Magis is the Latin word meaning "more; to a greater extent," and is one of the core principles of an Ignatian education. All students need a learning environment that fosters well being and learning consistent with their potential. Education should never be for self-centred purposes, such as to acquire personal power, material prosperity or success. Rather, it should be to help people develop into the integrated persons God intends, including as individuals who have learned to 'serve and be responsible for others'. The Magis program, in conjunction with the John XXlll College Learning Enrichment Centre, works towards the growth of the whole person in relation to every student in the College.

John XXlll College is challenging students to achieve academic excellence by:

  • Empowering academically gifted students to achieve at their highest level
  • Maximising the potential of all students in Years 7 - 12
  • Making student academic achievement a priority

The College has a structure that acknowledges diversity, supports personalised learning and addresses the identified needs of underachieving students.

The College supports and challenges students to develop their potential in all domains.

The College affirms the dignity of each person and respects the right of all to learn and to grow by a greater recognition of broader education activities that support student learning.

The aim of this Policy is to maximise the education opportunities for gifted students at John XXlll College for the benefit of the individual student and the wider community. This is a gaining of knowledge in a spirit of service as is offered to all students. This learning environment should provide appropriately challenging enrichment, extension, acceleration experiences and support for all students, particularly gifted and talented students. In order to identify gifted and talented students to be supported by Magis, information is collated from a range of testing. Furthermore, Magis works with Learning Enrichment, Learning Areas and the Faith and Justice Team to provide and support academic extension opportunities for all students at the College.

Education Programs and Provisions


The learning of gifted students is enhanced when:

  • Whole-school planning and management models are in place
  • Teachers have access to professional development
  • The College and families access resources available in the wider community
  • The College actively engages parents and carers in the students' learning processes


Educational outcomes for gifted students can be achieved through:

  • Appropriate identification
  • Well-planned and articulated programs and provisions
  • Classroom support materials
  • Curriculum differentiation
  • Flexible study options
  • Focus on academic domains
  • Assessment of knowledge, understanding, skills and learning gains
  • Reporting that encourages growth and supports future learning
  • Regular collaborative review, needs' assessment and evaluation of goals and outcomes.

Definition (from Gagne)

Giftedness: Those who perform, or have the potential to perform, in one or more domains at a level significantly beyond children of the same age, culture or circumstances.

Talent: An achievement at a level significantly beyond what might be expected from age-peers in fields such as art, technology, academic pursuits, athletics, sport and social action.

A student can be gifted without being talented. The purpose of this policy is to realise potential into performance.


Approaches for identification include:

  • Testing
  • School assessment & marks
  • Checklist of characteristics common to underachieving
  • Checklist for students from non-English speaking backgrounds
  • Teacher nomination
  • Parent interview
  • Self/peer nomination
  • Behavioural checklists

Identification should be:

  • Systematic across campus
  • Provide for early identification
  • Use multiple criteria
  • Be ongoing and fair
  • Lead to the development of programs for gifted students
  • Include parent/carer information, teachers, College Psychologist assessments
  • Collect data that directly inform program service provision


Monitoring includes a series of assessments done annually which can be used to describe student learning. Monitoring allows for:

  • Tracking and reporting of identified student's learning
  • Regular review
  • Evaluation of the effectiveness of programs and provisions

The idea of identifying gifted students through testing is to allow tracking to ensure they achieve to their potential.


Enrichment: When used effectively for gifted students enrichment activities are differentiated at a level of complexity appropriate to individual needs and includes extending, developing and deepening an enrichment program.

Extension: Extension allows students to explore areas of talent or interest in more depth.

Extra-Curricular Activities: Opportunities for gifted students exist in all aptitude domains across the school and beyond including such activities as public speaking, sport, maths and science, the arts and access to external competitions and problem solving.

Mentoring: These programs exist to match individual students with mentors who have expertise in a specific area of the student's interest. These can be school-based, on-line, or involve the wider community and/or academic and business community.