VAGTC Responds to Australian Curriculum
The VAGTC recently submitted a response to an ACARA update on “Special Education Needs” and “Diversity of Learners” to request that gifted and talented education be acknowledged in the Australian Curriculum. The VAGTC urged ACARA to consider the need for gifted and talented students and for this subset of learners to be accommodated for in the Australian Curriculum.
The VAGTC response to this document encouraged ACARA to consider the equally important need for flexibility in the education of gifted and talented students in order for this group of students to succeed in reaching their true potential. Goal 1 of the “Melbourne Declaration on Educational Goals for Young Australians 2008” declares that “Australian schooling promotes equity and excellence,” and that it will “promote personalised learning that aims to fulfill the diverse capabilities of each young Australian”. The VAGTC argues that for Australian schooling to be equitable for all students, there needs to be some acknowledgement of gifted and talented students in the curriculum.
Gifted and talented learners need very specific education that focuses on their individual learning needs and their physical, social and emotional wellbeing. Gifted and talented students require a curriculum that meets these specific needs. It is important that the Australian curriculum considers the specific learning needs of gifted and talented students.
The Australian Curriculum sets out a sequence of learning, both in terms of content and achievement standards. The curriculum allows teachers and schools to retain the flexibility to tailor teaching and learning programs according to local circumstances while reporting against common standards.
The year level structure provides an indication of the content and achievement standards it is expected most students in particular year levels will cover, and provides a map that defines key indicators of learning development and progress.
It has been reported that schools and teachers will continue to have the flexibility to enable students to progress at different rates through the “learning map” provided by the curriculum. The VAGTC wants to ensure that gifted and talented students will have an opportunity to progress at a faster rate through the “learning map” so they can have a curriculum that meets their own unique learning needs.
Link: ACARA: Diversity of Learners Information Sheet
Report by Michael Bond
Michael Bond is the Gifted and Talented Education Coordinator in the Junior School (K-6) at Oxley College and Vice President of the VAGTC.
