Inspire - HPGE Mentor Program
High Potential and Gifted Education at Coffs Harbour High School
Our student facing mentor program:
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Provides ongoing advice, support and mentoring for identified students within each domain of potential.
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Supports student progress through individual HPGE Talent Development Plans inclusive of student strengths & interests, goal setting, and advice around upcoming HPGE opportunities.
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Over time, our HPGE program will establish systematic talent development, formal acceleration processes, and provide individualised advice around domain-specific teaching & learning strategies that help students move from high potential to high performance.
Student identification process
Coffs Harbour High School uses an evidence-informed process to identify students who may benefit from additional challenge, enrichment, extension and talent development through High Potential and Gifted Education (HPGE).
Students may be identified in one or more of the four NSW Department of Education HPGE domains: creative, intellectual, physical and social-emotional.
Our process uses multiple sources of evidence, including classroom observations, assessment information, work samples, teacher professional judgement, discussion with Head Teachers and colleagues, co-curricular achievement, and other relevant information. This supports a fairer and more accurate understanding of each student’s strengths, potential and learning needs. NSW Department of Education guidance recommends that schools use multiple measures when identifying high potential and gifted students.
Teachers review students during scheduled HPGE identification windows and may nominate students who demonstrate high potential, gifted or highly gifted abilities in one or more domains. Classroom teachers play an important role in this process because they observe students regularly in authentic learning situations and can identify students who may require additional challenge or extension. The HPGE team reviews nominations and evidence, then identifies appropriate next steps. These may include mentor support, HPGE opportunities, classroom differentiation strategies, a HPGE Plan, and communication with families where appropriate.
Identification is not intended to label or limit students. It helps the school better understand each student’s strengths and learning needs so that we can provide appropriate opportunities, support wellbeing, and help students continue to grow from high potential toward high performance.
Students can be identified at different times. Some students show high potential early, while others may demonstrate emerging potential later through classroom learning, leadership, performance, creativity, sport, social-emotional strengths or other areas of school life. Our process is reviewed regularly so that students are not limited to a single opportunity for identification.
Domains of potential
There are 4 domains of potential: intellectual, creative, physical and social-emotional. High potential and gifted (HP&G) students across all four domains of potential require evidence-based talent development to optimise their growth and achievement.
Families, educators, peers and mentors, events and programs can play a key role in supporting talent development for HP&G students.
The 4 domains of potential often overlap and are highly influenced by one another.
Our HPGE domain mentors
Creative domain
The creative domain refers to natural abilities in imagination, invention and originality.
- Signs of high potential include originality, innovation and inventiveness in organising ideas, images, words, sound, movement and objects (including digital media).
- Learning in the creative domain occurs within and across a range of subjects, including mathematics, science, creative arts, English and literary arts, design and technology, social sciences and sport.
- Benefits of creative development include self-expression, problem solving, risk-taking and experimentation, reduction in stress and anxiety and feelings of accomplishment and pride.
Donna Stanmore
HPGE Mentor – Creative Domain
I’m Donna Stanmore, a HSIE teacher with around 20 years of experience in fostering creative and critical thinking in the classroom. My passion lies in pedagogy that encourages students to think about their world from multiple perspectives, develop personal opinions and knowledge, and then explore innovative ways to express such knowledge to different audiences.
Creative thinking is fundamentally about constructing new knowledge and communicating it in diverse and meaningful ways. This expression can take many forms, including the creative arts, technology, and a range of multimedia avenues.
My interests are firmly grounded in this creative space, and I look forward to fostering strong relationships with like-minded students and supporting them to find pathways where creativity becomes a superpower they can use to its fullest potential.
Intellectual domain
The intellectual domain refers to natural abilities in processing, understanding, reasoning, and the transfer of learning.
- Signs of high potential include verbal, numerical, logic and spatial aptitudes, synthesis and evaluation, abstract thinking, use of long term and working memory, and problem solving.
- Intellectual development assists students to be observant, intrinsically motivated and goal-driven, with creative, critical and independent thinking skills.
Erin Richardson
HPGE Mentor – Intellectual Domain
As a Science teacher, I strive to create challenging and engaging learning experiences that promote curiosity, critical thinking, and deep conceptual understanding. In my role as the Intellectual Domain Mentor, I am committed to supporting the identification, engagement, and development of high potential and gifted students across the school. I work collaboratively with teachers to promote inclusive practices and to design learning environments that provide purposeful challenge, enrichment, and extension.
My focus is on fostering intellectual curiosity and critical and creative thinking, alongside the development of the skills and habits that enable students to persist, reflect on their learning, and respond positively to complexity. Through high expectations and targeted support, I aim to empower students to recognise their strengths, embrace challenge, and achieve their potential across all learning areas.
Physical domain
The physical domain refers to natural abilities in muscular movement and motor control.
- Signs of high potential in the physical domain include power, speed (muscular), muscular strength, endurance, flexibility, speed (of reflexes), agility, coordination and balance.
- High potential in the physical domain may be observed in a range of contexts, such as sport, dance and performance.
Adam Mason
HPGE Mentor – Physical Domain
As the HPGE Physical Domain Mentor and Sports Organiser at Coffs Harbour High School, I bring 25 years of experience teaching PDHPE, with a deep passion for promoting health, well-being, and physical excellence among our students. With a strong background in Australian Rules Football and Cricket, I am dedicated to inspiring students to achieve their personal best, fostering teamwork, and encouraging lifelong healthy habits.
In my role, I proudly coordinate a wide range of sporting programs and events, supporting our school community in developing confident, resilient, and active individuals through quality physical education and engaging sporting opportunities.
Social-emotional domain
The social-emotional domain refers to natural abilities in self-management and relating to and interacting with others.
- Signs of natural abilities include perceptiveness, empathy, social ease, tactfulness, influence, persuasiveness, eloquence, leadership, and charisma.
- Social-emotional development and wellbeing of high potential and gifted students is supported by learning environments that enable them to connect, succeed and thrive.
- Social-emotional development assists students to cope with stressors, manage behaviours, and effectively work with others, positively contributing to society.
Krystal Morris
HPGE Mentor – Social-Emotional Domain
I have a strong commitment to supporting students’ holistic wellbeing, recognising that social and emotional development is foundational to both personal growth and academic success. With a background in inclusive education, I am dedicated to creating safe, inclusive, and emotionally intelligent learning environments where high-potential and gifted students feel genuinely seen, supported, and appropriately challenged.
In my role as a Social-Emotional Domain Mentor, I endeavour to foster students’ ability to understand and manage their own emotions, interact positively with others, and form meaningful relationships. I place a strong emphasis on developing empathy, self-awareness, and confidence, empowering students to navigate challenges, advocate for themselves, and thrive both within and beyond the classroom.
My approach is grounded in connection, respect, and high expectations, ensuring every student is supported to reach their potential while feeling valued for who they are.
Help for your high potential child
If your child shows signs of high potential, contact us. We can share how our HPGE support can guide their learning journey.