| Effective Term: | 2024/20 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Gifted and Talented Education |
| Unit ID: | EDMST6131 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (EDFGC2512 and EDFGC6607) |
| ASCED: | 070303 |
| Other Change: | |
| Brief description of the Unit |
This unit provides a framework for educators to understand giftedness and the practices associated with gifted education in the school context from both a theoretical and practice-based perspective. It provides opportunities for critically reflective appraisal of the current literature and research relating to identifying and teaching highly able students from a national and international perspective. It supports critical examination of current understandings and practices relating to educating gifted and talented students. Practical application of new understandings are fostered through the assessment tasks. A particular 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 | | | |  | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Analyse and reflect on personal beliefs about giftedness and gifted behaviour and critique these in relation to research findings. |
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| K2. | Critically reflect on national and international research literature relating to giftedness and gifted education. |
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| K3. | Examine and critique a range of issues and practices associated with identification of and provision for gifted students. |
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| K4. | 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. | Critically examine current personal beliefs and attitudes towards giftedness and 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. | Reflect on and evaluate the theory and practice relating to pedagogical and organisational strategies, particularly differentiation, associated with the field of gifted education. |
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| S4. | Reflect on and interrogate current research literature on identification and programming associated with the field of gifted education through a journaling process. |
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| Application of knowledge and skills: |
| A1. | Engage with and critical reflect on research literature through the creation of a reflective journal. |
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| A2. | Explore and develop differentiated instructional strategies and curricula which challenge a range of abilities and are suitable for mainstream classrooms. |
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| A3. | Interpret and utilise models used in a range of national and international settings to cater for gifted students. |
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| Unit Content: |
Topics may include:
1. Exploration of theoretical frameworks in order to identify how gifted education is placed within the general education arena.
2. Critical examination and analysis of current literature relating to the nature of giftedness; intellectual, social and emotional characteristics of gifted and talented students necessitating the modification of learning experiences; procedures and materials used to select students for enriched and accelerated learning opportunities; and teaching strategies and materials appropriate for the regular classroom.
3. Integration of reflexive critical practice as the basis for exploring current issues and rhetoric relating to supporting gifted and talented students, including identification strategies and organisational and pedagogical practices; examining frameworks, models and methodologies to understand giftedness and the practices associated with gifted education from a theoretical perspective; and integrating 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, S4, A1, A2 | Critical reflections based on engagement with a broad range of research based literature and concepts discussed through the course. | Reflective journal | 40-60% | | 2. | K2, K3, K4, S1, S2, S3, A2, A3 | Application and demonstration of the concept of differentiation through the creation of comprehensive teaching materials, practices or programs to suitably engage gifted and talented students, even within mainstream settings. | Differentiated teaching materials, practices or programs | 40-60% |
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