Supporting High-Ability Students

Policy

This policy outlines arrangements for supporting high-ability students in government schools, including implementation of the Student Excellence Program.

Summary

• Government schools work to enhance the educational opportunities of all students, including high-ability students.
• The Victorian Teaching and Learning Model 2.0 outlines the importance of including a planned approach to learning extension and enrichment for high-ability students as part of a school’s documented whole-school curriculum plan.
• All schools receiving funding through the Student Excellence Program must appoint a high ability practice leader (HAPL) to lead the school’s support for high-ability students.
• High-ability students should be supported to access the department’s range of extension and enrichment opportunities, including the Victorian High-Ability Program, the Victorian Challenge and Enrichment Series, and programs offered by the Centre for Higher Education Studies. Information on these programs is available in the Guidance tab.
• Each year the Victorian Education Excellence Awards recognises schools with an outstanding approach to supporting high-ability students.

Details

‘High ability’ is defined as having advanced learning capability and potential compared to same-age peers in one or more domains of learning.

Within their approach to supporting high-ability students, schools are encouraged to:

• access guidance and professional learning for school leaders and classroom teachers in supporting high-ability students (refer to the Resources tab)
• have a structured approach to identifying high-ability students
• facilitate high-ability students’ access to enrichment and extension programs and supports, either within or external to the school.

As part of the Student Excellence Program, all funded schools must appoint a HAPL and facilitate access to the:

• Victorian High Ability Program
• Victorian Challenge and Enrichment Series.

Schools are also encouraged to facilitate access to other programs for high-ability students such as those offered by:

• Centre for Higher Education Studies (CHES)
• Koorie Academy of Excellence
• Science and mathematics specialist centres
• Victorian State Schools Spectacular
• School Sport Victoria Competition Pathway (PDF)
• National and international competitions.

For further information on the Student Excellence Program, refer to Student Excellence Program.

There are a range of schools and settings targeted to high-ability students. For more information, refer to Schools and settings targeted to high-ability students.

Each year the Victorian Education Excellence Awards recognises one primary and one secondary school with an outstanding approach to supporting high-ability students. The winning schools each receive a grant of up to $25,000 to further support their programs for high-ability students. For further information, please visit the Victorian Education Excellence Awards.

Related policies

• Designated Purpose Settings
• Enrolment
• Individual Education Plans (IEPS)
• Student Resource Package – Targeted Initiatives (Student Excellence Program)
• Victorian Teaching and Learning Model 2.0

Contact

For general queries regarding support for high-ability students, including the Student Excellence Program and selective entry high school admissions, contact: student.excellence@education.vic.gov.au

For queries regarding funding under the Student Excellence Program, contact Schools Financial Management Support: schools.finance.support@education.vic.gov.au

Guidance

This guidance includes the following chapters:

• About high-ability students
• Understanding underachievement in high-ability students
• Supporting the wellbeing needs of high-ability students
• Planning a whole-school approach to high ability
• Planning for student level supports
• Student Excellence Program
• Supporting high-ability First Nations students
• Supporting twice-exceptional students
• Planning for extension, challenge, and enrichment
• Acceleration
• Schools and settings targeted to high-ability students
• Case studies

About high-ability students

High ability is an umbrella term used to describe high potential and/or performance. High-ability students have abilities that are more advanced in one or more domains of learning than peers of a similar age.

Some high-ability students have a general aptitude that allows them to achieve across a wide range of subjects. Others may exhibit subject specific aptitude. The ability, aptitude and performance of high-ability students will vary. Students with high ability may also have a disability or learning difficulty, sometimes known as twice exceptional or 2e.

High ability can manifest in different domains, or in combination. According to Professor Françoys Gagné’s Differentiated Model of Giftedness and Talent, these domains include:

• Intellectual ability: usually manifests in a broad range of academic-focused subjects, speed of learning and complex thinking patterns
• Physical ability: often presents in physical education or dance, through advanced motor skills, coordination, and stamina
• Creative ability: is likely to find expression in the arts, and in advanced creative problem-solving and original thinking
• Advanced social ability: will cut across a variety of subject areas and often finds expression in leadership, and in advanced moral reasoning and ethical thinking.

Gagné and others estimate that at least 10% of the population is highly able in one or more domains. Responsive teaching, that offers increased levels of challenge, gives high-ability students the best chance to reach their full potential.

Understanding underachievement in high-ability students

Some high-ability students are at risk of underachieving. Research shows that up to 50% of high-ability students do not reach their full potential in education or work. Many factors can cause this. Teachers can play a key role in identifying students who might not show obvious signs of high ability.

Four broad types of underachievement are outlined below.

