High potential and gifted education

In Our Classrooms

At Windellama Public School, high potential is recognised, nurtured and extended every day. Students demonstrate strengths across the academic, creative, social-emotional and physical domains, and we are committed to developing this potential into meaningful achievement.

Evidence-Based Classroom Practice

To support all learners, teachers use evidence-based strategies that identify, challenge and extend students:

• Formative assessment
  Teachers use diagnostic tools, observations and student self-assessment to identify strengths and areas for growth, informing responsive lesson planning and differentiation.
• Differentiated tasks and flexible grouping
  Learning experiences vary in complexity and provide opportunities for individual, paired and flexible group work, based on student readiness, interests and strengths.
• High expectations embedded in teaching
  Lessons are designed to promote higher-order thinking, creativity and problem-solving, with students encouraged to set goals and reflect on their learning progress.
• Student voice and leadership
  Students take active roles in learning through leading discussions, projects and initiatives aligned to their interests, building ownership, motivation and leadership skills.
• Professional learning and collaboration
  Teachers engage in ongoing professional learning focused on HPGE and collaborate to design high-quality, differentiated learning experiences.

Through strengths-based feedback, clear learning intentions and self-assessment, students develop a strong understanding of their growth and next steps. This ensures every student at Windellama Public School is challenged, supported and inspired to thrive.

Across Our School

At Windellama Public School, we recognise that every learner brings individual strengths. As a rural school, we use flexible and innovative approaches to identify, nurture and develop high potential across the intellectual, creative, physical and social-emotional domains, ensuring every student has the opportunity to thrive.

Intellectual Domain

Students extend their academic strengths through public speaking, chess club, peer support, technology and coding lessons, Aurora College applications, and buddy reading. These structured opportunities deepen critical thinking, communication and problem-solving, while fostering curiosity and intellectual challenge.

Creative Domain

Creative talents are nurtured through school dance group, choir, drama showcases and participation in Mighty Playwrights, providing authentic avenues for performance, expression and artistic growth.
Talent and culture are further celebrated through First Nations art mural workshops, Goulburn Community of Primary Schools (GCOPS) choir and dance, and whole-school performance events that elevate student voice and creativity.

Social-Emotional Domain

Leadership is intentionally developed through authentic roles and responsibilities. Our Minister Program empowers students to lead in specific domains, including Prime Minister, Minister for Communities, Minister for Sport and Deadly Leader, building agency, responsibility and student voice, as well as confidence and a strong sense of belonging.

Wellbeing sits at the centre of our HPGE approach and is strengthened through evidence-based programs including Mini Llamas and Little Llamas transition programs, peer support, The Resilience Project, Life Skills Go, Berry Street Education Model, restorative practices, and Positive Behaviour for Success (PBL). These consistent frameworks support emotional literacy, resilience and positive relationships, ensuring students feel safe, supported and ready to succeed.

Physical Domain

Sport is a strong feature of school life, with PSSA gala days, fine and gross motor physical activity programs, representative sporting opportunities, term-based specialist sports coaching, swim school and school camp. These experiences promote teamwork, resilience and personal challenge, supporting physical talent development while ensuring inclusive participation and confidence.

Across NSW

At Windellama Public School, we draw on NSW Department of Education initiatives and broader state and national opportunities in ways that are appropriate to our rural context and primary setting. These pathways ensure equitable access, meaningful participation and opportunities for students to extend their potential beyond the classroom.

Public Speaking and Oracy

Students engage in a range of public speaking and oracy opportunities, building confidence, articulation and persuasive communication skills. These experiences support student voice and align with state expectations for literacy and communication development.

Sport and Physical Development

Sport and physical activity programs, including swimming programs from Kindergarten to Year 6, specialist sports coaching, school camps, and participation in local and regional sporting events, align with the Premier’s Sporting Challenge and representative sport pathways. These opportunities promote fitness, leadership, teamwork and resilience.

Leadership and Student Voice

Students access leadership and advocacy opportunities that support social-emotional development and civic engagement. Participation in experiences such as National Young Leaders Day (Halogen) provides exposure to inspirational speakers, leadership skills and goal-setting aligned with state and national youth leadership frameworks.

Academic Enrichment and Challenge

Students are provided with opportunities to extend their academic skills through participation in:

• Spelling Bee competitions, supporting vocabulary development, accuracy and attention to detail

• Chess tournaments, strengthening strategic thinking, logic and problem-solving

• Australian Mathematics Trust (AMT) enrichment programs, offering challenge and extension in mathematical reasoning

• Aurora College opportunities, providing access to advanced learning pathways and extension for high potential students through online and blended learning programs

• Premier’s Reading Challenge, encouraging reading engagement, stamina and a love of literature across a wide range of texts

Inclusive Access Through Technology

Technology is used to broaden access to learning and enrichment opportunities, ensuring students can engage with extended learning experiences regardless of location or background, supporting equity across rural settings.