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Cannonvale State School

Gifted & Talented Education

Policy

2020

Policy developed by Cannonvale State School with reference to Merinda State School’s policy

Supported by the Framework for Gifted Education and the P–12 Curriculum, Assessment and Reporting Framework: Policy statement: Curriculum Provision to Gifted and Talented Students 2020

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Table of Contents

Page

1. Vision Statement 3

2. Who are the Gifted and Talented? 3

3. Objectives for students who are Gifted and Talented 4

4. Principles for students who are Gifted and Talented 4

5. Identification of students who are Gifted and Talented 5

6. Guidelines for Acceleration 7

7. Appendices 10

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Cannonvale State School Gifted and Talented Education Policy

Based on the Framework for Gifted Education 2004, the whole school approach to differentiated teaching and learning 2019 and the P–12 Curriculum, Assessment and Reporting Framework: Policy statement: Curriculum Provision to Gifted and Talented Students 2020 1. Our Vision for the Education of Students who are Gifted and Talented In keeping with our school motto, at Cannonvale State School (CSS) we are a community working together to be the best that we can be. As such we give a commitment to provide opportunities for students to develop their abilities and meet their potential for outstanding achievement. We commit to creating a well-differentiated learning environment which is both challenging and supportive to allow students to pursue excellence and develop attributes required to be a successful life-long learner. 2. Who are the Gifted and Talented? Giftedness in a student is commonly characterised by an advanced pace of learning, quality of thinking or capability for remarkably high standards of performance compared to students of the same age. Gifted students are those whose potential is distinctly above average in one or more of the following domains of human ability: intellectual, creative, social and physical. Giftedness designates the possession and the use of outstanding natural abilities, called aptitudes, in at least one ability domain, to a degree that places an individual at least among the top 10% of age peers in the school (Gagné, 2003, 2008) Talented students are those whose skills are above average in one or more areas of performance. Talent designates the outstanding mastery of abilities over a significant period of time. These are called competencies (knowledge and skills). Outstanding mastery is evident in at least one field of human activity to a degree that places an individual at least among the top 10% of age peers in the school who are or have been active in that field (Gagné, 2003, 2008). (See Appendix A for a diagram of Gagne’s model)

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3. Objectives for Students who are Gifted and Talented

CSS’s commitment to the education of students who are gifted and talented will be demonstrated by: • A greater awareness of the prevalence and specific needs of students

who are gifted • The identification of all students who are gifted regardless of their

ethnicity, location, (dis)ability, gender or economic status • Meeting the specific needs of students who are gifted and improving

their learning outcomes • Monitoring and recording goals and progress using Individual Learning

Plans and Individual Curriculum Plans and sharing this with all stakeholders.

• Cooperation and collaboration among teachers, parents/carers, students, gifted education mentors, education administrators and the community to ensure students who are gifted have opportunities to develop their abilities.

4. Principles for Students who are Gifted and Talented • Equity – all students, including students who are gifted, have a right to

fair and equitable access to appropriate educational programs that meet their specific learning needs.

• Recognition of Difference – students who are gifted are recognised as different from students of their own age in their speed of learning, the insightful quality of their thinking and their advanced ability in one or more areas.

• Educational excellence – all students, including students who are gifted, have the right to appropriate educational programs that result in learning outcomes consistent with their abilities.

• Partnerships – the education of students who are gifted is the shared responsibility of teachers, parents/carers, students, community organisations and education administrators.

• Evidence-based Practice – the schooling of students who are gifted must be informed by contemporary research-based practice and by ongoing evaluation and improvement.

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5. Identification of Students who are Gifted and Talented At CSS the process will be as follows:

Identification of students who are exhibiting giftedness in one or more of the multiple Intelligences using the Student Profiles (Appendix C and D) if age appropriate and the

Teacher Checklist (Appendix D)

Class teacher collects the initial information about the student beginning with Learner Profile and completes a Sayler Checklist (Appendix E)followed by a referral to the Student Services Committee.(Appendix F)This referral form will require further information including results of

standardised testing, general academic progress and other relevant information.

The student referral is tabled by the Student Services Committee and an action plan is put in

place.

If further information is required the referral may be passed on to the Guidance Officer (for IQ or other assessment), Speech therapist, GEM or other relevant Committee member. See

Appendix B for Intervention Diagram)

The Committee will then determine the level of support received by the student. The needs

of the student will be met by the teacher and support personnel after a meeting with the stakeholders to develop an Individual Student Plan (ISP) (This plan is a Oneschool

document.) or Individual Curriculum Plan (ICP).

Implement ISP or place student on ICP within own classroom

Monitor and review every six months through Stakeholder Meetings

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6. Responsibilities for Enacting the Policy Parents/caregivers are encouraged to:

• Become familiar with the characteristics of giftedness and methods for identifying children who are gifted

• Liaise with teachers and others to: - identify the student’s gifts - ensure that the student has appropriate and ongoing educational

opportunities - have input into the development of an ILP

• Provide a stimulating and supportive environment at home • Encourage their child to pursue excellence, develop mastery and become an

independent learner • Become informed about the options available to support their child’s

development, including community organisations and programs.

Teachers’ Responsibilities include: • Becoming familiar with the characteristics of giftedness • Applying appropriate methods for identifying students who are gifted • Completing required referral and data collection forms and submitting them

to the Student Services Committee • Liaising with parents/caregivers regarding a student’s gifts and needs to

create an ISP • Monitoring progress and conducting ISP reviews every 6 months or when

required before this. • Enlisting specialist support staff including guidance officer and gifted-

education specialists • Seeking specialist advice and resources to assist in providing a curriculum

that is differentiated in terms of learning experiences, teaching practices and teacher expectations so that content, learning processes and student tasks reflect the different levels of knowledge, skills, interests and learning styles

• Challenging students who are gifted to continue their development through curricular activities that require depth of study, complexity of thinking, fast pace of learning, high-level skills development and/or creative and critical thinking (e.g. through independent investigations, tiered tasks, diverse real-world applications, mentors)

• Critically reflecting on the effectiveness of their school’s programs and practices in meeting the needs of gifted students

• Undertaking professional learning to enhance knowledge and skills through dialogue and the sharing of effective practice.

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Principals’ responsibilities include:

• Providing leadership in the school community to identify students who are gifted and responding appropriately to their individual needs by:

– establishing reliable and valid means of identifying gifted students as part of school practice that is ongoing both within a school year and across year transitions

– incorporating identification, tracking and profiling processes into the school-wide support strategy

– facilitating access to a range of educational provisions that include acceleration (e.g. curriculum compacting within a year level, year acceleration) and organisational structures (e.g. cluster grouping, ability grouping, vertical curricula, multi-aging)

– establishing collaborative processes that involve students, parents/carers, classroom teachers, school administrators and guidance officers or gifted-education specialists

• Increasing school capacity to provide appropriate support options for students who are gifted by:

– assisting teachers to access suitable professional development – supporting collaboration and networking within and beyond the

school (including across primary and secondary schools) to increase access to programs, expertise, facilities and information

– facilitating community support and involvement to extend the capacity of the school to engage gifted students in learning that challenges and supports them

• Including in the school’s strategic documents, namely the Three Year Partnership Agreement or School Planning Overview, School Annual Report and Annual Implementationl Plan and the Triennial School Review, specific

strategies to meet the learning needs of students who are gifted • Providing support and approval for accelerations • Liaising with tertiary and other institutions regarding alternative-entry options

(e.g. early entry, access to and credit for dual enrolment).

Guidelines for Acceleration Within the Compulsory Years of Schooling

What is acceleration? The term ‘acceleration’, also referred to as ‘accelerated progression’, relates to an advanced pace of learning. It enables students who are gifted to learn at a level corresponding to their ability and matched to the speed at which they learn. Acceleration is based on comprehensive assessment of the readiness of the individual. Different forms of acceleration within the compulsory years of schooling include: curriculum compaction

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subject acceleration year advancement. Subject or year advancement is not an end in itself. An appropriately challenging curriculum is the goal. Why accelerate? There is a misconception that gifted students will succeed without additional assistance because of the abilities they possess. However, research shows that gifted students are at risk of underachieving without specialised provision. Underachievement can lead to poor study habits, psychological and behavioural problems and a sense of low esteem. Patterns of underachievement are likely to develop unless gifted students are given the opportunity to develop confidence through being successful at tasks that are personally challenging. Like all learners, gifted students need to experience success with tasks that move them beyond what they already know to develop new understanding and skills. As well as the academic benefits, accelerated programs can: increase enthusiasm for learning and life reduce boredom in school improve attitudes toward school enhance self-esteem and sense of accomplishment help students develop a realistic understanding of their ability as a result of

working with intellectual peers. Research has shown that ‘talented youngsters who were accelerated into higher grades performed as well as the talented older pupils already in those grades’ and that ‘talented accelerates showed almost a year’s advancement over talented same-age non-accelerates’. What should the principal do? Responsibilities of the principal include: ensuring that the school has an appropriate process for considering requests

for student acceleration. A recommended process is outlined in the following diagram

appointing a Case Manager to coordinate the acceleration process liaising with parents/carers and teachers as partners in the process of

considering, planning and monitoring acceleration approving an acceleration plan collaborating across primary and secondary schools and with tertiary

institutions to enable subject and year advancements as appropriate assisting teachers to access suitable professional development. Who is involved? It is important that decisions on appropriate actions for each student are made after collaboration among: parents/carers the principal or principal’s nominee the student’s current teacher(s)

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the receiving teacher(s) a guidance officer and/or gifted-education specialist the student. Teachers from more than one school (e.g. primary and secondary) may be involved in the acceleration process and should share information to support the process. Parents/carers nominating their child for acceleration are required to provide evidence of the child’s suitability. This is best achieved through a series of questions to elicit information about several aspects of the child’s development and the child’s disposition, including intellectual strengths, social and emotional maturity, creative behaviours, special interests, leadership abilities, work habits and motivation.

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APPENDIX A – GAGNE’S MODEL

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APPENDIX B – WHOLE SCHOOL INTERVENTION PROGRAM

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NAME: ___________________________________ Date: ______ CLASS: _____________________________

APPENDIX C – LEARNER PROFILE

This is how I see myself as a learner.

S M A R T P I Z Z A Divide the Smart Pizza into 8 slices and name each slice(music, art, self, people, word, body, maths, nature). Place the most topping on your strongest Smart and the least topping on your weakest Smart.

LIST ALL OF YOUR INTERESTS!

CIRCLE YOUR PREFERRED WAY TO LEARN

By self

With partner

With small group

With an adult

With an older child

With a younger child

By reading

By listening

By talking it through

By making something

By researching on the computer

By doing hands-on activities

By watching

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APPENDIX D – TEACHER CHECKLIST FOR G&T IDENTIFICATION

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APPENDIX D – STUDENT CHECKLIST FOR G&T IDENTIFICATION

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GIFTED AND TALENTED CHECKLIST FOR TEACHERS

THINGS THIS CHILD HAS DONE The following is a checklist of characteristics of gifted young children. The examples after each item are there to help you to understand that item. A child may not show all of the examples given and they may exhibit the item characteristic in ways not listed. Indicate how much you think this child is like the item by using the scale to the right of each item. Mark strongly agree (SA) to strongly disagree (SD). Fill in one circle for each item. If you are unclear or haven't noticed how this child compares to an item, fill in the Unsure or don't know circle. Use the space below the item for examples concerning the child, add as many details as you can remember. Be as specific as possible in describing the child's interests and accomplishments. The space is small, so please feel free to add extra pages of stories or examples to tell us more. If you can share some copies of this child's creative work, we would be delighted to have them. Use additional pages to describe anything you think is important about this child that we have not asked about. Child's name: ____________________ Child's birthday: ____________________ Your name: _____________________ School name: ______________________ Date: ____________ This child: 1. Has quick accurate recall of information. (E.g. good short and long-term memory; quick to provide facts, details, or stories related to complex events; learns quickly and recalls accurately words to songs, poems, stories, or conversations; points out connections between ideas and events) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know An example: 2. Shows intense curiosity and deeper knowledge than other children. (E.g. asks questions incessantly once imagination has been aroused, pays close attention when learning, has an enthusiastic need to know and explore, remembers things in great detail) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know An example: 3. Is empathetic, feels more deeply than do other children that age. (E.g. exhibits maturity usually associated with older children; shows unusual hurt or pain when he or she displeases someone; displays pride in advanced accomplishments; is sensitive to others' feelings and shows distress at other children's distress or adult’s distress; will subjugate their needs to the needs of others; reads body language) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know An example:

APPENDIX E – SAYLER CHECKLIST FOR PARENTS & TEACHERS

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4. May not always display their advanced understanding in everyday situations. (E.g. becomes cranky or non-compliant when fatigued or stressed; playground behaviour may not reflect their verbal reasoning about the same situations; may be frustrated with their ability to meet their own high expectations) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know An example: 5. Uses advanced vocabulary. (E.g. correctly uses vocabulary and phrasings adults would expect from older children; surprises adults and children with big words or phrases they use; likes complex communication and conversations) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know An example: 6. Reads, writes, or uses numbers in advanced ways. (E.g. reads earlier than most children or if learns to read at the same time as most children, does so very quickly; likes to read rapidly to get the gist of a story even though some words are skipped or mispronounced; interest in copying or using letters, words or numbers; uses computational skills earlier than others) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know An example: 7. Advanced play interests and behaviours. (E.g. exhibits play interests that resemble those of older children; likes to play board games designed for older children, teens or adults; more apt to be interested in cooperative play, complex play situations, or sophisticated plays activities) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know An example: 8. Shows unusually intense interest and enjoyment when learning about new things. (E.g. spends long periods of time exploring interesting new things; listens for long periods of time to stories and conversations; retells events and stories in great detail; entertains self for long periods of time; shows unwavering attention sometimes to the point of stubbornness; sits patiently when reading or listening to books) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know An example: 9. Has an advanced sense of humour or sees incongruities as funny.

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(E.g. is humorous in speech, social interactions, art or story telling; makes jokes, puns, plays on words; sees humour in situations, even ones against him or her, and laughs at the situation) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know An example: 10. Understands things well enough to teach others. (E.g. likes to play school with other children, dolls or stuffed animals; talks like an 'expert' or likes to discuss certain topics a lot; explains ideas to adults when he or she doesn't think the adult understands very well) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know An example: 11. Is comfortable around older children and adults. (E.g. craves for attention from adults; likes to be with older children and adults; listens to or joins in adult conversations; often plays with and is accepted by older children) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know An example: 12. Shows leadership abilities. (E.g. has a verbal understanding of social situations; sought out by other children for play ideas; adapts his or her own words and expectations to needs or skill level of playmates; may be seen as bossy; uses verbal skills to deal with conflicts or to influence other children) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know An example: 13. Is resourceful and improvises well. (E.g. makes ingenious or functional things from LEGO or other building toys; uses toys in unique or non traditional ways; plays with or carries on conversations with imaginary friends; makes up believable endings to stories) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know An example: 14. Shows logical and metacognitive skills in managing own learning. (E.g. understands game rules quickly; learns from mistakes in playing games; sees errors or losses as learning experiences rather than failures; monitors difficulty of task to push self to more challenging levels) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know An example:

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15. Uses imaginative methods to accomplish tasks. (E.g. presents unique arguments in order to convince others to allow him or her to do or get things; finds imaginative ways to get out of doing things they don’t want to do; curious with a high energy level that is goal directed) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know An example: 16. Use the rest of this page or its back to tell us anything you think is important about this child that we have not asked about. Please feel free to add any information you think might be useful in giving us a clear picture of what the child has done. Be as specific as possible in describing the child's interests and accomplishments. If you can share some copies of this child's creative work, we would be delighted to have them. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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GIFTED AND TALENTED CHECKLIST FOR PARENTS (For consideration of early entry to compulsory schooling)

THINGS MY YOUNG CHILD HAS DONE The following is a checklist of characteristics of gifted young children. The examples after each item are there to help you to understand that item. A child may not show all of the examples given and they may exhibit the item characteristic in ways not listed. Indicate how much you think your child is like the item by using the scale to the right of each item. Mark strongly agree (SA) to strongly disagree (SD). Fill in one circle for each item. If you are unclear or haven't noticed how your child compares to an item, fill in the Unsure or don't know circle. Use the space below the item for examples concerning your child, add as many details as you can remember. Be as specific as possible in describing your child’s interests and accomplishments. The space is small, so please feel free to add extra pages of stories or examples to tell us more. If you can share some copies of your child's creative work, we would be delighted to have them. Use additional pages to describe anything you think is important about this child that we have not asked about. Child's name: ___________________ Child's birthday: ___________________ Your name: ____________________ School name: _____________________ Date: ____________ My child: 1. Has quick accurate recall of information. (E.g. remembers complex happenings and describes them long afterwards in clear details; learns notes and words to songs quickly; remembers landmarks and turns on the way to familiar places) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know A personal example: 2. Shows intense curiosity and deeper knowledge than other children. (E.g. insatiable need to know and explore; later on he or she collects things and then learns all he or she can about them; remembers things in great detail) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know A personal example: 3. Is empathetic, feels more deeply than do other children that age. (E.g. feels unusual hurt or pain when he or she displeases someone; shows pride in advanced accomplishments; is sensitive to others' feelings and shows distress at other children's distress or adult's distress; will subjugate their needs to the needs of others; reads body language) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know A personal example:

APPENDIX E – SAYLER CHECKLIST FOR PARENTS & TEACHERS

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4. Uses advanced vocabulary. (E.g. correctly uses vocabulary adults would expect from older children; surprises adults and children with big words they use; knows more words than other children; stops to ask about new words then remembers them and uses them correctly later) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know A personal example: 5. Began to read, write or use numbers early. (E.g. early interest in the alphabet and or numbers; liked to imitate writing as a toddler; copied letters, words or numbers; learned to read or count early without formal instruction; developed computational skills earlier than others) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know A personal example and approximate age of your child at the time: 6. Understood phrases or brief sentences as an infant. (E.g. listened intently; understood and acted on short sentences such as 'Give mum a hug' or 'Bring me the book and I will read to you') SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know A personal example and approximate age of your child at the time: 7. Began speaking first in words and sentences earlier than other children. (E.g. spoke first words before age one; went from saying individual words to speaking in sentences quickly or, spoke first words later than age one and quickly moved to speaking in complete sentences; carried on conversations with adults as if they were peers) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know A personal example and approximate age of your child at the time: 8. Early motor development. (E.g. very visually attentive during the first six months, watched people carefully; followed movement intently; walked early; fed himself or herself sooner than other children; active use of toys and puzzles) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know A personal example and approximate age of your child at the time: 9. Shows unusually intense interest and enjoyment when learning new things. (E.g. listens for long periods of time to stories and conversations; retells events and stories in great detail; entertains self for long periods of time; shows unwavering attention sometimes to the point of stubbornness; sits patiently when reading or listening to books) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know

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A personal example: 10. Has an advanced sense of humour or sees incongruities as funny. (E.g. is humorous in speech, social interactions, art or story telling; makes jokes, puns, plays on words) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know A personal example: 11. Understands things well enough to teach others. (E.g. likes to play school with other children, dolls or stuffed animals; talks like an 'expert' or likes to discuss certain topics a lot; explains ideas to adults when he or she doesn't think the adult understands very well) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know A personal example: 12. Is comfortable around older children and adults. (E.g. craves for attention from adults; likes to be with older children and adults; listens to or joins in adult conversations; likes to play board games designed for older children, teens or adults; often plays with and is accepted by older children) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know A personal example: 13. Shows leadership abilities. (E.g. sought out by other children for play ideas; adapts his or her own words and expectations to needs or skill level of playmates; may be seen as bossy; uses verbal skills to deal with conflicts or to influence other children) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know A personal example: 14. Is resourceful and improvises well. (E.g. finds unique or non traditional ways; plays for long periods of time with imaginary friends; diligent in getting things they want regardless of where you've put them; makes believable endings to stories) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know A personal example: 15. Uses imaginative methods to accomplish tasks. (E.g. presents unique arguments in order to convince others to allow him or her to do or get things; finds imaginative ways to get out of doing things they don't want to do; curious with a high energy level that is goal directed) SA 10 9 8 7 6 5 4 3 2 1 0 SD o Unsure or don’t know

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A personal example: 16. Use the rest of this page or its back to tell us anything you think is important about your child that we have not asked about. Please feel free to add any information you think might be useful in giving us a clear picture of what your child has done. Be as specific as possible in describing your child's interests and accomplishments. If you can share some copies of your child's creative work, we would be delighted to have them. ______________________________________________________________

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Cannonvale State School Student Services Committee Referral Form

Student: Date of Birth:

Teacher: Class:

Existing Diagnosis:

Reason for Referral:

Strategies/Adjustments in place: SUPPORT ISP ICP BSP FBA CICO Sensory Items Support Class Reading Intervention SLP Program OT/PT Chappy K

Have hearing and vision been assessed?

Have any other assessments/screeners been completed?

Is the child accessing private therapists or specialists?

Have you spoken to the parent(s) about your concerns?

Referral completed by: Date:

Please tick and comment on areas of concern and include recent data e.g. A-E Data, NAPLAN, PAT Data, PM Benchmark/IPI/Beyond, Duck Level, FNQ

Attendance Full day/late arrival/early departure Unexplained/unauthorised Patterns

Expressive Communication Ability to express information

Receptive Communication Ability to understand and receive information

Reading Current level Knowledge of letters and sounds/SSP Accuracy/retell/comprehension

Written Tasks Genre/spelling/grammar/punctuation Timed writes Handwriting

Mathematics Number and other strands Problem solving Concrete/pictorial/abstract

APPENDIX F – STUDENT SERVICES COMMITTEE REFERRAL FORM

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Other Learning Areas Science/Inquiry Specialist lessons

Organisation & Self-Direction Class equipment/materials Completing required tasks Resolving problems/self-advocacy

Attention On task behaviour Distractibility/attention span

Behaviour Category/location Function of behaviour Patterns of behaviour Accepting consequences

Social Skills Interacting with others Recognising feelings of self and others Forming and fostering friendships Regulating own behaviour Making choices and sharing

Safety Personal safety Safety of others

Fine Motor Pencil control Use of scissors

Gross Motor Mobility PE

Self-Care & Dietary Issues Toileting/dressing Hygiene Eating/breakfast club

Range of Interests Varied Age appropriate

Coping with Change or Stress Unfamiliar staff or routines Whole school events Transitions Fears

Other Areas

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