High potential and gifted education (HPGE)

We use a range of evidence-based practices, including data-informed identification, explicit teaching, enrichment and extension programs, and opportunities for students to demonstrate advanced thinking and skill development. Classroom teachers differentiate content, process and product to ensure high-potential learners are engaged, appropriately challenged and able to make strong progress.

Classroom practice across the school reflects:

• Differentiated instruction that adjusts the pace, depth and complexity of learning, informed by pre-assessment, ongoing data analysis and contextualised curriculum planning.
• Explicit teaching routines, including the consistent use of Daily Reviews and high-impact instructional strategies, ensuring clarity, challenge and strong continuity of learning.
• Co-constructed Learning Intentions and Success Criteria, with targeted feedback aligned to individual next steps, enabling students to monitor progress and extend their thinking.
• Student voice and agency, embedded through opportunities for students to participate actively in learning, reflect on their progress and contribute to classroom decision-making.
• Supportive and structured learning environments that promote resilience, adaptability and independence—key attributes for sustained high performance.

Through these practices, Wingham Brush Public School ensures that high-potential learners are recognised, nurtured and provided with the appropriate challenge to maximise their growth.

At our school, we are committed to ensuring that every student is challenged, supported and able to achieve their personal best. In line with the NSW Department of Education’s High Potential and Gifted Education Policy, we provide targeted and differentiated learning opportunities that nurture the high potential of students across the four domains of potential: intellectual, creative, social-emotional and physical.

Students are able to participate in a diverse range of opportunities, including:

• Student leadership and social-emotional enrichment opportunities, such as the Young Leaders leadership conference and Student Representative Council roles
• Whole-school wellbeing and inclusion initiatives such as The Resilience Project and School Chaplin program
• Enrichment and extension activities
• Quality sporting programs and representative opportunities
• Music programs including those provided by ACMF, arts and performance experiences, including our biannual whole-school performance and biannual art show
• Excursions and incursions that enhance curriculum learning
• Indigenous Dance and Cultural Performance programs, including local Aboriginal Dance ensembles and cultural expression opportunities

These opportunities support the development of confident, engaged learners and reflect our commitment to providing a rich, well-rounded educational experience for every student.

• Building teacher capacity through ongoing professional learning and collaboration.
• Aurora College, providing online extension for rural and remote students in mathematics, science and English (Years 5–10)

• Sports Development and High-Performance pathways, including NSW PSSA and representative school sport

• STEM enrichment programs, such as coding, robotics, engineering challenges and STEMShare initiatives