Gold Coast
November, 2011 – Gold Coast
Days of Excellence rounded out the year with programs offered to the Gold Coast region. As the rain fell outside the classrooms, students investigated weather science, learning about the formation of storms and cyclones, and the instruments used for predicting and measuring weather. In the At the Museum program students looked at art throughout history while the Mathematics of Art and Nature students investigated the mathematical patterns found in art and in the natural world. The Particle Theory program was filled with exciting experiments and demonstrations as students were introduced to advanced physics and chemistry concepts. As one student commented, “I liked how we learnt something and then got to make something to understand it,” (Henry, The Particle Theory, yr4).
Some highlights from the programs included: “Learning about new types of art,” (Ryan, At the Museum, yr 2); “When we learnt about Egypt,” (Ahalyaa, At the Museum, yr1); “When I learnt about cave-men,” (Courtney, At the Museum, yr2); “Making silly putty and the experiments,” (Lachlan, The Particle Theory, yr5); “Learning about atoms,” (Henry, The Particle Theory, yr4); “The ice-cream making and colloid,” (Alex, The Particle Theory, yr5); “Learning how to draw a fractal tree,” (Sarah, The Mathematics of Art and Nature, yr 3); “Doing my Golden Ratio,” (Marija, The Mathematics of Art and Nature, yr 1); “The mystic rose,” (Peter, The Mathematics of Art and Nature, yr 3); “Fibonaci numbers,” (Hunter, The Mathematics of Art and Nature, yr3); “Creating instruments for predicting weather,” (Lawrence, Monster Storms, yr 5); “I enjoyed learning about how cyclones were made,” (Emilly, Monster Storms, yr 6); “Making the cloud in a bottle to see how clouds form,” (Claire, Monster Storms, yr 6); “Meeting more people,” (Caleb, The Particle Theory, yr5); “I enjoyed every bit,” (Olivia, At the Museum, yr1).
General feedback from students included: “I loved it so much I want it to be a normal class everyday!” (Helena, At the Museum, yr2); “It was brilliant and I wish to come back next year,” (Oskar, The Particle Theory, yr 6); “It was very good and I have made a lot of new friends,” (Rainsford, The Particle Theory, yr 6); “It was nice to be in a class where everyone understood as much as I do,” (Lily, Monster Storms, yr 6); “It was a great program that I would recommend to anyone,” (Bonnada, The Particle Theory, yr6); “Keep going, I loved it,” (James, The Particle Theory, yr5).

