High potential and gifted education

In our classroom (Daily Practice)

Focus: Individual growth, access, regulation, and challenge

Teaching & Learning

• Teachers use Universal Design for Learning (UDL) to provide multiple ways for students to access content, engage with learning, and demonstrate understanding.
• Teachers differentiate learning for depth, complexity, and creativity, not only for volume of work.
• Learning tasks are tiered and open-ended, allowing students to self-select levels of challenge.
• Curriculum content is compacted when students demonstrate mastery, enabling timely extension.
• Learning experiences include real-world, inquiry-based, and problem-solving tasks.

Regulation & Behaviour Support

• Classrooms embed regulation strategies such as movement breaks, sensory supports, and flexible seating.
• Predictable routines are balanced with intellectual novelty to maintain engagement.
• Behaviour is understood as communication, and adjustments are made to challenge, pacing, or environment.
• Students receive advance notice of transitions and changes to support regulation.

Access & Adjustments

• High cognitive demand is maintained while providing enabling adjustments such as assistive technology, visual supports, and scaffolds.
• Executive-function demands are reduced without lowering expectations for thinking and reasoning.
• Students demonstrate learning through multiple modes, including oral, visual, digital, and performance-based options.

Student Voice & Agency

• Students co-design learning goals and pathways with teachers.
• Choice is embedded in topics, learning processes, and products.
• Reflection is supported through conferencing, journals, and multimedia tools.
• Feedback emphasises growth, strategy use, and effort.

Across our school (Structures & Culture)

Focus: Equity, opportunity, collaboration, and consistency

Identification & Pathways

• The school uses multiple and flexible identification methods, including dynamic assessment, portfolios, teacher observation, and family input.Students are identified as emerging high potential, with regular review of progress and needs.
• Students with disabilities and behaviour support plans are explicitly included in HPGE pathways.
• HPGE pathways align with IEPs, PLPs, and Behaviour Support Plans.

Personalised Planning

• Students access Individual Learning Pathways that focus on strengths, interests, and stretch goals.
• Academic, wellbeing, and behaviour supports are integrated into a coherent planning process.
• Student voice informs goal-setting and regular review points.

Enrichment & Opportunity

• The school provides inclusive enrichment opportunities such as inquiry projects, clubs, leadership roles, and creative or STEM experiences.
• Participation is flexible and supported to ensure access for all learners.
• Equity is addressed through resourcing, staffing, transport, and technological supports.
• Virtual and alternative enrichment options are used when appropriate.

Culture & Expectations

• A strengths-based, trauma-informed, and neurodiversity-affirming culture is actively promoted.
• Achievement is defined through personal best and growth, rather than comparison or ranking.
• Diverse forms of excellence are recognised and celebrated across the school community.

Staff Collaboration

• An HPGE or High Potential lead coordinates inclusive practice.
• Staff collaborate regularly to discuss student strengths, engagement, and access to opportunity.
• Data and strategies are shared across teaching, learning support, and wellbeing teams.

Across NSW

Focus: Sustainability, policy alignment, resourcing, and accountability

Policy & Frameworks

• Department policies embedded inclusive HPGE principles within strategic planning.
• Gifted education frameworks explicitly include students with disabilities and complex behaviours.
• Identification processes emphasise potential, growth, and opportunity rather than deficit or compliance.

Professional Learning

• The department provides professional learning in:

  • Twice-exceptionality
  • Trauma-informed gifted education
  • Neurodiversity-affirming practice
  • Balancing challenge with regulation

• Specialist advisory and coaching roles support schools.

Resourcing & Equity

• Targeted funding supports inclusive HPGE initiatives.
• Schools have access to assistive technologies and specialist expertise.
• Partnerships with universities, industry, and external providers expand learning opportunities.

Data & Accountability

• The department monitors student growth, engagement, and wellbeing alongside academic outcomes.
• Participation in enrichment and extension opportunities is tracked to ensure equity.
• Student voice and family feedback inform evaluation and improvement.

Partnerships & Pathways

• System-level partnerships provide mentoring, enrichment, and acceleration opportunities.
• Flexible pathways allow students to access learning across schools and virtual platforms.
• Inclusive competitions, showcases, and performance opportunities are promoted.