High potential and gifted education

At Smalls Road Public School, High Potential and Gifted Education (HPGE) is embedded in everyday classroom practice. We recognise that high potential exists across all students and can be demonstrated in different ways and at different times. Our approach focuses on developing talent over time through explicit teaching, high expectations, and purposeful differentiation.

Talent Development Approach

Our classroom practices are guided by a talent development approach guided by Gagné’s Differentiated Model of Giftedness and Talent. This model recognises the difference between students’ natural abilities (giftedness) and the skills and performance they develop over time (talent). Teachers intentionally design learning experiences that provide appropriate challenge, depth, and complexity, enabling students to move from potential to achievement.

Differentiation as Core Practice

Differentiation is the primary way we support students with high potential and giftedness in the classroom. Teachers plan and implement evidence-based adjustments to learning intentions, success criteria, tasks, and assessment to ensure students are working at an appropriate level of challenge. This may include curriculum compacting, extension and enrichment tasks, flexible grouping, and opportunities for deeper investigation.

Formative Assessment and Data-Informed Teaching

Teachers use a range of formative assessment strategies (ongoing checks for understanding, student self-assessment, observation, and targeted assessment tools) to identify strengths, learning needs, and growth over time. This information is used to adjust teaching, provide targeted feedback, and ensure learning remains engaging and appropriately challenging.

High Expectations and Explicit Teaching

High expectations are embedded in lesson design through clear learning intentions, success criteria, and explicit teaching of skills and strategies. Students are encouraged to think critically and creatively, make connections across learning areas, and reflect on their progress. This supports resilience, motivation, and a strong sense of learner agency.

Inclusive and Supportive Learning Environments

Classroom environments at SRPS promote belonging, curiosity, and risk-taking. Students are supported to collaborate, share ideas, and take increasing responsibility for their learning. Teachers foster positive relationships and create conditions where students feel confident to extend themselves academically and socially.

At Smalls Road Public School, we offer a range of extra- and co-curricular opportunities that support the development of high potential and gifted students across the intellectual, creative, social–emotional, and physical domains. These opportunities complement classroom learning and provide authentic contexts for extension, performance, leadership, and growth.

Intellectual and Academic Extension

Students with strengths in academic learning may access enrichment and extension opportunities that promote depth, challenge, and critical thinking. These include SPECTRA Science, extension mathematics, chess, and participation in writing and poetry competitions, allowing students to explore complex ideas, problem-solve, and build confidence as learners.

Creative and Performing Arts Opportunities

Creative talents are nurtured through performance-based and creative groups including band, choir, and dance groups. Students also participate in high-profile performance opportunities such as the Sydney North Dance Festival and the Ryde Schools Performing Arts Festival, where selected students perform at iconic venues including the Sydney Opera House. These experiences support artistic development, confidence, and engagement with authentic audiences.

Leadership and Social–Emotional Development

Leadership development is supported through structured and progressive opportunities across the school. Students in Years 2–6 may participate in the Student Representative Council (SRC), developing student voice, responsibility, and advocacy.

In Year 5, students participate in the Burn Bright Leadership Program, which focuses on coaching, mentoring, and developing communication and leadership skills in preparation for the Year 6 leadership election process.

Stage 3 students may also be selected to represent the school in the Ryde Network Student Voice group, a network-based initiative where two students collaborate with peers from local schools.

In Year 6, students may take on formal leadership roles including School Captains, Prefects, and House Prefects, applying and extending the skills developed through earlier leadership opportunities.

Physical Talent Pathways

Students with strengths in sport are supported through competitive and representative opportunities, including PSSA sport and zone representation pathways. Students may also participate in external mentoring programs such as Goal College, where they are mentored by older peers in high school to develop skills, goal-setting, and resilience.

Across all domains, opportunities are flexible and responsive, recognising that high potential can emerge in different ways and at different times. Through a broad range of extra- and co-curricular experiences, Smalls Road Public School supports students to develop their strengths, pursue interests, and engage meaningfully with their learning community.

Smalls Road Public School supports students to participate in selected statewide and national opportunities that provide pathways beyond the school and enable students to engage in challenge alongside peers across NSW.

Students with strengths in sport may be supported to access individual sport trials pathways through NSW PSSA, with opportunities to progress through zone, area, and state levels across a range of sports.

Students may also participate in external academic and creative competitions that are open to students across NSW and Australia, including The Premier’s Spelling Bee and the Dorothea Mackellar Poetry Awards.

Through these opportunities, students are supported to extend their talents beyond the classroom and pursue pathways aligned to their strengths and interests.