SPARK

Who should apply?

SPARK may be suitable for a student who:

• demonstrates high intellectual potential (foundational requirement for admission)
• learns new ideas quickly, deeply or in unexpected ways
• makes sophisticated connections or uses advanced reasoning
• requires greater academic depth, complexity or challenge
• displays sustained curiosity about questions, ideas or problems
• demonstrates strong motivation in areas of interest and may show potential in other HPGE domains: creative, physical and social-emotional
• is likely to benefit from learning alongside intellectual peers
• can participate positively in a small, collaborative learning environment.

Application and selection process

Admission to SPARK is competitive and evidence-informed. No single assessment, portfolio item, school result or interview response determines admission.

Stage 1: Application

Families submit:

• a SPARK Student Portfolio (Live on Website from 2nd September. Applicants must adhere to provided template)
• a Parent/Caregiver Insight Profile (Live on Website from 2nd September. Applicants must adhere to provided template)
• the student’s most recent school report
• the student’s most recent NAPLAN results, where available.

Please note: Teacher recommendations, principal endorsements, certificates and awards are not required. Professional presentation, tutoring, competition participation and access to extracurricular opportunities are not selection criteria and do not provide an advantage.

Current Paddington Public School students do not need to submit their school report or NAPLAN results.

Portfolio design, professional printing, certificates, awards, tutoring, competition participation and access to expensive extracurricular opportunities are not assessed.

Applications close: Friday 25 September 2026

Stage 2: Standardised assessment

English: evidence of current achievement, comprehension and advanced learning.

Mathematics: evidence of current achievement, reasoning and possible areas of mastery.

• There is no single automatic assessment cut-off. Students are not required to demonstrate identical strength in English and mathematics.
• The results contribute evidence of current achievement, advanced learning, relative strengths, possible areas of mastery and the need for greater academic challenge. The SPARK Panel consider this information alongside all other application evidence.
• Results are considered alongside all other application evidence. Please contact the school before the assessment date if your child requires reasonable adjustments to participate equitably in the assessment process.
• The specific assessment instruments will be determined by the school and do not form part of the published selection criteria.
• To support the confidentiality of placement decisions, individual assessment results will not be released to families.

Stage 3: Initial panel review

The selection panel reviews each applicant’s complete evidence profile, considering:

• intellectual potential and reasoning
• English and Mathematics assessment evidence
• current achievement and need for extension
• curiosity, interests and motivation
• reflection and learner agency
• broader HPGE domain strengths
• capacity to participate positively in a small, collaborative class.

The central question is:

Does the available evidence demonstrate high intellectual potential and a

learning need that may be appropriately addressed through SPARK?

The panel then determines the interview shortlist.

Stage 4: Student interview

Interview places are not automatic.

Shortlisted applicants participate in a 15-minute interview. This provides an opportunity for the panel to hear directly from the student and understand their thinking, curiosity, interests, portfolio evidence, learning goals and responses to challenge and feedback. It is not a second academic assessment.

Extroversion, eye contact, quick responses, sophisticated vocabulary and polished presentation are not treated as evidence of intellectual potential. Students may be given processing time, and the panel focuses on the substance of their thinking. Reasonable adjustments may also be provided during the interview process where required for equitable participation.

Stage 5: Final moderation

Following interviews, the panel considers:

intellectual evidence → potential across domains → student portfolio and parent/caregiver insights → interview evidence → potential benefit from SPARK → cohort considerations

Applicants are not simply ranked according to a mathematical total. A selection matrix, panel discussion and moderation will support consistent professional judgement.

Cohort composition is considered only after applicants have demonstrated sufficient

intellectual potential. Broader creative, physical and social-emotional strengths may then help create a rich learning community, but cannot compensate for insufficient intellectual evidence.

Families will receive written notification of the application outcome. Individual assessment results, detailed panel feedback and selection matrix information will not be released.

