High potential and gifted education (HPGE)

Overview

High potential and gifted education (HPGE) is a policy in NSW public schools to engage all students and provide specific support for students with advanced learning capacity. It focuses on developing potential in the intellectual, creative, social-emotional, and physical domains by identifying and addressing the unique needs of high-potential and gifted students through differentiated teaching, talent development programs, enrichment, and acceleration opportunities.

Potential on a continuum

The NSW Department of Education emphasises that  not all high potential students are the same. Some may need only enrichment within the classroom, while others may require targeted mentorship, acceleration, or significantly modified programs to meet their learning and wellbeing needs. Importantly, the level of adjustment provided is matched to the degree of demonstrated potential, allowing every learner the opportunity to be challenged, extended, and supported to thrive. To help guide our interventions, potential is categorised into three broad and flexible tiers. These are not fixed labels, but working guides that help staff design  responsive learning experiences  that support  talent development  for all students.

• High potential:  High potential students are those whose potential exceeds that of students of the same age in one or more domains. Their potential may be assessed as beyond the average range across any domain. They may benefit from an enriched or extended curriculum and learning opportunities beyond the typical level of students the same age.
• Gifted:  Gifted students’ potential significantly exceeds that of students of the same age in one or more domains. Gagné and others commonly estimate 10% of students may be considered gifted. These students typically develop talent and achieve mastery notably faster than their age peers. They may benefit from an extended curriculum and learning opportunities significantly beyond the typical level of students the same age.
• Highly gifted:  Highly gifted students’ potential vastly exceeds that of students of the same age in one or more domains. Highly gifted students have potential assessed in the top 1% or less of age peers. Highly gifted students may require specific and more significant curriculum adjustments to meet their learning and wellbeing needs.

The domains of potential

The domains of potential describe the four broad categories of natural abilities found in Françoys Gagné's adapted model of Differentiated Model of Giftedness and Talent DMGT 2.0 (2009). These domains provide a holistic approach to recognising and nurturing talent development in our students, which allows us to tailor our support and opportunities to each student's strengths and areas of potential.

• Physical domain: The physical domain of potential refers to natural abilities in muscular movement and motor control.

  Students with talents in the physical domain could be supported by the school by providing opportunities for them to showcase their skills through performances, competitions, or other events. The school could also provide access to specialised coaching or training programs to help students further develop their physical talents. For example, students who excel in sports could be offered additional coaching sessions, access to specialised equipment, and opportunities to compete at a higher level. Similarly, students with talents in dance or other forms of physical performance could be provided with opportunities to showcase their skills through performances and competitions, and offered access to specialised training programs to further develop their skills.

• Intellectual domain: The intellectual domain of potential refers to natural abilities in processing, understanding, reasoning, and the transfer of learning.

  Students with talents in the intellectual domain could be supported by the school through a range of activities and initiatives designed to challenge and engage them intellectually. For example, the school could offer advanced courses, competitions, and research opportunities to students who excel academically. Students could be encouraged to participate in academic clubs or competitions, such as Model United Nations, Debating and Public Speaking or Australian Mathematics Competition.

• Creative domain: The creative domain of potential refers to natural abilities in imagination, invention and originality.

  Students with talents in the creative domain could be supported by the school through a range of initiatives designed to encourage and foster their creative talents. For example, the school could provide access to specialised training programs or masterclasses in the performing or visual arts, such as drama, music, dance, or painting. Students could be encouraged to participate in creative competitions, such as art or film festivals, and offered opportunities to showcase their work through exhibitions or performances. The school could also provide access to specialised equipment or resources, such as a recording studio or art supplies, to further support students' creative development.

• Socio-emotional domain: The social-emotional domain of potential refers to natural abilities in self-management and relating to and interacting with others.

