The current MACC model was introduced more than 30 years ago, and although it was forward-thinking at the time, recent international peer-reviewed research shows learners with a gifted designation thrive in a regular classroom setting where learning is tailored to meet the needs of everyone in class.

As the needs of learners are ever-changing, the District places a strong emphasis on program offerings that are dynamic and responsive to this growth and development. 

The curriculum developed by the Ministry of Education is designed to support all learners, including those with diverse needs, in the mainstream classroom setting.

The curriculum offered at the new proposed program, Gifted Enrichment Centres (GEC) will augment the Ministry of Education curriculum by providing enrichment above and beyond what is typically offered in the mandated Provincial curriculum. Enrichment programming, whether it is offered in the mainstream classroom setting or beyond, is a requirement for all students with a Gifted (P) Designation.

The GEC model is designed specifically for students who are seeking enrichment and is being developed with their needs in mind, first and foremost. Students can return to the GECs repeatedly throughout the year, enabling and empowering them to explore a wide breadth and variety of topics and interests.

The curriculum is not being missed but rather the student is engaged in a different way through the enriched learning opportunities offered at the Gifted Enrichment Centres (GEC).  At GECs learning is complimentary and augmentative to the curriculum being offered in their catchment school.

It is very common for many students participate in short-term programming under the District Learning Services umbrella. These students successfully transition back into their catchment school setting at the conclusion of the program and adjust quickly to the change in educational setting.

The quality of education will be enhanced with this new model. The revised model is specifically designed to meet the needs of students with a gifted designation, and to provide service above and beyond, as mandated by the Ministry of Education.

Segregating gifted students and individuals with diverse needs amongst themselves was a practice that was supported in research from the 20th century, however that research is decades-old and therefore out of date. Recent international peer-reviewed research shows learners with a gifted designation thrive in a regular classroom setting where learning is tailored to meet the needs of everyone in class. How students are taught has evolved over the years and the MACC program should evolve with it.

Furthermore, by going to their catchment school and an enrichment centre, the revised program will offer students different learning environments which will also help them to develop skills to successfully navigate the world outside of the school setting.

The shift in service delivery would also allow students to maintain connections with their catchment school friends while meeting new students at the proposed gifted enrichment centre, something the current MACC model does not allow.  The revised model develops a student’s problem-solving, social and inter-personal skills, all the while providing an enriched curriculum. The current model excludes students from receiving additional supports because they are segregated in a program. With the introduction of GEC, students will have access to more supports and different programing options than before. For instance, students can attend both GEC and social emotional learning programing, whereas the current MACC students could only attend one or the other.

MACC is Gifted education. The GECs are Gifted education. The service delivery model of each is very different but both models represent practices within Gifted Education. Both models meet the Ministry of Education standards and required delivery of service above and beyond the curriculum for students with P (Gifted) Designations.

Since its inception, MACC has always been a program designed for students with a P (Gifted) Designation. It was not designed for students who are twice-exceptional. The District offers specific learning support programs for students who have twice-exceptionalities in their learning profiles. More information can be found here.

The pilot GEC is being introduced in order to bring the District’s program into alignment with the redesigned BC curriculum and inclusive best practices. Province-wide, education has evolved since MACC was first developed approximately 30 years ago. Out of the 60 school districts in BC, there are only four school Districts, including Vancouver, that have versions of the current MACC model. Most school districts in Metro Vancouver have implemented an inclusion model for gifted programming in which students with a Gifted designations are supported in the mainstream classroom setting and implement models that are similar to the Gifted Enrichment Centres.

The MACC model is not aligned with the BC Redesigned Curriculum. The current MACC model, segregating students, is not best practice anymore. The new service delivery model represents current and inclusive best practice. The two models differ significantly because the MACC model required updating to reflect the move from segregation to inclusion.

We are evolving the program to be in line with today's curriculum, introduced by the Ministry of Education in 2016. The shift in today’s education focuses on concepts instead of content, on how to learn rather than what is learned, and, on developing critical thinking skills in place of memorization. We moving towards a service delivery model that meets the current needs of students within the changing education context, with meaningful inclusion for all students at the forefront.

The current MACC model was introduced more than 30 years ago, and although it was forward-thinking at the time, recent international peer-reviewed research shows segregating learners is not best practice.

Changes to programs are operational. District staff have the ability to change or cancel programs to adapt to the changing needs of learners; The Board approves policy changes. As experts in education, District staff often revise or adjust programs and service delivery models in order to meet the current needs of students within the changing context. With over 70 District programs, continuously reviewing these programs is standard and an ongoing practice for the District.

The BC curriculum was redesigned in 2016 to support differentiated instruction and enriched learning, and as such all schools in Vancouver offer challenging and comprehensive programs.

The shift in today’s education focuses on concepts instead of content, on how to learn rather than what is learned, and, on developing critical thinking skills in place of memorization.  There is a fundamental shift to make education more inclusive as part of the redesigned curriculum, as such, honours classes were phased out because the same learning opportunities are embedded in the revised curriculum.  

For students with the academic aptitude, the District and schools provide many opportunities for accelerated learning and enrichment. Teachers are able to provide differentiated and enriched instruction to support all levels of learners, including those highly able. In addition, students who excel and have the ability, can enrol in classes beyond their current grade level to keep them academically motivated. Furthermore, the District offers programs that provide enrichment opportunities for highly motivated students through mini schools, the international bachelorette program and advanced placement courses in later years.