This case was written by Brendan's mother, Jenny. Jenny works for the Department of Housing, has five children and did not complete high school herself. The family survives on a single income as Jenny's husband, a builder, is unemployed.
This high school is the only high school within 60 km. While Census data reveals this school community to have average household incomes in Australia's lower quartile, almost all local children attended this school. The school community therefore included children from both very affluent and very poor families.
Brendan's maths studies over the next two years progressed well with Brendan completing the maths curriculum content for years 7, 8, 9 and part of year 10, and achieving excellent results. For example, he scored high distinctions in the Aust schools maths competitions in each year and consistently topped school maths tests. He was supported with individual tuition by the highly motivated teacher who had initiated his accelerated studies.
At the beginning of Year 9 Brendan's family moved 1000km away and Brendan was enrolled in the local state high school. Brendan's new town was much larger country centre with a population of 55,000, 4 state high schools and 4 independent high schools. The socio-economic profile of this region was healthier than that of the district from which he had come. While the school was similar in size to his previous school, its drawing population included a significant public housing community. Only 1 student in every 4 who was geographically zoned to attend this school did so. The remainder chose to attend other schools.
The school agreed to accommodate Brendan's accelerated program. It was made clear that it would be up to Brendan to make the arrangement work. Their "accommodation" involved Brendan attending Year 9 maths classes and working from his Year 10 maths text book. To a large extent Brendan seemed to be forgotten.
The school "forgot" to list Brendan for the School Certificate maths exams, then when reminded by his parents, "forgot" to tell Brendan when the trials were on, resulting in one frantic teacher checking the lists at exam time and chasing around the school to find Brendan and hustle him to the exam room 30 minutes after the exam had started.
The first two terms progressed adequately with the Year 9 teacher encouraging Brendan and taking the time to occasionally check his progress. This teacher suddenly retired and was replaced by a casual teacher. While his parents were told that the new teacher was available for Brendan's questions, on the solitary occasion Brendan asked a question, she was unable to help, saying she was not familiar with the Year 10 curriculum. At parent-teacher interview, this teacher couldn't recall who Brendan was.
Brendan achieved a satisfactory School Certificate result: a mark of 90 placed him in the top performance band. A slip from his previous top percentile rankings, but adequate given the conditions he was studying in.
Commencing his 3 unit Year 11 maths while still working at year 10 level for his other subjects posed a number of timetabling problems. It had been agreed by Brendan, the Maths head teacher and his parents that it would be a struggle to do HSC-level maths alone and that he needed to be in a class with other Year 11 advanced students. The school principal promised to give Brendan's situation special attention.
This "special attention" consisted of a timetabling assumption that Brendan would give up his woodwork in order to attend Year 11 classes. Neither Brendan nor his parents (or his woodworking teacher) were consulted. Woodwork is Brendan's favourite subject and also a subject at which he excels. Giving up woodwork was simply not an option. During consultations attempting to achieve a satisfactory timetabling compromise, it was made clear to Brendan's parents that it was unrealistic to expect the school to be able to cater for Brendan. It was suggested that he skip this year of maths.
His parents approached one of the local independent schools who had a reputation for catering for gifted students. The school was enthusiastic about enrolling Brendan and a scholarship seemed likely. But Brendan's surfing, skateboarding and music mates all attended the state school. The independent school's strict uniform policy was never going to appeal to Brendan.
It's May in the first year of Brendan's 3 unit Year 11 maths course:
The school apparently has a gifted and talented students program. The existence of this program is published in the school's annual report and prospectus. After nearly six terms at the school, his parents still are unable to find a member of staff who is identified with responsibility for this program. Nor are they able to identify any activities that have been initiated as part of the program.
In discussions with the principal and executive staff about Brendan, we have been told ad nauseum about how disadvantaged the school is, the obstacles to achieving basic literacy and numeracy standards, and the enormous welfare demands of the student population. The unstated message is clear to Brendan's parents - they are privileged to have a gifted child and shouldn't be asking for more than their share of the school's limited resources.