- enable the most able, gifted and talented students to interact with their gifted and talented peers;
- promote academic rigour and intellectual challenge in specific curriculum fields;
- provide opportunities for critical analysis and emphasise higher-order thought processes (i.e. application, analysis, synthesis, evaluation);
- engender open-endedness which encourages student choice and negotiation;
- enable student interaction with practicing experts so that first-hand investigations can be undertaken (e.g. guest speakers, excursions, mentors);
- encourage students to take risks and back their judgement when experimenting with new styles, ideas and approaches to learning or discovery;
- facilitate the pursuit of in-depth investigation of real problems and the presentation of results to an appropriate audience;
- allow students to work at their own pace;
- require students to evaluate and reflect upon their own products and learning outcomes in terms of their original goals and objectives; and
- encourage constructive criticism and feedback.
Tapping Primary School has developed a comprehensive process to select students for inclusion in our Extension and Enrichment (E & E) programs.
In Term 2, every class teacher completes a checklist, designed to identify the characteristics of students requiring extension. These checklists are analysed and compiled by our E & E Lead Teacher. Our E & E Lead Teacher discusses the studentsâ€™ strengths and areas of need with the class teacher. As the program requires students to be withdrawn from their regular class, the teacher also screens the students for behavioural or education needs that may require the student to stay with their normal learning programs.
The checklists are completed every year for a number of reasons:
- To allow for different developmental rates of learning and maturity across cohorts
- To ensure new students entering the school are assessed
- To provide teachers with another assessment tool to enrich their knowledge of their class
A record of the students identified and the courses they attend is kept, to ensure that programs are provided fairly across year levels and individuals.
Courses are developed to meet the age, needs and areas of interest of the students. They are designed to provide motivating, real-world activities for the students which will challenge and extend their thinking and skills. The program provides the students with the opportunity to work with a variety of students. The finished projects are often presented to outside agencies for feedback.
Courses generally run for one term.