Abstract: Charismatic children are “defined” mainly by the composition of the above-average general skills, high-level commitment to whatever they do and their creativity (Renjuli & Reis, 1997). Our Case Study is probably about a student who combines charisma with what is internationally attributed to the term “Higher Learning Competences”. That, because among others, K. due to his developed cognitive abilities, predispositions, motivations and interests, managed to cover the curriculum of the Joint Primary School Curriculum at a considerably faster pace and at a considerably superior level of abstraction and complexity than the overwhelming majority of his peers — something that, according to H. Matsangura (2008) features High Ability Children. When K. started the First Grade of Primary School and, initially, based on an informal, weighted, exploratory test given by the school’s special education teacher, and then based on the results from WISC III which showed “a general index of intelligence of the highest levels” — knowledgeably he was at the 4th grade of Primary school regarding both the Language Course and the Mathematics one. Since then, the pupil has begun to work, in the context of a class with children of his age, but following the curriculum of the fourth grade, with a purely personalized schedule and one that was directed by the principles of learning differentiation and was structured on enrichment, accelerating and work plans (project). Upon the expiration of the 3rd academic year and having been assessed throughout during this period with alternative forms of assessment and his participation in contests for older children (e.g., he was award by the Mathematical Society for his success in the school competition “Euclides” at the age of 7), K. has completed the curriculum of the Sixth grade in Language and Mathematics and has achieved such excellent results to a cognitive, learning level as well as positive results at an emotional, social level (also based on the KEDDI A 'Piraeus, 30-3-2017). The purpose of the program followed for K. was — and still is — a question of covering the pupil's specific needs and his development, and of creating a pedagogical proposal for colleagues who work with children like him so that cooperation with them is not a stress factor but an incentive for creation and development.

Key words: charismatic children, higher learning competences, institutional framework, good practice