High potential and gifted education

In our classroom

All teachers are trained in Giftedness. MHS has had three six-week sessions where UNSW presenters have covered all areas of Giftedness. At the conclusion of the presentations all teachers receive a Certificate of Gifted Education (mini-COGE). Areas included in the program are:

• Gagne’s differentiated model of giftedness and talent

• Characteristics and identification of gifted students

• Underachievement

• Acceleration and grouping

• Differentiation and assessment

• Instructional strategies

Supporting gifted students (Expert) is embedded in every subject program. All MHS programs are written using the MHS program template. This template requires each program to have an overarching question as well as three questions set at Novice, Developing and Expert. Activities within the program also cater for Novice, Developing and Expert as do the teaching strategies.

Assessments have questions that cater for all three groups, N, D, E. Teachers are required to complete registration for all units of work. As part of their evaluation, they are required to discuss how they have supported and addressed the learning of N, D, and E.

Student Support

Students on entering Mosman High in Year 7 can apply for areas of learning in which they are perceived to have talent. The special programs include – visual arts, drama, music, dance, academic extension (general) and academic extension (accelerated Maths)

These programs have a pathway from Year 7 through to Year 12. Where in Year 12 all students are able to choose subjects at the highest level for example extension 2 English and mathematics and other extension subjects including music and Languages.

Individual

Individual students who are identified as having talent in a particular area for example Languages, mathematics and drama may be individually accelerated in their chosen subject and the school timetable makes accommodations to support these students.

Class

In 2025, we have two subject areas where whole class acceleration is applied:

• Design and technology

• Mathematics

In design and technology, students can choose this as an elective in Year 9. Throughout Year 9 the curriculum is compacted, and they complete Year 9 and 10 within that one year. Then as Year 10 students they complete Preliminary design and technology and in Year 11 they complete their HSC in the subject.

The mathematics acceleration program has been operating for three years and the first group of students will be in Year 10, 2025. The gifted mathematics students are identified by testing when they are in Year 6. In Year 7 they complete compacted Year 7 and 8 syllabuses. In Year 8 they are studying Year 9 maths at advanced level (5.3). Then:

Year cohort	Level of maths studies	Notes
Year 9	Year 10 advanced	5.3, parent information evening via Zoom
Year 10	Year 11 advanced
Year 11	Year 12 advanced	Plus Year 11 extension 1
Year 12	Year 12 extension 1 and 2

Learning and Support involvement

Using the criteria for giftedness, all teachers are encouraged to discuss with their Head Teacher students identified as gifted in their subject area. These names are brought to an executive meeting and discussed.

Students acknowledged as gifted have their names taken to a Learning and Support meeting. If supported the Learning and Support teacher contacts the parents to inform them of the school decision and process and devises a Gifted Learning Plan.

This plan is then sent to the parents for feedback and then distributed to all teachers to ensure support for their giftedness in the classroom.

Identification of HPG students

Intellectually gifted students are in the following domains:

• Intellectual

• Creative

• Physical

• Social

Teachers use the checklist for ‘multiple criteria identification’ as provided by GERRIC to identify gifted students in their classroom.

Leadership

At Mosman we provide many opportunities for student leadership across all years. These opportunities include:

• Student Representative Council for Years 7 to 12 - While students are elected to this body, any student is welcome to attend meetings

• School Captains and vice-captains – Lead assemblies represent the school at community and state events

• Year 12 Leadership Council - Groups of three to four students represent student voice on the existing parent committees including: wellbeing, visual arts, science and technology, performing arts and sport.

• House captains (Year 10) - These students coordinate their houses at the school carnivals

• Peer Support leaders (Y10) support the transition of Year 7 into high school.

• School committees also have student leaders for example the Environment committee

Extra-curricular

At Mosman High we have a large and diverse extra-curricular program that offers opportunities for gifted or talented students. These opportunities include:

• GAT sporting program – Parents coordinate this program which involves students representing the school in areas of talent. Sports involved include basketball (19 teams of both boys and girls). Students represent at all levels including the Nationals. Futsal both boys and girls team. Volleyball and individual students with talent are also supported by the school for example in golf, sailing, equestrian, gymnastic etc

• Music ensemble program involves nine different ensembles that practice with external tutors supported by a music committee. These ensembles perform in the community, at schools through regional tours and overseas tours.

