High Potential and Gifted Education (HPGE)

At Farrer, we recognise that every student has a unique profile of strengths and abilities. The NSW Department of Education’s High Potential and Gifted Education (HPGE) Policy supports schools to identify, nurture and extend students who show high potential or giftedness in one or more areas of natural ability. Our approach ensures that students are engaged, challenged and supported to develop their talents across learning, wellbeing and personal development. Additionally, our approach is deeply promoted through our Student Learning Action Plan (SLAP) program where our HSC students are mentored and individually supported through their HSC Year. 

All students, regardless of background or personal circumstances, require access to learning programs that meet their learning needs and support to aspire to, and achieve, personal excellence. Achieving excellence for high potential and gifted students is underpinned by Farrer’s school environments including quality teaching, learning and leadership. Potential exists along a continuum, where differing degrees of potential require differing approaches and levels of adjustment and intervention.

Key aspects of the policy that make a difference to the students at Farrer:

• Recognition of the magnitude of ways that students learn.
  
• High expectations in our school of students and teachers.
  
• Building student capacity and capabilities they carry the rest of their lives.
  
• Recognition of students’ abilities, and enable teachers to promote and nurture these.
  

Difference between High Potential; Gifted; and Highly Gifted:

• High Potential - exists along a continuum, where given optimal conditions, can lead to high performance and achievement. High potential are those whose potential exceeds that of students of the same age. They may benefit from an enriched or extended curriculum and learning opportunities beyond the typical level of their age peers.
  
• Gifted - are those whose potential significantly exceeds that of students of the same age. They typically develop talent and achieve mastery notably faster than their age peers.
  
• Highly Gifted - are those whose potential vastly exceeds that of their age peers. Highly gifted students may require specific and significant curriculum adjustments to meet their learning and wellbeing needs.
  

When teachers and school leaders recognise high potential, providing optimal learning conditions makes the difference in supporting the development of talent. Find the potential, develop the talent, make the difference.

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