HPGE Staff Development Day

Some key terms

Timeline to date: what has been done about the High Potential and Gifted Education Policy at FHS so far?

Setting the scene

What makes this policy different?

Future directions

Roles

Strategy Reflection

HPGE: High Potential and Gifted Education

High potential students: those whose potential exceeds that of students of the same age in one or more domains (intellectual, creative, social-emotional and physical). 

Gifted students: those whose potential significantly exceeds that of students of the same age in one or more domains (intellectual, creative, social-emotional, and physical).

Highly gifted students: those whose potential vastly exceeds that of students of the same age in one or more domains (intellectual, creative, social-emotional and physical).

The policy recognises that there is a difference between high potential and high performance.

When we know our students and "tap in" to their natural abilities, we can develop this- this leads to high performance.

The policy is based in wellbeing- when we differentiate for students and cater to their various learning needs, we can increase engagement and student wellbeing.

The policy connects ALL key stakeholders in education: students, teachers, parents and community.

Working with the Enrichment Team on learning more about differentiation and adjustment strategies for HPGE students.

Using Quality Teaching Rounds to see how these strategies are being implemented in the classroom.

Sharing of resource guide and Google Drive with all staff to access strategies.

Continuing to match HPGE students to programs to extend their learning.

Further identification of HPGE students

Professional learning opportunities for staff- Quality Teaching Rounds, accredited PL

Engaging parents with the policy, including aspects of welfare (anxiety, perfectionism, etc.)

Engaging parents with strategies.

Working with CEO and Refugee Support Officer.