Important dates

STAGE	DATE
Parent information evening	Tuesday September 1st 2026 6 - 7pm
Applications Open Student Portfolio and Parent Information Templates live on website and available in person from PPS	Wednesday September 2nd 2026 Applications close: Friday 25 September 2026
Standardised assessments at PPS	Wednesday October 14th 2026 9am - 11am
Initial Panel Review and Shortlist English and Mathematics assessment evidence	Tuesday October 20th 2026
Shortlisted student interviews Families will be contacted after the Initial Panel Review if students are shortlisted	Monday October 26th 2026
Final Panel Moderation	Monday November 2nd 2026
Offers and reserve-list notifications	Wednesday November 4th 2026
SPARK Commences	Term 1, 2027

FAQs

What is the primary purpose of SPARK?

SPARK is designed to provide an appropriate educational setting for students whose high intellectual potential and learning needs require sustained academic depth, complexity and challenge.

Excellent teaching is the foundation of the program. Students learn together through explicit, evidence-informed instruction before extending their understanding through purposeful challenge, authentic application and personalised talent development.

SPARK aims to:

• harness student interest and potential across all domains to inform all aspects of teaching and learning
• develop advanced reasoning, inquiry and problem-solving
• support curiosity, creativity and intellectual risk-taking
• provide opportunities to learn alongside intellectual peers
• respond to differing strengths, learning profiles and rates of progress
• develop collaboration, leadership, independence and learner agency
• support students to use their strengths to contribute positively to their school and community.

Why create a dedicated class rather than rely only on differentiation within mainstream classes?

Differentiation remains an important part of teaching in every classroom. However, some students require sustained changes to the pace, depth, complexity and level of abstraction in their learning.

A dedicated class allows these adjustments to be provided consistently across the school week. It also gives students regular opportunities to collaborate with intellectual peers, investigate complex ideas and apply their learning in increasingly challenging and authentic ways.

SPARK adds to the school’s broader HPGE provision. It does not replace high-quality differentiation, extension or enrichment in mainstream classes.

What will SPARK provide beyond the HPGE opportunities already available at Paddington Public School?

SPARK will provide a sustained learning environment designed specifically for students with high intellectual potential and an identified need for greater academic challenge. SPARK also acts to recognise student potential in other HPGE domains (Creative, Social and Emotional, Physical).

Depending on students’ assessed needs, this may include:

• teaching and learning programs designed around current student interests and areas of potential
• greater depth, complexity and conceptual challenge
• flexible pacing and curriculum compacting
• extended projects and interdisciplinary learning
• high-quality literature and carefully sequenced English instruction
• challenging mathematical investigations and authentic applications
• explicit development of critical and creative thinking
• individual goal-setting, feedback and teacher conferences aligned to areas of potential
• opportunities to pursue areas of strong interest or possible mastery
• regular collaboration with students who have similar learning needs.

As students’ strengths and interests emerge, relevant community partnerships and external enrichment programs will be engaged to develop potential, such as connections to local high schools, local artists, or sporting organisations. They are not guaranteed weekly lessons or separate programs.

Is SPARK intended to support existing students or attract new enrolments?

SPARK is first and foremost an educational initiative designed to meet the learning needs of eligible students.

Current Paddington Public School students and eligible students from other schools may apply. All applicants will be considered through the published evidence-informed selection process. External enrolments remain subject to NSW Department of Education requirements and the school’s capacity.

Can students with disability, neurodivergence or additional learning needs apply?

Yes. High intellectual potential can coexist with disability, neurodivergence or additional learning needs. Students are not expected to demonstrate uniformly high achievement in every area. The selection panel considers multiple sources of evidence and recognises that high potential may not always be reflected in consistently high academic performance. Reasonable adjustments are available to support equitable participation in the assessment and interview process. Families should contact the school before assessment to discuss required adjustments.

How does SPARK fit within the school’s broader strategy for improving student outcomes?