• Involuntary underachievers: these students want to do well but are overlooked due to language barriers or disabilities. Their underachievement might be worsened by a lack of suitable learning opportunities, due to disadvantage or geographical location and/or isolation.
• Classic underachievers: these students underperform in all areas of the school curriculum. Their underachievement often starts in the early years of secondary school, when they face pressure to choose between fitting in socially or achieving academically.
• Selective underachievers: these students put effort into subjects they like or are confident in. They may also work harder in classes where they like the teacher. In other subjects, they put in little effort.
• Underachievers who fly under the radar: these are the high-ability students who coast through school, only doing what is necessary to get by. They receive good grades but are not meeting their potential. Their lack of effort may go unnoticed because their work is still acceptable. They avoid academic risks, struggle to learn from failure, and subsequently may not build resilience.

Considering the whole child and their situation helps in understanding the causes of underachievement. Once the cause is identified, it is recommended that teachers work together with the student to help them succeed. This may include:

• increasing opportunities for independent practice
• providing opportunities for the student to demonstrate mastery
• the use of open tasks with a focus on problem-solving
• teaching through guided, structured inquiry
• providing emotional support to the student.

Supporting the wellbeing needs of high-ability students

Like all students, high-ability students need support for their wellbeing and these needs will vary. Factors which can affect the wellbeing of high-ability students include the following.

• Asynchronous development is when a student’s growth is uneven. For example, a student’s intellectual development may be ahead of their physical or social-emotional growth. They may be cognitively able to cope with advanced concepts but lack the necessary social or emotional maturity.
• The forced choice dilemma is when a student feels torn between fitting in with their peers and achieving high academic grades. This is more prevalent during the teenage years when peer group influences and the need for acceptance become stronger. It can also be more common in small rural communities, in some cultural groups, and amongst boys.
• Perfectionism is when a student sets impossible standards for themselves and becomes disheartened when they cannot be achieved. While healthy perfectionism can motivate students, signs that it is negatively impacting wellbeing include high levels of anxiety and self-criticism, a focus on mistakes, and a reluctance to try new things.

Many of the actions that can be taken to support the wellbeing of high-ability students are the same as those that support all students. These include:

• creating a positive climate for learning that celebrates achievement, with a focus on effort and process, not just results
• knowing the student’s level of development across all areas (intellectual, social-emotional, and physical)
• connecting students with their areas of interest
• modelling and encouraging positive self-talk and a growth mindset
• encouraging meaningful friendships and like-ability interactions (interactions with peers who have similar talents and aptitudes).

Other factors influencing wellbeing

Some high-ability students may struggle with self-regulation. This means they might find it hard to manage their emotions, behaviour, and social interactions. If students have good self-regulation skills, they will understand their own emotions. They will be able to think before acting and see how their choices affect themselves and others, supporting positive interactions with peers.

Teachers can support students with self-regulation by offering co-regulation and modelling calm, constructive responses to challenges. They can help students to plan and set goals and encourage the use of metacognitive strategies to support reflection and problem solving.

For high-ability students in the senior years of schooling, particularly those who excel in multiple areas, planning for life after school can be stressful. They may have trouble making decisions and focus too much on grades or career paths. Perfectionism, as well as family and cultural pressures around academic achievement, may increase this stress.

Teachers can remind these students that they do not have to limit themselves to one career and encourage them to pursue hobbies outside of school and work. They can also provide opportunities for students to talk with peers experiencing similar concerns and recognise that they are not alone. Teachers can also direct students to career counselling to explore the many pathways available.

Planning a whole-school approach to high ability

A whole-school approach considers the needs of high-ability students in all levels of school planning. It recognises that everyone in the school community plays a role in helping these students thrive.

A school culture that values and celebrates high-ability students includes:

• supporting teachers to use the VTLM 2.0 to develop effective whole-class instruction that embeds challenge and extension opportunities. The VTLM 2.0 practice guides provide a starting point to engage with and reflect on evidence-based teaching practices in the context of schools and student cohorts
• tools, time, and training to help teachers identify and support their high-ability students
• encouraging teachers to see that high ability can be hidden in some groups (like disadvantaged students or those with other learning needs) and that even those students ‘already doing well’ may need more support to reach their full potential
• specific goals and actions for high-ability students within their 4-year School Strategic Plan (SSP). These will shape the Annual Implementation Plan and staff Performance and Development Plans over the 4-year cycle
• establishing a process for collection and analysis of data for the identification of high-ability students
• supporting teachers to use the Professional Learning Communities (PLC) framework to routinely collect and unpack student learning data to inform instructional decisions and the incorporation of opportunities for extension and challenge into teaching and learning sequences at the whole-class level
• sharing success stories and highlighting support for high-ability students via platforms such as the school website and newsletter.

