High potential and gifted education

Identification of Potential and Development of Talent

Our high-quality teachers find student potential, track and monitor student progress and nurture individual students to become the best version of themselves.

Evidence-based and data-informed practices support all students to achieve personal excellence. As professionals we know and recognise that potential exists along a continuum, where different levels of potential and potential showcased in different domains require different pedagogical approaches. High Potential students are those whose potential exceeds that of students of the same age in one or more subjects and areas. Gifted students are those whose potential significantly exceeds that of students of the same age in one or more subjects or areas.

At Lucas Heights Community we use objective, valid and reliable measures to assess and identify high potential and gifted students’ learning needs. Consequently, all students, but particularly those displaying high potential or traits of giftedness are assessed through internal measures such as pre-testing, formative and diagnostic assessment, ability/achievement tests, performance-based assessments and rating scales, external measures such as NAPLAN and Check In Assessment and community based observations such as teacher observations/nominations, parent nominations/conversations and student self-nominations.

We implement evidence-informed strategies to support talent development for High Potential and Gifted students.

At Lucas Heights Community we implement sustainable classroom-based HP/GE practices

In 2025, the K-12 faculty agreed upon a sustainable model of classroom practice that focuses on developing student potential into talent. The key cornerstones of this pedagogy are:

1. High Expectations - Holding strong, positive and proactive beliefs about what is possible in the classroom
2. Language - Encouraging higher order thinking and regular collaboration/sharing
3. Visible Routines - Establishing clear, consistent routines and expectations for students, such as Learning Intentions and Success Criteria
4. Interactions - Regularly facilitate opportunities for students to foster connections, communication, collaboration, creativity and critical thinking through information sharing
5. Opportunity - Provide frequent opportunities for ‘deep dive’ thinking, higher order skills, problem solving/decision making and inquiry/analytics
6. Modelling - Model ‘visible’ thinking through think-alouds and ‘Thinking Routines’

In conjunction with this pedagogical shift, the staff commenced embedding Harvard University and Project Zero’s ‘Thinking Routines’ into their curriculum programs. These diverse routines provide scaffolds and sequences to support students’ lateral, deep and higher order thinking. They allow thinking to become more visible and tangible for all learners. This revelation of thinking between teachers, students and their peers assists students to notice, name, utilise and transfer ‘thinking moves’ between a vast array of contexts.

‘A rising tide lifts all ships’.

We recognise that each student has different abilities. Our teachers respond to each student’s ability by providing developmentally and academically appropriate challenges or extension activities to keep learning exciting and stimulating.

Quality instruction within our classrooms is underpinned by responsive differentiation at a student’s individual point of need. Differentiation can occur as an adjustment to pace, complexity, content, process or product, so that higher-order thinking and a greater sense of challenge are built in. This differentiation is strengthened by core pedagogical practices such as formative assessment strategies to monitor growth and hence adapt teaching/learning activities.

We pride ourselves on supportive teaching and learning environments that promote learner confidence, positive risk taking, perseverance and resilience. Our lessons enable exploration, self-reflection and self assessment. This allows our talented staff to implement strengths-based feedback and personalised goal setting for students. Wherever possible, we strive for activities that promote choice, authenticity and relevance. This endeavour is particularly noticeable in cross-curricular, inquiry-based and project-based learning opportunities.

Fluid and flexible groupings in the classroom and our ‘enrichment’ programs cater for students’ continually improving abilities, as well as collaborative ideation, presentation and the creation of high-quality products.This also fosters explicit teaching and practice of crucial skills such as critical thinking and problem-solving during opportunities for abstraction, inquiry and deep learning.

We endeavour to apply a multi-faceted approach to High Potential/Gifted Education across the school, both inside and outside of the classroom.