Aspley
November, 2011 - North
With six programs, all filled to capacity, the week promised to be exciting and this is how it was! Some students were invited on a voyage of imagination, others to investigate the inner workings of the brain, while others were introduced to biochemistry. Students’ consistently rose to the challenges presented, producing work that was at a high standard.
Students’ greatly enjoyed the opportunity to meet with like minded peers as they worked through exciting and challenging tasks. This was reflected in the feedback collected from students: “It was really fun and I made new friends,” (Alexander, Creative Writing, yr 4); “This program helped me a lot with writing skills and I hope to use it when I write a story,” (Jisha, Creative Writing, yr 3); “The teachers were very helpful and fun to be with,” (Amy, Creative Writing, yr6); “Thank you so much for helping me write and use different techniques. I hope I can come back next year,” (Tiana, Creative Writing, yr 5); “Thank-you for inviting me,” (Hayden, Brain Power, yr 2); “I would like to come again because it was so so so so fun,” (Gauthier, Brain Power, yr 2); “It was a lot of fun and I wish it lasted longer!” (Emily, Voyage of Imagination, yr 7); “It was very challenging but very enjoyable,” (Daniel, Voyage of Imagination, yr 7); “The program was really fun, interesting, interactive, a great learning experience, and a way to make new friends and meet new people,” (Jane, Voyage of Imagination, yr 7); “It was really good, the teacher was fun and the whole program was enjoyable,” (Georgia, Voyage of Imagination, yr 7); “This was a very enjoyable and interesting program,” (Hannah, Biochemistry, yr 8); “I had a great day because I met new people,” (Zachary, Voyage of Imagination, yr 3); “It is awesome and I’d love to do it again,” (Hannah, Voyage of Imagination, yr 3);“It was great and thanks for using your time to teach me,” (Carl, Brain Power, yr 4); “I liked the teachers, they were very friendly people,” (Cameron, Brain Power, yr 6); “Keep running these workshops because they are fun and very informative,” (Ciaran, Brain Power, yr 5).
Some of the highlights from the programs included: “Being able to share ideas and come up with a story,” (Jake, Creative Writing, yr 5); “I enjoyed being able to explore the beauty of English,” (Olivia, Creative Writing, yr 6); “Learning how to make the character feel real,” (Adam, Creative Writing, yr 6); “Making a model brain,” (Caitlin, Brain Power, yr 2); “Looking at animal brains,” (Oscar, Brain Power, yr 2); “Learning about Neurons,” (Bailey, Brain Power, yr 3); “I enjoyed learning about the brain and the neurons,” (Brice, Brain Power, yr3); “I enjoyed the message in a bottle activity and also the photocopy characters,” (Emily, Voyage of Imagination, yr 7); “Sharing and making stories with others,” (Jane, Voyage of Imagination, yr 7); “The experiment on the yeast,” (Luke, Biochemistry, yr 8); “Learning about balancing equations and respiration,” (Marie, Biochemistry, yr 7); “Learning about all the new things (almost everything was new to me),” (Julian, Biochemistry, yr 7); “Learning about the electron transport chain,” (Libby, Biochemistry, yr 8); “Building the models of molecules,” (Anthony, Biochemistry, yr 8); “Learning how to write the code for molecules,” (William, Biochemistry, yr 8); “Making our imaginary creatures,” (Sarah, Voyage of Imagination, yr 3); “Making the characters home,” (Waldwynn, Voyage of Imagination, yr 3); “The craft and writing the story,” (Abby, Voyage of Imagination, yr 3); “Creating our own character,” (Jordi, Voyage of Imagination, yr 3); “The dissection of the lamb brain,” (Joe, Brain Power, yr 6); “Construction of brain/neurons,” (Isabel, Brain Power, yr 5); “Learning about different parts of the brain,” (Isabel, Brain Power, yr 5).

Pimpama
November, 2011 – Logan/Beaudesert
With a science focus in the programs offered, there was no shortage of hands on activities. From building sundials, windmills and paper planes to urban design and city planning, students were constantly cementing their understanding of advanced concepts with physical demonstrations and application.
Some highlights from the programs included: “Learning the four forces,” (Daniella, Shapes that Fly, yr 3); “Making paper planes,” (Jack, Shapes that Fly, yr 3); “The tea bag experiment,” (Charlie, Shapes that Fly, yr 4); “Making a helicopter,” (Jayden, Shapes that Fly, yr 3); “Looking at the water crystal,” (Max, Hatchet Maths, yr 3); “Making the clinometers,” (Aidan, Hatchet Maths, yr 3); “Making our sundial,” (Arden, Hatchet Maths, yr 3); “Designing the models,” (Jacob, Architecture, yr 6); “Building a structure,” (Jayden, Architecture, yr 6); “Drawing the perspective,” (Brook, Architecture, yr 6); “Making a windmill and car,” (Lane, Energy is Everywhere, yr 1); “Testing our cars,” (Tahlia, Energy is Everywhere, yr 1); “All of it,” (Ben, Hatchet Maths, yr 2). When asked for general feedback, students’ responded: “I loved it, it was very enjoyable,” (Arden, Hatchet Maths, yr 3); “It was awesome,” (Jayden, Shapes that Fly, yr 3)

