When
Friday 22 May 2026
Where
University of Canberra, Bruce ACT
Gifted education is undergoing transformation in Australia. With continued commitment and cohesion we can shape the future for gifted students and our nation. Join us at this important annual cross-sector gifted education event for eleven engaging sessions that will offer evidence, strategies, and insight that you can take back to improve gifted education practice in your context.
You will:
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be inspired by two keynote addresses by Dr Genevieve Thraves
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be informed by presentations of practice from school, state and system experts
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participate in an active workshop
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engage in round tables and Q & A sessions
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enjoy plenty of time for networking
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strengthen your practice, expand your perspectives, and contribute to this important national dialogue.
At the end of the day you will leave with an increased awareness of the talent development needs of gifted students across the country, inspired to critically reflect on your role in the talent development of students, with new connections and networks, and increased hope for the future of all gifted students.
Who should attend this event?
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gifted & diversity education specialists
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teachers & school leaders
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system leaders & policy-makers
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academics
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allied health professions
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parents.
What will you experience?
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inspirational exemplars of innovative talent development programs that are making a real difference to the lives and futures of gifted students
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opportunities to hear leading Australian voices share recent Australian talent development research informing practice
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a platform to learn what is happening, what could be happening, and ignite a passion to be the change-makers that are needed in our country
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a place to connect with like-minded peers
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hope for the future.
Keynote Speaker
Dr Genevieve Thraves
Senior Lecturer
School of Education
University of New England
One of Australia's leading experts in gifted education, Dr Genevieve Thraves is a Senior Lecturer in Learning and Teaching and Inclusive Education at the School of Education, University of New England. Her research focuses on high-ability (gifted and talented) education. Her work has influenced policy and improvement agendas at the state and national levels. She has received approximately $1,900,000 in funding, which has allowed her to work closely with industry. In 2022, she was honoured with the John Geake Outstanding thesis award, presented bi-annually by the Australian Association for the Education of the Gifted and Talented. She possess a strong teaching record in gifted education, at both the school and tertiary level.
To open the symposium, Dr Thraves will present her research into the current policy landscape of gifted education in Australia. Through this analysis, she will raise questions about whether these policies and teacher standards truly inspire schools and teachers to meet the aims of education for their gifted students.
In the afternoon, Dr Thraves will present a second keynote exploring the home-school relationship and what enables some parents to engage more effectively than others. Through this understanding of parents of gifted students, educators can nurture meaningful, collaborative, and positive relationships with the parents of our students, which are vital when working with gifted or twice-exceptional students.
Invited Speakers
Jo Gray
Director of High Potential and Gifted Education (HPGE)
NSW Department of Education
Jo leads policy and initiatives that identify and develop high potential students across creative, intellectual, physical, and social-emotional domains. Previously, she was Director, Educational Leadership for the Hunter network of schools and Principal of NSW’s only fully selective performing arts school. She has led both secondary and primary schools, taught music education at Newcastle University, and contributed to HSC curriculum and assessment. A 2020 NEiTA National Principal’s Award and 2025 NEiTA Trustees Alumni Award recipient, Jo champions equitable, inclusive gifted education, strengthening teacher capacity and expanding student opportunities.
Sue Vasilevska
High Potential Gifted Education (HPGE) Leadership Strategy and Programs Coordinator, Teaching and Learning Support
NSW Department of Education
Sue has worked as a deputy principal in three high schools. Sue is passionate about providing for high potential and gifted students, their families and teachers. She has served as president of both the National and NSW State Gifted and Talented Association and has also worked as the State Gifted and Talented Advisor. Sue’s doctorate investigated why students from minority and low socio-economic groups were under-represented in State Gifted and Talented Programs.
Michelle Lucas
Curriculum Manager, Diversity – NSW Education Standards Authority (NESA)
Michelle Lucas is a Curriculum Manager in the Diversity Team at NSW Education Standards Authority (NESA), the state agency responsible for curriculum, assessment, and certification in NSW schools. In her role, she provides system-level advice on the education of diverse learners, including gifted and talented students, EAL/D learners, and students with disability, supporting inclusive and equitable curriculum and assessment practices across NSW. Michelle has contributed to the NSW curriculum reform (2020-2027), with a focus on ensuring high-quality learning outcomes for all students. She has authored guidance on the identification, education and assessment of gifted students in NSW, strengthening evidence-informed practice in schools, and works collaboratively with a range of education stakeholders. Michelle holds a Master of Education (Gifted Education) and is a doctoral candidate at the University of New South Wales, with research interests in gifted education, student pathways, and educational equity.