SPARK forms one part of the school’s wider commitment to high expectations, evidence-informed teaching and appropriate learning growth for every student.

The program sits alongside continued work in:

• curriculum implementation
• explicit teaching
• assessment and responsive planning
• classroom differentiation
• teacher professional learning
• learning support
• the identification and development of high potential and gifted learners across K–6.

SPARK is not a stand-alone response to a single set of assessment results. It is one component of a broader whole-school approach to improving teaching and learning.

How will the Years 3–5 SPARK class operate?

SPARK will operate as a full-time composite class for students in Years 3, 4 and 5.

Students will learn together through carefully sequenced, explicit lessons before applying their knowledge and skills in different ways. Teaching will respond to students’ demonstrated understanding, strengths, learning needs and rates of progress.

Although students may demonstrate their learning differently, they will continue to work towards the relevant NSW curriculum outcomes.

Will SPARK students learn only with other SPARK students?

SPARK will be the students’ regular class. However, planned opportunities for stage and whole-school integration will remain an important part of the model.

Students will continue to participate in appropriate school activities, events, initiatives, playtimes and social opportunities with the broader school community.

Some SPARK learning may also involve collaboration with other students. For example, students might design a mathematical resource for younger learners, contribute to a school wellbeing initiative or share the outcomes of an inquiry project with another class.

How will friendships, grade cohesion and connection to the school be maintained?

Students will remain active members of the wider Paddington Public School community.

Planned stage and whole-school experiences will support existing friendships, new relationships, grade cohesion and a shared sense of belonging. Recess, lunch, school events and wider learning opportunities will allow students to play, socialise and participate in the broader life of the school.

SPARK will operate as one connected part of Paddington Public School, rather than as a separate school within the school.

Will students remain in SPARK once selected?

The current model is for students admitted to SPARK to remain in the class while they are within the Years 3 to 5 cohort, subject to the school’s usual educational and enrolment processes.

Families will not be asked to submit a new application each year. As with any educational placement, the school will continue to monitor each student’s learning, wellbeing and educational needs and communicate with families if circumstances change.

Will SPARK affect the structure of mainstream classes?

SPARK will be a standalone Years 3–5 composite class, so will have little bearing on other models of 2027 class formation.

Confirmed class arrangements for other year groups will be communicated when enrolments and staffing are known.

How will the school continue to identify high potential and gifted students outside SPARK?

SPARK does not replace the school’s broader K–6 identification processes.

Teachers will continue to draw on multiple sources of evidence, including:

• classroom observations
• formal and informal assessment
• work samples
• rates of learning
• student interests and areas of strength
• responses to extension and increased challenge
• information from students and families.

Identification is an ongoing process because potential may emerge at different times and in different learning contexts.

How are high potential students supported in Kindergarten to Year 2?

Students in Kindergarten to Year 2 will continue to be identified and supported through responsive teaching, classroom differentiation, flexible grouping, extension and enrichment opportunities.

SPARK begins in Year 3, but HPGE identification and talent development begin well before the application process. A child does not need to participate in a particular external program, receive tutoring or accumulate awards to be considered for SPARK in the future.

How does SPARK compare with HPGE programs at other schools?

Schools organise HPGE provision in different ways according to their context, student population, staffing and enrolment patterns.

SPARK has been designed for the Paddington Public School context and is guided by the NSW Department of Education’s High Potential and Gifted Education Policy. Its purpose is to provide an appropriate local model for eligible students, rather than replicate one particular program operating at another school.

The Paddington SPARK model combines sustained academic challenge for students with high intellectual potential with responsive talent development across the creative, physical and social-emotional domains.

Who will teach SPARK?

SPARK will be led by staff with knowledge of the NSW Department of Education’s High Potential and Gifted Education Policy and additional professional learning in HPGE.

