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artwork  \nElla Dennis, St Bernadette’s School, Ivanhoe West  \nAcknowledgments  \nCatholic Education Melbourne acknowledges the contribution of the Gifted Think Tank in the preparation of this guide.  \nFirst published August 2013  \nRevised June 2019  \nCatholic Education Melbourne  \n228 Victoria Parade  \nEast Melbourne VIC 3002  \n© Catholic Education Melbourne 2019  \nCorrespondence to: The Executive Director Catholic Education Melbourne PO Box 3  \nEast Melbourne VIC 8002  \nT: (+61 3) 9267 0228  \nE: [execdirector@cem.edu.au](execdirector@cem.edu.au)[ ](execdirector@cem.edu.au)[www.cem.edu.au](www.cem.edu.au)  \nLicensed under NEALS  \nThe NEALS agreement permits Australian schools and educational bodies to copy print and digital materials for educational use in schools free of charge.  \nISBN: 978-0-86407-440-9  \nForeword  \nGifted and Talented Students: A Resource Guide for Teachers in Victorian Catholic Schools is designed to assist Catholic schools to respond authentically to the needs of gifted students.  \nThis guide has been developed by Catholic Education Melbourne in consultation with school communities across Melbourne. It aims to support schools in their collaborative pursuit of excellence and equity within the central vision of Catholic education and the‘Horizons of Hope’ framework.  \nIn order to achieve the full flourishing of each and every student, the inherent dignity of each person is respected and diversity is embraced and celebrated … Every student is entitled to enriching learning experiences across all areas of the curriculum … each individual requires educational adjustments specific to their needs (Catholic Education Melbourne (CEM) 2017, pp. 8 & 5) .  \nGifted students need their curriculum adjusted, so that it maximises growth in their learning.  \nThe globalised availability of information provides schools with an abundance of educational outcomes. The question of which evidence to consider is important; however, some data, including Australia’s National Assessment Program – Literacy and Numeracy (NAPLAN), the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS), indicate that our high achievers may not be achieving to their fullest potential.  \nCatholic schools seek to provide all students with a learning environment that acknowledges and maximises their individual potential, and promotes their wellbeing and their experience of participation and inclusion. Recognising that students have varying needs, Catholic schools seek to navigate the current educational landscape to provide equity of opportunity. We embrace the challenge to find new ways of teaching and learning for our gifted students.  \nHighly able students are acknowledged as having particular learning needs which require adjustments to their educational program. This ensures that they remain highly engaged and active learners. The aims of this resource are to support teachers in identifying, assessing and teaching gifted students, and to support schools in developing policies and procedures and planning future directions for enhancing the education of their gifted students.  \nI commend this guide to you and trust that it will be an invaluable resource in your efforts to provide enriching learning opportunities for all your students.  \nJim Miles  \nActing Executive Director Catholic Education Melbourne  \nGifted and Talented Students: A Resource Guide for Teachers in Victorian Catholic Schools \\ iii  \nContents  \niii Foreword  \n1 Introduction  \n2 The Catholic context  \n3 Part A: Giftedness  \n3 Historical background to giftedness  \n3 Definition of giftedness  \n4 Characteristics of gifted students  \n5 Models of giftedness  \n5 Renzulli’s model  \n5 Gagné’s model  \n7 Victorian Government inquiry into the education of gifted and talented students  \n7 Equity and giftedness  \n8 Part B: Gifted students","cbCailwyZMLnW8zH","https://ap.wps.com/l/cbCailwyZMLnW8zH","pdf",3489983,32,"English","# Introduction\n# The Catholic context\n# Part A: Giftedness\n## Historical background to giftedness\n## Definition of giftedness\n# Part B: Gifted students\n## Identification of gifted students\n## Twice-exceptional students\n# Part C: Assessing gifted students\n## Assessing giftedness\n## Appropriate testing instruments\n# Part D: Learning and teaching of gifted students\n## Learning and teaching\n## Differentiating the curriculum\n# Part E: Differentiated instruction\n## Curriculum differentiation\n## Universal Design for Learning\n# Part F: Resources\n## Useful links\n## Glossary","[{\"question\":\"What is the purpose of the guide for Victorian Catholic schools?\",\"answer\":\"It supports schools in identifying, assessing, and teaching gifted students authentically, while pursuing excellence and equity aligned with the Catholic education vision and the “Horizons of Hope” framework.\"},{\"question\":\"How does the guide approach identification and assessment of giftedness?\",\"answer\":\"It discusses classroom-based evidence sources, outlines appropriate testing instruments, and describes how evidence should be considered for identifying giftedness.\"},{\"question\":\"What differentiation strategies does the guide recommend for gifted students?\",\"answer\":\"It covers curriculum differentiation, meaningful feedback, Universal Design for Learning, and approaches such as acceleration, including options and how differentiation works for gifted learners.\"}]","Gifted and Talented Students - A Resource Guide for Teachers in Victorian Catholic Schools - Revised June 2019 | PDF",1791183957,81]