Planning for student level supports

Planning for student level supports begins at the whole-class level of instruction using the Victorian Teaching and Learning Model (VTLM 2.0). The VTLM 2.0 is informed by contemporary evidence about the way students learn. It outlines the most effective teaching practices to achieve strong learning outcomes for all students, including specific cohorts such as high-ability students.

The model has explicit teaching at its core and is responsive to the needs of all students in supporting them to achieve curriculum learning objectives. The VTLM 2.0 guides aid the work of teachers by setting out strategies and practices for the VTLM 2.0.

Within the VTLM 2.0, teachers monitor student learning progress and make adjustments in real time to meet their needs. In addition, the elements of effective teaching can be used to plan supports for high ability at the student level.

Suggested actions aligned with each element of effective teaching are outlined below.

Planning

• Embed diagnostic, formative, and summative assessments into curriculum plans and teaching and learning sequences. These assessments can aid in the identification of high-ability students. Design assessments to allow high-ability students to show the full extent of what they can do.
• Use assessment data in professional learning communities (PLCs) to refine units and sequences of teaching and learning in support of high-ability students. This may include considering opportunities for curriculum compacting or acceleration. It may also include providing resourcing that goes beyond the standard curriculum.

Enabling learning

• Plan ways for high-ability students to work with others who have similar abilities. This supports both their learning and their social and emotional wellbeing. These opportunities can occur within or beyond the classroom.
• Incorporate opportunities for students to set goals and make choices in their learning. This supports the development of self-regulation and creates a positive classroom environment.
• Develop plans supporting student cohorts that require them. For example, an Individual Education Plan (IEP) must be developed for a high-ability First Nations student.

Explicit teaching

• When planning learning sequences, use assessment to see what students already know. Use this to develop learning objectives and success criteria that suit high-ability students.
• When providing worked examples, consider incorporating an above standard exemplar, so that high-ability students know what advanced work looks like.
• Consider progressing high-ability students to independent application tasks sooner than their peers to promote deep learning and subject mastery. Have additional resources ready that allow them to generate new connections and ideas.

Supported application

• Develop scaffolds for use with high-ability students that promote higher-order thinking around new concepts.
• Ensure planned application tasks include those with greater challenge and complexity for high-ability students. Examples include opportunities to transfer learning to new contexts or respond to real-world problems.
• Recognise that while some high-ability students may not need as much practice to embed learning into long-term memory, while others, especially those who are twice-exceptional, might still need extra support. Refer to chapter 8 of this guidance, Supporting twice-exceptional students.

Further guidance is available at:

• Koorie Education
• Marrung.

Student Excellence Program

Introduced in 2020, the Student Excellence Program (SEP) delivers a range of student-centred challenge and enrichment opportunities and workforce capability initiatives so that all government schools can provide an environment that engages, challenges and extends high-ability learners.

The Student Excellence Program includes the following elements:

• Victorian High-Ability Program, an online 10-week extension program in English and Mathematics for students in Years 5 to 8 provided through Virtual School Victoria
• Victorian Challenge and Enrichment Series, providing enrichment opportunities across the curriculum to engage, challenge and extend high-ability students from Foundation to Year 12, offered by expert education and not-for-profit organisations, universities, teacher associations, science and mathematics specialist centres and tech schools
• additional funding to schools through the Student Resource Package to support programs for high-ability students
• appointment of high ability practice leaders (HAPLs) in every government school to lead the school’s work to support high-ability students
• guidance and resources to support schools and teachers to implement a whole school approach to supporting high-ability students.

Victorian High-Ability Program

The Victorian High-Ability Program (VHAP) is an online 10-week extension program in English and Mathematics for students in Years 5 to 8.

VHAP offers 4 courses – primary English, primary mathematics, secondary English and secondary mathematics. Students are eligible to participate in each course once.

VHAP is delivered by Virtual School Victoria (VSV) during school hours, with the students being under the direct supervision of their home school. Students participate in one 60-minute virtual session per week over 10 weeks.

After completing the virtual program, students participate in a face-to-face masterclass with other high-ability students from schools in their local area. Masterclasses consolidate the new knowledge and relationships built through the virtual program. Schools collaborate to deliver masterclasses with teacher professional learning available to support this.

There are no fees for participation in the virtual classes, however schools may request parents to pay and arrange for transport to masterclasses as per the department’s Parent Payments policy.

Staff with designated access can view the current subject coursework on the VSV portal (staff login required).

Student selection for VHAP

The department identifies students for participation in VHAP based on a combination of NAPLAN data and teacher judgement data. Priority is given to students who are high ability and experience socio-economic disadvantage, identify as Aboriginal and Torres Strait Islander or those who reside in a regional/rural area.

Schools can also nominate high-ability students to participate in VHAP. Detailed guidance is available in the VSV portal under Nomination Guidelines (PDF).

