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Legislative Assembly for the ACT: 2018 Week 13 Hansard (29 November) . . Page.. 5277 ..


(1) What is the process for identifying or assessing students who would qualify for or benefit from being part of a gifted and talented or equivalent unit, including who makes the assessment or determination.

(2) What is the total number of gifted and talented or equivalent units operating in ACT government schools during each calendar year since 2013 to date broken down by (a) school and (b) grade.

(3) What are the funding arrangements for gifted and talented or equivalent units operating in ACT government schools.

(4) What is the total value of payments or funding made in relation to gifted and talented or equivalent units operating in ACT government schools during each calendar year since 2013 to date broken down by school.

(5) What centralised reporting, data collection or monitoring of gifted and talented or equivalent units is undertaken by the Education Directorate; if no centralised reporting data collection or monitoring is undertaken, why not.

Ms Berry: The answer to the member's question is as follows:

(1) Under the Gifted and Talented Students Policy (2014), all ACT Public School Principals are responsible for ensuring there are established, effective and equitable processes and measures in place for the identification of gifted and talented student s. Gifted and Talented Liaison Officers (GaTLO) are available at schools for liaison with families and teachers.

Schools can make use of a number of identification tools and assessments administered by a range of staff including the GaTLO, psychologists and classroom teachers. Schools work closely with parents and carers as part of identification processes.

(2) The number of schools offering specific gifted and talented units or classes is not centrally collected. Schools are responsible for ensuring the provision of developmentally appropriate educational provisions and strategies for all gifted and talented students enrolled in their schools. While schools may provide a dedicated gifted and talented program or specialist classes for their gifted and talented students, the educational needs of gifted and talented students are diverse and best-practice doesn't rely on schools only adopting one strategy.

(3) School-based gifted and talented programs and provisions are funded within schools' budgets. There are also a range of programs, funded and delivered by the Education Support Office, which may assist schools to provide extended learning options for their students. For example, activities delivered at the Centre for Innovation and Learning in Tuggeranong and ACE Science Mentoring program.

(4) The total funding for gifted and talented programs and provisions employed by schools is not centrally collected.

(5) No centralised reporting or data collection of gifted and talented programs or classes is currently undertaken. Schools assess and monitor their strategies, programs and provisions to provide timely and tailored school-based responses to meet their


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