High potential and gifted education

In our classroom

At Melrose Park Public School (MPPS) High Potential and Gifted Education (HPGE) is embedded in everyday classroom practice. We recognise that high potential exists across all students and can be demonstrated in different ways and at different times. Our approach focuses on developing talent over time through explicit teaching, high expectations, and purposeful differentiation.

Talent Development Approach

Our classroom practices are guided by a talent development approach guided by Gagné’s Differentiated Model of Giftedness and Talent. This model recognises the difference between students’ natural abilities (giftedness) and the skills and performance they develop over time (talent). Teachers intentionally design learning experiences that provide appropriate challenge, depth, and complexity, enabling students to move from potential to achievement.

Differentiation as Core Practice

Differentiation is the primary way we support students with high potential and giftedness in the classroom. Teachers plan and implement evidence-based adjustments to learning intentions, success criteria, tasks, and assessment to ensure students are working at an appropriate level of challenge. This may include curriculum compacting, extension and enrichment tasks, flexible grouping, and opportunities for deeper investigation.

Formative Assessment and Data-Informed Teaching

Teachers use a range of formative assessment strategies (ongoing checks for understanding, student self-assessment, observation, and targeted assessment tools) to identify strengths, learning needs, and growth over time. This information is used to adjust teaching, provide targeted feedback, and ensure learning remains engaging and appropriately challenging.

High Expectations and Explicit Teaching

High expectations are embedded in lesson design through clear learning intentions, success criteria, and explicit teaching of skills and strategies. Students are encouraged to think critically and creatively, make connections across learning areas, and reflect on their progress. This supports resilience, motivation, and a strong sense of learner agency.

Inclusive and Supportive Learning Environments

Classroom environments at MPPS promote belonging, curiosity, and risk-taking. Students are supported to collaborate, share ideas, and take increasing responsibility for their learning. Teachers foster positive relationships and create conditions where students feel confident to extend themselves academically and socially.

Across our school

Melrose Park Public School provides a range of enrichment and co-curricular groups that extend students who demonstrate high potential or talent in specifice domains.

These groups help students build skills beyond the classroom and support talent development across the intellectual, creative, social-emotional, and physical domains.

Enrichment groups/ HPGE-withdrawal groups may include:

* Mathematics enrichment

* Maths Olympiad

* Maths Games

* Robotics

* Senior leadership workshops

* Ryde Network Student Voice group

* Student Voice Representatives

* Chess club

* Choir

* Dance group

* Debating/Public Speaking

* PSSA Sport

* Band

* Premier's Spelling Bee

Across NSW

Melrose Park Public School supports students to participate in selected statewide and national opportunities that provide pathways beyond the school and enable students to engage in challenge alongside peers across NSW.

Students with strengths in sport may be supported to access individual sport trials pathways through NSW PSSA, with opportunities to progress through zone, area, and state levels across a range of sports.

Students may also participate in external academic and creative competitions that are open to students across NSW and Australia, including The Premier’s Spelling Bee and the RoboCup Robotics Competition.

Through these opportunities, students are supported to extend their talents beyond the classroom and pursue pathways aligned to their strengths and interests.