  Students with talents in the social-emotional domain could be supported by the school through a range of initiatives designed to foster their social-emotional development. For example, the school provides access to mentoring or coaching programs to help students build resilience, emotional intelligence, and other social-emotional skills. Students are encouraged to participate in social or community service programs, such as volunteering at a local shelter or participating in a community gardening project. The school has access to counseling or mental health services to support students' well-being and social-emotional development.

We recognise  that some students may demonstrate high potential or giftedness across multiple domains. Our staff members work together to ensure that these students receive tailored support that addresses their multiple areas of giftedness or high potential. By collaborating across domains, we can provide these students with a comprehensive and integrated educational experience that nurtures all aspects of their potential.

High potential and gifted education at CPAHS is based on the following principles:

1. High expectations: We set high expectations for all our students and believe that all students can achieve their full potential through access to learning programs that meet their learning needs and support to aspire to, and achieve, personal excellence.
2. Effective, explicit, evidence-based teaching:  Achieving excellence for high potential and gifted students is underpinned by effective school environments including quality teaching, learning and leadership. We use evidence-based teaching practices that have been shown to be effective in engaging and challenging high potential and gifted learners. We also provide explicit teaching that helps students develop critical thinking and problem-solving skills.
3. Differentiation:  Potential exists along a continuum, where differing degrees of potential require differing approaches and levels of adjustment and intervention. We recognise that high potential and gifted learners have unique learning needs and we differentiate our teaching and learning to meet those needs. This includes providing accelerated learning opportunities, enrichment activities, and individualised learning plans.
4. Inclusivity:  We create a culture of inclusivity where all students are valued and supported, regardless of their background or ability. We recognise the importance of diversity within our school community and celebrate the unique talents and abilities of our students.
5. Collaboration:  We work collaboratively with parents, caregivers, and external organisations to provide a comprehensive support network for our high potential and gifted learners. We believe that partnerships with external organisations can provide students with valuable experiences and opportunities that enhance their learning and development.
6. Staff Professional Learning:  Staff and school leaders engage in ongoing HPGE professional learning, guided by NSW DOE tiered learning offerings. All staff are encouraged to participate in relevant to deepen their understanding and application of evidence-based practices.
7. Evaluation and Quality Assurance:  Our school utilises the DoE’s HPGE  Evaluation & Planning Tool, conducting regular self-assessment to measure effectiveness against the School Excellence Framework (SEF). Findings guide continuous improvement of programs, procedures, and equity in support for gifted learners.
8. Equity and Access:  We ensure all high potential students, including those with disability, from diverse socio-economic, linguistic, cultural, and geographic backgrounds, receive tailored support, adjustments, and equitable access to HPGE opportunities.
9. Talent Development and Lifelong Learning:  We recognise that high potential does not always equate to high performance without opportunity and support. Our HPGE approach emphasises talent development, providing experiences that challenge and refine student strengths over time. We embed learning opportunities that build resilience, independence, and self-regulation - skills essential for lifelong learning, academic excellence, and success beyond school.
10. Student Voice and Agency:  We actively involve students in co-constructing their learning experiences and future goals. Through HPGE Learner Profiles, HPGE Enrichment Plans, HPGE Individualised Pathway Plans, and mentoring conversations, students are supported to reflect on their strengths, aspirations, and areas for growth. Our school culture empowers students to take ownership of their learning, contribute meaningfully to decision-making, and become confident, autonomous learners.

We embed evidence-based teaching strategies across all classrooms to ensure that students are  challenged, supported, and known as learners. Teachers differentiate the curriculum to respond to student strengths and learning needs, provide open-ended learning tasks, and create  high expectations  for all learners. Assessment is used formatively to adjust instruction and extend capable learners through deep thinking, rich tasks, and extension activities.

