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 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
• develop an Individual Education Plan (IEP) for high-ability students, if required
• 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 high ability practice leader 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
• Student Excellence Program
• Schools and settings targeted to high-ability students

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
• Creative ability: is likely to find expression in the arts
• Advanced social ability: will cut across a variety of subject areas and often finds expression in leadership.

Gagné and others estimate that at least 10% of the population is highly able in one or more domains.

Student Excellence Program

The Student Excellence Program (SEP) program 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
• The high ability toolkit supports schools and teachers to implement a whole school approach to supporting high-ability students. The toolkit is currently under redevelopment and will be launched in Term 3, 2025.

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.

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 tostudent.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
• across 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) (HAPL).

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 their classroom
• 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.

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 specialist 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.

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.

Selective entry high schools

Victoria has four 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.

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 Emerging Sciences Victoria, visit https://emsci.vic.edu.au/.

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 Fruit Fly Circus.

Resources

High ability toolkit

The high ability toolkit is currently under redevelopment following the release of the Victorian Teaching and Learning Model 2.0. The updated toolkit will be launched in Term 3, 2025.

Professional learning through the Centre for Higher Education Studies

The Centre for Higher Education Studies (CHES) was established as a ‘centre of excellence’ and a state wide provider of professional learning to 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 length 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.