Birkdale South State School
October, 2011 - South
Back at Birkdale South State School for the second time in 2011 there was no shortage in diversity in the Days of Excellence programs offered. From Biochemistry to The Art of Journal Writing, there was something for everyone. In the Biochemistry program, “Extracting DNA and looking through microscopes,” (Zachery, Biochemistry, 5-7) seemed to be a favourite activity. “Digging up bugs,” (Hannah, Environmental Changes, 1-2) and “Looking for insects,” (Alex, Environmental Changes, 1-2) was very popular among the Environmental Changes participants. In the Maths of Art and Nature program students enjoyed, “Learning about the golden ratio,” (Jasmin, Maths of Art and Nature, 3-4) as well as “The artwork and doing algebra,” (Siddartha, Maths of Art and Nature, 3-4). In Sensational Senses students learnt about the five senses and the mechanics behind them. Feedback revealed “Learning about the ear,” (Riley, Sensational Senses, 1-2) and “Taste testing,” (Margaretta, Sensational Senses, 1-2) to be two of the favourite activities. The Particle Theory introduced students to high level concepts through a number of engaging and exciting experiments. In The Art of Journal Writing, students sharpened their literary skills. A favourite activity from the program was “Listening to music and writing what I felt,” (Chloe, The Art of Journal Writing, 5-7).
Students’ feedback reflected their enthusiasm and engagement with the programs, including: “I wish normal school was like this,” (Xandria, Biochemistry, 5-7); “It is so fun I want to do it again,” (Naomi, Sensational Senses, 1-2); “It was a good learning experience,” (Rachel, The Art of Journal Writing, 5-7); “It was so much fun. I’d love to do it again,” (Eve, The Particle Theory, 3-4); “It was great and (it) gave me chance to meet new people,” (Harrison, The Particle Theory, 3-4); “I’ve been to these twice and they were just as good,” (Matthew, Maths of Art and Nature, 3-4); “It was extremely fun,” (Eden, Maths of Art and Nature, 3-4); “It was fantastic,” (Jenna, The Art of Journal Writing, 5-7).

The Lakes College
July, 2011 – Moreton Bay
The programs introduced students to architecture, art history and the creation of a Broadway production. In the Architecture program students greatly enjoyed “Making the models,” (Alexandra, Architecture, 4-6) which included everything from bridge making to urban planning. Inside the Art Museum took students from cave paintings to Egyptian art and beyond, encouraging them to investigate the historical contexts of these works and the impact they had on art through the ages. In the Sound of Silence program students put together their own Broadway Production. Feedback from this program revealed some favourite aspects of the program to be: “Creating our own mini-piece,” (Gaige, Sound of Silence, 7-9); “Dancing, singing and having fun,” (Isabella, Sound of Silence, 7-9); “I enjoyed the combination of different performing arts,” (Hannah, Sound of Silence, 7-9).
General feedback from these programs included: “I’d love to do it over and over again,” (Delaney, Sound of Silence, 7-9); “It is really fun, I would like to do it again,” (Ethan, Architecture, 4-6); “I think the program was awesome,” (Mollie, Inside the Art Museum, 1-3); “It was a good experience,” (Corey, Architecture, 4-6); “This is the best thing ever and I would like to do it again,” (Hannah, Inside the Art Museum, 1-3); “It was awesome!” (Thomas, Sound of Silence, 7-9); “Your (program) is the best in the world!” (Abbey, Inside the Art Museum, 1-3).

Moggill State School
June, 2011 - West
The programs offered ranged from Maths, (Algebra is Easy and Problem Solving), to Science (Waterworks and Monster Storms), and Drama (Feeling the Moment). Each program allowed students to investigate topics that they would not have approached in normal class time and extend their knowledge and understandings. The students met a vast array of challenging tasks with enthusiasm and persistence to grasp very high level concepts and produce an excellent standard of work.
When asked about their favourite part of the programs students’ responses included: “The work on quadratic functions,” (Henry, Algebra is Easy, years 7-9); “All the ‘hands-on’ activities,” (Deon, Problem Solving, years 4-6); “I enjoyed learning strategies,” (Cameron, Problem Solving, years 4-6); “Making instruments for predicting the weather,” (Josephine, Monster Storms, years 4-6); “It was very fun and I learned a lot about storms,” (Liam, Monster Storms, years 4-6).
Feedback also included some wonderfully enthusiastic reviews of the programs, including: “It was the best thing I have done without my parents,” (Noah, Waterworks, years 1-3); “It is a great program for kids who want to learn higher (more challenging) things,” (Sarah, Algebra is Easy, years 7-9); “It was better than school,” (Ishan, Problem Solving, years 4-6); “It was really fun and I want to do it again,” (Ethan, Problem Solving, years 4-6); “I enjoyed everything,” (Sarah, Feeling the Moment, years 7-9); “This program is very effective and should be continued,” (Ruby, Feeling the Moment, years 7-9); “It was one of the best two days of my life,” (Alexander, Monster Storms, years 4-6); “It was very interesting, definitely better than school,” (Ethan, Monster Storms, years 4-6); “Thank you so much for letting me participate. I learnt a great deal about storms,” (Joshua, Monster Storms, years 4-6); “Your program was truly awesome,” (Xander, Mathematical Patterns, years 1-3).

