The Southport School’s Academic Talent Development Program is committed to providing all identified ATD boys from Early Childhood to Year 12 with encouragement, support and opportunities to empower talent development. Our Teaching and Learning community both challenges and fosters the pursuit of excellence and the development of passion for lifelong learning.

The Academic Talent Development (ATD) Program is;

  • designed to challenge students, empower them, encourage risk taking, creative and critical thinking, foster independent learning and leadership, individual accountability and the pursuit of excellence
  • committed to meeting the social, emotional and cultural needs of our students from both urban and rural backgrounds
  • dynamic in our approach to identifying and creating specialised programs to meet the individual needs of ATD students including those who are double labelled or under achieving
  • supportive of teachers differentiated programming and providing information on best practice for ATD students
  • one which recognises that high levels of academic potential may not have yet transformed into talents and responds with flexible ATD program provision
  • one which has ATD Resource Centre in both Preparatory and Senior School where like-minded students can gather
  • one that facilitates parent partnerships and student advocacy
  • a pathway for ATD students between grades and transition from Preparatory to Senior School Campuses

ATD Indicators and identification include;

  • Understanding beyond his peer group
  • Creative, divergent thinker, vivid imagination
  • Strong sense of justice and humour
  • Intense curiosity about subjects
  • Task commitment to a chosen topic of interest
  • Desire to work independently on self-selected projects

ATD Identification Strategies;

Early childhood to end of Year 2:

  • Observations of children engaged in exploration and investigation by the ATD specialists and early childhood teachers / assistants
  • Collection of work samples to create a snapshot of learning e.g. drawings, conversations
  • Collaborative data from parents/students/teachers/school counsellors
  • Student profiling of evidence of the characteristics and behaviours associated with gifted learners for example; exceptional memory, advanced problem solving and higher order thinking skills, early reading and advanced motor skills

Years 3 to 12:

  • Affective data on characteristics and behaviour of gifted students
  • Academic records, work samples, NAPLAN and ICAS results
  • Collaborative data from parents/students/teachers/school counsellors
  • School general ability testing with results to be over the 90th percentile in more than one area
  • Data from psychometric tests administered by Educational Psychologists using the current versions of the Wechsler Intelligence Scale (WISC) or Stanford Binet (SB) I.Q. tests
  • Results from a WIPPSI on very young children although considered, will not determine placement into the ATD program. Full Scale Intelligence Quotients (FSIQ) will be considered however General Ability Index’s (GAI) on their own, without additional specialist reports, will not

TSS Academic Talent Development Pathway- Early Childhood to Year 12

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