(a)

1. (1) Curriculum for the gifted must differ not only in degree, but in kind.
2. (2) It is important to avoid simply "more of the same".
3. (3) It should be in place of rather than in addition to required classroom work.
4. (4) Students should not be penalized for being identified as gifted by being given extra work.
5. (5) Teachers should be sensitive to student interests and talents in planning both cognitive and affective activities.

(b) To ensure that curriculum opportunities are appropriate to the abilities, accomplishments, interests, and cognitive and affective needs of gifted students, modifications should be made in:

1. (1) Content;
2. (2) Process; and/or
3. (3) Product.

(c)

1. (1) Content refers to the body of knowledge presented to the student.

2. (2) Differentiation may be made in:

   1. (A) Level of complexity;
   2. (B) Pace of learning; or
   3. (C) Degree of abstractness.
3. (3) Another means of differentiation is the study of topics not ordinarily a part of the regular curriculum.

(d)

1. (1) The process skills that should be a part of the curriculum for gifted students include:

   1. (A) Critical thinking;
   2. (B) Creative thinking;
   3. (C) Independent learning skills;
   4. (D) Research skills;
   5. (E) Problem solving; and
   6. (F) Logic.
2. (2) Students in a gifted program should be expected to achieve a greater degree of proficiency in these skills than would be required in the basic curriculum.

(e)

1. (1) Products are the end result of a learning experience.

2. (2) Gifted students should be encouraged to develop products that use new:

   1. (A) Techniques;
   2. (B) Materials; and
   3. (C) Forms.
3. (3) They should be encouraged to select a specific area of interest and talent and pursue an intensive study rather than be assigned a prescribed problem.
4. (4) Results of such investigations should be communicated to an appropriate audience.
5. (5) Curriculum objectives must be carefully sequenced for continuity.
6. (6) Development of a scope and sequence will avoid the "grab bag" approach.

(f) Standards. STANDARD EVIDENCE VERIFYING COMPLIANCE

1. (1) Curriculum for the gifted Written curriculum description extends or replaces the regular curriculum.
2. (2) Curriculum is differentiated Written curriculum description in content, process and/or product.
3. (3) Curriculum has scope and Written scope and sequence sequence to ensure continuity.