Lucas Heights Community employs a 3-pronged approach to High Potential/Gifted Education:

1. Extra-curicular
2. Enrichment
3. Extension

Extracurricular programs

As educators, we cast our net wide to include all interested parties. As part of the extra-curricular programs, we have a range of systems and processes in place that all us to find the potential in students (particularly those not previously known to us) and then develop talent once students are identified.

Enrichment

We use a range of human, physical and financial resources to create selective lessons and classes outside of our general primary and secondary timetables that target identified high performing, high potential and gifted students based on triangulated data. These students are regularly enriched laterally.

Extension (Or Acceleration)

Extension generally applies to gifted and highly gifted students. Where applicable, our school will create pathways for identified/targeted students to access curriculum beyond their grade or stage level. These students are extended vertically, in consultation and collaboration with their parents. Extension/acceleration usually involves an acceleration plan.

In our classroom

At Lucas Heights Community, HP/GE is embedded in our everyday practice through quality, explicit teaching and tailored, responsive differentiation methods. We are dedicated to identifying, tracking, nurturing and challenging our High Potential/Gifted students, ensuring that every student in every classroom has the opportunity to flourish and thrive at our school.

Our quality teaching pedagogies that support improved student outcomes include:

• High expectations - we understand that high expectations of our students are closely linked to higher performances from them. We know that all students need to be appropriately challenged in order to learn, so we make considerable efforts to stimulate and extend our students in every lesson.
• Explicit teaching - we believe in showing students what to do (effective strategies and ‘What A Good One Looks Like’) and how to do it (Learning Intentions, Success Criteria and worked examples). We recognise that learning is a cumulative and systematic process, built on strong foundations of literacy and numeracy. Students who experience explicit teaching practices make greater learning gains that students who do not experience these practices.
• Effective feedback - we know that feedback is one of the most powerful influences on student achievement. We are committed to providing students with timely, constructive feedback on their tasks and processes as well as self-regulation, where applicable, to ensure a positive, enriching learning experience.
• Use of data to inform practice - we acknowledge that effective analysis of student data from internal and external sources helps teachers to identify areas in which students’ learning needs may require additional attention, support, development or extension. The data we collect supports our understanding of student interest, engagement, ability and learning styles. High-quality assessment practices underpin our data analysis, as they are crucial for student outcomes and wellbeing.
• Classroom management - we appreciate that effective classroom management is important for creating a strong, positive classroom culture and optimal conditions for learning. Our supportive classroom environments promote a sense of belonging and encourage risk-taking, creativity and collaboration.
• Wellbeing - we recognise that a students’ formative/schooling years contribute to their holistic development and, in turn, drive academic outcomes. Research suggests that higher levels of wellbeing are linked to higher academic achievement, increased year 12 completion, better mental health and more pro-social behaviours.
• Collaboration - we posit that collaboration is key for both students and teachers. It is the key to sharing successful and innovative learning strategies and teaching pedagogies. Our whole-school aim is to create a culture of excellence.

Real world relevance - we realise that the world is ever-changing and that our role as educators is to facilitate learning that supports the creation of active world citizens. Hence, wherever possible, we provide learning tasks that promote choice, authenticity, critical thinking and creativity. This is particularly evident in cross-curricular, project-based and inquiry learning experiences.

Whole school

At Lucas Heights Community learners and their potential are both our core business and our priority. Many students have and display high potential. We, as a dedicated teaching and learning community, assist that potential to grow into something powerful. As experienced educators, our staff find potential and nurture our students to the best they possibly can be.

As a school which has been on the High Potential and Gifted Education journey for a number of years now, we are committed to developing students’ high potential across the 4 identified domains: creative, intellectual, physical and social-emotional, through a diverse range of opportunities. Part of this professional commitment is challenging our students to think, create, lead and grow every day. Our diverse offerings and supports aim to engage every student.

Our school culture is built on inclusivity, diversity and opportunity, so that all learners experience a sense of belonging and positive wellbeing. As such, we foster a culture of high expectations and equity in excellence, ensuring every student regardless of their background, has opportunities to develop their potential into talent.

