| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Gifted Education |
| Unit ID: | EDBED3512 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070101 |
| Other Change: | |
| Brief description of the Unit |
This course provides a framework for pre-service teachers (PSTs) to understand giftedness and practices associated with gifted education from a theoretical perspective. The assessment tasks provide opportunities for both critically reflective appraisal and practical application of new understandings. PSTs are required to critically examine current understandings and practices relating to teaching highly able students from a national and international perspective. A focus of the course is on the development of a differentiated unit designed to engage all ability levels through models that also target the specific needs of gifted students. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Analyse and critique beliefs and misconceptions about giftedness and gifted characteristics through engagement with peer-reviewed research. |
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| K2. | Demonstrate insight into a range of issues and practices associated gifted students; recognition of gifted characteristics and needs; and implications for teaching and learning. |
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| K3. | Explore and develop research-based learning and teaching approaches, including the practice of differentiation as a means of catering for diverse learning needs in mainstream classrooms. |
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| Skills: |
| S1. | Reflect on and evaluate the theory and practice relating to pedagogical and organisational strategies associated with the field of gifted education. |
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| S2. | Explain and justify a student-centred approach to unit planning with a high focus on engagement and meaningful participation in differentiated activities. |
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| S3. | Critically examine current personal beliefs and attitudes towards giftedness and reflect on ways in which research findings have influenced current insights and intentions. |
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| Application of knowledge and skills: |
| A1. | Explore and develop differentiated instructional strategies and curricula which challenge a range of abilities and are suitable for mainstream classrooms. |
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| A2. | Interpret the learning needs of gifted students and utilise universal planning models to structure content, activities and assessment across the full range of abilities. |
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| Unit Content: |
• Student-centred approach focusing on a high level of engagement with current literature and research relating to the field of gifted education, as well as consideration of stories of lived experience.
• Focus on current issues and rhetoric relating to supporting gifted and talented students, including identification strategies and organisational and pedagogical practices.
• Examination of frameworks, models and methodologies to understand giftedness and the practices associated with gifted education from a theoretical perspective.
• Utilisation of national and international policy and perspectives relating to giftedness and gifted education.
• Integration of multimodal and differentiated learning experiences and assessment options to engage all ability levels and gifted students in particular. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, S1, S2, S3,
APST 4.1 | Reflections based on a range of engagement with literature and concepts around the topic of gifted education as discussed through the course. | Reflective journal | 40% - 60% | | 2. | K2, K3, S1, S2, A1, A2
APST 1.1, 1.2, 1.5, 3.2 | Development of a unit of work including assessment that demonstrates application of the concept of differentiation with an emphasis on gifted learners. | Unit of work | 40% - 60% |
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