High Potential Gifted Education Procedures

Our full HPGE policy can be found on the below link;

HSHS High Potential Gifted Education Procedures

Rationale

At Hunter Sports High School, every learner’s potential is our priority. We support every student to achieve their educational potential, regardless of background, through the provision of explicit teaching strategies and high-quality teaching in innovative and supportive learning environments.

We recognise that many students demonstrate high potential, and we support that potential to grow into talent through evidence-informed practices, targeted support and high expectations. We are committed to developing high potential across the four domains of intellectual, creative, physical and social-emotional, ensuring our students are challenged to think, create, lead and grow every day.

As a Selective Sports High School, we provide targeted programs for talented athletes across Football, Basketball, Tennis, Swimming, Netball, Rugby Union, Touch Football, Rugby League, Baseball, Athletics, AFL and Cricket while maintaining strong provision for high potential students in all domains. We foster a culture of equity in excellence, ensuring all students, including those from diverse backgrounds, have opportunities to develop their potential into talent.

We aim to optimise the growth and achievement of high potential and gifted students through differentiated teaching and learning and evidence-based talent development opportunities, enabling students to connect, succeed and thrive across all domains of potential.

Definition

High potential students are those whose potential exceeds that of students of the same age in one or more domains (creative, physical, socioemotional and intellectual). Their potential may be assessed as beyond the average range across any domain. They may benefit from an enriched or extended curriculum and learning opportunities beyond the typical level of students the same age.

Gifted students’ potential significantly exceeds that of students of the same age in one or more domains. Leading gifted education experts commonly estimate that 10% of students may be considered gifted. They typically develop talent and achieve mastery notably faster than their age peers.

Highly gifted students’ potential vastly exceeds that of students of the same age in one or more domains. Highly gifted students have potential assessed in the top 1% or less of age peers. Highly gifted students may require specific and more significant curriculum adjustments to meet their learning and wellbeing needs.

Identification procedures

Identification of high potential and gifted students should be objective, valid and reliable. A mix of quantitative data (internal and external assessment data) and qualitative (teacher judgement) is considered. Assessment and data are used in an ongoing manner to inform learning and teaching across all domains of potential. The use of various data sources, with a high number of stakeholders providing input ensures that students from diverse cultural, linguistic, socio-economic backgrounds, Aboriginal and Torres Strait Islander students and students with disabilities are provided with equal opportunities. Hunter Sports HS will review student data at least twice per annum for the purpose of student identification.

Quantitative

• ACER Progressive Achievement Tests – Comprehension and Numeracy
• Standardised tests, eg NAPLAN Year 7 and Year 9, Check-In
• School-based assessments across KLAs
• Psychometric assessments and ICAS test results (note: these are not expected or required, but may be considered if provided)

Qualitative

• Teacher identification of potential/giftedness.
• Parent identification of potential/giftedness. Parents should complete the dedicated section on the High Potential Academy Application form. Parents are invited to contact the Instructional Leader to discuss their child’s eligibility.
• Student self-assessment. Students are provided with an opportunity to self-identify for the Intellectual, Social/Emotional or Creative Academies through the High Potential Academy Application process.

Teacher Responsibilities

• Use assessment and data to identify the specific learning needs of high potential and gifted students across all domains of potential.
• Apply evidence-based approaches that extend and challenge high potential and gifted students beyond their current level of mastery
• Develop, design and teach differentiated learning programs and provide experiences that meet the advanced learning needs of students.
• Participate in school provided professional learning that enhances their expertise in planning and programming effective learning experiences for high potential and gifted students
• Collaborate with families, other schools and the wider community to support the learning and wellbeing of high potential and gifted students
• Communicate assessment and identification information to support the transitions of high potential and gifted students

Provisions for High Potential & Gifted Students

The High Potential and Gifted Policy at Hunter Sports High School promotes engagement and challenge for every student. The school coordinates the provision of developmentally appropriate and engaging programs for students who are high potential and gifted in the intellectual, creative, social/emotional and physical domains. Teachers select and implement a variety of teaching strategies and learning experiences to engage the interest of High Potential and Gifted students, challenge their capabilities and enrich their daily experience of schooling. This is achieved through a variety of strategies at a whole school, classroom and extracurricular program level.