Gifted students


Giftedness - Rainworth State School's Definition

Students who are gifted excel or are capable of excelling in one or more areas such as general intelligence, specific academic studies, visual and performing arts, physical ability, creative thinking, inter-personal and intra-personal skills. Giftedness in a student is commonly characterised by an advanced pace of learning, quality of thinking or capability for remarkably high standards of performance compared to other Rainworth State School students of the same age.

School Structure

Rainworth State School has taken the Queensland Education '4-Strand Model' for curriculum provision for Gifted and Talented students as our starting point.

Our school aims are:

Strand 1 Expanding the interests of all Rainworth students

Strand 2 Enhancing the education of all Rainworth students

  • Broadening experiences and introducing higher-level thinking activities and opportunities for all students.
  • Activities that address the barriers limiting students' opportunities to have access to, and participation in, a quality learning environment.
  • Identifying the full range of student talents, with all students eligible to participate in these activities.
  • Strands 1 and 2 activities being part of school-wide initiatives.

Strand 3 Implementing Gifted Education for all Rainworth students

  • Developing and implementing challenging learning programs where all students' access differentiated curriculum using a variety of precesses to meet individual needs.
  • Focusing on the classroom, and classroom teachers supporting a range of learning needs, with identified gifts and talents being catered for.
  • Classroom teacher considering the specific needs of all learners and using differentiation techniques to support the planning/programming process, pedagogy and assesment.
  • All students participating in these activities.

Strand 4 Educating Gifted Rainworth Students

  • Designed to cater for the needs of identified gifted students. Further information is in the programmes section below.

Procedures for gifted and talented student support

  1. Teacher/Parent nomination of student for Gifted and Talented support forwarded to Principal.
  2. Evidence gathering to support the nomination for identification by parents and classroom teacher (Special Needs Referral Form).
  3. Evidence reviewed against criteria at special needs meeting.
  4. Individualised Education Programme development and implementation.
  5. Review of programme and outcomes at special needs meeting with parents.


Criteria​ Evidenced through:​
Demonstrated consistent performance at a higher level than Rainworth State School class/age-group peers​
  • Anecdotal records
  • School grades
  • Student performance
  • Student products
  • NAPLAN testing results, Continua
  • IQ testing (Psychologist, Guidance Officer)
  • Gifted & Talented Checklist (Mayer 5)
  • Club/Organisational references​

Evidence for student giftedness can come from parents, teachers, peers, and/or the student themselves. This evidence will need to meet Rainworth State School's criteria. There is a range of predictors for giftedness. Information will need to be robust enough to justify the resources necessary to support programmes for exceptional students.


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Differentiated Curriculum The key emphasis of the program is that responsibility for learning is placed on the student and that the teacher acts as facilitator and mentor. Content topics are broadbased with emphasis on themes, problems, issues and ideas. Process and products are real, and tasks provide guided, open-ended learning experiences.

Students are assisted in developing thinking, problem solving, decision-making, study and research skills that are meaningful and effective. These are integrated, demonstrated and re-inforced in the learning process.

Accelerative Practice - Compacted Curricula Curriculum is compressed so that it can be completed by gifted students in a shorter amount of time. There are several ways this can be achieved:
  • Students can be allowed to skip certain parts of the curriculum that they already have mastery over.
  • Diagnostic testing could also be used to establish what a student knows and does not know, and the student is then only the the curriculum not known.

Accelerative Practice - Content Acceleration The idea is to take a subject one or two years earlier. This simply could mean a student who is ready to participate in Year 4 literacy, when in fact they are in Year 3, is permitted to participate in Year 4 literacy.

Last reviewed 10 March 2020
Last updated 10 March 2020