# data[].attributes.headline
open ended questions. Open discussions about issues/texts etc. Independent research, work etc. Students creating their own focus questions etc. 

# data[].attributes.subject
open ended questions. Open discussions about issues/texts etc. Independent research, work etc. Students creating their own focus questions etc. 

# data[].attributes.headline
Opportunity for individual and/or independent work

# data[].attributes.subject
Opportunity for individual and/or independent work

# data[].attributes.headline
Understanding their interests. Providing time to explore their interests. 

# data[].attributes.subject
Understanding their interests. Providing time to explore their interests. 

# data[].attributes.headline
Pre test groups work with in pull out  programs to cater even more individually.

# data[].attributes.subject
Pre test groups work with in pull out  programs to cater even more individually.

# data[].attributes.headline
concept based and linked to areas of Ss passion 

# data[].attributes.subject
concept based and linked to areas of Ss passion 

# data[].attributes.headline
more time available for teachers to plan differentiation

# data[].attributes.subject
more time available for teachers to plan differentiation

# data[].attributes.headline
Lots of discussions open ended and guided

# data[].attributes.subject
Lots of discussions open ended and guided

# data[].attributes.body
Pre-testing, continuous assessment, rich tasks, access to competitive opportunities (maths comps / masterminds)

# data[].attributes.body
Relate learning to interest and differentiate through using the maker model.

# data[].attributes.headline
Pretesting at the beginning of each unit

# data[].attributes.subject
Pretesting at the beginning of each unit

# data[].attributes.headline
QCAA to be more accommodating of differentiation in senior assessment. We would be neglectful not to prepare our students for senior.

# data[].attributes.subject
QCAA to be more accommodating of differentiation in senior assessment. We would be neglectful not to prepare our students for senior.

# data[].attributes.headline
Pre Test, group work and extension tasks

# data[].attributes.subject
Pre Test, group work and extension tasks

# data[].attributes.headline
Pre-assessment for the planning of differentiation

# data[].attributes.subject
Pre-assessment for the planning of differentiation

# data[].attributes.body
Flexible groups for discussion
Open-ended tasks

# data[].attributes.body
passion projects which reflect student's individual interest

# data[].attributes.headline
conducting pre-assessments in all learning areas to determine their readiness for new concepts. 

# data[].attributes.subject
conducting pre-assessments in all learning areas to determine their readiness for new concepts. 

# data[].attributes.body
Investigate pre-testing for English in particular

# data[].attributes.body
allowing time for children to explore their interest areas

# data[].attributes.body
Pre-test to inform starting place

# data[].attributes.body
Continuous assessment (with no ceilings) to inform teaching and create flexible groupings

# data[].attributes.body
knowledge of what's available in their network - schools that are implementing differentiation well

# data[].attributes.body
Pre-assessment and thorough understanding if the curriculum

# data[].attributes.headline
use of workshops with 1:1 support based on domain 

# data[].attributes.subject
use of workshops with 1:1 support based on domain 

# data[].attributes.body
Provocations to inspire learning, breadth and engagement in all learning areas

# data[].attributes.headline
Allowing flexibility for students to explore and ask questions beyond the basics.  Not just faster delivery but opportunity to present work that is individualised

# data[].attributes.subject
Allowing flexibility for students to explore and ask questions beyond the basics.  Not just faster delivery but opportunity to present work that is individualised

# data[].attributes.body
Rewrite some preassessments to add interest

# data[].attributes.headline
Time and flexibility need to be given to teachers as professionals

# data[].attributes.subject
Time and flexibility need to be given to teachers as professionals

# data[].attributes.headline
Differentiating product and ongoing assessment

# data[].attributes.subject
Differentiating product and ongoing assessment

# data[].attributes.body
management

# data[].attributes.body
high level, two way, open ended questioning

# data[].attributes.body
Teachers need extra time to collaborate with each other to help build more differentiated tasks.

# data[].attributes.body
Extra support in the classroom to be able to meet the needs of more of the students - do there can be time spent extending students from their identified areas of interest, talent, strength

# data[].attributes.body
UDL, open ended tasks. Conceptual goals with open process and products.

# data[].attributes.body
Using open-ended challenge cards for G&T students to complete that build on the shared concept the rest of the students are learning.

