| 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.
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| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| Placement Component: No |
| Supplementary Assessment: |
| 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. | Appreciate and analyse beliefs about giftedness and gifted behaviour and critique these in relation to research findings.
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| K2. | Identify a range of issues and practices associated with identification of and provision for gifted students.
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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. | 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.
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| S3. | Critically examine current personal beliefs and attitudes towards giftedness and gifted education.
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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 and utilise models used in a range of national and international settings to cater for gifted students.
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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.
- 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.
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| Graduate Attributes: |
| The Federation University graduate attributes (GA) are entrenched in the Higher Education Graduate Attributes Policy (LT1228).Federation University Australia graduates develop these graduate attributes through their engagement in explicit learning and teaching and assessment tasks that are embedded in all Federation Courses. Graduate attribute attainment typically follows an incremental development process mapped through Course progression. One or more graduate attributes must be evident in the specified learning outcomes and assessment for each Federation University Australia Unit, and all attributes must be directly assessed in each Course. |
| Graduate attribute and descriptor | Development and acquisition of GAs in the Unit | Learning outcomes
(KSA) | Assessment task
(AT#) | GA 1
Thinkers | Our graduates are curious, reflective and critical. Able to analyse the world in a way that generates valued insights, they are change makers seeking and creating new solutions. | K1, A1 | AT1 | GA 2
Innovators | Our graduates have ideas and are able to realise their dreams. They think and act creatively to achieve and inspire positive change. | K2, S1 | AT2 | GA 3
Citizens | Our graduates engage in socially and culturally appropriate ways to advance individual, community and global well-being. They are socially and environmentally aware, acting ethically, equitably and compassionately. | K3, S3 | AT1 | GA 4
Communicators | Our graduates create, exchange, impart and convey information, ideas, and concepts effectively. They are respectful, inclusive and empathetic towards their audience, and express thoughts, feelings and information in ways that help others to understand. | K3, S2 | AT2 | GA 5
Leaders | Our graduates display and promote positive behaviours, and aspire to make a difference. They act with integrity, are receptive to alternatives and foster sustainable and resilient practices. | K1, A1 | AT1 |
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| | 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% |
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