NSW DET 2004 policy & Implementation strategies

The NSW Department of Education and Training (DET) published a revised "Policy and Implementation Strategies for the Education of Gifted and Talented Students" in 2004, replacing the first policy published in 1991. The policy and strategies are aligned with the NSW Government policy. The document includes:

"School communities have a responsibility to develop effective and equitable identification procedures and developmentally appropriate programs for gifted and talented students. Professional development will occur at state and regional levels and within school communities to enable provision for gifted and talented students. The Director-General will report on the outcomes of schooling for gifted and talented students and ensure that policy implementation is monitored and evaluated.

This policy applies to all staff employed in State Office, regions, NSW public schools, their school communities and all students who attend public schools.

All government schools have a responsibility to educate all students to their potential. The NSW public school system is committed to high quality educational outcomes for all gifted and talented students.

Gifted and talented students are found in all communities regardless of their ethnic, cultural or socio-economic backgrounds. The gifted population includes students who are underachieving and who have disabilities. It is imperative that school communities develop effective, equitable and defensible identification programs that avoid cultural bias and provide developmentally appropriate programs for gifted and
talented students.

The policy adopts definitions of giftedness and talent based on Gagné’s (2003) Differentiated Model of Giftedness and Talent (DMGT).

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

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

Gagné’s model recognises giftedness as a broad concept that encompasses various abilities including intellectual, creative, leadership, social and physical skills. Gifted and talented students vary in terms of the nature and level of their abilities. It is critical that gifted and talented students be given appropriate opportunity, stimulation and experiences to develop their potential. The translation of giftedness into talent results from application to appropriate opportunities for learning, training and practice."

Read the full document.

There are also associated guidelines for schools which cover the implementation strategies of:

• Early entry
• Acceleration strategies
• Grouping strategies

There are also a curriculum support site with four valuable documents designed to assist school communities in their implementation:

• Identification
• Acceleration
• Curriculum Differentiation
• Parent Information