Maree Karaka
Leader of High Potential and Gifted Education for the Catholic Diocese of Maitland-Newcastle
Maree is an experienced educator, researcher and Indigenous leader with K–12 expertise spanning Early Years, primary and secondary education. Maree specialises in system-wide high potential and gifted education, data-informed identification and provision, and intentional, research-aligned pedagogy. Her work integrates academic excellence, wellbeing, culture and spirituality, ensuring students are supported to flourish academically, socially, emotionally and spiritually. Maree featured in the CSNSW State of the System Volume II Report for 2025 under the theme of “Innovation and Best Practice in Curriculum, Pedagogy and Assessment in NSW Catholic Schools.” Her contribution tied directly to the National Reform Directions in the Better Fairer Schools Agreement (BFSA) and served a two-fold purpose: meeting CSNSW’s constitutional reporting requirements to the Bishop Members, whilst also helping CSNSW fulfil its reporting obligations to the Australian Government Department of Education in relation to the BFSA and the associated Bilateral Agreement. Maree has presented at state and national conferences and is committed to translating educational research into sustainable practice that positions students and schools on a positive trajectory.
Belinda Cox
Gifted and Talented Coordinator
Burgmann Anglican School, Canberra
Since completing her Certificate of Gifted Education in 2008, Belinda has focused her career on advancing gifted education through innovative programs, high-impact professional learning, and strong advocacy for evidence-based differentiation. She has worked with schools across Australia and Asia to build robust frameworks for identifying and nurturing gifted and twice-exceptional students, and equipping teachers with the knowledge and tools to ensure these learners receive appropriate challenge, support, and recognition. Belinda’s leadership has been acknowledged through the ACEL Excellence in Leadership for Gifted Education Award in 2008. In 2025, she founded the ACT Teacher Gifted Collaboration Group to strengthen ongoing collaboration and professional support for Canberra schools. Known for her collaborative and practical approach, Belinda continues to work closely with teachers, leaders, and families to champion high-quality gifted education.
Levi Smallcombe
Student
University of Newcastle
Levi is a 17-year-old globally gifted, radical accelerant from Kilaben Bay NSW. He is currently undertaking his third year of tertiary study at the University of Newcastle. Levi was identified as a gifted child and was enrolment in a school which provided dedicated gifted education programs. From Years 3 to 6 he was taught by gifted trained teachers in clustered and accelerated English and Mathematics classes with other gifted and talented students. Levi left school at Year 7 to homeschool finding the pace and depth of study unfulfilling at that time. He went on to complete six years of secondary education in three years, completing Year 12 aged 14. The following year he was accepted into the Open Foundation Extended Program at the University of Newcastle, providing the pathway to enter his current course of study, Bachelor of Biomedical Science. During his studies Levi has maintained a 7.0 GPA and received a commendation from the Dean of Biomedical Science and Pharmacy, learnt five languages with three more under study, and taken up passions of the arts in classical piano, fictional and philosophical writing, and historic art and architecture. His aspiration is to study and practice medicine.
Michele Hedge
Principal
Northbourne Public School
Jonathan Falzon
Deputy Principal
Northbourne Public School
Karen Mavros
Assistant Principal
Northbourne Public School
Northbourne Public School, established in early 2021 in Marsden Park, Sydney, is a large and dynamic learning community of approximately 1700 students. With a diverse student body where over 87% come from language backgrounds other than English, the school embraces cultural richness and inclusion. Guided by the motto "Curious Minds... Bright Futures", Northbourne Public School is dedicated to fostering a love of learning and helping students grow into confident, capable learners prepared for a successful future. Over the past three years, High Potential and Gifted Education (HPGE) has been a focus for teaching and learning at Northbourne Public School. The school's HPGE team have successfully lead a school-wide professional learning program increasing understanding of giftedness, embedding qualitative differentiation, implementing acceleration, engaging parent education, and grouping students according to student learning need in Mathematics.
This symposium is proudly presented by Bright and Beyond to coincide with the
Australian Association for Education of the Gifted and Talented annual Gifted Awareness Week in gratitude and partnership with our major sponsors.
