EAGLEHAWK SECONDARY COLLEGE WHOLE SCHOOL CURRICULUM
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Profiles of high-ability students

Picture

​Type 1: The Successful
  • Easy to identify – account for about 90% of identified high-ability students
  • Obedient – display appropriate behaviours and follow given instructions
  • They can get bored at school without a challenging curriculum
  • Tend to lack creativity, imagination and autonomy
  • Doesn’t go above requirements
  • Avoids risks
  • Can be a perfectionist e.g. slow to take notes as handwriting needs to look flawless
 
Type 2: The Creative
  • Creativity will probably be shown in only one focus area (i.e. displays high-ability in landscape painting but not so much in abstract drawing)
  • Sometimes labelled as a troublemaker
  • Often do not work well with peers
  • Non-conformist
  • Often liked by one or two teachers who ‘get’ them
 
Type 3: The Underground
  • Confusion choosing between their need to achieve versus their need to belong – some associate achievement as a betrayal of their social, racial or cultural group (on the checklist, this is referred to as ‘forced choice dilemma’
  • Hide abilities to feel more included
  • Frequently insecure and anxious
  • Doesn’t want the ‘high-ability’ label and resists development opportunities
  
Type 4: The At-Risk
  • Most are pro-social
  • Skilled at telling people what they want to hear
  • Often present as troubled or angry
  • Can experience identity crisis
  • Negative attitude towards authority
  • Insufficient communication between school and home
 
Type 5: Learning Difficulty / Physical Disability
  • Those in this group who are well catered for are often well-adjusted
  • Social and emotional difficulties higher in this profile
  • Can suffer from low self-esteem, be withdrawn and respond defensively
  • Undiagnosed or misdiagnosed are often angry and frustrated
  • Need to see strengths before seeing difficulties or disability
 
Type 6: Autonomous Learner
  • Are already performing at a high level
  • goal setters, embrace failure, persevere, seek information, thrive on challenge, a growth mindset
  • Similar to ‘The Successful’, but willing to fail and learn from it and also happy to work with others.
  • May don’t feel they need anything from adults
  • Invest energy into their passions

How do I identify the high-ability students in my classroom?

The Profile Checklists provide you with characteristics of each profile type and can assist you in identifying these students. If you have a student that you suspect of being high ability, look through the checklists and see what attitudes, behaviours and teacher perceptions are present. Keep in mind that a student will rarely display all characteristics in one profile. 
High-Ability Profile Checklists
File Size: 168 kb
File Type: pdf
Download File

Professional Development

Understanding High-Ability Students from the Inside Out
https://fuse.education.vic.gov.au/ResourcePackage/LandingPage?ObjectId=d33fd722-a7da-4b07-939b-e5c2f42ae432&SearchScope=All

Case Studies of High-Ability Students
https://fuse.education.vic.gov.au/ResourcePackage/LandingPage?ObjectId=54889e54-5f61-4c7c-b454-ea99d6a2c7c4&SearchScope=All

Wellbeing of High-Ability Students
​https://fuse.education.vic.gov.au/ResourcePackage/LandingPage?ObjectId=51468206-bf32-4d34-8e59-9bcd652b4047&SearchScope=All
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  • Home
  • PD
  • Literacy
    • Reading Comprehension Strategies
    • Writing to Learn Strategies >
      • Literacy in The Arts
      • Literacy in English
      • Literacy in Health and PE
      • Literacy in Humanities
      • Literacy in Maths
      • Literacy in Science
      • Literacy in Technologies
      • Literacy in The Languages
  • PLC
  • LFH
  • REPORTS
  • PBL
    • PBL YEAR 7
    • PBL YEAR 8
  • YEAR 7
    • English
    • Mathematics
    • Technology >
      • Digital Technologies
      • Design and Technologies
    • Technology - Fabrics
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    • LOTE - Languages Other Than English >
      • French
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    • PHASE
    • The Arts >
      • Performing Arts
      • Art General
  • YEAR 8
    • English
    • Mathematics
    • Technology >
      • Design and Technologies
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    • Technology - Fabrics
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    • LOTE - Languages Other Than English >
      • French
      • Indonesian
    • PHASE
    • The Arts >
      • Media Arts
      • Performing Arts
      • Art General
  • YEAR 9
    • English
    • Mathematics
    • Science
    • Humanities
    • Technology >
      • Design and Technologies
      • Digital Technologies
    • Technology - Fabrics
    • Technology - Food
    • LOTE - Languages Other Than English >
      • French
      • Indonesian
    • Health and Physical Education
    • The Arts >
      • Performing Arts
      • Art General
      • Photography
      • Vis. Com & Design
  • YEAR 10
    • English >
      • Media Studies School Magazine
    • Mathematics
    • Science
    • Humanities >
      • VCE Legal Studies
      • Rights and Freedoms
      • Pop Culture
      • LAW and ORDER
      • Cross-Age Tutoring
    • Technology >
      • Design and Technologies
      • Digital Technologies
    • Technology - Fabrics
    • Technology - Food
    • LOTE - Languages Other Than English >
      • French
      • Indonesian
    • Health and Physical Education >
      • Outdoor Education Resources
      • Sports Development Program
    • The Arts >
      • Art General
      • Sculpture (3D Art)
      • Vis. Com. & Design
      • Photography
      • Pottery
      • Performing Arts
  • EAL
  • GROW
  • Contact
  • Indigenous Programs
  • STUDENT EXCELLENCE PROGRAM
  • TA
    • Year 7 >
      • Year 7 TA Term 1
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