Teaching programs incorporate high-impact strategies including:

• Pre and post assessment  to identify current capability and growth
• Flexible grouping  for collaboration and challenge
• Curriculum compacting and extension  where appropriate
• Opportunities for higher-order thinking, metacognition, and problem-solving
• Creative and critical thinking tasks embedded in all KLAs

As part of our long-term commitment to individualised support,  HPGE Learner Profiles were introduced for all Year 7 students beginning with the 2025 cohort. These profiles are developed in close consultation with the  Year Adviser  and co-constructedwith the student and capture:

• Student background and interests
• Strengths and areas for improvement
• Domain(s) of potential (intellectual, creative, physical, social-emotional)
• Personal learning goals (short- and long-term)

By 2030, all students across Years 7–12 will have an active HPGE Learner Profile, supporting our whole-school approach to high potential and gifted education.

All staff have access to these profiles via  Sentral, and they are used to inform  differentiated teaching strategies, guide student wellbeing conversations, and shape opportunities aligned with each student’s strengths, needs, and aspirations. These plans are reviewed and  updated   annually  with the Year Adviser to ensure they remain responsive to the student’s growth and development.

We believe talent must be nurtured through experience, exposure, and encouragement. All students, regardless of whether they are formally identified as high potential or gifted, have access to  a broad range of extracurricular opportunities  to explore and develop their capabilities beyond the classroom. We have created opportunities for students to explore that align to all domains of potential, creating an inclusive environment that nurtures talent development and prepares students for lifelong success.

Physical Domain:

• Gala Days  (PDHPE Faculty)

• Representative Sport Teams  (PDHPE Faculty)

• Dance Company  (Creative & Performing Arts Faculty)

• Circus Company  (Creative & Performing Arts Faculty)

Intellectual Domain:

• Debating (English Faculty)
• Public Speaking (English Faculty)
• Chess Club (Teacher Librarian)
• Book Club (Teacher Librarian)
• Science Club (Science Faculty)
• Writing Competitions (English Faculty)
• HSIE Club (HSIE Faculty)
• Maths Olympiads and Competitions (Maths Faculty)
• Homework & HSC Hub  (Head Teacher Teaching & Learning)

Creative Domain:

• Creative Arts Workshops  (Creative & Performing Arts Faculty)
• Aboriginal Dance Group (Learning & Wellbeing Hub)
• Haka Warriors (Learning & Wellbeing Hub)
• Ohana  (Learning & Wellbeing Hub)
• Creative Writing Competitions (English Faculty)
• Creative and Performing Arts Showcases  (Creative & Performing Arts Faculty)
• Macarthur Band Program  (Creative & Performing Arts Faculty)
• Music Ensemble  (Creative & Performing Arts Faculty)
• Drama Company  (Creative & Performing Arts Faculty)

Social-Emotional Domain:

• Student Representative Council (SRC Coordinator)
• Senior Leadership Team  (Leadership Team Coordinator)
• Library Monitors Program (Teacher Librarian)
• Debating (English Faculty)
• Public Speaking (English Faculty)
• Junior AECG (Learning & Wellbeing Hub)

These activities serve to  ignite curiosity, extend learning, and build confidence, ensuring that all students are engaged in authentic learning pathways that connect with their passions and future aspirations.

Campbelltown Performing Arts High School employs an exceptional number of staff. Our dedicated and diverse staff bring a wealth of experience, passion, and specialised expertise to support students in achieving excellence. Our team is committed to identifying and nurturing the unique talents of every student, empowering them to explore their interests, extend their capabilities and excel in their chosen pathways.

Physical Domain:

• Netball: Miss Love, Miss Stewart
• Cricket: Miss Loader
• AFL: Miss Rutty
• Oz Tag:
• Touch Football:
• Rugby League:
• Tennis:
• Soccer:
• Cricket:
• Gymnastics:
• Ballet:

Intellectual Domain:

• Coding: Ms Norris

Creative Domain:

• Painting: Miss Douglass

Social-Emotional Domain:

• Debating:
• Public Speaking:

Students currently in  Year 6  can apply for the  Year 7 Academic Enrichment Class  during the enrolment process. The application is available on the  school website  and includes:

1. Student Written Response  (attached to the application form)
2. Parent/Carer Nomination Form  (attached to the application form)
3. Year 6 Class Teacher Nomination Form  (attached to the application form)
4. NAPLAN Data from Year 5  (attach a copy of results)
5. Year 5 and Year 6 Report Comments and Outcomes  (attach copies)

Selection Process

• Applications will be reviewed by the  Campbelltown Performing Arts High School Panel, consisting of the  Deputy Principal of that year group, the Head Teacher Teaching and Learning and the Year 7 Enrichment Mentor Teacher.
• Successful applicants will be notified before the commencement of Year 7.

