High potential and gifted education standards
All NSW public schools must implement the High potential and gifted education policy standards. Equity, excellence and high expectations for all students are fundamental principles of these standards. These standards provide a framework for implementing and evaluating evidence-informed talent development so high potential and gifted students can aspire to and achieve personal excellence. Engagement and challenge across creative, intellectual, physical and social-emotional domains of potential are included in these standards.
Audience
All NSW public school leaders, teachers, students and staff.
Version | Date | Description of changes | Approved by |
---|---|---|---|
V01.0.0 |
18/02/2025 |
Under the 2023 Policy and procedure review program, new policy document developed. |
Executive Director, Curriculum |
About the policy
High potential and gifted students have advanced learning ability compared to same-age students and require deliberate talent development opportunities including differentiated teaching and learning practices to ensure their unique learning needs are met.
High potential and gifted students come from all backgrounds and can have disability. Gaps in achievement, known as excellence gaps, can exist. Equitable access to quality learning opportunities, resources and support can reduce these gaps.
Term | Definition |
---|---|
High potential students |
Those students whose potential exceeds that of students of the same age in one or more domains – creative, intellectual, physical and social–emotional. Refer to HPGE policy information. |
Gifted students |
Those students whose potential significantly exceeds that of students of the same age in one or more domains: creative, intellectual, physical and social–emotional. Refer to HPGE policy information. |
Highly gifted students |
Those students whose potential vastly exceeds that of students of the same age in one or more domains – creative, intellectual, physical and social–emotional. Refer to Assess and identify. |
Talent development |
The process or program by which a student's potential is developed into high achievement in a specific domain or field of endeavour. Refer to Talent development. |
Domains of potential |
The domains of potential describe the 4 broad categories of natural abilities found in Françoys Gagné's adapted model of Differentiated Model of Giftedness and Talent DMGT 2.0 (2009) – creative, intellectual, physical and social–emotional (refer to HPGE policy information for information on the model). |
Principals:
- optimise talent development of high potential and gifted students across all domains of potential by leading a supportive learning environment that develops the whole student
- lead and support teachers in assessing and identifying the specific learning needs of high potential and gifted students across all domains of potential and effective differentiation for those students
- provide and support access to acceleration or advanced learning pathways and opportunities
- engage in quality professional learning to enhance their understanding of research and practice of the needs of high potential and gifted students across all domains of potential
- lead collaboration with families, school communities and the wider community to support the talent development of high potential and gifted students
- lead support for high potential and gifted students through the work of the Learning Support team and school counsellor/psychologist
- lead the analysis and evaluation of data to enable school monitoring of procedures, programs and practices for high potential and gifted students
- lead, plan and report on the implementation of the policy through specific procedures, programs and practices to meet the learning needs of high potential and gifted students
- include quality and evidence-informed teaching practices in school planning that identify explicit goals for high potential and gifted students across all domains of potential
- manage the staffing and support of programs and classes for high potential and gifted students, including specialist classes and schools.
Preschool educators, primary and secondary teachers:
- use assessment and data to assess and identify the specific learning needs of high potential and gifted students across all domains of potential
- apply evidence-informed approaches that extend and challenge high potential and gifted students beyond their current level of mastery across all domains of potential
- develop, design and teach differentiated learning programs and provide experiences that meet the advanced learning needs of students
- undertake professional learning to enhance expertise in planning and programming effective learning experiences for high potential and gifted students across all domains of potential
- collaborate with families, school communities and the wider community to support the talent development of high potential and gifted students
- communicate assessment and identification information about high potential and gifted students to support transitions.
Directors, Educational Leadership:
- monitor, support and guide the implementation of the policy in schools
- support schools to analyse and evaluate the success of procedures, programs and practices for high potential and gifted students
- promote educational opportunities for high potential and gifted students in their network, including the support of collaboration between schools.
Director, High Potential and Gifted Education:
- monitors and evaluates policy implementation in preschool, primary and secondary schools to maintain currency and effectiveness
- provides advice, support and guidance for schools in implementing the policy
- develops and provides ongoing professional learning for school leaders and teachers.
