History Enrichment Program

• independent
• ​creative thinkers
• fast learners
• think and perform above the level of their peers
• demonstrate high potential
• recognised as gifted and talented
• high achievers and/or could benefit from accelerated learning.

The program was aimed at students who were significantly different in their thinking from most other students their age and brought fast and advanced learners together in small groups who share a passion for history. Students worked on a variety of tasks developed for their advanced needs and capabilities.

Culminating in the development and presentation of their chosen passion project, students would work through issues such as dealing with their perfectionism, fear of failure, lack of risk-taking, leadership, apathy, troubled behaviour, misunderstandings and more. They also worked on and further developed their teamwork, leadership, organisational skills and presentation skills.

​Why do we need gifted and talented student programs?
In June 2012, a parliamentary inquiry into gifted and talented students found that gifted and talented children and young people often differ from their age-peers not only in terms of their abilities, but in their preferred learning style as well. They have particular learning needs that require specific strategies and approaches that include, but are not limited to:

• daily challenge in their specific areas of ability or interest
• learning experiences that reflect a range of learning styles
• opportunities to socialise and learn with peers of like-minded ability as well as work independently on areas of interest
• connections to people and opportunities beyond the early childhood setting or school that support their particular passions and talents while connecting to the curriculum (Rogers, 2007).

Gifted and talented children and young people have particular learning requirements. Responding to these requirements is not an optional extra – it is a key responsibility of early childhood settings, schools and the Department. For the full document, click here.

What were the benefits for participating schools?

• Opportunity for schools to align with the recommendations of the 2012 Parliamentary Inquiry into Gifted and Talented Students.
• Forged a working relationship with Federation University and the History Teachers’ Association of Victoria.
• Access to the HTAV gifted and talented resource website.
• Certificate for participating schools and students.

What were the benefits for participating students?

• Opportunity for students to work with like-minded peers in a challenging and intellectually stimulating environment.
• Helped students develop their emotional, academic, intellectual and social growth skills.
• Helped build confidence, curiosity and academic enjoyment.
• Represent their school in a professional association sponsored conference.
• Skills were transferrable.

How were students selected?
Students from participating regional areas were to be nominated by their teachers/principals. ‘The Revised Profiles of the Gifted and Talented’ by Maureen Niehart and George Betts (2010) were used as a guide in the selection process. Please click here to view further details.

Interested students were also asked to complete a nomination form outlining their interest in history and analysing their own learning characteristics.

Please note that we were also looking for students who had a genuine passion for and demonstrated ability in history.

Students from Years 3-10 were eligible to apply.

​HEP Highlights
Click on the image below to view a short video capturing some of the highlights from the Ballarat Program 2015​.

The History Teachers' Association of Victoria acknowledges the support of the Department of Education and Training through the Strategic Partnerships Program.