Students who are placed in the Year 7 Academic Enrichment Class will automatically continue in the class for Year 8, unless they are placed on review.

To ensure that students in the  Year 7 and 8 Academic Enrichment Classes  consistently uphold the high expectations of the program, a structured  Progress and Conduct Review Process  will be implemented  at the end of Term 1 and Term 3. This process evaluates each student’s  attitude, performance, collaboration, focus, and overall commitment  to their studies and the enrichment program.

Step 1: Progress Reports
Each subject teacher will complete a Progress Report for every student in the class. This report assesses key areas including:

·       Academic Performance  – Level of engagement with content, homework completion, and assessment results.

·        Work Ethic & Focus  – Ability to stay on task, meet deadlines, and demonstrate independent learning.

·        Collaboration & Attitude  – Willingness to engage with peers, contribute positively to class discussions, and show respect for others.

·        Behaviour & Responsibility  – Adherence to class expectations, respectful conduct, and self-discipline.

Step 2: Review & Identification

Once all subject teachers have submitted their reports, the Year 7 Enrichment Mentor Teacher and the Deputy Principal will review and analyse the feedback to determine if any students are not meeting the required standards.

Step 3: Placement on Review
Students who  consistently fail to meet expectations across multiple subjects  may be placed on a  formal review process.

·      Parents/carers will be notified.

·      The student will be given a set timeframe to demonstrate improvement.

Step 4: Outcome & Next Steps
At the end of the review period, the Year 7 Enrichment Mentor Teacher and the Deputy Principal will assess the student’s progress and determine:

·       If they have  demonstrated sufficient improvement, they will remain in the class.

·       If  concerns persist,  their place in the Academic Enrichment Class may be reconsidered, and they may transition to another class better suited to their learning needs.

This process ensures fairness, accountability, and the continued excellence of the  Year 7 and 8  Academic Enrichment Classes, maintaining a supportive learning environment for all students.

Every student in the Academic Enrichment Class has a personalised  High potential and gifted education (HPGE) Enrichment Plan  developed in consultation with the student and their assigned Enrichment Mentor Teacher. These personalised plans include:

• Student background and interests
• Identified domains of high potential
• Documented strengths and areas for improvement
• Teaching strategies the student responds well to
• Short- and long-term learning goals

These plans are accessible to all staff via  Sentral  and are used to guide  differentiated instruction  and enrichment opportunities, ensuring each student’s unique learning needs and potential are supported. The HPGE Enrichment Plan is reviewed and updated  annually  in consultation with the mentor teacher to reflect student growth, progress, and evolving goals.

Eligibility Criteria:

• Local Enrolment Area:  Students who reside within our designated local enrolment area are eligible to apply for entry into the school.
• Out-of-Area Applicants:  Students who live outside the local enrolment area and are not applying through the performing arts stream may also be considered, depending on availability and in line with the Department of Education's enrolment policy.
• Performing Arts Applicants:  Students who are successful in their audition as a performing arts student may apply. Residency within the local enrolment area is  not  required..

Application Process:

To apply for the Year 7 Academic Enrichment Class, please download and complete the application form by clicking the link below.

Download Application Form

Completed application forms must be submitted via email to  campbellto-h.school@det.nsw.edu.au  by the 1st of August (Round 1) and 26th September (Round 2), the year prior to commencing Year 7.

Families will be notified of the outcome of their application by the beginning of Term 4.