Student selection lists are uploaded to the VSV portal each term and schools are informed via email of their availability to review. Schools review the list for student suitability to participate in the program and assess their capacity to support student participation for that term.

Schools are required to seek parent/carer consent for each student’s participation. Consent is required on the VSV portal to secure the student’s place in the program. The portal contains guidance for HAPLs on how to undertake this.

Students can be withdrawn or deferred from their participation and remain eligible for future selection. Schools must advise of any changes to student participation and enrolment in VHAP in writing to student.excellence@education.vic.gov.au

Victorian Challenge and Enrichment Series

The Victorian Challenge and Enrichment Series (VCES) provides enrichment opportunities across the curriculum to engage, challenge and extend high-ability students from Foundation to Year 12, delivered by expert education and not-for-profit organisations, universities, teacher associations, and science and mathematics specialist centres and tech schools.

The series includes both face-to-face and virtual incursions and excursions, such as workshops, tutorials, conferences, lectures and competitions. Activities are held in metropolitan Melbourne and regional areas, and delivered during school hours, after school, on weekends and during school holidays.

All VCES activities are:

• free for participating students
• a minimum of 90 minutes duration
• conducted in groups
• linked to one or more learning areas of the Victorian curriculum
• delivered under robust quality guidelines set out by the department.

The schedule of activities and events is updated regularly, and can be viewed at VCES Arc channel.

For activities delivered during school hours, schools nominate and register students to take part in activities and coordinate the required parental consent. Schools nominate students based on their assessment of their abilities and interests.

For activities delivered out of school hours, schools or parents can nominate students to participate in activities. Parents/carers register their children for participation and liaise directly with the activity provider to organise attendance and provide consent.

Schools must consider appropriate supervision and travel arrangements for students participating in VCES activities, which will vary according to the scheduling, type, and location of activities, as well as the student’s age. While there are no fees for participation, schools can request that parents/carers provide or pay for transportation as per the department’s Parent Payments policy.

Students who participate in activities within the VCES can also participate in the VHAP.

Student Excellence Program funding allocations to schools

Schools receive a Student Excellence Program (SEP) funding allocation through the Student Resource Package (SRP) to support them in coordinating student engagement in enrichment and extension opportunities, building a whole-school approach to high-ability, and appointing a high ability practice leader.

Further information is available at Student Resource Package – Targeted Initiatives.

High ability practice leaders

As part of the Student Excellence Program, every funded primary and secondary school must nominate a high ability practice leader(s).
HAPLs:

• work with the school leadership team to build a whole school approach to supporting high-ability students
• support their colleagues to implement approaches and strategies to support high-ability students in classrooms
• coordinate participation of students in the VHAP and VCES
• supervise students participating in the VHAP or VCES, or arrange alternative supervision
• collaborate with other local schools to arrange masterclasses for students who participate in VHAP
• communicate and liaise with the school community regarding the supports for high-ability students at the school.

Larger schools may choose to appoint more than one HAPL. Small schools may wish to partner with other schools to identify a teacher who will work as a HAPL across schools, and pool resources to support their high-ability students.

It is the responsibility of the principal to appoint a HAPL. Principals will receive communications in the absence of an appointed HAPL.

The principal has responsibility for determining the duties of an employee in accordance with the consultation provision of the Victorian Government Schools Agreement 2022 and the time release (if any) and special payment (if any) applicable for each organisational duty. Further information on the management of teacher work, including the allocation of organisational duties can be found at: Work Requirements – Teachers: Overview. Further information about special payments can be found at: Special Payments: Overview.

It is expected that nominated HAPLs assume the role for at least 12 months. If there is a change to the nominated HAPL, the principal must advise the Student Excellence Unit by emailing student.excellence@education.vic.gov.au

HAPLs are supported through regular webinars and other professional learning opportunities, with these opportunities being communicated through the regular HAPL email newsletter.

Schools can use their Student Excellence Program funding allocation to support engagement of HAPLs in professional learning.

Supporting high-ability First Nations students

Cultural responsivity and high-ability First Nations students

Teachers can use reflective practice to think about how their own culture, background, and personal experiences might affect the way they teach and interact with students. By doing this, teachers can better understand how their beliefs and thinking influence the choices they make in the classroom.

This helps teachers create a culturally safe learning environment – one where all students feel respected, included, and understood. It also helps teachers see how their actions and decisions might affect students in both positive and negative ways.

What people see as being high ability can be different from one culture to another. Usually, a cultural group will connect high ability with things that are important to their cultural life.

When high ability is viewed differently, teachers, students, and their parents or carers may have different ideas about what high achieving is and what the purpose of school should be.

Some high-ability First Nations students may be faced with the forced-choice dilemma. They might feel like they must choose between fitting in with their friends and culture or doing well in school.

