According to Joseph Renzulli, the major purpose of gifted education is to increase the world’s reservoir of creative and productive people—the people who will become the inventors, authors, scientists, artists, entrepreneurs and the business, political, religious, social, and economic leaders of the future. (Renzulli, 1977)

In this process, the provision of appropriate learning opportunities are instrumental in gifted students’ achievement of their full potential (Gagne, 1985).

To identify the nature of such opportunities, studies suggest the factors involved in academic achievement based on the attributes of gifted students of increased awareness, attitude to learning, curiosity and sense of exploration when compared with their non-gifted peers (Saricam & Sahim, 2015).

It is because of these characteristics, that gifted students require access to more advanced, challenging curriculum. In turn, the advanced curriculum provides avenues for developing strengths and pursuing interests (Emerick, 1992),

It was demonstrated that the result of such interventions is an increased motivation for learning, which was placed by Gagne as a crucial element in gifted students’ achieving their full potential as part of his DMGT model (Gagne, 2010).

Our work in the provision of advanced topics, such as Calculus, Quantum Physics, Communication Philosophy and more, as part of the curriculum for gifted students of all ages is based on an extensive body of research and on our experience behind the importance, the strategies for development and the outcomes of their delivery.v