The school provides a variety of alternatives for gifted students:
The first intervention level includes the so-called grouping measures, consisting of grouping students with a broader mastering in a particular area so that they can work together. Our school applies these measures in specific activities designed for students with these characteristics. So, for instance, in first and second cycles of primary education, high performance groups are formed in English and Spanish for children with high capabilities in these areas.
Ordinary learning support measures are encompassed within the second level of intervention. Contrary to general opinion, in spite of standing out in one or more areas, highly gifted students may have gaps in other areas. As a special service in our school, support teachers’ work specifically with intellectually gifted students once a month from years 1 to 4 in order to individually assess their monthly evolution, and report directly to the Guidance Service.
The most common measures are so-called "enrichment" measures, which broaden contents within the students' reference group, always after having confirmed that they master the contents.
The first step is horizontal enrichment, i.e. adding new contents within the same thematic area. For example, a primary second year student who masters single digit multiplication is asked to apply this knowledge in logic problems, which can only be solved by performing this operation.
After horizontal enrichment, vertical enrichment can be applied, consisting of more in-depth study of the same content. In the above example of the primary second year student who masters single digit multiplication, double digit multiplication would be introduced.
In addition, enrichment measures at our school are developed both inside and outside the classroom through academic, complementary and extracurricular activities.
The next intervention level is curricular flexibility, which consists of moving students up to the next year class in those areas they master. Our school is not entirely in favour of this line of action, which uproots students from their groups. Furthermore, the enrichment measures and the intense curricular content of our academic program often make these types of measures unnecessary. Nevertheless, this kind of action is taken whenever there is a strong difference in the mastery of the contents of a subject in comparison with the rest of the class, and whenever the student's integration in both the original and higher class is assured.
The next and final intervention level is fast-track. Grade-level fast-tracking consists of having students attend all the lessons of the next year, with the aim of matching their interests and cognitive development with their capabilities. So far there have been two fast-track programs in the school, both of which are proceeding successfully.
The deployment and monitoring of these actions is coordinated and supervised by the Guidance Service, the Deputy Head of Studies and the Deputy Head of Students.
The procedure starts when the Guidance Service analyses the giftedness report submitted by the tutor and makes suggestions on student enrichment to the different departments. These are jointly assessed by the teacher of each subject and the head of the Guidance Service and applied in classroom activities.