In line with the Marrung – Victorian Aboriginal Education Plan 2016 to 2026, schools should embrace a ‘both-ways’ approach by creating conditions that promote high-ability First Nations students’ self-efficacy by:

• making sure all First Nations students have an Individual Education Plan (IEP) to support the development of high expectations and individualised learning for First Nations students
• working together with local First Nations communities to develop place-based approaches to improving student outcomes
• creating a learning environment for all students that respects, values and understands First Nations cultures and identities
• viewing success for their First Nations students as core business.

Resources for high-ability First Nations students

First Nations students are a priority cohort for the Victorian High-Ability Program (VHAP) and are encouraged to participate in Victorian Challenge and Enrichment Series (VCES) activities.

Further targeted programs for high-ability students from First Nations backgrounds are available:

• The Koorie Academy of Excellence (KAE) is an out of school hours program supporting young First Nations students to develop a connection to culture, leadership skills and their academic capabilities.
• Marrung Education Scholarships support First Nations students to complete a senior secondary education program or pathway.

Further advice for supporting this cohort is available:

• Koorie Education: Policy
• Individual Education Plans
• Marrung

Supporting twice-exceptional students

Twice-exceptional students are those who have high ability and also have a disability. Disabilities include learning difficulties, physical disabilities, and disorders that impact sensory, social and emotional processing, such as autism and Attention Hyperactivity Deficit Disorder (ADHD). High ability and disability are not mutually exclusive.

Twice-exceptionality in students can be difficult to identify. This is because high ability and disability can camouflage each other. This can happen in the following ways:

• Ability masks disability. The student achieves at the expected level, but not to the level they are capable.
• Disability masks ability. The student achieves below expected level, and there is a focus on intervention or remediation.
• Disability and ability mask each other. The student achieves at expected level and does not receive extension or additional support.

Due to their diverse learning needs, twice-exceptional students may have a Student Support Group established, where the school, parents/carers, the student, and other relevant agencies such as allied health professionals, collaboratively plan supports to meet their needs.

There is no one profile for twice-exceptional students and adjustments will need to be individualised for each student. Students may have an uneven learning profile across subjects, with significant strengths in some areas and challenges in others. For example, a student may excel in writing but require support with mathematics. Some students may have uneven skills within a broader skill set. For example, a student may excel in reading but require support with making inferences from texts.

Some twice-exceptional students may require support for executive functioning and metacognition. Tools like checklists, templates, visual aids, and assistive technology can help with organisation and time-management. Twice-exceptional students may require an adapted workload, more time to complete tasks, or assistance from Education Support staff or a member of the wellbeing team.

These supports may be documented via an Individual Education Plan (IEP). Depending on the nature of the disability and the associated tier of disability inclusion funding, twice-exceptional students may require a Disability Inclusion Profile (DIP).

Taking a strengths-based approach to the learning and development of twice-exceptional students is important. Teachers may need to respond to day-to-day changes in a student’s capacity. Establishing processes for regular communication with parents or carers is important to support these students.

Further guidance and resources can be found at:

• Inclusive Student Voice Toolkit
• Diverse Learners Hub
• Disability Inclusion Profile policy.

Planning for extension, challenge, and enrichment

Responsive teaching involves using evidence of learning to adapt instruction, as required, to support student learning and engagement. For high-ability students, this may mean once subject mastery is identified, the teacher can compact the curriculum to allow for greater depth, complexity, and challenge than their peers.

Adjustments can be planned to meet the needs of high-ability students within each of the 4 elements of effective teaching practices, as outlined in the Victorian Teaching and Learning Model (VTLM 2.0). This may include offering:

• access to advanced or deeper content and processes
• tasks that require more complex thinking
• opportunities to explore interests beyond the standard curriculum
• the explicit teaching of skills for independent learning.

Responsive teaching for high ability may look different depending on each context. There is no single approach to best practice. When planning to meet the needs of high-ability students, teachers are encouraged to make decisions based on the following areas:

• student readiness – how prepared are they for the learning and level of increased challenge
• student interests – what topics or ideas they enjoy
• student learning profile – what are their preferences around pace, collaboration, and ways to access, process, and present information
• curriculum coherence – which advanced activities will reinforce, build on, and extend the related whole-class learning.

VTLM 2.0 practice guides to assist responsive teaching are available on Arc.

Teachers can develop learning activities that offer greater challenge and extension for high-ability students by:

• using the 4Ss model (scaffold, scale, structure, and style) to adapt tasks
• incorporating higher-order thinking skills
• tailoring the resourcing or the pace of the curriculum being delivered
• using flexibility and creativity to engage high-ability students
• using collaboration strategies to support learning and social-emotional wellbeing.

