| 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: 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: |
| (On successful completion of the course the students are expected to be able to): |
| 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: |
| 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 high-level skills to effectively communicate, interact and work with others both individually and in groups Students will be required to display (in person and/or online) high-level skills in-person and/or online in: • Effective verbal and non-verbal communication via a range of synchronous and asynchronous methods • Active listening for meaning and influencing • High-level empathy for others • Negotiating and demonstrating extended conflict resolution skills • Working respectfully in cross-cultural and diverse teams | 1 - Yes | FEDTASK 2
Leadership | Students will demonstrate the ability to apply leadership skills and behaviours Students will be required to display skills in: • Creating, contributing to, and enabling collegial environments • Showing self-awareness and the ability to self-reflect for personal growth • Inspiring and enabling others • Making informed and evidence-based decisions through consultation with others • Displaying initiative and ability to solve problems | 1 - Yes | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complex and ambiguous environments, using their imagination to create new ideas Students will be required to display skills in: • Reflecting critically on complex problems • Synthesising, evaluating ideas, concepts and information • Proposing alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts through deep inquiry • Proposing creative solutions in problem solving | 1 - Yes | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work proficiently across a range of tools, platforms and applications to achieve a range of tasks Students will be required to display high-level skills in: • Finding, accessing, collating, evaluating, managing, curating, organising and appropriately and securely sharing complex digital information at a high-level • Receiving and responding to messages in a range of digital media • Using digital tools appropriately to conduct research • Contributing proficiently to digital teams and working groups • Participating in and utilising digital learning opportunities | 1 - Yes | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to think ethically and sustainably. Students will be required to display skills in: • The responsible conduct of research • Making informed judgments that consider the impact of devising solutions in multiple global economic environmental and societal contexts • Demonstrating commitment to social responsibility as a professional and a citizen • Generating research solutions which are sustainable,ethical, socially responsible and/or sustainable • Extending lifelong, life-wide and life-deep learning to be open to diverse others • Demonstrate extended actions to foster sustainability in their professional and personal life. | 1 - Yes |
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| | 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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