High Potential and Gifted Education at Lucas Heights Community is delivered in-class, across the school and as part of Department-wide initiatives.

Across our school

Primary

Reading:

We currently offer 3 enrichment reading programs titled ‘Ripper Readers’:

• Stage 1 - focuses on visual literacy, author’s intention, story morals/messages and making connections to the real world context.
• Stage 2 - focuses on reading aloud (automaticity, fluency, prosody, expression, intonation and expression) as well as comprehension at an inferential level.
• Stage 3 - focuses on reading comprehension at an inferential and critical level, whilst also broadening student learning experiences to the wider world context (history, mythology etc) and exposing them to some Stage 4 concepts.

Writing:

We have been offering enrichment writing programs for 3 years now:

• Stage 1
• Stage 2
• Stage 3

These groups are fluid and flexible, so that they are responsive to pre and post assessment data. There is plenty of room for collaboration through the explicit teaching model of I do (modelled), We do (guided), You do (independent) and feedback is strengths-based in alignment with clear goals and self-assessment strategies.

When student work samples are exceptional, they are submitted to the school ‘Rosella’ newsletter, to add primary student voices to the communication.

Mathematics:

We are currently in our 3rd year of offering enrichment mathematics activities run through APSMO:

• Stage 1 ‘Maths Quest’ - explores explicit, systematic strategies for solving written and pictorial problems. Students build strong foundations for working mathematically through a gradual release of support and guidance.
• Stage 2 ‘Maths Explorer’ - investigates a range of effective mathematical strategies for solving worded problems in a collaborative, communicative environment. Participants complete four monthly competitions with a small group of their peers. Students are given opportunities to work mathematically before competitions and to reflect on/evaluate their efforts after they have completed each one.
• Stage 3 ‘Maths Olympiad’ - consolidates all of the students’ prior learning and challenges them to extend their current abilities through four, independent monthly challenges. Students are exposed to mathematical content from years 5-8 and are strongly encouraged to self-reflect on their efforts.

Leadership Pathways:

Our primary leadership pathways are cumulative over a number of years so that our school builds social, emotional and leadership potential within our students.

Extra-curricular activities such as the Environment Club are open to students from Kindergarten to year 6. These passion and hobby-inspired activities develop students’ curiosity, active citizenship and collaborative skills. In the past, the Environment Club has created bee baths, repainted bird houses, designed a bottlecap mural, cleared out garden beds, collected rubbish from the playground and planted a range of plants in our garden beds.

From year 2, students are given the opportunity to nominate for the Student Representative Council. Elected representatives work with the coordinating teachers to identify charities and causes to support, as well as activities to implement for students, such as student wellbeing sports days and discos.

Then, in upper primary (years 4 and 5) students can volunteer for the Peer Mediation program. Before this program commences, students participate in a whole day training session about the role and importance of mediation. They learn about the process of mediating, appropriate scripts to utilise and the hierarchy used when escalating a problem beyond peer mediation. Students often use Peer Mediation as a stepping stone to Peer Support or the Year 6 Leadership Team.

The ‘Kindy Buddies’ program is an enjoyable opportunity for year 5 students to forge positive connections with the newest members of the school. They run sports, games and arts/crafts activities for the students to build their confidence and love of learning. Kindy Buddies is enjoyed by all involved, students and teachers alike, as it adds to the positive ethos of our school.

Year 5 students may also choose to nominate for the Year 6 Leadership Team. As part of this process, all year 5 students participate in a ‘Year 5 Leadership Day’ run by teachers. Students explore a range of topics around leadership, such as the makings of a good leader, developing positive personal skills, communication and collaboration skills and writing an application. The selection of students mirrors the High School’s rigorous selection process, which involves student nomination, written expressions of interest, a school values analysis using SENTRAL data, an interview, a public candidacy speech and a democratic vote. This ensures the fidelity of the process

Should students be unsuccessful in their selection for the Year 6 Leadership Team, they may consider becoming a House Captain or Vice Captain. For this campaign students nominated and then give a short speech about their personality, professional experience and overall enthusiasm for the job, before students enter a democratic vote. If students are successful, they are in charge of running house meetings, encouraging participation at carnivals, inspiring ‘house spirit’ and completing jobs around the school.