For more information or if you have any questions about the selection process or the program itself, please contact our school office at 02 4625 1403 or email us at  campbellto-h.school@det.nsw.edu.au.

We look forward to receiving your applications and welcoming new members to our thriving school community!

The  English Enrichment Class  is designed for students who exhibit exceptional ability in English, including analytical writing, creative expression, and critical thinking.

Application Process

Students in  Year 8 or 9  can apply by the  end of Term 4  in the year prior. The application includes:

1. Student Written Response  (attached to the application form)
2. Parent/Carer Nomination Form  (attached to the application form)
3. Year 8 or 9 English Teacher Nomination Form  (attached to the application form)
4. English Head Teacher Endorsement

The  Science Enrichment Class  is tailored for students with high potential in scientific inquiry, problem-solving, and innovation.

Application Process

Students in  Year 8 or 9  can apply by the  end of Term 4  in the year prior. The application includes:

1. Student Written Response  (attached to the application form)
2. Parent/Carer Nomination Form  (attached to the application form)
3. Year 8 or 9 Science Teacher Nomination Form  (attached to the application form)
4. Science Head Teacher Endorsement

The  HSIE Enrichment Class  is designed for students demonstrating high potential in historical analysis, geographical skills, critical thinking and understanding of social and cultural contexts.

Selection Process

Students in  Year 8 or 9  are selected through a process conducted at the  end of Term 4  in the year prior. The availability of the HSIE enrichment class and selection into the class is dependent on subject lines in that year.

Selection is based on the student’s academic performance in HSIE subjects during the prior year, in consultation with class teachers and the HSIE Head Teacher.

Students who are suitable for the Individual HPGE Mentoring Program are typically identified by school staff based on their demonstrated need for  individualised, sustained support  - not only to develop their capabilities, but also to help them manage the  competing demands  of academic, extracurricular, and personal pursuits. These students are often high-performing or high-potential learners with  complex schedules  and  ongoing commitments  that require additional guidance to ensure they maintain balance and wellbeing. Any  Head Teacher of a subject area  can recommend a student for the program  to the Head Teacher Teaching and Learning. Recommendations should outline observed indicators such as:

• The student’s consistent performance or potential across domains
• Evidence of balancing multiple ongoing commitments
• Early signs of disengagement, burnout, or overload
• Requests for extensions, timetable adjustments, or support from multiple staff

In addition to staff referrals,  students and parents/carers  may also initiate the process by expressing interest in the program. This can be done by contacting the relevant  Deputy Principal.

Following a referral or expression of interest, the  Head Teacher Teaching and Learning  will work in consultation with the  Deputy Principal of the student’s year group  to assess suitability for the program. This includes:

• Interviewing the student  to discuss their academic load, commitments, stress levels, external responsibilities, and aspirations
• Reviewing timetable pressures, attendance, wellbeing data, and learning needs
• Considering the student’s capacity to benefit from regular one-on-one mentoring and advocacy

Assigning a Staff Mentor

Assigning a  dedicated staff mentor  is a critical part of the Individual HPGE Mentoring Program. This role is essential in supporting students who are balancing demanding academic programs alongside extracurricular, performance, sporting, leadership or personal commitments.  The mentor helps to provide structure, advocacy, and consistent guidance, ensuring students can sustain their performance and wellbeing across all areas of school life.

Mentors act as trusted adults who offer  academic, emotional, and logistical support, helping students manage workload, set goals, access assistance when needed, and navigate any barriers to success. They also play a role in coordinating opportunities and extending students across subject areas, where appropriate.

Mentor Selection Process

·        Student-Nominated Mentors:  Students are invited to  identify a staff member  they believe would be a suitable mentor, typically someone they feel connected to or who has expertise in their area of interest or learning.

·        Suitability Review:  The  Head Teacher Teaching and Learning  and the  Deputy Principal  will determine the suitability of the nominated staff member. This includes considering the staff member’s capacity to commit to the mentoring role and their alignment with the student’s identified needs.

