High potential and gifted education (HPGE)

In our classroom

Differentiated Teaching Practice

High potential and gifted learners are supported in every classroom through teaching practices that recognise and extend their abilities. Teachers differentiate lessons, adjust pace and complexity, and use formative assessment to identify and meet each student’s needs.

· Classroom teachers at KHS use the following evidence-based strategies:

· Differentiation of learning tasks, outcomes and assessments.

· Explicit teaching to make learning visible and build student metacognition.

· Formative assessment and feedback to inform next steps in learning.

· Extension and enrichment activities to deepen understanding and challenge thinking.

· Ability grouping and acceleration, when appropriate, to support rapid progression.

Stage 4 Enrichment Class Program

Enrichment refers to the broadening and deepening of learning to allow for students to be challenged in their learning, while still progressing through the curriculum at the same rate as their peers. The Year 7 and 8 Enrichment classes offer this opportunity to students and in doing so, seek to advance individual learning and talent development in areas of personal excellence.

How is the Enrichment Class formed in Year 7?

Placement in the Year 7 Enrichment Class is based upon the results of Cognitive Ability Testing (CoGAT). Students who have been offered placement at Kirrawee High School in Year 7 will be invited to sit the test in late May for placement in the class for the next calendar year.

Students who are placed in the top 30 after sitting the CoGAT test will be placed in the Enrichment Class. The number of Enrichment Classes formed for the year will depend on the quality of student candidates and the strength of the cohort. This process enables the placement of students in classes that are best suited to their needs and ability levels.

How is the Enrichment Class formed in Year 8?

The formation of classes in Year 8 includes a review of student assessment data and teacher observations. This may result in the reformation of the Enrichment classes from Year 7 to Year 8. Changes from the Year 7 to the Year 8 Enrichment classes will be made if new information about

progress and performance comes to light based on assessment data and teacher observations made over the course of Year 7. An annual review of placements is to be undertaken in Term 4 of Year 7 in preparation for the following year.

Placement in Year 8 is based on a cumulative rank created using students’ English, Science, History and Geography assessment ranks and NAPLAN and Check In Assessment scores from Year 7.

Professional Learning for Teachers of the Enrichment Class

Teachers of the Stage 4 Enrichment classes at KHS engage in ongoing collaboration within a ‘professional learning community’ (PLC). Teachers of the Enrichment classes, across all subject areas, participate in joint action research – knowledge and evidence-based enquiries conducted within the Enrichment class context. This involves:

· Conducting observations of the class and engaging in joint data analysis using a range of formative, summative and anecdotal data sources collected prior to and during the year

· Collaboratively identifying a focus ‘need’ for the Enrichment class, i.e. improvement in Reading

· Identifying, actioning, and reflecting on joint interventions to be implemented across subject areas to target identified need of the class through the collection and assessment of data sourced as a result of the intervention measure

· Engaging in collaborative professional dialogue on the effectiveness of the interventions to direct purposeful and evidence-based directions for join improvement in teaching and learning.

Across our school

Kirrawee High School’s HPGE approach extends beyond the classroom through structured, school-wide programs designed to identify, mentor, and extend students with high potential across multiple domains.

Identification Processes

Kirrawee High School draws from the Department of Education’s policy and guidelines on identifying high potential across the four domains in its recognition and assessment of student talent.

This process involves using professional teacher and staff judgment through valid, consistent formative and summative assessment processes as well as anecdotal observations of daily activities both within and outside of the school. This includes identifying:

· Intellectual abilities through reading capabilities, aptitude in speaking a foreign language, and/or ability to understand new mathematical concepts.

· Creative abilities in short story composition and creation, musical ability, artistic talent through a variety of media, developing unique solutions to problem, dance choreography, or design.

· Social-emotional used by students in their daily interactions with classmates, teachers, and parents, participation in the school community through Student Representation and Debating and Public Speaking.

· Physical abilities in the playground, school and community sporting opportunities, extra-curricular activities or during competitions.

Faculty Identification Programs

Faculties have a responsibility to implement discipline specific identification strategies to support recognition and development of high potential in students.

Classroom teachers have a responsibility to monitor and support the performance of students according to the faculty identification process by implementing the following evidence-based strategies for effective practices for high potential students:

· Acceleration

· Formative assessment

· Explicit teaching

· Ability grouping

· Extension and enrichment

· Differentiation

Domain-Specific Mentoring Program

Students demonstrating talent or potential in specific areas are supported through the Domain-Specific Mentoring Program, which includes:

· STEM

· Creative

· Physical (Sporting)

· Social and Emotional

· Humanities

Students who are underachieving relative to their potential can be referred to the HPGE Mentoring for Underachievement and Underperformance Program, which provides individualised coaching and learning support. This ensures that talent is recognised and nurtured even when it is not yet fully realised in classroom performance.

Each domain is led by a trained teacher mentor who:

· Identifies students with emerging or demonstrated talent.

· Provides mentoring and learning opportunities within and beyond the curriculum.

· Liaises with staff and families to support continued growth.

· Monitors progress through formative assessment and feedback.

Mentoring occurs in two tiers:

· Tier 1 – Monitoring: General communication and oversight of students’ participation in relevant programs, activities or events.

· Tier 2 – Intensive Mentoring: Targeted, ongoing support for students whose performance does not yet match their potential. This wraparound structure focuses on goal-setting, reflection, and skill development to support improved outcomes.

Across NSW

Kirrawee High School provides access to a range of external programs and state-level opportunities to further develop students’ talents and connect them with peers across NSW.

Students at KHS engage in statewide enrichment through:

· NSW Department of Education HPGE initiatives, including Aurora College and enrichment network activities.

· External academic competitions, such as ICAS, Australian Mathematics Competition, and the Science and Engineering Challenge.

· Creative and performing arts opportunities, including Orchestras, the Musical and Schools Spectacular.

· Public speaking, debating, and leadership programs, such as SRC initiatives and regional competitions.

· Representative sport pathways, from school to regional and state level participation.

These experiences build confidence, creativity, and collaboration, helping students to develop their talents in authentic, challenging contexts beyond the classroom.