I chose a simple example to illustrate from the Location and Transformation section of the Measurement and Geometry Strand. I have c&p the curriculum information from Year 2 and the next two year levels to show lateral extension - which means applying the learning in new contexts.
Interpret simple maps of familiar locations and identify the relative positions of key features
understanding that we use representations of objects and their positions, such as on maps, to allow us to receive and give directions and to describe place
constructing arrangements of objects from a set of directions
The focus in Year 2 is to use familiar locations and read a simple key or legend and then to talk about the church being to the east of the school and that you need to go north to get to the bus stop.
Create and interpret simple grid maps to show position and pathways
creating a map of the classroom or playground
The focus in Year 3 would be to consolidate the learning about keys and legends and directions and to use a grid to do the "the playground is at A3" thing.
Use simple scales, legends and directions to interpret information contained in basic maps
identifying the scale used on maps of cities and rural areas in Australia and a city in Indonesia and describing the difference
using directions to find features on a map
The focus in Year 4 would be to consolidate the prior learning and to begin using simple scales and using maps of unfamiliar places.
So rather than having the year 2 student start using grid references, scales or start looking at maps of Indonesia, you'd have them interpret maps of unfamiliar places and interpret new symbols. While the students might be working on interpreting mud maps of the classroom or the school (familiar places), the extension student might work with the map of the local zoo or a tourist map of the CBD of your city. To explore and find out which symbol is being used for things and solve problems based on that. eg. "How many animal exhibits do you go past to get from the Orangutang enclosure to the lions?" If the class *goes* to the zoo, you might have them practice using the zoo map and then read a map from a different zoo for extension.
However, a child who is identified as G&T should have an individual education plan which will identify what they should be learning and it might be that their plan involves working a year level ahead and doing the Year 3 curriculum. IMO being G&T is not simply applying extension, it needs to be specifically written to say what their learning goals are. It might be that in Maths they are working with Year 3 curriculum and in English with Year 4 but working at year level for content purposes in PE, Arts and History.
Edited by howdo, 22 December 2012 - 04:17 PM.