# data[].attributes.body
Need to work on offering differentiating products so students can show their learning in different modalities.

# data[].attributes.headline
Ensuring class groups are readiness groups - flexible and responsive to the particular learning goals rather than summative assessment in that content area 

# data[].attributes.subject
Ensuring class groups are readiness groups - flexible and responsive to the particular learning goals rather than summative assessment in that content area 

# data[].attributes.body
Pre-assess always and adjust pedagogy accordingly
Offer students choice of enrichment activities - it’s about range and balance and allowing them to pursue activities of interest

# data[].attributes.body
Collaborative discussions with staff.

# data[].attributes.headline
A knowledge of a range of assessment types to draw upon to determine students' readiness.

# data[].attributes.subject
A knowledge of a range of assessment types to draw upon to determine students' readiness.

# data[].attributes.headline
Planning and collaboration to collect ideas and have appropriate resources that facilitate a flexible learning environment.   

# data[].attributes.subject
Planning and collaboration to collect ideas and have appropriate resources that facilitate a flexible learning environment.   

# data[].attributes.body
Pre-testing for unit knowledge

# data[].attributes.body
real world contextualized learning

# data[].attributes.body
flexibility, understanding and awareness of how to teach HPL students who are twice exceptional

# data[].attributes.body
Understanding of the students readiness, dedicated time for the student to explore and make thinking visible

# data[].attributes.body
Acknowledge their level of mastery demonstrated through pre-tests so they don't have to sit through endless 'reteaching' of content they have already mastered.
Encourage engagement at a level which enables them to demonstrate their knowledge, and explore what they would like to know more about.

# data[].attributes.headline
Routines set up so have rich activities to go on if finished and teacher is unavailable

# data[].attributes.subject
Routines set up so have rich activities to go on if finished and teacher is unavailable

# data[].attributes.headline
Understanding from all class teachers and admin team.

# data[].attributes.subject
Understanding from all class teachers and admin team.

# data[].attributes.headline
Understanding of gifted learning profile 

# data[].attributes.subject
Understanding of gifted learning profile 

# data[].attributes.body
More time. Assistance/guidance in preparing good differentiation that still ticks all the required boxes

# data[].attributes.body
I don’t think I need support as such, more suggestions of ways that we can support teachers to trust that you CAN compare written to oral or multimodal - it’s about demonstrating their understanding!

# data[].attributes.body
Yes informing staff and getting across to them that differentiation can be part of planning and not burdensome.

# data[].attributes.headline
More knowledge of students and time to plan units after pre-assessments. Co-working with year level to try to develop differentiation tasks for each unit

# data[].attributes.subject
More knowledge of students and time to plan units after pre-assessments. Co-working with year level to try to develop differentiation tasks for each unit

# data[].attributes.body
Planning and collaboration of looking at the curriculum differently and moving away from C2C assessments.

# data[].attributes.body
Flexible time line

# data[].attributes.body
More time to plan and create resources. More collaborative development of resources.
Less stringent curriculum and less rigid thinking around modifying product.

# data[].attributes.headline
less time focused on assessment, more time focused on student centred projects - invention conventions, gallery displays, show case days, studenty run expos and market days etc

# data[].attributes.subject
less time focused on assessment, more time focused on student centred projects - invention conventions, gallery displays, show case days, studenty run expos and market days etc

# data[].attributes.body
T and passions so differentiation is

# data[].attributes.body
Multi year classrooms in smaller more remote schools are already differentiating but they need support too

# data[].attributes.body
More time to plan for these rich assessment tasks. More teacher capacity/knowledge.

# data[].attributes.body
Again support in ensuring all required boxes are ticked for QCAA

# data[].attributes.headline
Time to negotiate learning pathways, and check the mandated achievement standards  are met. 

# data[].attributes.subject
Time to negotiate learning pathways, and check the mandated achievement standards  are met. 

# data[].attributes.body
For teachers... More time??? To inform themselves of differentiation practice and how to implement that in the classroom. Plus time to prepare for differentiation & acknowledgement of its importance & that if they take time to differentiate, (most likely at the expense of content delivery) that they will not be 'looked down on' for doing so.
For students... Mentors - both in areas of academic interest AND in passion areas outside of academia.