Reach Framework
Mango Hill State School Reach Framework is designed to enhance and enrich the learning and wellbeing of high ability learners. Through a deep understanding of our learners, Mango Hill States School caters for a range of opportunities that fosters the intellectual, creative, social-emotional and physical talents of our students.
Identification of High Ability Learners
Using a range of assessments, Mango Hill State School builds a holistic profile of the student to determine which Strand of support would best meet the needs of our learners. It is important in this process that a range of data sets are used to ensure that there is equal opportunity for all learners including:
• Twice-exceptional students.
• First Nation Australians.
• Diverse cultures and backgrounds.
• Opportunities for the range in natural abilities and competencies (Gagne).
Mango Hill State School Gifted and Talented Policy outlines a process of identification that supports educators to make informed decisions in identifying and determining the most suitable School Provision for high ability learners and students identified as Gifted and Talented. It is through the Identification of High Ability Learners that students are nominated for Reach Enrichment Opportunities and Pace classroom placement.
Reach Enrichment Opportunities
Mango Hill State School provides a range of enrichment opportunities for high ability learners to enhance their intellectual, creative, social-emotional and physical talents. These opportunities include:
Debating
Choir Excellence
STEM Clubs
Full-time Pace Classroom Placement
Selective Learning Opportunities within Pace Classroom Placement
Senior Leadership Program
District Sporting Events
Instrumental Music
Dance
Chess Champions
Sporting Opportunities
Pace Classroom Placement
Mango Hill State School curriculum design provides a differentiated targeted program in each year level tailored to suit the academic needs of students demonstrating very high academic achievement in multiple learning areas. Through quality curriculum design and differentiated learning opportunities, teachers in Pace Classrooms modify the learning journey based on ongoing student data and engagement. These include:
- Personal Projects: real world projects aligned to current units of work. Projects are designed using an Inquiry model of learning and provides opportunities for students to engage in extended and enriched learning opportunities that develop student’s ability to become independent critical and creative thinkers.
- Curriculum Compacting: reducing the repetition for high ability learners through ongoing formative assessment. This provides an opportunity for the teacher to move through curriculum at a faster pace relative to the learners needs and differentiating the curriculum to enrich and extend the learning when the students have already demonstrated mastery.
- Enrichment: students in Pace classrooms have demonstrated the ability to learn at a faster pace than their peers. Often, they require less repetition and practice to master the knowledge, understanding and skills being taught. Teachers monitor student progress and differentiate for high ability learners by providing opportunities for students to dive deeper into their current units of work.
Identification Process
Data collected by class teachers and support personnel are triangulated and utilised to identify individual students who may require curriculum modification and inclusion in the Pace Classroom Placement and/or provided enrichment and extension opportunities through Reach. A combination of subjective and objective measures is utilised in the identification of students to inform classroom selection and further enrichment and extension.
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Whilst there is one Pace classroom in each year level, Mango Hill State School ensures inclusive programming and curriculum design for all students through rigorous moderation and differentiated learning opportunities. Each year, Pace class placements are reviewed based on current student data sources.
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