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How are we identifying gifted students beyond test scores?

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What balance should exist between acceleration and enrichment?

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Who are the high potential and gifted learners we are not yet seeing and what needs to change in our system for us to recognise and support them?

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How does it feel to be a gifted learner in our current education system? What do the young people think they need to feel supported, challenged and included?

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What can be implemented for students with high potential but low engagement in a classroom

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How can we facilitate a more effective learning experience for our 2e students in mainstream classrooms?

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How do we ensure equitable identification and support of high potential learners across diverse cultural contexts?

In what ways are we extending students thinking through depth and complexity?

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In what ways can we cultivate students' creative and socioaffective giftedness, alongside intellectual ability, given their potential for effective leadership?

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I’m keen to explore efficient ways to bridge the gap between high potential and high achieving learners. I’m particularly interested in strategies that improve engagement and identification of 2E learners, and in clarifying when enrichment is the right approach versus acceleration.

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What professional learning is needed so all teachers feel confident identifying and supporting HPGE students consistently?

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How do we shift the culture across our system and schools to secure greater attention and resourcing for High Potential and Gifted Education (HPGE), comparable to the support provided through NCCD processes for students with learning difficulties? Is this not an equity issue?

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My question is system-specific, but I'd like to learn more about the process of acceleration in a practical sense... is approval needed at the system level?

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I was particularly interested in Module 5. The discrepancy between ability and performance seems to be a common thread. In some cases, identification of giftedness can be met with incredulity, precisely because the gap between ability and output is so pronounced. This is where I found the work of Betts and Neihart so helpful. I certainly believe that more teacher PL in this space could help shift culture away from underestimation into a more proactive space.

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Which new questions have come up?

From a system perspective, I am looking to revisit our grouping and acceleration system-approach. These are the areas that need a renewed effort across our schools to provide more comprehensive PL, resources, and direction from leadership in HPGE.

Which questions can you answer?

I think identification is a strength of what we do, including our use of Gagne's DMGT and understanding of the characteristics of HPG students.

Which questions remain?

How can we better support ALL of our schools to cater for the needs of our HPG students? How can we ensure an understanding of the diversity of the HPG students in our schools including those from diverse backgrounds and abilities, in particular our 2e students. How can we utilise our system learning support team to collaborate in creating strength-based approach to our 2e students?

Any additional thoughts?

Lots of work to do in service of our amazing students and families!

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How can we build teacher capacity to recognise giftedness in diverse and underrepresented populations?

What barriers within our school or system may unintentionally prevent some students from being identified?

How do we measure whether extension and differentiation are genuinely improving student growth and engagement?

What systems are in place to ensure identified students continue to receive appropriate challenge over time?

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How can we balance academic challenge with student wellbeing, particularly for anxious or perfectionist learners?