These strategies can be explored in more detail in the resource Adjusting the learning for extension, challenge and enrichment (DOCX).

Acceleration

Some high-ability students may benefit from acceleration due to the intellectual challenge it presents and the increase in engagement that it can generate. Acceleration can increase student motivation and reduce feelings of social isolation through interactions with like-ability peers.

Acceleration can take many forms, including:

• early age entry or transition into primary school, secondary school, or a higher education course
• accelerating across an entire year by skipping a grade level
• accelerating in an individual subject/s
• providing students with material that is above their current grade
• curriculum compacting by removing content already mastered.

Similar to advice on repeating a year level, most decisions regarding student acceleration are at the discretion of individual schools. Principals use their professional expertise and judgment in relation to student progression through the curriculum and year levels, and the pace at which this occurs. Additional approvals at the level of regional director are required in instances of early age entry to primary school, that is, where a student is younger than 5 years old on or after 1 May in the year of enrolment.

When engaging in decision-making around acceleration, schools may wish to consider the following questions:

• What do achievement data, IQ or cognitive assessments, and/or diagnostic reports suggest about the student’s academic readiness for acceleration?
• What type of acceleration is the most suitable and how can it be actioned within the school context and structures?
• How emotionally and socially equipped is the student to handle increased expectations and/or interactions with older peers?
• What supports are available to students to aid the transition (such as academic mentors, wellbeing supports, assistance with organisation)
• How could external supports be used to support acceleration, such as Virtual School Victoria or Centre for Higher Education Studies courses, online learning platforms, industry-based mentors, or work placements (if age appropriate)?
• How will we monitor student progress and wellbeing if acceleration goes ahead?

Schools may consider consulting with a student’s previous school if they are transferring from interstate or overseas and seeking enrolment at a higher year level.

When making an assessment around acceleration, principals should consult with the student, their parents/carers, and any relevant professionals involved, about what’s in the best interest of the student. This should include a consideration of the social and emotional impacts.

Schools and settings targeted to high-ability students

Many government schools offer within-school programs designed to support high-ability students enrolled at the school.

There are also a number of settings that provide extension and enrichment opportunities for high-ability students in the sciences, mathematics, circus, performing arts and music, sports and physical activity.

The settings below have specific selection criteria, as outlined in the Designated Purpose Settings policy. International students are advised to review the individual enrolment information of each setting and follow the guidance outlined at Application Process – Study Victoria.

Selective entry high schools

Victoria has 4 selective entry high schools that provide a specialist environment for academically high-achieving students in Years 9 to 12.

These schools are:

• The Mac.Robertson Girls’ High School (girls’ school)
• Melbourne High School (boys’ school)
• Nossal High School (co-educational)
• Suzanne Cory High School (co-educational).

A centralised selection process, including an entrance examination, is used to determine entry to the schools at Year 9. A small number of places may become available at Years 10 and 11, and entrance at these year levels is managed directly by the schools

Further information on the selective entry high schools is available at Selective entry high schools.

Centre for Higher Education Studies

The Centre for Higher Education Studies (CHES) is a registered government school providing programs for high-achieving senior secondary students in Victorian government schools.

In partnership with Victorian universities, CHES offers students challenging opportunities to accelerate into university pathways and engage in several VCE subjects and Year 10 enrichment electives.

Students participate both on-site and remotely through a combination of hybrid online and in-person participation and flexible scheduling known as ‘Hy-Flex’.

For further information, visit Centre for Higher Education Studies.

John Monash Science School

John Monash Science School (JMSS) is a specialist science school for students in Years 10-12, located on Monash University’s Clayton campus in Melbourne’s south-eastern suburbs. They also host Emerging Sciences Victoria (ESV), offering access to specialised STEM subjects for Year 9 and 10 students across Victoria via a virtual classroom. Enrolment is managed directly by the school. For further information, visit John Monash Science School. For information on ESV, visit Emerging Sciences Victoria.

Victorian College of the Arts Secondary School

The Victorian College of the Arts Secondary School is a selective entry school for the education and training of talented dancers, musicians, theatre and visual art students in years 7 to 12.

Enrolment is managed directly by the school. For further information, visit Victorian College of the Arts Secondary School.

Elizabeth Blackburn Sciences

A campus of University High School, Elizabeth Blackburn Sciences is for students in Years 11 and 12 with an academic program focussed on the sciences and mathematics.

Enrolment is managed directly by the school. For further information, visit Elizabeth Blackburn Sciences – University High School.

Maribyrnong Sports Academy

The Maribyrnong Sports Academy is a selective entry program run by Maribyrnong College, providing a high-performance environment for athletes in Years 7 to 12 across a range of sports.

Enrolment is managed directly by the school. For further information, visit Maribyrnong Sports Academy.

