachment.A copy of the candidate’s Year 5 NAPLAN results must be included in their application as a mandatory piece of evidence.
CHECKLIST FOR PARENT IDENTIFICATION OF
GIFTED AND TALENTED STUDENTS
Student Name:______Date:______
Primary School:______
Please tick the category you think best describes your child.
CATEGORIES (1) most of the time (2) often (3) occasionally (4) rarely
No / Characteristic / 1 / 2 / 3 / 41 / Has advanced vocabulary, expresses self clearly and fluently
2 / Thinks quickly
3 / Recalls facts easily
4 / Wants to know how things work
5 / Asks reasons why – questions almost everything
6 / Is adventurous
7 / Tends to dominate others if given a chance
8 / Can be impulsive – sometimes acts before thinking
9 / Is independent and self-sufficient
10 / Has a good sense of humour
11 / Has a wide range of interests
12 / Shows initiative
13 / Seeks own answers and solutions to problems
14 / Displays a great interest in the future and/or world problems
15 / Follows complex directions
16 / Is a leader
17 / Sets high goals for self
18 / Continually questions status quo
19 / Has a broad attention span which allows concentration on and perseverance in problem solving and pursuit of interests
20 / Likes to invent or create (e.g. devices, technology)
No / Characteristic / Yes / No
1 / Did your child read before starting school?
If the answer is YES, was the child self-taught?
2 / Does your child play a musical instrument?
If so, which instrument?
3 / In what outside activities does your child participate?
4 / What are your child’s special hobbies or interests?
5 / What books has your child enjoyed reading lately?
Please make comments, where appropriate, on any of the following.
Your child’s:
- unusual accomplishments
- special talents
- relationships with others
- preferred activities when alone
- special problems and needs
- special opportunities
- language/cultural background
TEACHER OBSERVATION CHECKLIST
GIFTED AND TALENTED STUDENTS
STUDENT NAME ______DATE ______
PRIMARY SCHOOL:______
Please tick the category you think best describes the student.
CATEGORIES (1) most of the time (2) often (3) occasionally (4) rarely
A LEARNING
ITEM / 1 / 2 / 3 / 4 / Don’t Know1 / Is a rapid learner, who understands advanced topics easily
2 / Persists in completing tasks
3 / Sees the problem quickly and takes the initiative
4 / Learns basic skills quickly and with little practice
5 / Follows complex directions easily
6 / Constructs and handles high levels of abstraction
7 / Can cope with more than one idea at a time
8 / Has strong critical thinking skills and is self-critical
9 / Has surprising perception and deep insight
10 / Is a keen observer, notes detail and is quick to see similarities and differences
11 / Explores wide-ranging and special interests, frequently at great depth
12 / Has quick mastery and recall of information, seems to need no revision and is impatient with repetition
13 / Learns to read early and retains what is read; can recall in detail
14 / Has advanced understanding and use of language, but sometimes hesitates as the correct word is searched for and then used
15 / Can ask unusual (even awkward) questions or make unusual contributions to class discussions
16 / Displays intellectual playfulness; is imaginative and is quick to see connections and manipulate ideas
17 / Can produce original and imaginative work, even if defective in technical accuracy (e.g. poor spelling and/or handwriting)
18 / Wants to debate topics at greater depth
19 / Mental speed is faster than writing ability, so is often reluctant to write at length. Prefers to talk rather than write and talks at speed with fluency and expression
B PSYCHOSOCIAL
ITEM / 1 / 2 / 3 / 4 / Don’t Know1 / Sets very high personal standards and is a perfectionist
2 / Is success-oriented and hesitates to try something where failure is a possibility
3 / Demonstrates a sense of humour and loves incongruities, puns and pranks
5 / Can have a negative self-concept and suffer from poor social acceptance by age peers
6 / Daydreams and seems lost in another world
7 / Listens to only part of the explanation and sometimes appears to lack concentration, but always knows what is going on. When questioned usually knows the answer
9 / When interested, becomes absorbed for long periods and may be impatient with interference or abrupt change
10 / Can be stubborn in own beliefs
11 / Shows sensitivity and reacts strongly to things causing distress or injustice
13 / Shows unusual interest in adult problems such as important issues in current affairs (local and world), evolution, justice, the universe, etc.
(Exceptionally Able Children, 1996)
Teacher Comments: ______
______
Teacher Verification of submitted work sample:
I,______Year 6 teacher of ______
verify the work sample titled ______was completed by
______on ______.
Signed:______Date:______
Name of Teacher verifying (please print):______
What evidenceis mandatory?
Year 5 NAPLAN results
What makes good evidence?
Assignments
Certificates from competitions where they have achieved distinction or high distinction
Copies of good test results
Stories/ Extended writing
Extra curricula interests
What does not make evidence?
Mathematics homework sheets
Spelling homework
Whole workbooks
Stencils
Photographs of your child
Please do not send student workbooks that are needed for class or originals of certificates. Copies or pdf’s are suitable. You may submit evidence on an USB if necessary; however it is difficult to return these items.
Please ensure that the parent’s name is clearly identified in contrast to the student’s name and that the correct address to contact you is included.
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