Inclusive Education and Student Support Services (SSS)
At Torbanlea State School, gifted and talented learners are supported within our Inclusive Education framework, recognising that students with high potential and advanced learning needs may require reasonable curriculum adjustments to ensure equitable access to learning.
In line with Queensland Department of Education expectations, gifted education at Torbanlea is a whole‑school responsibility and is addressed through high‑quality differentiated teaching, supported by Student Support Services (SSS) processes when additional adjustment is required.
Our long‑standing approach reflects our belief that gifted students should be recognised, valued and supported, while also developing their wellbeing, resilience and independence as lifelong learners.
Inclusive Education Approach
Inclusive education at Torbanlea State School means:
- All students access the Australian Curriculum at their enrolled year level as the starting point
- Adjustments are made to content, process, pace and complexity where required
- Decisions are evidence‑based, collaborative and reviewed regularly
- Parents, carers and students are active partners in planning and review
Gifted and talented learners are supported through the same multi‑tiered framework used for all learners, ensuring consistency, transparency and equity.
Identification Within an Inclusive Framework
Identification of gifted and talented learners is an ongoing process and occurs within the SSS student support problem‑solving cycle, rather than through a single test or event.
Evidence considered may include:
- Classroom assessment data and work samples
- Teacher observation and professional judgement
- Student learning behaviours and rate of progress
- NAPLAN data (where available)
- Screening tools such as the AGAT General Ability Screener (as part of a broader evidence set)
In Prep, a screener is used to assist with the early identification of fast learners, supporting timely differentiation and targeted adjustment.
Tiered Curriculum Adjustment Model
Tier 1 – Differentiated Classroom Practice (Universal Support)
All teachers differentiate learning experiences to provide extension and enrichment that broadens and deepens understanding within the student’s enrolled year level.
This includes:
- Flexible grouping
- Open‑ended and higher‑order tasks
- Opportunities for complexity, abstraction and creativity
Tier 2 – Focused Support (Targeted Adjustment)
When differentiation alone is insufficient to meet a student’s learning needs, focused adjustments are implemented and documented through a Personalised Learning Plan (PLP).
Adjustments may include:
- Targeted extension and enrichment
- Increased pace or complexity
- Explicit teaching of critical and creative thinking
- Curriculum compacting
Students may be clustered with peers who have similar learning needs where appropriate.
Tier 3 – Intensive Support (Individualised Adjustment)
A small number of students may require intensive curriculum adjustment when evidence indicates that Tier 1 and Tier 2 supports are insufficient.
This may include:
- Individual Curriculum Plans (ICP) for learning beyond year‑level expectations
- Subject‑specific acceleration
- Whole‑year level acceleration (rare and carefully considered)
Tier 3 supports are implemented only following SSS student support team review, parent consultation and specialist input.
Assessment, Reporting and Adjustment
Where students access learning beyond year‑level expectations:
- Students continue to be reported against their enrolled year level unless an ICP is approved
- Extension learning is documented and discussed with parents and carers
- ICPs enable teaching, assessment and reporting against achievement standards above the enrolled year level
Example:
A Year 3 student may engage with Year 4 English content descriptors; however, they are assessed and reported against Year 3 standards unless an ICP is implemented.
Enrichment and Engagement Opportunities
In addition to classroom provision, Torbanlea State School offers enrichment opportunities aligned with student interests and strengths, including:
- ICAS assessments
- Writing, STEM and Robotics competitions
- LEGO Robotics and digital technologies
- MIE USC Partnership digital learning
- STEM, Global Leadership and Performing Arts programs
- University and secondary school‑based experiences
All students also have access to school‑based enrichment such as chess, logic games, creative arts, design and digital technologies (e.g. Ozobots, Spheros).
Collaborative Student Support Services (SSS) Model
Torbanlea’s SSS team includes school leaders, inclusion teachers, the Guidance Officer and the Gifted Education Coordinator (Principal – Mr Peter Genrich).
The SSS team:
- Reviews evidence of learning need
- Determines appropriate tiered adjustments
- Monitors student progress and wellbeing
- Ensures decisions are documented, reviewed and communicated
This approach ensures gifted learners are supported within inclusive school systems, rather than through isolated or ad‑hoc processes.
early 140 years. Our goal is that gifted students are not only recognised and valued, but that their self‑esteem, wellbeing and independence are nurtured so they become self‑directed, lifelong learners.
As a learning community, Torbanlea values the diverse gifts of its members and is committed to providing a supportive learning environment where gifts can be recognised, nurtured and developed.
Identification of Gifted and Talented Students
Identification of gifted and talented learners at Torbanlea State School is an ongoing and multi‑faceted process, consistent with Queensland Department of Education expectations.
Evidence used to identify learning needs may include:
- Classroom data and assessment evidence
- Teacher observation and professional judgement
- Student work samples and learning behaviours
- NAPLAN data (where applicable)
- AGAT (General Ability) screening (as part of a broader evidence set)
We use a screener in Prep to assist in identifying fast learners early. Students demonstrating high potential are supported through our multi‑tiered model of support, including clustered support where appropriate.
Curriculum Provision and Support
Support for gifted and talented students is provided in addition to classroom differentiation, ensuring students are both challenged and supported.
Tiered Support Model
Tier 1 – Differentiation:
All classrooms provide differentiated instruction, including extension and enrichment to deepen and broaden learning at the student’s year level.
Tier 2 – Focused Support:
Students requiring additional challenge receive targeted extension, enrichment and curriculum adjustments within the classroom.
Tier 3 – Intensive Support:
For a small number of students whose needs cannot be met through differentiation and enrichment alone, intensive supports such as acceleration or Individual Curriculum Plans (ICP) may be considered.
Teachers differentiate within their classrooms by broadening and deepening understanding across the learning areas where the student demonstrates high potential. For identified gifted students, curriculum may be delivered beyond age‑level expectations, while assessment and reporting remain aligned to the student’s enrolled year level unless an ICP is implemented.
Example:
A Year 3 student achieving at a high level in English may access Year 4 content descriptors and learning experiences; however, assessment and reporting remain at Year 3 level unless an ICP is approved.
All extension and enrichment plans are discussed with parents and carers through parent‑teacher meetings.
Curriculum provision for gifted learners may include:
- A faster pace of learning
- Increased complexity and abstraction
- Explicit teaching of critical and creative thinking
- Opportunities to persevere with complex and challenging problems
Enrichment Opportunities
Torbanlea State School sources a range of on‑campus and off‑campus enrichment opportunities, including:
- ICAS Assessments
- Writing, STEM and Robotics competitions
- LEGO Robotics and digital technologies
- MIE USC Partnership digital classes
- STEM, Global Leadership and Performing Arts programs
- University and high‑school based competitions and experiences
All students also have access to enrichment activities such as chess, logic games, arts and crafts, digital design, Ozobots and Spheros to support engagement and student interests.
Collaborative Support
Torbanlea’s Inclusion teachers and Deputy Principal (Curriculum) work closely with the Gifted Education Coordinator (Principal – Mr Peter Genrich) and the Guidance Officer to provide targeted and strategic support for students.
This collaborative approach reflects Queensland DoE expectations for shared decision‑making and ongoing monitoring.
✅ Summary Statement
Torbanlea State School’s approach to gifted and talented education is fully embedded within Inclusive Education and Student Support Services frameworks, ensuring equitable access, evidence‑based decision making and collaborative support for all learners.