Flying Fruit Fly Circus

A specialist campus supporting educational opportunities for students aged 8 and over with high ability in the physical and creative domains, with academic and pastoral care provided by Wodonga Middle Years College and Wodonga Secondary Senior College. The purpose-built circus facility is a campus of Wodonga Middle Years College.

Enrolment is managed directly by the school. For further information, visit Flying Fruit Fly Circus.

Case studies

Vignette 1 – General high ability (Tyson, Year 8)

Tyson is ahead of the expected curriculum by 2 years in English and one year in mathematics. He has some critical thinking skills but is not yet able to articulate his problem-solving processes and becomes disengaged by lessons he feels are ‘repetitive’. Tyson has demonstrated leadership ability when working on issues of social justice.

As a long-term goal, Tyson will link classroom learning with a real-world social justice issue and will seek to improve or solve a problem within the school environment. He would like to undertake a Year 10 Elective ‘Critical Thinking for Creative Minds’ at the Centre for Higher Education Studies.

As short-term goals:

1. Tyson will generate one or more solutions to open-ended problems that link his curriculum-area learning with a social justice issue.
2. Tyson will identify a series of actions he could take, to lead other students in addressing the social justice issue and develop a method to measure the impact of these actions.

The following strategies will be implemented to support Tyson pursue these goals:

• Teachers will provide Tyson with open-ended problems related to social justice issues and provide him with assistance in exploring these while his peers undertake consolidation activities.
• Tyson will engage in school-based Student Representative Council (SRC) leadership training, supported by fortnightly meetings with the SRC teacher mentor to discuss social justice actions. Student Excellence Program funding will support the mentor teacher time release. During these meetings, the mentor will help Tyson to explore his social justice action, for example, investigating the litres of water wasted at the drink taps or conducting student surveys on access to sporting equipment at break times.
• Tyson will engage in VCES activities that have a social justice element or overlay (such as one related to the issue of food insecurity). This participation may influence his choice of social justice actions to pursue.

Vignette 2 – twice-exceptional student (Chiara, Year 5)

Chiara is a Year 5 student with a diagnosis of Autism and ADHD. She is an accomplished pianist who also enjoys writing fiction, especially in the fantasy genre. Chiara’s numeracy and literacy skills are a year or two ahead of her peers and she has been selected to participate in the Victorian High-Ability Program for English and mathematics. She is interested in the historical contributions of pioneering mathematicians (such as Ada Lovelace).

Her neurotype impacts her executive function and her ability to focus for extended periods of time. She takes stimulant medication to address this. Chiara’s social connections at school are limited and she acknowledges that she struggles to make and maintain friendships.

As a long-term goal, Chiara is keen to explore more subjects outside of her usual interests and find interesting and useful relationships between them. She also wants to make social connections outside of her existing social group, now that some of her friends have moved into different classes.

As short-term goals:

1. Chiara will approach her least favourite subjects (German and PE) with a curious mindset. Her goal is to boost her enjoyment by making cross-curricular connections with maths, fantasy genre/creative writing, and music.
2. Chiara will attempt to improve her focus by identifying and managing distractions.
3. Chiara will join the Dungeons and Dragons Club to make new connections with others who share her love of fantasy.

The following strategies will be implemented to support Chiara pursue these goals:

• Chiara’s teachers will reduce formative tasks that require lower-order skills. They will instead focus on open-ended tasks related to her interests that allow for transfers of knowledge and skills. This could include:
  • investigating a German mathematician and translating an excerpt from their theories
  • applying angles and distances to shooting hoops in basketball.
• With the support of a trusted teacher, Chiara will brainstorm a list of distractions (such as noise or too much visual stimulation) and possible strategies for managing them (such as noise-reducing headphones or working in an area with fewer display materials).
• Chiara will be given a graphic organiser to support concept mapping. This will help her record the cross-curricular connections she makes.
• The teacher facilitating the Dungeons and Dragons Club will introduce Chiara to a like-minded peer.

Vignette 3 – First Nations student (Mia, Year 9)

Mia is a Year 9 Koorie student with academic interests in history and science. She particularly enjoys biology and chemistry. She is also an accomplished dancer, having taken lessons from the age of 6.

Teacher judgment has her achieving above the expected standard in History, Geography, Science, and Mathematics, as measured against the Victorian Curriculum 2.0. Mia’s teachers describe her as a highly curious student who often asks questions that they have difficulty answering and note that she can draw connections between different concepts and curriculum areas.

In Year 8, Mia enjoyed the Medieval unit of her History studies. In particular, she enjoyed the content as it related to beliefs around illness and treatments, as she has an interest in health and medicine.