• Debating – The school has an active debating program with an external provider supporting the learning of how to debate effectively. Teachers support students in numerous debating competitions

• Chess club – Talented chess experts on staff run this competition for interested students

• Coding club – Students with interest and skills in coding take part in state, national and international competitions

Across our school

Special Programs (commencing in Year 7)

For further information on our Special Programs and how to apply please refer below.

Extracurricular activities

In addition to subject curriculum that is part of the academic life of students, a range of extracurricular opportunities are provided to enrich and extend student talents, interests and skills. These include:

• Music ensemble program
• Debating
• Duke of Edinburgh
• GAT sport

Please see Student opportunities and activities for more information.

Across NSW

Many Mosman High students excel in sport, performing arts, leadership and academic, and are recognised at state, national and international levels. The following gives a snapshot of our student stars:

Mosman High student in a league of her own

Dance

Rationale

The Mosman Special Dance program is designed for students with talent in the artform of Dance.

The study of dance as an artform is the philosophical base of the Dance Years 7-10 Syllabus. 'Dance as an artform' distinguishes the content and teaching approaches that are used in the teaching of dance as art in education. It underpins the student's artistic, aesthetic and cultural education through dance. The conceptual basis of the study of dance as an artform centres on the three practices of performance, composition and appreciation of dance as works of art. Equal emphasis is placed on the processes of experience and end products. Students learn both movement principles and stylised techniques, and they learn through both problem solving and directed teaching. The development of creativity, imagination and individuality is emphasised equally with knowledge of theatre dance.

Curriculum

Classes will be timetabled as 5 periods a cycle in which students will learn about performance, composition and appreciation components of Dance education. They will study various styles of Dance with a different focus each term. Examples of topics include Musical Theatre, Graham technique and Classical ballet.

Along with timetabled lessons students will attend workshops throughout the year, as well as performances outside school including Sydney Dance Company and Bangarra Dance Theatre performances. Students will also participate in the annual Sydney North Dance festival as well as Schools Spectacular and various other school performances evenings throughout the year.

Mosman High School has a history of outstanding performance in the HSC in Dance and the foundations of contemporary dance technique will be taught in the Dance Program in Years 7 and 8. It s expected that students elect to study the Stage 5 Elective Dance course in Years 9 and 10 before moving into Stage 6 Dance in Years 11 and 12.

Drama

Rationale

The major aim of the Special Drama program is to capture and refine the skills of those students who are talented and have a passion for performance. It is designed for students to express themselves in a creative working space and to share collaborative ideas.

Both the processes and performances of drama are valued equally. Participants in drama processes create meaning by interacting actively, creatively and imaginatively through improvised, spontaneous and structured responses. Participants in drama performance create meaning through their relationship with the audience and experience of this engagement is essential in dramatic presentations.

Curriculum

Making

Students participate in the creation of drama and theatre process work. They develop and explore imagining and creating fictional situations in both dramatic and theatrical environments. Improvisation and play building are key methods of making which involve a group of students collaborating to devise their own work.

Performing

Students actively engaging in acting and performing drama and theatre for different audiences.

Appreciating

Students respond to, inquire into, investigate and critically study a range of drama and theatre experiences.

Music

Rationale

The aim of the Special Music program is to enable students to develop knowledge and skills in each of the individual areas of performing, composing and listening, the integration of experiences in these areas enhances the understanding and manipulation of the concepts of music in differing musical contexts. The program provides students with the opportunity to build on the knowledge, understanding, skills, values and attitudes gained in Stage 3 and encourage the desire to continue learning in formal and informal musical settings leading toward Stage 6. The curriculum structure is adaptable enough to meet the needs and abilities of students whose interests range from the broadly based to the pursuit of specialised musical knowledge and skills.

Curriculum

Performing

Students participate in any form of practical music making in solo and/or ensemble situations. The development of performance skills is fostered by providing performance opportunities in a variety of media, styles and genres according to individual needs, interests, abilities and school resources.

Composing

Students develop skills in composing from continued involvement in a wide range of experiences in classroom activities. This includes both individual and group work.

Listening

Students make judgements about their use in a range of repertoire. Listening involves studying sound in relation to musical scores to understand how composers have used and manipulated the concepts of music in their works.

