| Effective Term: | 2024/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Gifted Education |
| Unit ID: | EDFGC2512 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070105 |
| Other Change: | |
| Brief description of the Unit |
This unit provides a framework for students to understand giftedness and the practices associated with gifted education from a theoretical perspective and, through the assessment tasks, provide opportunities for both critically reflective appraisal and practical application of new understandings. It requires students to critically examine current understandings and practices relating to teaching highly able students from a national and international perspective. A focus of the unit is on development of differentiated curricula to engage all ability levels and gifted students in particular. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:No |
| Supplementary assessment is not available to students who gain a fail in this Unit. |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
|
| Learning Outcomes: |
| Knowledge: |
| K1. | Appreciate and analyse beliefs about giftedness and gifted behaviour and critique these in relation to research findings. |
|
| K2. | Identify a range of issues and practices associated with identification of and provision for gifted students. |
|
| 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. |
|
| Skills: |
| S1. | Reflect on and evaluate the theory and practice relating to pedagogical and organisational strategies associated with the field of gifted education. |
|
| S2. | Explore and articulate a student-centred approach to teaching and learning whilst focusing on a high level of engagement with current literature relating to the field of gifted education. |
|
| S3. | Critically examine current personal beliefs and attitudes towards giftedness and gifted education. |
|
| 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. |
|
| A2. | Interpret and utilise models used in a range of national and international settings to cater for gifted students. |
|
| Unit Content: |
Student-centred approach focusing on a high level of engagement with current literature and research relating to the field of gifted education. 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: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, S1, S2, S3, A1 | Reflections based on a range of engagement with literature and concepts discussed through the unit. | Reflective journal | 40-60% | | 2. | K2, K3, S1, S2, A1, A2 | Application and demonstration of the concept of differentiation. | Unit of work | 40-60% |
|