Supporting High-Ability Students

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.