Aspley State School
May, 2011 - North
Again, at the Days of Excellence, topics of physics and history were transformed by the presenters into appealing and exciting programs that engaged students with challenging academic content and fascinating information and concepts. Students got their hands a little dirty with Models in Science and were given a mental workout in the Problem Solving program. The Feeling the Moment program was an opportunity for the students to express and analyse their emotions, as they worked through a variety of drama activities.
Feedback from the students revealed how greatly they appreciated the opportunities to extend themselves beyond the normal classroom content and the enjoyment they take from learning. Some comments illustrating this were: “I really enjoyed the quizzes and meeting people from different school. It was fun doing harder things,” (Alexandra, Problem Solving, years 4-6); “I learnt a lot and it was very fun,” (Fynn, The Maths and Science of Flight, years 7-9); “I want to do it again,” (William, Models in Science, years 1-3); “I enjoyed every minute of it,“ (Jessica, Pivotal People in History, years 4-6); “It was fun. Thank you, BRAINways,” (James, Models in Science, years 1-3); “It was superb!” (Nicolas, Problem Solving, years 4-6).
Some of the most popular activities included: “Learning other strategies for working things out,” (Chantelle, Problem Solving, years 4-6); “Learning the math behind flight,” (Sarah, The Maths and Science of Flight, years 7-9); “Writing about Princess Diana,” (Tanisha, Pivotal People in History, years 4-6); “Researching on Pablo Picasso,” (Myleah, Pivotal People in History, years 4-6); “Learning about positives and negatives,” (Harrison, Models in Science, years 1-3); “The magnetism, chemistry, and wind activities,” (Hannah, Models in Science, years 1-3).
           

Birkdale South State School
April, 2011 - South
Eager students were met with a wide range of topics and challenges as they worked through the programs. From investigating the ecosystems present in the school environment to creative writing and poetry, programs invited students to investigate new and exciting topics. Students applied their newly acquired critical reasoning skills to debating and persuasive writing skills to advertising. Within the Engineering Science program students were guided through topics ranging from genetic to mining engineering. When asked what was most enjoyable in the Mathematical Patterns program, Glenn said that it was “everything really,” (Glenn, Mathematical Patterns, years 1-3).
Some of the most popular activities included: “Writing poems,” (Lily, Creative Writing: The Journey, years 1-3); “Mining engineering,” (Ayden, Engineering Science, years 7-9); “Genetic engineering,” (Harrison, Engineering Science, years 7-9); “I enjoyed making the DNA out of lollies,” (Tom, Engineering Science, years 7-9); “Doing the challenges,” (Noah, Mathematical Patterns, years 1-3); “I like the different types problems that we had to solve.” (Karina, Engineering Science, years 7-9); “I enjoyed debating the different topics,” (Frankie, Logic and Critical Reasoning, years 7-9). Other students provided more general feedback, including: “I really loved all of it. It was such fun to do persuasive writing!’ (Marie, The Art of Persuasion, years 4-6); “It was fun and educational,” (Georgia, Ecosystems in your School, years 4-6); “Thank you for this fantastic opportunity,” (Krystal, Logic and Critical Reasoning, years 7-9); “It made me really think,” (Jonathan, Mathematical Patterns, years 1-3); “It is a very worthwhile course so keep doing it!” (Anna, Logic and Critical Reasoning, years 7-9); “It was the best things I have done in a while,” (Jayden, Mathematical Patterns, years 1-3); “The program was fun and we should have it on a regular basis,” (Jannis, Ecosystems in your School, years 4-6); “It was really fun and it answered my question on whether I should do biology in Grade 10,” (Amanda, Engineering Science, years 7-9); “It was a great experience and I hope to do it again,” (Claire, Logic and Critical Reasoning, years 7-9); “It was wickedly cool!” (Nicolas, The Art of Persuasion, years 4-6).

