From the Director of Learning Enhancement – High Potential Learning

From the Director of Learning Enhancement – High Potential Learning

High Potential Learning

High Potential Learning refers to the recognition and nurturing of students who demonstrate abilities beyond what is typical for their age. These abilities may be intellectual, creative, physical, or social-emotional. The aim is not to label children, but to understand their unique strengths and support their development in meaningful ways.

In Australia, the leading framework for understanding giftedness is Françoys Gagné’s Differentiated Model of Giftedness and Talent (DMGT). This model distinguishes between giftedness (natural abilities) and talent (developed skills), emphasising that potential should be nurtured through various learning environments as well as considering student motivation and engagement.

Recent research emphasises that recognising and nurturing high potential learners requires a comprehensive and inclusive approach. In particular, Dr Michelle Ronksley-Pavia an Australian researcher, is known for her work on twice-exceptionality, neurodiversity, and inclusive education. Her findings challenge traditional views of giftedness and advocate for inclusive, nuanced approaches to identifying and supporting high potential learners. In this way, Dr Ronksley-Pavia has noted that formal testing is not always essential for identifying students with exceptional abilities. Instead, a multifaceted identification process – considering teacher observations, student work samples, classroom engagement, creativity, and motivation – may provide a fuller picture of a child’s potential. This approach aligns with the Differentiated Model of Giftedness and Talent (DMGT) which suggests that both innate abilities and environmental factors contribute to talent development. By moving away from exclusive reliance on academic scores, this ensures diverse strengths and talents are recognised and supported, including those in non-academic domains such as leadership, the arts, or social-emotional skills.

This perspective has been endorsed by UNSW’s Gifted Education Research, Resource and Information Centre, (GERRIC) which advocates for a holistic view of student growth and potential. GERRIC offers programs designed for students in Year 3–Year 10. These programs run during school holidays and provide intellectually stimulating experiences across topics like brain sciences, virtual reality, cryptology, and cinematic sound design.

Key dates for the upcoming GERRIC programs include:

  • Friday 12 September 2025 – Program launch and scholarship applications opened
  • Monday 29 September 2025 – General ticket sales begin
  • Wednesday 14 to Friday 16 January 2026 – Junior Program (Year 3–Year 6)
  • Tuesday 20 to Thursday 22 January 2026 – Senior Program (Year 7–Year 10)

Coming in Term 4

  • Term 4 Check and Connect sessions with the Learning Enhancement Team
  • Term 4 Consultation and Collaboration conversations for students requiring academic support and adjustments for learning
  • Launch of Horizons Program – Year 7 and Year 8 students
  • Getaway SC101 – due to the success of this initiative Getaway will continue to operate during Term 4 staffed by the Learning Enhancement Department
    – Before school: Monday and Tuesday – 7.45am–8.15am
    – Lunch – every day

– Stephanie Dimitrelis
Director of Learning Enhancement