Thank you all so much for your replies, I appreciate it so much
When we attended teh GERRIC conference for parents recently, one of the things I took away was that emotional maturity is often mistaken for immaturity, especially amongst boys. A highly gifted small child may, for example, appear to cry easily and so appear less matured than his age peers. However, if probed, you may find that he is crying because he feels something so deeply, and it is an emotion that is older than his years.
Mamaknits, I have never heard of this before, how intriguing! I have no idea at all if this would apply to my DS, maybe I need to talk to a psych about it? Or have DS talk to a psych. DS is highly emotional and cries very easily, which I must admit I assumed was emotional immaturity and therefore haven't put any further thought into it. Thanks for the information, I will definitely put some more thought into it.
Is there any chance of keeping the same teacher next year? Get hold of the department's GATS policies so you understand all of the options schools should offer. I'm sure Victoria has lots of information. If not I can give you the links to NSW's, which are excellent. Then organise meetings now with everyone who makes the decisions in the school. DD had teachers walking into their offices saying you need to do something and then me backing that up and I'm so happy with the outcome this year. She has had a wonderful year.
Kyrrie, unfortunately DS's teacher is moving to the senior school next year and will be teaching a 5/6 composite - I'm disappointed for DS, but elated that my DD might be in his class next year (grade 5). He really is a wonderful teacher. I will look up the Vic GATS policies, thank you for that idea. I think I really need to have both kids tested, as the school (especially the principal) seems reluctant to admit that they are advanced/G&T and the school seems unable to really cater for them. Maybe when I have test results (ie, something more concrete to work with) the school might be more supportive?
I definitely think an ILP would be necessary in a prep composite - I imagine he is bored this year in prep, let alone when they start reviewing letter sounds and basic number facts all over again. There is only so much you can differentiate the curriculum to cater for the extremes in the class.
I assume the school is quite small? Most of the schools near me have straight prep classes... In my experience (limited at prep), you can cater for gifted grade 2's in a grade 1/2 better than a grade 1 in a prep/1 class - because (some) preps need SO much support for the first two-three terms.
Undomesticmumma, thank you for your thoughts. I agree that an ILP will be the minimum I think DS will need in a Prep/1 composite. His teacher told me that there have been a number of times this year when DS has told the teacher he is bored, but the teacher has responded immediately with more challenging and engaging work (ie, no ILP needed so far apparently).But things will be different in a P/1 comp. His current teacher suggested that an ILP would not be considered until term 2 next year, but I think I will push for an ILP in term 1 - why waste a term waiting around??? Yes it is a small school, approximately 200 students.
....there's no 1/2 class???? My DS1 will be going into a 1/2 next year after a full year of prep (rec). A year of prep/1 definetly doesn't sound ideal...that means half of those kids will be totally new to the concept and just starting on the alphabet...but will a good teacher it could work??
taranicole there are 3 x Prep/1 composites next year, and 2 x 2/3 composites, unfortunately no 1/2 comp which would have been great for DS.
She says even at a private school with a slight gifted focus (or at least acknowledgement) she's not convinced enough is being done with extension but feels that as long as her kids are coping, happy and still enjoying learning then that's just as important rather than pushing and pushing just to see how far they can go....if you know what I mean...
I understand what your friend means, and I agree with her to a point, but this is exactly the relaxed approach I took with DD (grade 4, has been academically advanced since kinder), and the result is that she has never been challenged, has never learnt to cope with challenges, and completely goes to pieces if she can't do something easily, perfectly and in 3 seconds flat
I'm only just realising that I didn't push enough with her, and now, since I've been talking to her teacher about the possibility of her being G/T, her teacher is 'backpeddling' and trying to convince me that DD is not very advanced at all. I'm wondering if she's right or if DD is underachieving due to never being recognised/pushed? So, I'm very wary of treading the same path with DS, if you know what I mean!
I am absolutely kicking myself that I didn't organise testing earlier this year, but anyway, I'm on to it now and hopefully the results will give me some guidance about where my kids are at and what to do with them next!
Thanks again for the replies ladies, I'm ever so grateful