Music tutoring program/Ensembles

In addition to our Stages 4-6 music curriculum, a special music tutoring program is offered to students in areas such as drums, guitar/bass guitar, woodwinds (clarinet, flute and saxophone), piano, vocal, brass (trumpet and trombone). This is a growing component of our music curriculum.

In addition the school operates music ensembles including concert bands, jazz ensembles, a string ensemble, a percussion ensemble, guitar ensemble and vocal ensembles, which meet on a weekly basis. Our students perform at a range of school and community functions.

Mandatory membership

Students who are in special music or music elective must participate in our music ensembles as appropriate to their instrument.

Music ensembles

The music ensembles program is administered by the music faculty with support from a parent committee. The Committee establishes an annual calendar of performances for the bands and ensembles both within and outside the school.

Visual arts

Rationale

The program provides opportunities to students who display a strong ability in visual arts with an emphasis on creative and critical thinking. Students learn how art is shaped by different beliefs, values and meanings by exploring artists and artworks from different times and places and relationships in the art world between the artist-artwork-world-audience. They also explore how their own lives and experiences can influence their artmaking and critical and historical studies. Student’s artmaking skills are further developed using a range of materials and techniques in 2D, 3D and 4D forms, including traditional and contemporary forms, to build a body of work over time. Students learn from expert staff and practicing artists and participate in exhibitions both at Mosman High School and Mosman Art Gallery as well as research excursions.

Advantages

The major purpose of a visual arts program for artistically gifted and talented students is to bring students together with high interests and abilities in art in ways that will broaden and deepen their knowledge about art and growth of their technical skills. The group will exercise idea generation including brainstorming and discussion, problem finding and analysis, information and materials gathering and explore a variety of material practice provided by expert staff.

Curriculum

Drawing underpins and strengthens all artmaking. The students will be provided with many drawing opportunities leading to painting, sculpture and printmaking and representation of realistic and abstract concepts.

Academic extension

In Years 7 and 8 (Stage 4) there are 2 academic classes - one has a focus that is multi-disciplinary and the other focuses on accelerated mathematics. Both have an additional 3 periods. The maths class is fast tracked through the maths curriculum and the multi-disciplinary class will have challenging topics to research. Both courses involve critical thinking and problem solving.

In Stage 5, students who have completed Stage 4 of a Special Program will have the opportunity to:

• continue in their special program choice, through the study of electives in drama performance, special music or art and culture or art and media, ceramics and visual design
• accelerate in mathematics, a chosen language and/or design and technology, completing the HSC in this subject while still in Year 11
• study ‘Beyond Visible’. This elective is mainly for outstanding mathematics and science students

Academically able students who accelerate and complete one HSC subject while in Year 11, have the opportunity to study an undergraduate university subject while in Year 12.

Dance audition

The audition will consist of:

• Participation in a contemporary dance group class
• Performance of centrework, corner exercises and a short piece of choreography
• Student to wear dance clothes - leotard/singlet and shorts or stockings

Drama audition

The audition will consist of:

• Warm-up games
• Scene work
• Performance of one of the selected monologues

Performance criteria:

• Voice
• Characterisation
• Movement
• Audience awareness
• Team work

At the end of the audition, be prepared for a short interview concerning your performance and expectations of the course.

Music audition

The audition will consist of:

• Performance of 2 contrasting pieces
• 2 x major and 2 x minor scales of your choice
• Sight reading

Performance criteria:

• Musicality
• Skill
• Presentation
• Communication

Visual Arts interview

An interview will take place by appointment for presentation of your portfolio. The portfolio should:

• Consist of mainly recent work in any medium or media
• Not be too large (able to be easily transportable). Suggest A2 maximum
• Limit the number of work from between 6 to 10 pieces
• Student to be present when portfolio is reviewed and should be able to talk about their work and ideas

Academic extension test

Students wishing to enrol in this program should provide a copy of their Year 5 NAPLAN results and be prepared to sit the academic test.

Applicants must provide a passport size photograph.

Students will be tested in the areas of English, maths, science and writing. Students should arrive 10 minutes before the examination and bring something to eat and drink as there will be a break.

The examination can take up to two and a half hours.

If students wish to apply for the Academic Extension - Mathematics Accelerated stream, they will be required to complete an additional 30 minute accelerated maths paper.