Group Director, Centre for Education Statistics and Evaluation:
- monitors and reports on systemic data related to the policy
- supports the development of an evidence base for high potential and gifted education, including ongoing research.
Executive Directors Public Schools:
- monitor, support and guide the implementation of the policy across school networks
- direct the resourcing of schools for high potential and gifted students with disability, or for whom English is an additional language or dialect by offering support, adjustments and provisions that enhance their opportunities to participate in learning on the same basis as other students.
Standards
1. High potential and gifted education
1.1 High expectations
The department is committed to supporting every student to achieve their educational potential as stated in the Education Act 1990 (NSW).
1.1.1 High expectations and effective, explicit, evidence-informed teaching create optimal learning environments where all students are challenged and engaged to achieve their educational potential.
1.1.2 This commitment includes supporting the talent development of all high potential and gifted students in all schools.
- Learn more about the guiding principles for the development of the HPGE policy standards.
- Talent development is the process or program by which a student’s potential is developed into higher achievement in a specific domain or field of endeavour.
- Underachievement is defined as a significant discrepancy between potential and performance.
1.2 Assessment and data
Assessment and data are used in an ongoing manner to inform learning and teaching across all domains of potential – creative, intellectual, physical and social–emotional.
1.2.1 Objective, valid and reliable measures, as part of formative assessment, should be used to assess high potential and gifted students and identify their specific learning needs.
1.2.2 The department and schools should use data related to the growth and achievement of high potential and gifted students to analyse and evaluate the effectiveness of differentiated programs and provisions.
- Assessment and identification practices support specific learning needs of all high potential, gifted and highly gifted students.
- Formative assessment supports and informs teaching and learning across all domains by identifying mastered content to avoid repetition.
- Signs of high potential identifies high potential in the 4 domains through looking at relative ease, speed and often early age in learning compared to same age peers.
- Learning characteristics of high potential and gifted students in the 4 domains can be used to identify learning needs.
1.3 Equity
High potential and gifted students from all backgrounds have access to quality learning opportunities that meet their needs and aspirations.
1.3.1 High potential and gifted students may require tailored resourcing and support to cater for their different learning and wellbeing needs that is responsive to their family, socio-economic status, language and cultural background, health and wellbeing, and geographic location.
1.3.2 High potential and gifted students with disability should be provided with support, including reasonable adjustments for disability, to allow them to participate in their education on the same basis as high potential and gifted students without disability.
1.3.3 Schools should provide significant adjustments and interventions for students in the highly gifted range to meet their advanced learning needs.
- Advice on HPGE student diversity assists with understanding the full range of HPG students.
- HPG students who experience disadvantage may require tailored support.
- HPG students with disability report on empirical research conducted with University of Wollongong and the department.
1.4 Evidence-informed talent development
High potential and gifted students across all domains require evidence-informed talent development to optimise their growth and achievement:
1.4.1 Learning and teaching programs and practices must extend high potential and gifted students beyond their current level of mastery, as informed by assessment, data and evidence.
1.4.2 Grouping strategies for high potential and gifted students should be purposeful and support differentiation of curriculum and learning experiences.
1.4.3 Advanced learning pathways for high potential and gifted students should be available and supported at all levels of schooling.
1.4.4 Acceleration for gifted students should be facilitated in consultation with the student and their parents/carers when it is in their best learning interests.
1.4.5 Enrichment, extension and extra-curricular programs for high potential and gifted students should be sustained, challenging and purposeful.
1.4.6 Schools should collaborate with other schools and organisations to offer learning opportunities that address advanced learning needs.
1.4.7 Specialist settings have a particular responsibility to provide targeted talent development, extension, and advanced learning for high potential and gifted students from all backgrounds.
- Talent development is the process or program in which a student’s potential is developed into higher achievement in a specific domain or field of endeavour.
- Creative and critical thinking should be embedded across the 4 domains of potential.
- Extension deepens student knowledge, understanding and skills through challenge.
