Extension refers to the deepening of understanding offered to students in specific subject areas through differentiated curricula within classroom teaching programmes.

Enrichment is distinguished from extension in that it refers to the broadening of learning opportunities and experiences beyond the regular differentiated curricula within classroom teaching programmes.

Acceleration occurs when students move through the traditional curriculum at rates faster than typical to match the level and complexity of the curriculum with the readiness and motivation of the student.

Our identification process is inclusive and flexible, utilising information from a variety of sources. The identification process will identify a student’s intellectual strength, talents and social and emotional needs. The data will inform each educational programme. Identification is continuous as some boys may present as gifted and/or talented at different phases of development.

The identification of students who may partake in any one of the enrichment and/or extension programs is a process of collecting and comparing information from various sources.  Information from any of the following sources may be used:

• Standardised tests of achievement (eg NAPLAN, AAS (Academic Assessment Services)
• Standardised tests of potential (Academic Assessment Services)
• Information from previous schools
• Teacher nomination
• Parent nomination
• Peer nomination
• Parent information (through use of a parent survey upon school entry)
• Off-level testing (for candidates for acceleration or early-entry)

NB:  No one source of information in isolation will be considered proof of ability.

Extension refers to the deepening of understanding students receive in specific subject areas. In the Senior School we offer this through our differentiated curriculum within classroom teaching programmes. We also offer streamed Years 9 and 10 extension mathematics for students who are working on Mathematics at an increased level of pace and complexity.

Under rare circumstances, Scotch provide opportunities for acceleration including grade skipping and subject specific acceleration. Please refer to the key documents for our Acceleration Policy.

This programme is designed for students identified as being among our most academically able. Three broad concepts underpin the programme, namely, broadening units that extend beyond the mainstream curriculum; school community partnerships; and a culminating task that celebrates student learning.

The programme requires students to be able to manage the normal curriculum whilst being withdrawn from six periods per term to take part in enrichment activities.

The enrichment sessions in Years 9 and 10 feature a series of rich multi-disciplinary units that involve boys in open-ended problems aimed at connecting learning to the world beyond the classroom. Curriculum is modified according to gifted and talented models of education and a range of methodologies are employed including design thinking and project-based learning.

Modification of the curriculum includes fast paced content coverage with minimal repetition; complex, challenging and open-ended problems that promote higher order thinking skills; meaningful tasks with practical application; and collaborative student led projects. The programme emphasises the importance of fostering a growth mindset and, in accordance with the Maker model (1982), allows students to tackle real world problems with a focus on higher-level thinking, creative problem solving and decision-making.

Students are invited to participate in the ‘Years 9 and 10 Enrichment Programme’ based on the following key criteria:

• Standardised tests of potential and performance (Academic Assessment Services – AAS)
• School report
• Twice exceptional students are assessed using alternative criteria that ensures they are not disadvantaged in the identification process
• Final confirmation of selected list from Middle School Teachers and Enrichment Coordinator

In the event that a student arrives from another school, relevant data from previous schools will be assessed.

At several junctions throughout Years 9 and 10, Academic Assessment Services (AAS) data and school performance for each cohort is re-examined and boys who present as meeting the criteria are invited into the programme.

Once boys are invited, they hold their place until the conclusion of Year 10. Boys may opt out of the programme at any stage throughout Years 9 and 10.

WADL Debating

AHESA Debating

British Parliamentary Debating

Perth Philosothon

Australasian Philosothon

OzCLO

da Vinci Decathlon

World Scholar’s Cup

UNSW Science

Australian Mathematics competition

Australian Physics competition

Australian Chemistry competition

Maths Olympiad

Have Sum Fun

United Nations Youth Association competition

Mock Trials

Lions Youth of the Year Speech and Leadership Quest

Royal Commonwealth Society Speech and Leadership

Rostrum Speech Competition

Chess

Plain English Speaking Award

Talented Young Writers’ Programme