Organisational arrangements can be under three general headings -
- classroom organisational strategies
- school organisational strategies
- community organisational strategies
Any combination of these must be considered in conjunction with appropriate curriculum strategies.
Classroom Organisational Strategies
- independent, pupil-teacher designed learning contracts
- individual timetabling
- child pairing
- grouping children according to ability, preferred learning style, interests, mutual support
- older cross-age tutor; adult mentor
- use of self teaching instructional materials - computer assisted programs, audio-visual packaged learning, programmed packages
- non- graded, self paced programs
- interest centres
- involvement in district, state or national competitions, e.g. Science Talent Search, conducted by The Science Teachers' Association.
School Organisational Strategies
(i) Within the school:
- co-operative or team teaching- teachers share expertise and take responsibility for different aspects of the school's curriculum
- special clustering - small groupings of children withdrawn from one or more classes to meet a specific need
- cross-setting - ability grouping of children across year levels
- heterogeneous groups - composite class groupings of children, e.g., Years 4,5 arid 6; sometimes referred to as family groupings; may also involve non-graded progression and promotions
- homogeneous groupings - ability' grouping of children of similar age
- cross-age tutoring - older child working with a younger Child with like interests to assist with the younger child's learning
- master teacher, itinerant teacher or specialist teacher- usually bringing specific expertise across the year levels supporting classroom teachers by providing individual or group instruction
- electives Program - non-graded opportunity to pursue individual interests
- acceleration - the introduction of concepts seen to be well outside general year level expectations to stimulate and better satisfy the needs of some children
- resource centre - where children can pursue advanced interests. Such a centre would provide for different children at different times.
(ii) Outside the school:
- concurrent education -attending school, but timetabled for part-time instruction in an institute of higher learning or a place offering specialised instruction
- cluster groups - special interest activities act up in a central location where particular children from neighbouring schools can meet to participate. Activities may be conducted by teachers from the participating schools or by other resource persons
- field trips - individual, or small group visitations to meet or work with people who can offer special expertise in an area of investigation, e.g., mentors
- special interest schools - a way of sharing resources by neighbouring schools specialising in different curriculum offerings. Children can contract to participate in classes, e.g., computer programming, stringed instruments
3. Community Organisational Strategies
- weekend or evening classes - community members providing instruction in a range of interest areas, e.g., the Queensland Association for Gifted and Talented Children's activities, music and sporting activities, Double Helix Science Club
- camps or vacation schools - special interest programs conducted by educational groups, e.g., the Mathematics Association camp.
- mini courses, study groups - provided by tertiary or community-based groups, e.g., the Environmental Studies Association where interested people may participate.
- community clubs - membership in clubs which meet particular interests and abilities, e.g., birdwatchers club, drama club, chess club.
From: Children with Special Abilities - Curriculum Strategies for Primary Schools. VHS Video, 30 mins, Ministry of Education and Training, Victoria. QAGTC 1994
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