·        Staff Consultation and Approval:  If deemed appropriate, the nominated staff member will be approached and invited to take on the role. If not, an alternative staff member will be identified in consultation with the student.

Mentor Responsibilities

Mentors are responsible for the  ongoing support, advocacy, and tracking  of the student’s development. Their responsibilities include:

• Developing and Monitoring Individualised Plans:
  Work collaboratively with the student, parent/carer, and subject teachers to develop a  HPGE Individualised Pathway Plan  that aligns with the student's strengths, commitments, and goals. Ensure the plan is regularly reviewed and updated.

• Tracking Student Progress:
  Monitor progress toward academic and personal goals. Maintain records and provide regular feedback to both the student and their parent/carer.

• Extension and Enrichment Opportunities:
  Identify and facilitate access to enrichment opportunities such as competitions, workshops, mentoring, or leadership programs that match the student’s talents or interests.

• Communication and Support for Learning:
  Liaise with all subject teachers to ensure the student is receiving appropriate academic support. When students are absent, work with teachers to help them catch up and fill learning gaps.

• Advocacy and Consideration for Assessments:
  Support the student in navigating  Requests for Consideration  for assessments, where needed, and ensure appropriate adjustments are communicated and in place.

• Collaboration with School Staff:
  Liaise with the  Deputy Principal, Head Teacher Teaching and Learning, and other key staff to ensure that the student's plan aligns with whole-school procedures and is responsive to evolving needs.

• Reporting and Review:
  Provide regular updates to the  Head Teacher Teaching and Learning  and  Deputy Principal  on the student’s progress and plan implementation.

• Advocacy for Student Success:
  Promote and celebrate student achievements by:

  • Submitting highlights for  school social media  or newsletters
  • Sharing updates with staff to build collective support
  • Encouraging school-wide recognition of the student’s growth and efforts

Individualised HPGE Pathway Plan

The Individual HPGE Mentoring Program begins with the recognition that some students need more than academic challenge - they need  advocacy, structure, and personalised care  to balance their complex school and extracurricular lives. Whether a student is managing HSC expectations, external performances, elite sports, or leadership responsibilities, the program is designed to provide  scaffolding for success. The mentoring process begins with thoughtful identification, connection to a trusted staff mentor, and the collaborative development of a  HPGE Individualised Pathway Plan  - a roadmap that centres student voice and supports both wellbeing and achievement.

This plan ensures that  the student’s development is intentionally guided, monitored, and celebrated across their senior school journey.

The plan is developed in a collaborative  planning meeting  involving:

• The  student
• Their  parent/carer
• The assigned  staff mentor
• The relevant  Deputy Principal

Together, this team works to create a plan that is aspirational yet realistic, grounded in the student's current commitments and ambitions. The HPGE Individual Pathway Plan includes:

• Student Background and Interests  - Areas of passion, hobbies, and personal pursuits
• Domain(s) of High Potential  -  Creative, Intellectual, Physical, or Social-Emotional
• Identification Evidence  - Assessment results, performance outcomes, observed traits, and early developmental indicators
• Origin and History of Giftedness  - Narrative outlining how the student’s potential was observed or nurtured over time
• Current Status  - Summary of present achievements, academic performance, and involvement in enrichment or external programs
• Strengths  - Skills, talents, knowledge, and personal qualities that support high potential
• Challenges  - Areas requiring support such as time management, wellbeing, sleep, or balancing commitments
• Extra-Curricular Commitments  - Weekly schedule breakdown, performing arts involvement, tours, auditions, training, etc.
• Support Network Roles  - Detailed roles and responsibilities of:

• • Mentor Teacher
  • Parent/Carer
  • Deputy Principal
  • Year Advisor
  • Class Teachers
  • Whole School

• Short-Term Goal  - A SMART goal to be achieved within the school year and strategies assigned to student, parent/carer, and mentor to help achieve this goal
• Long-Term Goal  - A career or aspiration-focused goal and strategies assigned to student, parent/carer, and mentor to help achieve this goal
• Review and Evaluation  - Frequency of check-ins with mentor, year advisor, and DP and agreed date for next full plan review

Advocacy, Visibility, Celebration and Partnership

At Campbelltown Performing Arts High School, we are committed not only to supporting our HPGE students behind the scenes, but also to  advocating for their success, celebrating their efforts, and promoting their stories  as they pursue their passions.