- Grouping should be purposeful and flexible.
- Advanced learning pathways provide flexible responses to students’ identified learning needs.
- Acceleration can be a highly effective evidence-informed talent development strategy for gifted and highly gifted students.
- The Acceleration package provides support for leaders and teachers.
- Enrichment and extra-curricular programs can increase breadth and challenge of learning for high potential and gifted students.
1.5 Social–emotional development and wellbeing
Safe learning environments that support the social–emotional development and wellbeing of high potential and gifted students enables them to connect, succeed and thrive. Schools:
1.5.1 have a responsibility to create learning environments that support high potential and gifted students to experience efficacy, agency and achieve their educational potential
1.5.2 should work collaboratively with students, parents/carers and the community to support wellbeing, growth and achievement.
- Social and emotional development and learning outlines specific challenges for students with advanced ability such as perfectionism, and asynchronous development.
- Collaboration with family, carers and community and collaboration with community organisations and external providers assists schools.
- Access supporting parents and carers for resources on supporting children at home and at school.
1.6 Quality research and professional learning
Engagement with quality research and ongoing professional learning builds teacher and leadership capability to improve growth and achievement for all high potential and gifted students.
1.6.1 The department and schools are responsible for school leader and teacher professional learning to enhance planning and implementation of quality learning opportunities for high potential and gifted students.
1.6.2 Specialist programs, settings and classes for high potential and gifted students should be staffed with teachers who possess or attain additional training and skills in the education of high potential and gifted students.
- Revisiting gifted education literature review is a synthesis of research and practice in the intellectual domain.
- Physical domain discussion paper is an overview of research and practice in the physical domain.
- Social-emotional domain discussion paper is an overview of research and practice in this domain.
- High potential and gifted students with disability research reports on empirical research conducted in collaboration with University of Wollongong and the department.
- HPGE professional learning summarises HPGE professional learning options.
- Guiding principles outlines the core beliefs underpinning the HPGE policy standards.
- Gagne’s adapted model explains foundational research underpinning HPGE policy standards.
- Leader and teacher knowledge and skills reinforces the value of improving expertise and skills.
- Building collaborative practice is important for small or isolated schools.
- Staff collaboration lists a range of models and examples to support collective efficacy.
1.7 Differentiated and evidence-informed procedures, programs and practices
The department supports differentiated and evidence-informed procedures, programs and practices for growth and achievement of all students, including high potential and gifted students.
1.7.1 Schools should use rigorous self-assessment to identify the degree to which their procedures, programs and practices effectively extend and support high potential and gifted students.
- Advice on Differentiation explains this targeted process for high potential and gifted students.
- The Differentiation Adjustment Tool contains 9 deliberate adjustments to support teachers to meet the needs of high potential and gifted students.
- A Differentiation packageExternal link supplements differentiation implementation advice and explains how to use the Differentiation Adjustment Tool.
- The HPGE Evaluation and Planning Tool assists leaders to plan for effective policy implementation into school improvement plans.
- Evaluate procedures, programs, and practices supports leaders to planning and monitoring.
- Evaluate student progress assists with recognising contributors to achievement and underachievement.
- 5 key actions for schools provides a framework to support the implementation of the HPGE policy standards.
Supporting tools, resources and related information
- Aboriginal education policy
- Anti-racism policy
- AITSL’s Australian Professional Standard for PrincipalsExternal link
- AITSL’s Australian Professional Standards for TeachersExternal link
- Australian Government’s Disability Standards for EducationExternal link
- Inclusive education for students with disability policy
- Multicultural education policy
- Professional learning for teachers and school staff procedure
- Student counselling records and psychological tests procedure (staff only)
- School Excellence and Accountability
- School excellence policy
- Selective high schools and opportunity class placement procedures
- Student health and wellbeing policy
- Wellbeing framework for schools
Policy contact
The Director, High Potential and Gifted Education monitors the implementation of these standards, regularly reviews its contents to ensure relevance and accuracy, and updates it as needed.