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Schools should use rigorous self-assessment to identify the degree to which their procedures, programs and practices effectively extend and support high potential and gifted students.

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1.7 The department supports differentiated and evidence-based procedures, programs and practices for growth and achievement of all students, including high potential and gifted students.

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1.7 The department supports differentiated and evidence-based procedures, programs and practices for growth and achievement of all students, including high potential and gifted students.

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Specialist programs, settings and classes for high potential and gifted students should be staffed with teachers who possess or attain additional training and skills in the education of high potential and gifted students.

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The department and schools are responsible for school leader and teacher professional learning to enhance planning and implementation of quality learning opportunities for high potential and gifted students.

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1.6 Engagement with quality research and ongoing professional learning builds teacher and leadership capacity to improve growth and achievement for all high potential and gifted students.

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1.6 Engagement with quality research and ongoing professional learning builds teacher and leadership capacity to improve growth and achievement for all high potential and gifted students.

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Schools should work collaboratively with students, parents/carers and the community to support wellbeing, growth and achievement.

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Schools have a responsibility to create learning environments that support high potential and gifted students to experience efficacy, agency and achieve their educational potential.

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1.5 Learning environments which support the social-emotional development and wellbeing of high potential and gifted students enables them to connect, succeed and thrive.

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1.5 Learning environments which support the social-emotional development and wellbeing of high potential and gifted students enables them to connect, succeed and thrive.

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Specialist settings have a particular responsibility to provide targeted talent development, extension, and advanced learning for high potential and gifted students from all backgrounds.

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Schools should collaborate with other schools and organisations to offer learning opportunities that address advanced learning needs.

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Enrichment, extension and extra-curricular programs for high potential and gifted students should be sustained, challenging and purposeful.

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Acceleration for gifted students should be facilitated in consultation with the student and their parents/carers when it is in their best learning interests.

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Advanced learning pathways for high potential and gifted students should be available and supported at all levels of schooling.

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Grouping strategies for high potential and gifted students should be purposeful and support differentiation of curriculum and learning experiences.

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Learning and teaching programs and practices must extend high potential and gifted students beyond their current level of mastery, as informed by assessment, data and evidence.

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1.4 High potential and gifted students across all domains require evidence-based talent development to optimise their growth and achievement.

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1.4 High potential and gifted students across all domains require evidence-based talent development to optimise their growth and achievement.

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Schools should provide significant adjustments and interventions for students in the highly gifted range to meet their advanced learning needs.

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High potential and gifted students with disability should be provided with support, including reasonable adjustments for disability, to allow them to participate in their education on the same basis as high potential and gifted students without disability.

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High potential and gifted students may require tailored resourcing and support to cater for their different learning needs that is responsive to their family, socio-economic status, language and cultural background, health and wellbeing, and geographic location.

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1.3 High potential and gifted students from all backgrounds have access to quality learning opportunities that meet their needs and aspirations.

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1.3 High potential and gifted students from all backgrounds have access to quality learning opportunities that meet their needs and aspirations.

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The department and schools should use data related to the growth and achievement of high potential and gifted students to analyse and evaluate the effectiveness of differentiated programs and provisions.

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Objective, valid and reliable measures, as part of formative assessment, should be used to assess high potential and gifted students and identify their specific learning needs.

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1.2 Assessment and data are used in an ongoing manner to inform learning and teaching across all domains of potential: intellectual, creative, social-emotional and physical.

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1.2 Assessment and data are used in an ongoing manner to inform learning and teaching across all domains of potential: intellectual, creative, social-emotional and physical.

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This commitment includes supporting the talent development of all high potential and gifted students in all schools.

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High expectations and effective, explicit, evidence-based teaching create optimal learning environments where all students are challenged and engaged to achieve their educational potential.

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1.1 The department is committed to supporting every student to achieve their educational potential as stated in the Education Act (NSW) 1990.

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1.1 The department is committed to supporting every student to achieve their educational potential as stated in the Education Act (NSW) 1990.