October, 2010 - South Brisbane

Another great success!

Offered for the second time this year, Days of Excellence – South Brisbane benefitted from a fantastic response from schools, parents and students. Over 200 students from 15 schools were involved. The initial offering of places filled in the first week. Repeats of some of the programs had to be offered, and those filled too.

A variety of topics were explored, from ancient geo-mysteries to the most recent nanotechnological discoveries, from artistic representations of identity to character development in fictional writing, from the mathematics of survival in the wilderness to the sustainability of an eco-village, and to the role of drama in improving confidence.

The feedback from students was again reflective of their engagement with the learning, and their enjoyment of the programs. “It was awesome and I wish it could go for longer” (Lisa, year 5, Hatchet Maths); “It was really good because it pushed you in a good way, but it wasn’t too hard”(Imogen, year 4, Hatchet Maths); “I liked the practical work, but we needed the theory to do it, so that was good, too.” (Nickola, year 8, Designing an Eco Village); I liked meeting and communicating with people from different schools, and contributing with ideas to design the eco village.” (Yasmin, year 8, Designing an Eco Village); “The program was so much fun, and it really built confidence in myself” (Maria, year 8, Theatre for Confidence); “It was awesome. I enjoyed the most meeting wonderful people and learning new skills” (Ben, year 9, Theatre for Confidence); “I am sure anyone who wants to be an actor would love doing this program”. (Cody-Ann, year 7, Theatre for Confidence); Everything was fantastic, but I particularly enjoyed the beginning where the instructors were able to get us to feel comfortable in the room and with the other people around us. It was a wonderful experience, and I would highly recommend these programs for other students. (Daniela, year 9, Theatre for Confidence); “This program was fantastic and should be taught more around the world” (Tayla, year 4, Character Development); “I think this is a fantastic opportunity for any child” (Teodora, year 5, Character Development); “I thought it was really enjoyable and fun, and I’ll bring back to school what I have learnt” (Ashleigh, year 5, Character Development); “It was a lot of fun!” (Eleanor, year 3, Mirror Mirror) “I think it was great and I loved it” (Tijana, year 1, Mirror Mirror); “I would like to do it again” (Jessica, year 2, Mirror Mirror); “It was an awesome program!” (Deanna, year 7, Introduction to Nanotechnology); “It was incredible! Thank you very much!’ (Isaac, year 7, Introduction to Nanotechnology); “I enjoyed the program. It should have been longer!” (Nabeel, year 8, Introduction to Nanotechnology); “I can’t decide which part was the best! It was awesome! (Phillip, year 8, Introduction to Nanotechnology) "It was FANTASTIC!!!!" (Shavin, year 2, Rocks and Minerals); "I loved learning abut limestone! I want to do it again!" (Ethan, year 3, Rocks and Minerals)

September, 2010 - South East Region

During the last week of term three this year, Days of Excellence was offered by the South East Region’s Gifted Education Committee, in conjunction with BRAINways EDUCATION and QAGTC. The programs covered a variety of topics, from engineering to poetry, from imagination to chemistry and health sciences.

The value of the Days of Excellence programs for gifted and talented students was again reflected in the facilitators and students’ feedback.  All program facilitators acknowledged the joy to work with the students, their creativity, imagination, excellent scientific thinking, energy and enthusiasm.

