GATE (gifted and talented)
We have a number of GATE students at the College and it is our desire and responsibility to work with their parents to ensure they have opportunities to develop their talents.
We have a number of GATE students at the College and it is our desire and responsibility to work with their parents to ensure they have opportunities to develop their talents.
Gifted and talented students at Aquinas College are those who demonstrate or show the potential for a high level of performance in one or more of the following areas, when compared to others of similar age, culture, experience and environment:
Figure 1. Differentiating the curriculum for different levels of giftedness. From: Department for Education and Children’s Services, S. A. (1994). Understanding giftedness: a guide to policy implementation. Australia: DECS. (page 27)
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The school recognizes that within its group of gifted and talented students there is a wide range of ability from mild to profound. Most will be catered for through differentiated programmes within the classroom, while some may require provision beyond the classroom (see Figure 1).
The school is committed to its gifted and talented Maori students, and recognises that in addition to those areas above, these students may demonstrate or show potential in areas specifically valued from within a Maori worldview. Consultation with the Maori community will reaffirm these qualities.
Each faculty endeavors to develop differentiated programmes to cater for the individual needs of identified students. However, Aquinas College also offers an Autonomous Learners Program to assist gifted student’s development.
The major goal of the Autonomous Learners’ Programme is to facilitate the growth of students as independent, self-directed learners, with the development of skills, concepts and positive attitudes within the cognitive, emotional and social domains.
We call this being an Autonomous Learner. “One who solves problems or develops new ideas through a combination of divergent and convergent thinking and functions with minimal external guidance in selected areas of endeavour”. (Betts and Knapp, 1981)
The model consists of five major dimensions:
Betts GT & Kercher JK. (1999). Autonomous Learner Model: Optimizing Ability. Greeley, CO: ALPS.
This is about students moving from being a dependent thinker to taking charge of their own educational future.
Autonomous education helps students develop their self-consciousness, vision, practicality and freedom of discussion. These attributes serve to aid the student in their independent learning throughout their entire life.