High potential and gifted education

Differentiated tasks that adjust pace, complexity, and higher-order thinking.
Students move at different paces depending on readiness and ability, while higher-level learners use evidence-based evaluation and creative integration.

Formative assessment to monitor growth and adapt learning.
In reading groups, the teacher uses quick conferences and exit slips to check comprehension. Based on this data, some students receive targeted strategy mini-lessons, while others move to more complex texts.

Advanced learning pathways, including accelerated or compacted content.
A student demonstrating mastery of fractions completes a compacted unit and progresses to early-stage decimal operations, working with a small group on accelerated tasks while others consolidate core skills.

Explicit teaching of critical thinking and problem-solving strategies.
During a science investigation, the teacher models how to question assumptions, interpret data, and evaluate evidence. Students then apply these strategies to design their own controlled experiments.

Opportunities for abstraction, inquiry, and curriculum depth.
In mathematics, students explore algebraic patterns by creating generalised rules from number sequences, moving beyond the set curriculum through open inquiry.

Tasks that promote choice, authenticity, and critical/creative thinking, including cross-curricular projects.
Students engage in a sustainable living project that integrates multiple learning areas. They apply skills from our outdoor garden, cooking lessons, and other subjects to design, plan, and implement real-world solutions, fostering creativity, problem-solving, and authentic learning experiences.

Flexible grouping for collaborative ideation and presentation.
In our multi-age classrooms, students are grouped dynamically based on interests, skills, or learning goals rather than age. Younger and older students collaborate on projects, sharing ideas and mentoring one another, while groups are restructured for brainstorming, problem-solving, and presentations. This approach encourages peer learning, builds confidence, and allows every student to contribute their strengths in meaningful ways.

Differentiated movement tasks and skill refinement in PDHPE.
In a throwing skills lesson, students rotate through stations offering varied difficulty levels, from basic technique practice to advanced accuracy challenges.

Targeted learning goals.
Students track personal goals. The teacher provides personal feedback.

Opportunities to take on lead roles in physical demonstrations or team strategy.
Students skilled in ball handling demonstrate a new drill, while strategic thinkers help design team plays during a modified sport game.

Supportive learning environments that enable exploration and self-assessment.
At the end of a project, students complete self-reflection checklists and discuss strengths and next steps in one-on-one conferences with the teacher.

Strengths-based feedback and goal setting.
A student receives feedback such as, “Your evidence is strong—next we’ll build your paragraph fluency.” Together they set a specific, achievable writing goal for the next unit.

Opportunities for leadership within the classroom.
Students take turns as “learning leaders,” leading small-group problem-solving tasks.

Structured peer collaboration and reflection.
After completing a design task, students use a peer-feedback protocol to offer constructive insights before final revisions.

Safe learning environments that encourage confidence, risk-taking, and perseverance.
During a challenging maths investigation, the teacher normalises mistakes by celebrating “having a go.” Students share their thinking, even incorrect attempts, to build resilience and confidence.