Supporting High-Ability Students

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.