Education is not preparation for life; education is life itself. ~John Dewey

At Moreton Bay Boys’ College (MBBC), we believe multiple pathways need to be provided for our students to ensure the best possible learning opportunities for every boy.   Just as pathways exist for boys seeking vocational success, sporting or cultural success,  and for those who need additional support, we believe that, in order to develop their talents, academically gifted students need to be given appropriate opportunities for learning, training and practice.

Our aim is to provide a pathway for these students that is appropriately rigorous, delivered at an accelerated pace, and that is deep and rich in content.  It is delivered in a way that caters for each student’s individual needs.

The school has a dedicated Learning enhancement Coordinator, who offers relevant students a wide range of stimulating opportunities, such as

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This pathway provides learning experiences which are specifically designed to meet the needs of academically gifted young men. The core process of differentiating the content, process, product and environment (Maker model) of each learning experience is the primary goal of this program, which is taught in a manner that supports the beliefs that:

1. Academically gifted learners have a capacity to learn at faster rates.
2. Academically gifted learners require less repetition and can move from concept to concept quickly.
3. Academically gifted learners benefit from deep and rich work programs that allow them to study independently and at their own pace, with links to real life experiences, mentors and experts.

Who is Gifted?

Students are considered gifted when they perform, or show potential for performing remarkably high levels of accomplishment in learning rate, depth of knowledge, reasoning and problem-solving abilities when compared with others of their age, experience and environment. Students who are gifted demonstrate significantly advanced cognitive abilities (Alberta Education, 2004).

Goals of the program

The Pathway for Academically Gifted Students aims to:

• provide individual programs for students who meet the criterion;
• work alongside the mainstream program to ensure all students’ needs are met across every curriculum area;
• identify and support students in areas of great academic strength;
• foster and support a compassionate and caring environment that acknowledges all students have different learning needs;
• work with students on an individual level to ensure they are feeling secure and developing socially and emotionally;
• offer support and structure to help students with their organisational skills;
• provide ongoing assessment, both quantitative and qualitative, to ensure the progress of each student is being tracked.

How do I know if my child is gifted?

‘How do I know if my child is gifted?’ The answer is not always clear cut and simple. Academic giftedness is multidimensional in nature, and both formal and informal methods of identification are generally used to identify it. However, you might like to read about some of the traits common to academically gifted children to help you identify this potential in your child.

Common traits include:

• Heightened levels of curiosity and a wide variety of interests
• Long attention span
• Ability to handle abstract ideas
• Flexibility in thinking
• Alert and subtle sense of humour
• Superior vocabulary and verbal ability
• Advanced reading ability
• Fast learner
• Excellent retention of knowledge
• Independent
• High level of personal responsibility and commitment
• Strong feelings and opinions
• Advanced levels of moral judgement and sense of justice
• Preference for unusual, original and creative responses
• Immersion learner
• Single-minded; does not accept to status quo
• A high energy level; decreased need for sleep

(Taken from ‘Gifted Students in Primary Schools’ Gross et al, 2001)

Please print the attached checklists and complete them to help compile a profile of your son. With the checklist for teachers, the best approach is to take the checklist to your son’s current teacher and ask them to complete it. If they have gaps in knowledge or background, or perhaps it is too early in the year for them to confidently respond to each area, it may be a good idea for them or you to approach your son’s teacher from last year and ask for their assistance also.

Please remember that any list of character traits are indicators only and no single behaviour or character trait can be used to diagnose giftedness.

For further information about the program, please phone the MBBC Coordinator for Gifted education on 07 3906 9444.