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Gifted and Talented


​Gifted education and enrichment program

Ascot State School’s gifted education and enrichment program is based on Department of Education, Training and Employment ’s Policy statement: Curriculum provision to gifted and talented students


Optimising every student’s opportunity to achieve their potential lies at the heart of Ascot State School’s commitment to all students. Our vision for students who are gifted is that they feel valued in a learning environment which both challenges and supports them to pursue excellence and develop a passion for lifelong learning in an ever-changing world where new ideas, creative solutions and critical thinking are in high demand in all fields of society.​


  • A greater awareness of the prevalence and specific needs of students who are gifted. 
  • The identification of all students who are gifted regardless of their ethnicity, location, (dis)ability, gender or economic status. 
  • Meeting the specific needs of students who are gifted and improving their learning outcomes.
  • Cooperation and collaboration among teachers, parents/carers, students, education administrators and the community to ensure students who are gifted have opportunities to develop their abilities.


Teachers plan for the fact that students who are gifted or talented in one or more domains are present in every school. These students are identified, using data from a range of sources. The identification process ensures gifted and talented students are not educationally disadvantaged on the basis of racial, cultural or socio-economic background, physical or sensory disability, geographical location or gender.

Knowledge of the characteristics of gifted and talented students will assist teachers to identify and support these students with appropriate strategies.

A school-wide approach is implemented for consistent, recognised practice. Information from sources such as teachers, parents/carers, the student, a gifted education mentor and/or the guidance officer is collated. This information is referred to the school’s Student Support Services Committee for consideration. Such information may include anecdotal comments, work samples, demonstrations, and assessment results. The Michael Sayler questionnaires are also to be used as part of the referral process.​ 


Differentiated instruction is when a teacher proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they can express what they have learned in order to increase the likelihood that each student will learn as much as he or she can as efficiently as possible. (Tomlinson, 2003, p. 151)

Teachers differentiate when they provide variety and challenge in learning, identifying who among their students is best served by current plans and modifying those plans, as needed so more students can be successful learners. Differentiation is then a three-step process:​

  • Identify students.
  • Analyse the degree of challenge and variety in current instructional plans.
  • Modify, adapt or deign new approaches to instruction in response to students’ needs, interests and learning preferences.

Provisions for gifted students

Gifted students can be accommodated through a range of individual, class based and school learning experiences.  Different levels of provision cater to different levels of student learning abilities.  Although this model focuses upon the needs of gifted students, a similar model could be equally applied to bright students at Ascot State School.  We cater for our students at a whole school level, a class level and an individual level.​