The feedback from students was also a measure of the programs’ success: “It was an absolutely awesome program!” (Tennyson, Brain Power, year 8), “The program was great, and it was great to get different schools involved.” (Jack, Brain Power, year 9) “I learned a lot” (Taylor, Brain Power, year 8). “I think this program will contribute to my development in the future (Brittney, Brain Power, year 7). “ I enjoyed every single part of the program” (Bella Donna, Voyage of Imagination, year 3), “This program was very fun” (Gina, Voyage of Imagination, year 2), “I enjoyed using my imagination” (Ethan, Voyage of Imagination, year 2). “I really, really loved it, and I want to do it again” (Kath, Voyage of Imagination, year 2) “It was Excellent, Brilliant!” (Emma, Jumpstart Your Writing, year 5), “ I didn’t really know anything about the different types of poetry, but now I know” (Eva, Jumpstart Your Writing, year 4), “I enjoyed all of the program” (Katherine, Household Chemistry, year 2), “Group activities were the best” (Morgan, Household Chemistry, year 1), “I want to do more next year” (Hudson, Household Chemistry, year 3), “It’s excellent. I definitely think you should do it again” (Zachary, Jumpstart Your Writing, year 5),   “It was fun and it was challenging” (Samuel, Engineering Science, year 6), “You helped me with my science a lot, and I really enjoyed it” (Tyler, Engineering Science, year 4) “It was very fun, and the teacher was lovely” (Olivia, Engineering Science, year 5), “Yes, I would like to say thank you to everybody who set up this thing” (Madeline, Engineering Science, year 5)

April, 2010 - Brisbane South

This time initiated by Education Queensland and the Bayside Central Cluster as a direct result of the success of the South Coast events, the Days of Excellence were again developed and presented by BRAINways EDUCATION, to be offered to gifted and talented students in the Greater Brisbane area.

The programs filled five weeks before their start. Over 150 students in state and private schools participated in four days of challenging, exciting and fun learning.

While participants found “it was very exciting, always something new to learn and participate in” (Kezia, year 6), the learning opportunities have been valued “I learned a lot about writing, different techniques and fun games to help writing my stories and poems” (Madison, year 6), “I enjoyed all the different strategies” (Alexandra, year 5).The students found that working with experts in the field, also trained as teachers, was a very rewarding opportunity “Meeting authors and getting tips on how they write helped me improve my writing” (Aleisha, year 6) “The teacher was very easy and enjoyable to learn from” (Alex, year 9). Also, most recognized the value of meeting and working with likeminded peers “I enjoyed the  most group working, when preparing my debating speech” (Jasmin, year 9) “Everything was great, especially meeting people and group rotations” (Mercy, year 5).”I enjoyed all of it and I wish I could do this more” (Tahlia, year 3), “I only wish to come back here” (Jordyn, year 5) were some of the comments at the conclusion of the program.

 BRAINways EDUCATION teachers and staff, found Days of Excellence a very rewarding experience, as again the students were eager to learn and supported, encouraged, and inspired each other.

September, 2009 - South Coast Region

An initiative of Education Queensland and the South Cost Region’s Gifted Education Committee, Days of Excellence programs of workshops have been developed and presented by BRAINways EDUCATION. Likely to become an annual event, Days of Excellence were offered for the first time in September 2009 to gifted and talented students in 146 state schools of Gold Coast and Logan - Albert - Beaudesert Districts.

The response was excellent. The programs have been an opportunity to support and encourage gifted and talented students, and the schools did just that. Some schools took decisive steps in completing the process of identification of gifted students, in order to meet the registration deadline. Some schools decided to cover the costs for their students' participation. Others assisted with transport. In some (high) schools, where students were due to sit for examinations, teachers offered their time to arrange a special examination session, to facilitate the students' participation in the programs.

All programs filled early, and the students’ energy and excitement to participate, eagerness to learn and positive attitude made presenters’ task very enjoyable.

While the programs provided opportunities for learning (Tori yr.9: The most I enjoyed the learning, and actually understanding what was taught. The program was interesting and very understandable. It was made easier by the techniques introduced.) in an engaging style (Eleanor yr.7: This was the best gifted and talented trip I've been on.), their impact was much deeper. The programs have been an opportunity for students to meet, learn and work together, and establish friendships (Rose yr.9: The best thing about the program was meeting and working with like-minded people. Isabella yr.4: It was great meeting new people.), strengthen their confidence and heighten their dreams and aspiration (Robert yr. 9: In the future, I could do DNA mapping).