Inclusive education principles are central to Bateman Primary School. We recognise that gifted students, including those who are twice exceptional, may have specific learning and wellbeing needs that require targeted educational responses. Gifted education provision at Bateman Primary School is guided by the Department of Education policy Gifted and Talented in Public Schools and reflects current research and best practice.

Bateman Primary School provides a range of educational provisions designed to identify and support gifted learners. The majority of these provisions are delivered through embedded differentiation within the regular classroom program, ensuring gifted students remain engaged with their peers while accessing appropriate challenge, depth and complexity in their learning.

We have established a strong reputation for the quality of our differentiated practices, including support for twice exceptional students.

Embedded Differentiation: Enrichment and Extension

Embedded differentiation forms the foundation of gifted education at Bateman Primary School. Classroom teachers plan and implement differentiated units of work to respond to students’ demonstrated strengths, interests and readiness across learning areas.

Students have access to a wide range of enrichment and extension opportunities throughout the school day, including:

Flexible Grouping Practices

Gifted learners benefit from opportunities to work with like‑ability peers at times. Grouping practices at Bateman Primary School are flexible and may include:

• ability and interest groupings within classes

• cross‑setting groupings for specific learning areas

• cross‑grade and multi‑age groupings

Differentiated Instructional Strategies

Teaching and learning programs are adjusted to ensure appropriate challenge for gifted learners. Instructional strategies may include:

• pre‑testing to determine current levels of understanding and inform planning

• modifications to pace, allowing students to move more quickly through content

• increased task complexity and abstraction

• enrichment and extension activities aligned to curriculum intent

• curriculum compacting, where previously mastered content is replaced with more challenging learning

• tiered assignments that provide varying levels of challenge while maintaining a common learning intention

• anchor activities that offer meaningful learning when tasks are completed early

• higher‑order questioning to promote analysis, evaluation and creative problem solving

• executive function support, including guidance with organisation, planning and task initiation, particularly for students experiencing anxiety

• opportunities, where appropriate, for independent learning within the classroom context

Independent Study Program

In addition to embedded classroom differentiation, Bateman Primary School offers The Independent Study for a small number of students whose assessed needs indicate they require further adjustment or extension. It is the only gifted education provision delivered outside embedded classroom differentiation. 

The program is offered to a limited number of students identified through school‑based processes as benefiting from this form of provision. Students are withdrawn from their homeroom class once per week to participate in structured independent learning. Independent Study supports:

• depth and breadth of learning beyond the standard classroom curriculum

• development of higher‑order thinking and creative problem solving

• increasing independence and self‑directed learning

• growth in organisational, planning and self‑management skills

Student participation is based on identified need and is reviewed regularly to ensure the provision remains appropriate and effective.   Independent Study Policy and Procedures

Acceleration

Acceleration may also be considered as part of a student’s educational program where appropriate. Acceleration is an evidence‑based adjustment that enables a gifted student to progress through curriculum content at a faster rate or at a younger than typical age.

Bateman Primary School has a formal acceleration policy aligned with:

• the IOWA Acceleration Scale

• Department of Education Acceleration Guidelines https://k10outline.scsa.wa.edu.au/home/principles/guiding-principles/gifted-and-talented-education-guidelines-for-the-acceleration-of-students-pre-primary-to-year-10

Forms of acceleration may include:

• cross‑setting for particular learning areas

• subject acceleration within or across classrooms

• whole‑year level acceleration (full‑time), in rare and carefully considered cases

Decisions regarding full‑time acceleration are made collaboratively, following consultation with the student, parent/s or carer/s, teachers, the Gifted Education Coordinator and the Principal. The final decision rests with the Principal.

Contact Details

Jane Nolan is working as Learning Support Coordinator, GaTE, at Bateman on Thursdays this year. The best way to contact here is via email on  jane.nolan@education.wa.edu.au

PEAC (Primary Extension and Challenge)

The Policy for the Education of Gifted and Talented Students indicates that there are two levels of provision for gifted and talented government school students in Western Australia: school-based and supplementary. Primary Extension and Challenge (PEAC) is a centrally supported supplementary program.

PEAC in the South Metropolitan Education Region caters to the special learning needs of gifted and talented students in Years 5 and 6. Children are tested in Year 4 and are selected to participate in a range of innovative and challenging programs offered in a variety of ways. Children are withdrawn from regular class to attend PEAC programs They offer a wide range of academic extension programs in a variety of community and educational settings.

PEAC programs offer children:

• an intellectually rigorous and challenging program
• opportunities to interact with practicing experts
• the opportunities to develop higher order process skills and in-depth investigation skills
• the opportunity to work on open-ended activities which encourage choice and negotiation
• self/peer evaluation and reflection of performance
• the opportunity to socially interact with other gifted and talented students

PEAC Courses are self funding and and course charges range from a minimum of $20 up to $100 depending on course requirements, such as

• use of an external venue
• incursions/excursions
• guest speakers
• materials and additional resources
• consumables

 Ref: http://southmetropeac.wa.edu.au/index.php/peac