As a long-term goal, Mia wants to explore the ways that her interests in history, biology, and chemistry intersect, identifying biomedicine as a potential tertiary pathway. As students in Year 9 are beginning to make subject choices for Year 10 and beyond, Mia wants to be well-informed about her options and any prerequisites.

As short-term goals:

1. Mia will develop her independent research skills. This will support her to explore areas of interest and generate a high-quality product of her choice as evidence of her learning.
2. Mia will explore the field of biomedicine and related tertiary options. She will also attend a meeting with the career advisor at school to seek guidance around courses and any scholarships or grants she may be eligible for.

The following strategies will be implemented to support Mia pursue these goals:

• Mia will undertake the Year 10 semester-based research elective available through Virtual School Victoria or the Centre for Higher Education Studies. She would like to do a comparative study of medieval, First Nations, and modern-day medical responses to a common ailment or illness.
• Mia’s science teacher will introduce her to the historical origins of the scientific method of inquiry, comparing its modern use with the scientific knowledge systems and processes of First Nations peoples.
• Mia’s school leadership team will liaise with their Koorie Engagement Support Officer (KESO), to connect Mia with cultural knowledge around native plants with medicinal properties and how they’ve been used by First Nations people.

Resources

• Guide to identifying high-ability students (DOCX) – this resource is designed to assist schools and teachers in identifying high-achieving and high-ability students to inform planning. It includes a list of subjective and objectives measures that can be used. It also includes a checklist of characteristics and behaviours for use by teachers in determining if a student is potentially high-ability
• Adjusting the learning for extension, challenge, and enrichment (DOCX) – this resource details approaches that teachers can use to adjust and adapt learning sequences and classroom tasks to support high-ability students. This includes strategies to promote high-order thinking, collaboration strategies, and annotated resource list

Illustrations of practice

Videos

• Hear from classroom teachers talking about high-ability students and why they enjoy working with them.
• Hear how this school undertakes the process of identifying high-ability students.
• Hear how this school supports and extends a twice-exceptional student.
• Hear how this school offered greater challenge for a student with high ability in the social domain.
• Hear how this school supports high-ability students to manage their social and emotional needs.
• Learn more about perfectionism and the impacts it has on high-ability students.
• Learn more about how the library can offer academic and social supports for high-ability students.
• Hear how this school uses interdisciplinary units of teaching and learning to offer challenge and enrichment for high-ability students.
• Hear about culturally responsive pedagogies and high-ability to help make instructional choices that support students from different cultural backgrounds.

Professional learning opportunities

The Centre for Higher Education Studies

The Centre for Higher Education Studies (CHES) was established as a ‘centre of excellence’ and is a statewide provider of professional learning; building the capability of teachers in government schools to meet the needs of their high-ability students. Sessions delivered by CHES feature insights from leading academics and practitioners.

Professional learning opportunities are promoted directly to high ability practice leaders (HAPLs) as well as through the regular School Update and through the CHES webpage.

Webinars on the Student Excellence Program

Regular after-school webinars are held for HAPLs, school leaders and teachers on the Student Excellence Program. Sessions feature insights and guidance from Virtual School Victoria (VSV), facilitators of the Victorian High-Ability Program (VHAP), and providers within the Victorian Challenge and Enrichment Series (VCES).

Professional learning opportunities are promoted directly to HAPLs as well as through the regular School Update.

Additional enrichment and extension opportunities

• Tech schools – provide free high-tech STEM programs to local students, who remain enrolled in their local secondary school
• Science and mathematics specialist centres – a network of 6 specialist centres offering students the opportunity to engage in contemporary, authentic science, technology, engineering and mathematics learning experiences
• Centre for Higher Education Studies – a series of semester-long electives designed as foundational courses for select VCE subjects, offering enrichment and extension beyond the school curriculum. Students complete 2 to 3 hours of virtual and/or in-person learning (termed hy-flex) across 15 weeks in subjects such as Critical Thinking for Creative Minds and Introduction to Algorithmics
• School Sport Victoria – interschool sport and representative school sport for schools and students in Victoria
• Victorian State Schools Spectacular – an annual event providing students in the performing arts with opportunities to showcase their talents
• The Victorian Student Representative Council – a student-led organisation offering opportunities to extend leadership, collaboration, and communication skills
• Virtual School Victoria – a provider of online teaching and learning, enabling high-ability students to access a wide range of subjects at advanced levels where appropriate
• Koorie Academy of Excellence – the Koorie Academy of Excellence is an out of school hours program supporting young Aboriginal and Torres Strait Islander students to develop a connection to culture, leadership skills and their academic capabilities

Victorian Association for Gifted and Talented Children

The Victorian Association for Gifted and Talented Children (VAGTC) is a parent and educator-led not-for-profit organisation that advocates for high-ability students. They offer a range of seminars, resources, and publications to support the education of high-ability learners.