The 2024 Paris Olympics will be an exciting 17 days of international cooperation and competition in the beautiful capital city of France. These activities have been designed utilising Blooms’ revised taxonomy and the Williams model for students with high potential/giftedness to encourage creativity, risk taking, problem solving and higher order thinking.

Start your Maths lessons the right way with the Daily 10! 10 activities, from either the teacher’s brain or online revision systems, will provide an excellent review of material previously studied OR pre test new content. Print off this attractive blank worksheet every week for your students to quickly write down their answers in an organised fashion.

This comprehension and vocabulary assessment allows teachers to assess the reading and comprehension ability levels of their students, as well as their understanding of vocabulary. Students will read an excerpt from the classic novel ‘The Princess Bride’ by William Goldman and answer engaging and challenging comprehension and vocabulary questions based on the text. Reading comprehension questions have been carefully written to cover ‘here, hidden and head’ literal and inferred comprehension style questions, allowing for a range of responses that will help you easily determine their grading for feedback and/or reporting. Vocabulary questions are multiple choice, using sentences from the text that students must chose the most appropriate word to substitute to maintain correct meaning. Encourage students to answer questions in full sentences, using evidence from the text. Included is a detailed rubric to assist in your comprehension marking, with an A – E scale. Some literal comprehension questions do not have A or B on the rubric, as it is not possible to demonstrate ‘thorough’ (B) or ‘extensive’ (D) understanding within answers, just ‘sound’ ©. Average their A-E throughout the assessment to determine their final grading. You may like to photocopy the rubric and highlight for each student’s assessment.

This comprehension rubric allows teachers to assess the reading and comprehension ability levels of their students. This A-D scale rubric can be used for any stage/grade for any comprehension assessment that has been written to cover ‘here, hidden and head’ literal and inferred comprehension style questions, allowing for a range of responses that will help you easily determine their grading for feedback and/or reporting. Encourage students to answer questions in full sentences, using evidence from the text. The literal ‘here’ comprehension section of the rubric does not have an A grading, as it is not possible to demonstrate ‘extensive’ (A) understanding within answers, just ‘thorough’ (B) or ‘sound’ ©. Average their A-D throughout the assessment to determine their final grading. You may like to photocopy the rubric and highlight for each student’s assessment.

This peer nomination form was developed for teachers and administrators to use within classrooms as an identification tool for gifted students. The most effective way to identify gifted students without formal psychometric assessment is to use a variety of different identification tools, including peer nomination forms. This form has been written in student-friendly format and language by focusing on 12 common characteristics of gifted students. To score the form, we have created a Google Sheet. Alternatively, provided is a Google Form of the Peer Nomination Form that you could assign in Google classroom.

‘The Year the Maps Changed’ is a contemporary middle grade novel by Australian author Danielle Binks. This novel study for students with high potential was created using Bloom’s Revised Taxonomy, the Freya model for vocabulary development and the Williams model of curriculum differentiation. There are questions for chapters as well as activities for students to complete once they’ve finished the novel. These sheets are designed to be glued into exercise books, or you can add blank lined pages to turn the sheets into a booklet for students.

This is a full unit of work for gifted students, written in accordance with the brand new NESA (NSW, Australian) English syllabus! It has been written for a ten-week term but can be compacted or may even take longer as it is rigorous and challenging in order to meet the needs of high potential/gifted students. It is written using Stage 3 and 4 outcomes yet could easily be adapted to Stage 5 as well. In this unit, students will learn how the genre of Fairy Tales can be recognised by established codes and conventions that govern content and construction of literature and apply this knowledge when creating texts. They will identify core messages about social, personal and moral issues within and between texts, by analysing how the changes in Fairy Tales reflect the changes in society. A full complement of Reading and Viewing and Writing and Responding activities are included, written using differentiation models including Bloom’s revised taxonomy and the Williams model of curriculum differentiation. A variety of text types are covered throughout the unit, most notably poetry, other literary descriptive texts and persuasive texts. The unit culminates in a ‘final task’, that will challenge gifted students to apply their understanding of the various interpretations of Fairy Tales reflect the changes of society by focusing on one particular Fairy Tale of interest. Resources are provided by using a Google site developed by HPH.

