Linnet said...
I think the reporting process should be looked at. I have had terrible
trouble with my daughter who finds it very frustrating.
1. Most students
are grouped as 'C' grade, its difficult to show anything higher, especially when
the teachers don't cover advanced topics.
2. If an A or B is given, she
thinks she doesn't need to attend class as she obviously 'has already learnt
it'! Since that symbolises knowledge 6-12mths ahead of class.
This leads
to no encouragement to strive for better grades, difficult for parents to reward
improvement, and the definitions of the grades create misconceptions for younger
student that take them literally.
Alison said...
The Victorian education
system requires students to make decisions about their educational and career
future when they are very young and without much life experience. The SEAL
program at Box Hill HS (and others?) allows students an extra year to explore
topics in which they may develop an interest, leading them to a wider range of
career choices or opportunities to contribute to the community.
Benita Green said...
Hi everyone.
Re. the identification of gifted students, I think it is
important that the submission from BHHS specifically emphasizes intellectual
giftedness. Two main reasons:
1. Other forms of giftedness, such as sporting,
are already well catered for in schools and in the community.
2. Intellectual
ability is the most relevant domain of giftedness for a Parliamentary inquiry
into education.
I also think we should be wary of using a "broad"
conception/definition of intellectual giftedness. A "broad" definition could
include 15-20% of students, in which case one might ask why do we need to make
special provision these kids? (ie. such a sizable minority falls well within the
expected range of ability and would already be catered for in any classroom)
