A natural fit
Westbourne College Sydney aims to nurture a culture of high performance and support all students in developing their interests and passions.
Our ethos is inspired by IBO’s Mission statement, which aims to “develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect” (IB Mission Statement).
Our students come from different backgrounds and contexts, and contribute to our inclusive student community. At Westbourne, we prioritise a culture of high performance through our approach to teaching and learning along with the development of early professional identities. Within this context, we strive to identify, support and nurture gifted and talented students and provide them opportunities to develop their skills, feel included, valued and appropriately challenged.
Gifted Education: Definitions
In line with IBO’s emphasis on international-mindedness and global engagement (Singh and Qi, 2013), we understand that gifted and talented students form a very diverse group. The definitions of giftedness and talent also differ depending on context, educational institution and educational policies. In Australia, gifted education is premised upon numerous approaches which inform school policies (Kronborg, 2018).
For example, Gagné’s (2000) Differentiated Model of Giftedness and Talent (DMGT) defines giftedness as
‘the possession and use of outstanding abilities in at least one domain which places an individual among the top 10% of age peers‘.
Following this, talent is defined as the mastery of systematically developed knowledge and skills, in at least one field of activity which places an individual among the top 10% of age peers active in that field (Gagné, 2000). While there are many definitions and approaches to gifted education, the field provides numerous resources for developing effective teaching practices targeting the specific needs of gifted and talented learners.
Individualised Support and high performance culture
Gifted and talented students require tailored, individualised support and evidence-based teaching which nurtures their love for learning, provides sufficient challenges and allows them to develop their capabilities. Timely support and early identification practices ensure gifted and talented learners remain motivated to learn and reach their potential. Research in the field provides a wealth of evidence on the benefits of tailored support for gifted and talented learners.
For example, Tweedale and Kronborg’s (2015) research has also noted the importance of a positive school culture which nurtures students’ aspirations and capabilities, where the “culture of achievement” is focused on encouraging and celebrating excellence across different contexts (13).
The school environment plays a crucial role in the development of students’ capabilities, along with sustaining motivation, building confidence and ongoing enthusiasm for learning.
At Westbourne, our approach to teaching and learning focuses on maintaining a culture of high performance. Students receive tailored support from teachers and learn in an inclusive and nurturing environment where students’ capabilities and talents are encouraged and valued.
Our teaching team is invested in ongoing professional development, ensuring our pedagogies and practices are based on current research evidence in gifted education and principles of educational equity.
Supporting gifted and talented students in the IB Diploma Programme
The IB Diploma Program is a rigorous qualification which provides a holistic education preparing students for the demands of tertiary study and navigating a globalised, dynamic world.
While the IB is designed for all students, there are numerous opportunities in the Diploma Program for differentiation and enrichment for gifted and talented students, allowing more depth, complexity and appropriate pace to be applied across subjects.
For example, the National Association for Gifted Children (NAGC) shared several position papers asserting that the IBDP is “an acceptable option for meeting the needs of gifted learners in grades 11 and 12 (NAGC, 2004, cited in Tarver and Culross, 2011, 52.) In their position statement on acceleration, NAGC states that the IB program
“offers through its very structure college-level work”.
The design of the IB Diploma Program allows students to select subjects at a Higher Level, which usually involves additional content and class hours dedicated to instruction. Selecting their subjects, students can explore a topic in a depth which suits their interests, passions and motivations, and extend their understanding to levels which are challenging and rewarding for the student.
Westbourne’s approach to excellence
We support gifted and talented students across all curriculum areas and provide them with opportunities for higher-level thinking, problem-solving and project work.
Our content is modified through numerous practices such as providing variety and choice; using advanced concepts and resources; adjusted pacing; and presenting materials at differing levels of complexity. We support creative, critical and analytical approaches to complex issues and nurture curiosity, independence and intellectual explorations.
Creating an inclusive and supportive school environment, our goal is for each student to thrive. We firmly believe in educational equity principles and ensuring all our students are accessing the curriculum at the pace and level suited to their academic potential and capabilities.
Explore the IB Diploma at Westbourne College Sydney