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Teacher education One of the major difﬁculties confronting Australian schools wishing to make special provision for academically gifted students is that Australian teachers receive virtually no pre-service or inservice training in how to identify and foster academic or intellectual talent. , 1975; Start, 1985) surveyed every Australian tertiary institution with a questionnaire relating to their teacher education offerings in four areas: mentally, physically or emotionally handicapped children, migrant children, socio-economically deprived children, and gifted and talented children.
This was a cross-party committee representing every major political party in Australia; yet – unusually for such a committee – it presented a unanimous report with not a single party, or a single member, dissenting from any point. The Senators were deeply disturbed by what they had seen. In the ﬁrst chapter of their report (Commonwealth of Australia, 1988), they wrote that gifted children were arguably among the most disadvantaged of educationally disadvantaged groups in Australian schools. The Senate Committee made nine recommendations to the Federal Government.
The standard Grade 4 maths curriculum has been developed in response to the majority of Grade 4 students – students whose mathematical ability falls within the range that we broadly deﬁne as ‘average’. As such, the curriculum responds well to Margaret’s levels of mathematical aptitude, and to her learning needs in maths, which are appropriate to her chronological age. If she were gifted in maths, she would require something more – a curriculum quite substantially different in terms of its content, its level, its pace and its degree of abstractness.