This includes:

• Flexibility and understanding  when students are called away for external opportunities, such as competitions, auditions, performances, training camps, or leadership events.
• Timely support  for requests for leave or school business, with staff mentors and Deputy Principals helping to streamline communication and ensure learning continuity.
• Active celebration  of student achievements through school social media, newsletters, assemblies, and special events.
• Creating visibility  for diverse pathways to success, so all students in our community can see what is possible.

By elevating the achievements of HPGE students, we not only honour their dedication - we also  inspire a culture of excellence, courage, and ambition across our whole school.

A Lasting Partnership

The mentoring relationship continues all the way through to  graduation, with the mentor standing beside the student at every milestone -  championing their efforts, celebrating their wins, and reminding them of just how capable they are.  It is a partnership grounded in belief, built on trust, and shaped by a shared commitment to helping each young person reach their full potential.

Acceleration is one of the most effective educational interventions  for gifted learners.  It allows students to progress through the curriculum at a faster pace, ensuring a better match between their ability and learning opportunities. Acceleration can take various forms, including:

• Single-subject acceleration
• Whole-grade advancement
• Curriculum compacting
• Early entry into senior courses or tertiary programs
• Virtual and distance learning
• Mentorships and external partnerships

Our School's Approach

Requests for acceleration are considered on a  case-by-case basis. If a student’s academic performance, demonstrated ability, and learning needs indicate a clear misalignment with the current stage curriculum, acceleration may be explored as part of their HPGE support.

Consideration Process

1. Referral or Expression of Interest
   An expression of interest can be made by a class teacher, Head Teacher, parent/carer, or student to the  Deputy Principal of the student’s year group.

2. Review of Suitability
   The  Head Teacher Teaching and Learning, in consultation with the  Deputy Principal, will coordinate a review that considers:

   • Academic achievement and evidence of mastery
   • Social-emotional readiness and maturity
   • Impact on wellbeing and engagement
   • Consultation with the student’s family and the school psychologist (if required)

3. Decision and Planning
   If acceleration is deemed suitable, the school will:

   • Develop a  transition and support plan
   • Monitor the student’s progress closely
   • Ensure regular review meetings and clear communication with all stakeholders

Our goal is to ensure that every student is appropriately challenged, engaged, and supported. Where acceleration is the right pathway, we commit to providing a thoughtful and structured approach that prioritises both  academic growth  and  personal wellbeing.

The Principal plays a crucial role in leading and championing the school's commitment to high potential and gifted education, ensuring it is embedded within the school's strategic direction and culture.  The Principal ensures HPGE is recognised as core business and an equity imperative.

Leading teaching and learning:

·     Clearly articulate and communicate the school’s commitment to identifying and nurturing the potential of all students across all four domains, emphasising HPGE as core business for all educators.

·     Ensure the HPGE Policy and Procedure explicitly address systematic identification, ongoing support, and talent development across domains, with teacher professional judgement central to this process.

·     Foster a school-wide culture of high expectations and equity, where diverse forms of potential are recognised, achievement is celebrated, and access to learning opportunities is guaranteed for all students regardless of background.

Developing self and others:

·     Support the Head Teacher Teaching and Learning in facilitating professional learning for staff on the identification and support of students across domains.

Leading improvement, innovation and change:

·     Lead the annual review of the HPGE Policy with staff and the school community, using evaluation data to drive continuous improvement.

Leading the management of the school:

·     Allocate appropriate resources (financial, staffing, professional learning) to implement the HPGE Policy effectively.