Peer Support is a year 6 program, where all students are given the opportunity to lead a small group of students from years 1-4. During these 40 minute afternoon sessions, year 6 leaders run mini lessons that promote communication, connection, collaboration and support, so the attending students experience a sense of belonging and improve their wellbeing. All participants walk away with new skills and strategies for coping with a range of scenarios both at school and outside of it.

Public Speaking:

Our students are given the opportunity to nominate for two public speaking competitions each year. Lucas Heights Community participates in the Multicultural Perspectives and Network Public Speaking competitions. These are complemented by in class and stage-based competitions within the school. We regularly send two representatives from each applicable stage to the finals, as we recognise the importance of student agency, voice and free speech.

Debating:

Our Stage 3 students are given the opportunity each year to participate in the Premier’s Debating Challenge with other schools from the network. We regularly submit two teams into this competition, to build students’ curiosity, assertiveness, research skills, public speaking, negotiation and argument/refutation skills.

Secondary

English

• The Rosella - School Newspaper
• Targeted Writers Group
• Radical Reading Challenge

Maths

• Maths Olympiad
• APSMO Assessments
• Acceleration Program

Science

• STEAM Club for Girls (ANSTO)
• STANSW Young Scientist Competition
• ICAS Science Competition
• Crime Story Incursion
• Taronga - Youth at the Zoo program

PDHPE

• In School Basketball Program
• Knock Out and Grade Sport

CAPA

• Mural in a Day workshop
• Musical Soiree
• Spanish Exchange Program
• Secondary Dance Ensemble
• Back Stage Crew

TAS

• Major Project Afternoon

Support Unit

• Building Bridges School Partnership

HSIE

• Future Entrepreneur Competition
• Extension Commerce

Across NSW

Our students can participate in a wide range of state-wide programs that aim to extend and enrich student potential.

• Intellectual - The Premier’s Spelling, Reading and Debating Challenges promote academic enrichment and extension in a competitive environment. Students are encouraged to supplement their in-school learning with practice of key concepts like spelling and vocabulary knowledge, wide reading and argumentation.
• Physical - We continue to prioritise and promote participation in sporting pathways such as gala days, knock outs, PSSA, grade sport and selection through to zone, regional and state carnivals.
• Creative - Students in our performance ensembles participate in the ‘In the Spotlight’ Dance Festival and Sutherland Shire Music Festival, as well as Create South and vocal programs run by the Arts Unit.

External - Parents can nominate their children to complete ICAS assessments in subjects such as Spelling, Mathematics, Writing, Reading, Science and Digital Technologies.

Identification of Potential and Development of Talent

Our high-quality teachers find student potential, track and monitor student progress and nurture individual students to become the best version of themselves.

Evidence-based and data-informed practices support all students to achieve personal excellence. As professionals we know and recognise that potential exists along a continuum, where different levels of potential and potential showcased in different domains require different pedagogical approaches. High Potential students are those whose potential exceeds that of students of the same age in one or more subjects and areas. Gifted students are those whose potential significantly exceeds that of students of the same age in one or more subjects or areas.

At Lucas Heights Community we use objective, valid and reliable measures to assess and identify high potential and gifted students’ learning needs. Consequently, all students, but particularly those displaying high potential or traits of giftedness are assessed through internal measures such as pre-testing, formative and diagnostic assessment, ability/achievement tests, performance-based assessments and rating scales, external measures such as NAPLAN and Check In Assessment and community based observations such as teacher observations/nominations, parent nominations/conversations and student self-nominations.

We implement evidence-informed strategies to support talent development for High Potential and Gifted students.