Browns Bay School employs a multi-method approach to identify students with different areas of ability and talent. We call our extension programme L.E.A.P (Learning Enhancement and Acceleration Programme). The overarching aim of LEAP is to assist gifted and talented students to reach their full potential academically, emotionally, and socially.
The LEAP programme consists of a range of modules which promote high level thinking skills, inquiry and problem solving with the aim of enriching student learning experiences in a specific curriculum area. Students are identified and selected for these modules using a range of methods including teacher observations, standardised testing, psychologist reports, and parent meetings.
Each term LEAP module offers a different focus and challenge. This enables us to cater to a wide range of students with gifts and talents in different areas. Selection for each module is dependent on the topic as well as the gifts, talents, needs and interests of the student. The programme is designed to cater for students who are achieving well-beyond their peers, particularly (but not exclusively) in mathematics and literacy. We also cater for the arts, science and technology. Modules generally consist of a small group of students from either similar year levels or across multiple years. They are run as high impact, high intensity workshops which encourage higher order thinking, the sharing of ideas, creativity, the development of inquiry skills and team work. Progress and achievements are celebrated and shared with classroom teachers. Student agency is used to promote a higher level of engagement in the programme through allowing students to follow their own interests and to direct some of their learning. At the end of each module students provide a reflection of their learning and have the opportunity to feedback the positive aspects of the programme and ways in which it could be improved.
Occasionally we have a student who’s gifts extend beyond the expertise of our LEAP programme. We then consider alternative ways to cater to their needs and will look into dual partnerships with institutions like Te Kura. This is done collaboratively with parents and requires a high level of evidence of giftedness to be provided to the institution. The school Senco will lead this discussion.