The S.E.E.C. process is a valuable tool to explicitly teach vocabulary to students. Select – teacher or student, as appropriate, will select a word. Explain – the word is explained and defined. Explore – explore the word through a variety of activities. Consolidate – contextualise and consolidate knowledge of this new word. In this bundle of worksheets and activities, teachers will have the resources available to explicitly teach vocabulary to their students. Select: Selects words that will be useful vocabulary for your students. Useful vocabulary will help them understand texts, build knowledge, and may be encountered frequently outside the context they are found in. They may come from a book that you are reading as a class, a word related to your Science or History unit, or personal interest. Explain: During the explain process, students need to define and learn the word. The EXPLAIN worksheet has been developed to enable this process for two words. Through completion of the worksheet, students will: Learn the correct pronunciation of the word (which they can then write phonetically). Spell the word. Define the word so that it makes sense to them. Write an example sentence of the word in correct context. Clarify additional definitions of the word Explore: A variety of activities, including graphic organisers and games, will allow students to explore the word in further detail. These are: Frayer model Word cline (degrees of meaning) Picture dictionary Word map Roll the die Word explore Consolidate: Consolidate understanding by clarifying meanings and providing further examples. The CONSOLIDATE card is provided for this step, which students may like to use to create a ‘vocabulary word wall’ in the classroom as a means of consolidation and ongoing revision.

‘Nanberry: Black Brother White’ is a young adult novel by Australian author Jackie French. It is a fictional retelling of the amazing true story of Australia’s first surgeon and the boy he adopted. This novel study for students with high potential was created using Bloom’s Revised Taxonomy, the Frayer model for vocabulary development and the Williams model of curriculum differentiation. There are questions for chapters as well as activities for students to complete once they’ve finished the novel. You may wish to allocate a certain number of each category of question (plot, characters, themes, and creative development) for students to complete according to time and ability. These sheets are designed to be glued into exercise books, or you can add blank lined pages to turn the sheets into a booklet for students.

‘The Boy in the Striped Pyjamas’ is a contemporary children’s novel by Irish author John Boyne. This novel study for students with high potential was created using Bloom’s Revised Taxonomy, the Frayer model of vocabulary development and the Williams model of curriculum differentiation. There are questions for chapters as well as activities for students to complete once they’ve finished the novel. These sheets are designed to be glued into exercise books, or you can add blank lined pages to turn the sheets into a booklet for students. Please remember that students with high potential will still require a teacher to explain and discuss the activities with them, see and analyse sample answers (one is included) and work with a teacher to create a response together before they are ready to work on their own.

‘The Giver’ is a classic children’s novel by American author Lois Lowry. This novel study for students with high potential was created using Bloom’s Revised Taxonomy, the Frayer model for vocabulary development and the Williams model of curriculum differentiation. There are questions for chapters as well as activities for students to complete once they’ve finished the novel. These sheets are designed to be glued into exercise books, or you can add blank lined pages to turn the sheets into a booklet for students.

‘Pig the Pug’ is a clever, comical rhyming picture book by Australian author Aaron Blabey. It is the first in a series of picture books featuring a mischievous and problematic pug dog named Pig and his long-suffering companion Trevor, a dachshund. Every book in the series involves Pig demonstrating a negative character trait, with him (hopefully!) learning a moral lesson by the end. This picture book study for students was created using Bloom’s Revised Taxonomy, the Williams model of curriculum differentiation and the Frayer model of vocabulary development. The questions have been developed as both task cards or a sheet to glue into books and complete tasks. This way, you can choose whether to assign all tasks to students or individual tasks for specific students.

‘Harry Potter and the Philosopher’s Stone’ (or Sorcerer’s Stone for those of you in America!) is a fantasy children’s novel by English author J. K Rowling. This novel study for students with high potential was created using Bloom’s Revised Taxonomy, the Frayer model for vocabulary development and the Williams model of curriculum differentiation. There are questions for chapters as well as activities for students to complete once they’ve finished the novel. These sheets are designed to be glued into exercise books, or you can add blank lined pages to turn the sheets into a booklet for students. Also included is a sample exemplar answer for teachers to analyse with their students, as well as a Frayer model template.

‘The Lion, the Witch and the Wardrobe’ is a classic fantasy children’s novel by English author C. S. Lewis. This novel study for students with high potential was created using Bloom’s Revised Taxonomy, the Frayer model for vocabulary development and the Williams model of curriculum differentiation. There are questions for chapters as well as activities for students to complete once they’ve finished the novel. These sheets are designed to be glued into exercise books, or you can add blank lined pages to turn the sheets into a booklet for students. Also included is a sample exemplar answer for teachers to analyse with their students, as well as a Frayer model template.

