HPGE research

The Education Act (NSW) 1990 supports every student to achieve their educational potential. Evidence-based teaching can assist educators to create optimal learning environments where all students are challenged and engaged.

High Potential and Gifted Students with Disability Research

The NSW Public Schools survey of high potential and gifted students with disability is a report on empirical research conducted in collaboration between the University of Wollongong and the NSW Department of Education. The aim of this research was to:

  • understand how many high potential and gifted students also had disability
  • how these students were identified by schools.

Research and the 4 domains of potential

High potential and gifted students across all 4 domains of potential (intellectual, creative, physical and social-emotional) require evidence-based talent development to optimise their growth and achievement.

Discussion papers and research conducted by the department assists staff in understanding these evidence-based practices.

Intellectual domain

The Revisiting Gifted Education literature review produced by the department’s Centre for Education Statistics and Evaluation (CESE) provides a synthesis of the evidence base that supports the development and implementation of the policy.

A podcast is also available with further discussion on gifted education and the research behind the literature review.

Social-emotional domain discussion paper

The social-emotional domain discussion paper provides an overview of the research and practice associated with educating and supporting high-potential and gifted students in the social-emotional domain.

Use the social-emotional discussion paper and social-emotional domain key points to promote professional conversations about the social-emotional domain of potential.

Professional reflection prompts for professional learning in the social-emotional domain.

  • How well do our schools seek out potential (including high potential) in the social-emotional domain? How do we know this?
  • How well do our schools develop talent in the social-emotional domain? What evidence do we have for this? What examples of practice can we share?
  • What talent development opportunities in the social-emotional domain do we offer our students in and beyond our school settings, as well as across our network of schools? What can we do to better facilitate these opportunities within our network?
  • How well does our leadership team understand high potential in the social-emotional domain? How might we find this out?
  • What is the difference between social-emotional development and wellbeing (as described in 1.5 of the HPGE Policy) and the social-emotional domain of potential? How confident do they feel to support teachers with this understanding?
  • What programs, procedures or practices do we have in place to find high potential and facilitate talent development for our students in the social-emotional domain? How can we broaden these opportunities based on the social-emotional discussion paper?
  • What professional learning may need to take place to support staff in understanding the social-emotional domain of potential?
  • How well do you understand the social-emotional domain and its role in the other domains of potential?
  • How does the social-emotional domain of potential sit within and across all curriculum areas in your classroom?
  • Does your classroom practice include finding high potential and developing talent in the social-emotional domain? How?
  • What quality programs and procedures can you implement to develop talent in the social-emotional domain?
  • What skills and/or knowledge do you need to assess and identify high potential and gifted student needs in the social-emotional domain?
  • Think of a student you know or used to know that has high potential in the social-emotional domain. How did you know? What did you do to develop their talent and ensure their growth in this domain?
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