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Parents Session - Policy into practice: Introducing the social-emotional of high potential. W/Dr Suzanne Vasilevska

Sat, 31 May

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Glenunga

Free for Members. This interactive session will introduce the 4 domains of high potential: the creative, intellectual, physical and social emotional domains which are an integral part of the NSW High Potential and Gifted Education policy.

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Parents Session - Policy into practice: Introducing the social-emotional of high potential. W/Dr Suzanne Vasilevska
Parents Session - Policy into practice: Introducing the social-emotional of high potential. W/Dr Suzanne Vasilevska

Time & Location

31 May 2025, 2:00 pm – 3:00 pm

Glenunga, 99 L'Estrange St, Glenunga SA 5064, Australia

Guests

About the event

Parents Session: Free for Members. $5 General Admission


This interactive session will introduce the 4 domains of high potential: the creative, intellectual, physical and social emotional domains which are an integral part of the NSW High Potential and Gifted Education policy.


We will focus on the social emotional domain and discuss:

  • What does it mean to have high potential in the social-emotional domain?

  • How can we notice our children’s high potential in this domain?

  • How can our children be supported at school – within the classroom, across the school and outside of the school?

  • How can we, as parents and caregivers further support our children to reach their potential in this domain?


This will be an informal session, with opportunities to share stories and ask questions. Bio:

Dr Suzanne Vasilevska

 

Sue Vasilevska is currently a HPGE Senior Policy Officer within Educational Standards in the NSW Department of Education. She 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 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.’ 

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