‘Olivia’ is the first picture book in a series by American author and illustrator Ian Falconer. It chronicles the everyday life and adventures of a cheeky, energetic young piglet named Olivia. This picture book study for students was created using Bloom’s Revised Taxonomy, the Williams model of curriculum differentiation and the Frayer model of vocabulary development. The questions have been developed as both task cards or a sheet to glue into books and complete tasks. This way, you can choose whether to assign all tasks to students or individual tasks for specific students.

‘Harry Potter and the Philosopher’s Stone’ is a modern classic children’s novel by British author J. K. Rowling. This novel study for students was created using Bloom’s Revised Taxonomy, the Freya model for vocabulary development and the Williams model of curriculum differentiation. Two levels of differentiation have been provided: ‘core’ and ‘extension’. If you are unsure of how to group students, we would recommend that you have students complete a comprehension pretest. Students who demonstrate the ability to infer deep meaning from reading a text should be provided with extension work. Core is aimed at the ‘average’ student in your class. They have demonstrated sound comprehension and reading skills. Extension is for students with high potential or have proven reading and comprehension skills that exceed expectations for their year level. There are questions for chapters as well as activities for students to complete once they’ve finished the novel. These sheets are designed to be glued into exercise books, or you can add blank lined pages to turn the sheets into a booklet for students.

‘Matilda’ is a children’s fiction book by British author Roald Dahl. This novel study for students with high potential was created using Bloom’s Revised Taxonomy and the Williams model of curriculum differentiation. There are questions for chapters as well as activities for students to complete once they’ve finished the novel. These sheets are designed to be glued into exercise books, or you can add blank lined pages to turn the sheets into a booklet for students. Also included is a sample exemplar answer for teachers to analyse with their students.

'Nevermoor: The Trials of Morrigan Crow’ is a middle grade fantasy novel by Australian author Jessica Townsend. This novel study for students with high potential was created using Bloom’s Revised Taxonomy and the Williams model of curriculum differentiation. There are questions for chapters as well as activities for students to complete once they’ve finished the novel. These sheets are designed to be glued into exercise books, or you can add blank lined pages to turn the sheets into a booklet for students. Also included is a sample exemplar answer for teachers to analyse with their students.

Pre-testing should form the basis for any unit of work. To meet the needs of each individual student, teachers must know the ability level of each student. This bundle of two comprehension pre-tests allows teachers to determine the reading and comprehension ability levels of their students. From the results of the pre-test, the teacher will get a better understanding of how to best prepare for differentiation. For reading comprehension, it is recommended to complete one pre-test at the beginning of the year as a minimum. You may decide that pre-testing every term or semester is helpful, depending on the planned reading comprehension and literature that is coming next. Encourage students to answer questions in full sentences, using evidence from the text. We would recommend that you do not ‘mark’ each students pre-test, as this can become laborious and time consuming for teachers. Rather, read the students answers carefully to determine whether they will need core curriculum activities, extension or modified if they are unable to complete core curriculum.

This vocabulary building activity is an incredibly fun and engaging experience for students of all ages and ability levels. Students are encouraged to find synonyms for overused words to expand their own vocabulary and utilise these alternative words in their own writing. Students will work together as a class to build a wall display of a ‘graveyard of deceased vocabulary’. The end result will be an ongoing point of interest and discussion within your classroom. Included is: An explanation for how it might be used in the classroom Photographs of a final wall display ‘The Graveyard of Deceased Vocabulary’ Lettering 15 gravestones of ‘deceased words’ and 1 blank 11 pages of coloured flowers 1 page with moon graphic and bat silhouettes

‘The Island’ is a thought-provoking picture book by Swiss born Australian author Armin Greder. The allegory of an outsider washing up on an island and the fear of the island’s inhabitants is a powerful tool to generate discussion of refugees, racism, xenophobia, and human rights. This picture book study for students was created the Williams model of curriculum differentiation and the Frayer model of vocabulary development. The questions have been developed as both task cards or a sheet to glue into books and complete tasks. This way, you can choose whether to assign all tasks to students or individual tasks for specific students.