Staff leading the program have:

• completed additional UNSW Mini-COGE professional learning
• undertaken detailed analysis of the department’s HPGE Policy
• developed and delivered related professional learning
• engaged in honours-level research connected with mathematics and representations.

Professional knowledge will continue to be strengthened through ongoing learning, collaboration, evidence-informed practice and evaluation of the program.

Will SPARK follow the NSW curriculum?

Yes. SPARK students will study the NSW curriculum.

Students will receive explicit teaching through carefully planned and sequenced lessons. Teachers will model new knowledge and skills, provide guided practice, assess understanding and give targeted feedback before students apply their learning with increasing independence.

Differentiation may involve changes to:

• teaching and learning focus based on student interest and potential
• pace
• depth and complexity
• conceptual abstraction
• the level of independence
• the way students investigate, create or communicate their understanding.

Students may also engage in curriculum compacting, advanced inquiry or enrichment where assessment evidence shows this is appropriate.

Will SPARK include creative and interdisciplinary learning?

Yes. Students may apply their knowledge through Creative Arts, design processes and integrated inquiry.

This might involve creating artworks, designing solutions, rehearsing performances, investigating historical questions or collaborating on community projects. The SPARK library and Makerspace sessions for the class will centre around student interests and areas of potential.

New artistic techniques, inquiry skills and design processes will be explicitly taught. Creative application will remain connected to deep understanding and the NSW curriculum outcomes.

How will students with different strengths and uneven learning profiles be supported?

SPARK students will not be expected to have identical strengths or progress at the same rate.

Students may participate in the same explicit lesson and work towards the same curriculum outcome while applying or communicating their understanding in different ways.

Teachers will continually assess students’ understanding and use this evidence to provide:

• flexible grouping
• targeted instruction
• curriculum compacting
• extension and enrichment
• increased depth or complexity
• personalised application
• scaffolding
• additional support where required.

Admission to SPARK does not mean that a student will never require support in a particular area.

How will feedback, goal-setting and reflection be used?

Goal-setting, feedback and reflection will be regular features of SPARK.

Students will set personal goals connected to their learning and the SPARK Learner dispositions. They will receive targeted feedback and participate in teacher conferences throughout the term to review progress, reflect on feedback and identify new challenges.

Students will also be encouraged to revisit their goals, recognise progress and identify their next steps. This process is intended to help them become increasingly independent, reflective learners who are confident in seeking appropriate challenge.

How will teachers be supported to provide sufficiently challenging and diverse learning?

Teachers leading SPARK will draw on HPGE-specific professional learning, the NSW curriculum, the department’s HPGE Policy and current evidence about effective teaching for high potential and gifted learners.

Support will include collaboration, professional learning, assessment-informed planning and ongoing evaluation of student growth, engagement and learning needs. Program planning will be refined as the needs and strengths of the cohort become clearer.

How will students with high potential in other domains be supported?

Students with high potential in the creative, physical or social-emotional domains will continue to be identified and supported across the school, whether or not they are members of SPARK.

SPARK is not the school’s only pathway for talent development. Classroom learning, school programs, representative opportunities, performances, sport, leadership, creative projects and relevant partnerships may all contribute to the development of students’ talents.

Within SPARK, responsive talent development opportunities might include:

• using the MakerSpace to design and test a solution
• creating digital media connected to English or interdisciplinary learning
• developing a creative work with feedback from an artist or community organisation
• participating in an enrichment opportunity connected with a sporting organisation, cultural organisation, local high school or other relevant expert
• or contributing to a leadership, wellbeing or community initiative.

These opportunities will arise in response to student potential, goals, learning needs and suitable opportunities. They are not guaranteed weekly programs or individual mentoring arrangements.

Will SPARK work with external organisations and experts?

Paddington Public School will seek to build meaningful connections with community organisations and experts when opportunities arise, including local schools, universities, artists, sporting organisations, cultural organisations and other relevant specialists. Connections will be pursued where they genuinely add value to students’ learning, strengths or interests. SPARK does not promise an individual external mentor or partnership for every student.

