Page 1936 - Week 05 - Thursday, 10 May 2018
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(2) Costings reflect the total time taken to prepare and provide each response. Where applicable, this includes time spent by administrative support staff to identify and coordinate input from other business units, as well as time taken during review and clearance processes.
(3) The hourly rates applied correspond to the classification/level of the particular staff members involved in preparing each response.
(4) The costings were calculated using a standardised whole of government tool. Aside from time taken to prepare the original tool, no additional time was required to calculate the individual costings.
(5) No.
(6) Different amounts of time were required at each classification/level to provide each response.
Education—gifted and talented program
(Question No 1273)
Ms Lee asked the Minister for Education and Early Childhood Development, upon notice, on 13 April 2018:
(1) How many schools currently offer specific gifted and talented classes and what are those schools.
(2) For what age groups and in how many classes are these specific and talented classes offered.
(3) How does the number of schools differ from the number of schools in (a) 2014, (b) 2015, (c) 2016 and (d) 2017.
(4) How does the number of classes differ from those in (a) 2014, (b) 2015, (c) 2016 and (d) 2017.
(5) If the number of schools and/or classes has reduced, what is the reason.
(6) What pre and post graduate training is available to teachers teaching gifted and talented classes.
(7) Is it a requirement for a teacher of gifted and talented classes to have additional or specific training in gifted and talented education.
Ms Berry: The answer to the member’s question is as follows:
(1) The number of ACT public schools offering specific gifted and talented classes is not centrally collected by the Education Support Office. However, under the Gifted and Talented Students policy, all schools are responsible for ensuring the provision of developmentally appropriate educational strategies for gifted and talented students enrolled. This may include differentiation within the classroom, part or whole grade acceleration, specific programs within schools and/or carefully considered groupings of students with similar abilities.
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