·     Ensure access to relevant external expertise and actively leverage system resources and collaboration with other schools to enhance provision.

Engaging and working with the community:

·     Foster collaboration with families, the school community, and external partners to support outcomes for students across all domains.

·     Ensure transparent communication channels regarding identification, support, and student progress, and make clear information about HPGE provisions readily available on the school website.

Head Teachers

Head Teachers play a vital role in translating the school's vision into faculty practices, ensuring domain-specific support for students. They are responsible for ensuring HPGE is embedded in daily teaching and learning within their area.

Curriculum Oversight:

·       Ensure the faculty are embedding the Department of Education’s HPGE Differentiation Adjustment Tool into Teaching and Learning Programs to ensure all programs include enrichment strategies that provide appropriate challenge and foster talent development.

·       Ensure that all assessment tasks are designed to foster talent development, providing appropriate challenge, opportunities for extension, and the inclusion of high-quality exemplars that model outstanding achievement of syllabus outcomes.

·       Ensure that curriculum within their area is differentiated as a matter of routine daily practice to meet the diverse learning needs of all students, including students, providing challenge and depth relevant to specific domains.

·       Encourage the explicit teaching and development of higher-order thinking skills, creativity, and critical thinking across all learning areas, relevant to intellectual and creative domains.

Extracurricular Leadership and Opportunities:

·       Facilitate the establishment and ongoing support of domain-specific clubs, teams, and programs (e.g., debating teams, coding clubs, etc) to ensure that their faculty is actively leading and coordinating extracurricular opportunities that nurture and extend students. Monitor participation and engagement of students in these extracurricular initiatives, ensuring equitable access and alignment with identified strengths and interests.

Teacher Support and Development:

·       Facilitate the sharing of best practices in differentiation and support for students.

·       Encourage teachers to use a variety of assessment methods to build a comprehensive understanding of student potential.

Data Analysis and Monitoring:

·       Analyse student achievement and engagement data including formative and summative assessments, NAPLAN, Check-in assessments, and other relevant measures, to identify patterns of potential and talent development among students. Use this data to evaluate the effectiveness of teaching and learning programs.

Collaboration and Communication:

·       Facilitate communication with parents/carers regarding student progress and strengths.

Contribute to the annual HPGE Procedure review.

Classroom Teachers

Teachers are at the forefront of identifying and supporting students in their daily interactions. They are responsible for ongoing identification and embedding differentiation in daily practice.

Knowing Your Students:

·       Develop a deep understanding of each student's strengths, interests, learning styles, and potential across domains through ongoing observation and interaction.

·       Access  HPGE Learner Profile Plans  for all Year 7 and Year 8 students to know the student, identify their potential, and actively attempt to develop it.

·       Access  HPGE Enrichment Plans  for students in the Academic Enrichment Class to ensure programming, assessment design, and classroom practice are tailored to their personalised needs.

·       Access  HPGE Individualised Pathway Plans  for senior students on a mentoring plan, ensuring you accommodate their identified goals and support them to balance academic success with extracurricular commitments. Communicate with their staff mentor as needed.

·       Suggest extracurricular opportunities that align with a student’s strengths (e.g., recommending a student join the SRC or a debating team), and support them with how to take part.

Identification of Potential and Talent:

·       Use ongoing observation and professional judgement as the primary means of identification, supported by assessments, student work samples, and parent input.

·       Be alert to discrepancies between potential and performance.

Differentiated Teaching and Learning (Daily Practice):

·       Use the Department of Education’s HPGE Differentiation Adjustment Tool to differentiate teaching to ensure that enrichment strategies provide the appropriate level of challenge for all students.

·       Explicitly teach and encourage higher-order thinking, creativity, and critical thinking.

·       Provide opportunities for students to pursue their interests in depth.

Formative Assessment and Feedback:

·       Use pre-assessment to determine prior knowledge and avoid repetition.

Collaboration and Communication:

·       Communicate student progress to parents/carers.