What extension and enrichment opportunities will remain available in mainstream classes?

Existing K–6 identification, differentiation, extension and enrichment will continue.

Teachers in mainstream classes will continue to respond to students who demonstrate high potential, advanced achievement or a need for further challenge. SPARK does not remove the responsibility to provide appropriately challenging learning for every student.

What support will be available to students who are not selected for SPARK?

A student does not need to be enrolled in SPARK to access challenging learning.

Students who are not selected, who do not apply or who choose not to participate will continue to access appropriate classroom differentiation and available extension and enrichment opportunities.

Not receiving a SPARK offer does not mean that a student has limited potential or future need for extension.

How will the school ensure that SPARK strengthens rather than divides the community?

SPARK will be implemented as one component of a connected K–6 school.

The school will support this through:

• planned stage and whole-school integration
• shared school events and learning opportunities
• projects that allow students to contribute to the wider school
• continued investment in mainstream teaching and HPGE provision
• clear communication about the program’s purpose
• respectful and confidential selection processes
• recognition that students demonstrate strengths and potential in many different ways.

How will SPARK be staffed and resourced?

SPARK will operate within the school’s existing staffing allocation.

Staffing, teaching resources and learning-support resources will continue to be planned across the school according to enrolments, identified student needs and NSW Department of Education requirements.

The introduction of SPARK does not remove the school’s responsibility to support students requiring adjustments, intervention or additional learning support.

Will SPARK reduce staffing or resources available to other students?

School resources are allocated through the usual whole-school planning processes. SPARK is not a separately staffed program operating outside those processes.

The school will continue to consider the needs of all learners when making decisions about staffing, class organisation, learning support, professional learning and teaching resources.

What effect will SPARK have on enrolment numbers, mainstream class sizes and the composition of the school?

Future enrolment numbers and class structures cannot be guaranteed in advance. They will depend on factors including:

• local enrolments
• the number of applications and accepted offers
• external applicants’ enrolment eligibility
• staffing allocations
• school capacity
• NSW Department of Education requirements.

The school will monitor the program’s effect on enrolment patterns, class organisation and the composition of the broader school.

How does SPARK relate to the school’s NAPLAN results?

NAPLAN provides one source of information about student achievement at a particular point in time. Comparisons between schools need to be interpreted carefully because student populations and school contexts differ.

SPARK is not a stand-alone strategy for improving a school ranking. It is one part of a broader commitment to high expectations, evidence-informed teaching, curriculum improvement and appropriate academic challenge.

The school’s broader work to strengthen student outcomes will continue across all classes and year levels.

How will the school evaluate whether SPARK is effective?

The school will monitor the program using multiple sources of evidence, which may include:

• student learning growth
• engagement and participation
• student wellbeing
• teacher assessment
• student work samples
• progress towards individual learning goals
• students’ responses to feedback and challenge
• feedback from relevant stakeholders.

Regular goal-setting, reflection and teacher conferences will also help students and teachers identify progress and determine appropriate next steps.

Evaluation will focus on whether the program provides appropriate academic challenge and supports students’ learning and talent development. It will not rely on NAPLAN results alone.

Seek Challenge

Students engage with complex ideas, authentic problems and learning that requires genuine intellectual effort. They develop persistence, flexible thinking and productive responses to mistakes.

Pursue Passions

Students explore significant interests and develop areas of potential or talent through purposeful learning opportunities.

Aspire with Purpose

Students set ambitious goals, take increasing ownership of their learning and understand how sustained effort supports growth and achievement.

Reflect and Grow

Students develop self-awareness by using teacher, peer and self-feedback to evaluate their progress, refine their work and identify their next steps.

Keep Contributing

Students use their knowledge, skills and talents to collaborate, lead, help others and contribute meaningfully to the school and wider community.