At St Paul’s, we recognises that children progress at different rates and different times. Our school is proud to have a dedicated, professional teaching and support staff who work diligently to develop the learning potential of all students entrusted to our care and make evidence-based decisions to support the learning of all students. We aim to create successful, lifelong learners.
Our students engage in quality learning and teaching experiences each day, where they are challenged and encouraged at their own levels of proximal development. Students are supported with their diverse learning needs and with flexible learning opportunities – including a range of modelled, guided and independent learning options.
Some children require additional time or support in order to progress. Some students will require additional instruction or intervention to support their learning. Instructional decisions are made to involve students in interventions based upon each student's assessed needs. Parents are kept informed of each child’s participation and progress in interventions.
Gifted education is a shared responsibility between teachers and parents. At St Paul's, we follows Gagné’s differentiated model of giftedness and talent. Gagné defines giftedness as the possession of natural abilities at levels significantly beyond what might be expected for one’s age; that is, giftedness is outstanding potential that may or may not yet be evident in outstanding performance. Gagné defines talent as the achievement or performance of one or more systematically developed skills at a level significantly beyond what might be expected for one’s age.
Teachers may devise specific Individual Plans (IPs) for students who have been formally assessed as gifted. These plans may include: