In 2021 the District revisioned the Multi Age Cluster Classes (MACC), which provides academic enrichment and social-emotional support for grade 4-7 students. The revised program was renamed to Gifted Enrichment Centre (GEC), which aimed to expand services, align the program structure with the revised BC curriculum and increase student access to the program.
The pilot GEC, comprised of six-week enrichment courses for grades 4 -7 students, was launched in September 2022. This year, the District ran a total of six GEC cohorts. Each cohort had a capacity of 20 students. Subjects explored include: Arts and Literature, Earth and Space Science, Social Justice, Indigenous STEAM and two Robotics classes.
With 120 spaces available this year, more than 140 students were referred to the program. An average of three and a half sessions were requested by each student, equaling a total of 508 GEC sessions requested. However, seeing the early success of the program, the District is looking into open another GEC in the coming school year.
Why revision MACC?
"MACC is a traditional model designed for academically-inclined students with a high IQ who are extremely skilled in both literacy and numeracy, and who are autonomous in their learning." says Liz Hayes-Brown District Principal of Learning Support, who played an integral part in launching the GEC program. "Whereas in GEC, we look at whether students have an interest, skill and/or talent and would benefit from enrichment. Students who are identified as Gifted are prioritized for the GEC."
The change to the GEC model for gifted programing also falls in line with BC's curriculum, which was redesigned in 2016 to focus on developing critical thinking skills in place of memorization. The redesigned BC curriculum supports Universally Designed and enriched learning in all classrooms.
Early success of GEC pilot
According to Hayes-Brown, GEC has been very successful with more than 150 students already referred to the program for the 2023-2024 school year with over 650 spots requested. "With the Pilot GEC, having six different sessions each with a different focus has allowed us to cast a wider net in terms of increased equity of access to gifted programming for VSB students. We were able to provide intensive gifted enrichment programming for students that have various areas of interest. Based on suggestions and feedback from the MACC Engagement Sessions that took place in January and February 2022, a broad range of topics were offered so that regardless of the area of any students' ability and interest, they had an entry point to the GEC," she explains.
Equity focus
This change was made after seeing a steady decline of students referred to and enrolled in the MACC program. Referrals to MACC have been decreasing over the past several years, whereas interest in the GEC is on the upswing.
All students, including gifted students, are well supported in inclusive settings rather than in segregated cohorts over multiple years, as is the case with MACC. "MACC is experiencing a low rate of referrals. In its place, we wanted to build something great, something equitable, and something truly inclusive for students with high ability," says Hayes-Brown.
The six-week model of the GECs allows for more students with high ability to experience enrichment without permanently moving schools. "The GEC allows for students to experience learning in a variety of contexts both the GEC setting and the enrolling classroom."
Student-centred learning and inquiry:
The learning that students take part in during each GEC cohort varies by subject. However, what is similar in all is that they are hands on, student-driven, and inquiry-based. For example, during the Robotics session, students were tasked with creating a robot that would respond to the recovery and restoration process of a natural disaster.
After choosing their disaster scenario, students were divided into groups and researched impacts of their chosen disaster. They then designed and programmed a robot that would provide a solution to the disaster. Students then worked collaboratively through the cycle of designing, prototyping, testing, revising their robots, and finally, presenting them at a Celebration of Learning at the end of the session.
Other sessions have offered similar experiential learning, with students working with a local Indigenous artist to naturally dye and weave wool in the Indigenous STEAM session. In the Social Justice session, students also attended weekly sessions with the Justice Education Society and had the opportunity to attend court, meet with judicial and provincial justices, and learn from defense attorneys, Indigenous court workers, and sheriffs.
"Feedback from families and students has been overwhelmingly positive," says Hayes-Brown. Families did share that they would like to see the program closer to home, something that will be addressed, should the GEC program be expanded in the coming years.
"We built the GEC model based on research, what's being done in other districts, and in alignment with the new curriculum. This is a universally-designed learning experience with an inquiry-based, student-centred approach that offers intensive enrichment," says Hayes-Brown. "We're looking forward to another year ahead."
