Year
2024Credit points
10Campus offering
No unit offerings are currently available for this unit.Prerequisites
Nil
Unit rationale, description and aim
This is the third unit in a suite of four units aimed at building a knowledge of efficacious evidence-based educational provision for high ability and gifted students. This unit examines a range of issues related to school-level educational provision.
In order to provide education for gifted students that will foster high-level achievement, schools need to take a range of initiatives. These include specific policies on the education of gifted students, strategies for building relevant professional knowledge and protocols for including a variety of stakeholders in educational decisions about the students.
This unit aims to provide primary and secondary teachers with the knowledge and skills necessary to inform school-wide provision, including an understanding of the social-emotional issues that gifted students experience and strategies for responding to these, protocols for including stakeholders in the provision, building whole-school strategies and policy, and the incorporation of evidence-based professional learning programs at the school level.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Understand the broad-based challenges experienced by gifted students, explain their causes, and identify provision strategies to support them. | GC1, GC2, GC5, GC6, GC7, GC8, GC10 |
| LO2 | Identify strategies to learn from the range of stakeholders in the provision of gifted education. | GC1, GC5, GC6, GC7, GC8, GC10 |
| LO3 | Analyse the key characteristics of a whole-school strategy for enhancing educational provision for high-ability and gifted students. | GC1, GC6, GC7, GC8, GC10 |
| LO4 | Create a plan for a whole-school strategy for improving educational provision for high ability and gifted students, including protocols for building relevant professional knowledge. | GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC10 |
Australian Professional Standards for Teachers - Highly Accomplished
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Highly Accomplished standards:
| Industry Standard | Relating to | Relevant Learning Outcome |
|---|---|---|
| APST(HA)1.2 | Expand understanding of how students learn using research and workplace knowledge. | LO1, LO2 |
| APST(HA)1.6 | Work with colleagues to access specialist knowledge, and relevant policy and legislation, to develop teaching programs that support the participation and learning of students with disability. | LO3, LO4 |
| APST(HA)2.1 | Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs. | LO3, LO4 |
| APST(HA)2.2 | Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs. | LO3, LO4 |
| APST(HA)2.3 | Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements. | LO3, LO4 |
| APST(HA)2.4 | Support colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. | LO1, LO2 |
| APST(HA)2.6 | Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful. | LO1 |
| APST(HA)3.2 | Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students. | LO3, LO4 |
| APST(HA)3.3 | Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking. | LO1, LO2, LO3, LO4 |
| APST(HA)3.4 | Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning. | LO3 |
| APST(HA)3.6 | Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices. | LO2 |
| APST(HA)3.7 | Work with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning. | LO2, LO3, LO4 |
| APST(HA)4.4 | Initiate and take responsibility for implementing current school and/ or system, curriculum and legislative requirements to ensure student wellbeing and safety. | LO4 |
| APST(HA)5.4 | Work with colleagues to use data from internal and external student assessments for evaluating learning and teaching, identifying interventions and modifying teaching practice. | LO3, LO4 |
| APST(HA)6.1 | Analyse the Australian Professional Standards for Teachers to plan personal professional development goals, support colleagues to identify and achieve personal development goals and pre-service teachers to improve classroom practice. | LO3, LO4 |
| APST(HA)6.2 | Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable. | LO4 |
| APST(HA)6.3 | Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students. | LO4 |
| APST(HA)6.4 | Engage with colleagues to evaluate the effectiveness of teacher professional learning activities to address student learning needs. | LO4 |
| APST(HA)7.2 | Support colleagues to review and interpret legislative, administrative, and organisational requirements, policies and processes. | LO4 |
| APST(HA)7.3 | Demonstrate responsiveness in all communications with parents/carers about their children’s learning and well-being. | LO2 |
Australian Professional Standards for Teachers - Lead
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Lead standards:
| Industry Standard | Relating to | Relevant Learning Outcome |
|---|---|---|
| APST(Lead)1.1 | Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students. | LO1, LO3, LO4 |
| APST(Lead)1.2 | Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn. | LO3, LO4 |
| APST(Lead)1.4 | Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers. | LO1, LO2, LO3 |
| APST(Lead)1.5 | Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities. | LO3, LO4 |
| APST(Lead)1.6 | Initiate and lead the review of school policies to support the engagement and full participation of students with disability and ensure compliance with legislative and/or system policies. | LO4 |
| APST(Lead)2.1 | Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs. | LO2, LO4 |
| APST(Lead)2.2 | Lead initiatives that utilise comprehensive content knowledge to improve the selection and sequencing of content into coherently organised learning and teaching programs. | LO1 |
| APST(Lead)2.3 | Lead colleagues to develop learning and teaching programs using comprehensive knowledge of curriculum, assessment and reporting requirements. | LO3, LO4 |
| APST(Lead)2.4 | Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. | LO1, LO2, LO4 |
| APST(Lead)2.6 | Lead and support colleagues within the school to select and use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students | LO1, LO3 |
| APST(Lead)3.1 | Demonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education. | LO3, LO4 |
| APST(Lead)3.2 | Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills. | LO4 |
| APST(Lead)3.3 | Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem solving and critical and creative thinking | LO4 |
| APST(Lead)3.4 | Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school. | LO4 |
| APST(Lead)3.5 | Demonstrate and lead by example inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students’ understanding, engagement and achievement. | LO3 |
| APST(Lead)3.6 | Conduct regular reviews of teaching and learning programs using multiple sources of evidence including: student assessment data, curriculum documents, teaching practices and feedback from parents/carers, students and colleagues. | LO2, LO3, LO4 |
| APST(Lead)3.7 | Initiate contextually relevant processes to establish programs that involve parents/carers in the education of their children and broader school priorities and activities. | LO2, LO3, LO4 |
| APST(Lead)4.1 | Demonstrate and lead by example the development of productive and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students. | LO1, LO2, LO3, LO4 |
| APST(Lead)4.4 | Evaluate the effectiveness of student well-being policies and safe working practices using current school and/ or system, curriculum and legislative requirements and assist colleagues to update their practices. | LO2, LO4 |
| APST(Lead)6.1 | Use comprehensive knowledge of the Australian Professional Standards for Teachers to plan and lead the development of professional learning policies and programs that address the professional learning needs of colleagues and pre-service teachers. | LO3, LO4 |
| APST(Lead)6.4 | Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning. | LO4 |
| APST(Lead)7.3 | Identify, initiate and build on opportunities that engage parents/ carers in both the progress of their children’s learning and in the educational priorities of the school. | LO2 |
Content
Topics will include:
The broad-based learning characteristics displayed by high ability and gifted students (including social-emotional issues).
- Explaining the broad-based learning issues in terms of high ability and gifted learning.
- Strategies to support high ability students who have these challenges.
Learning from the range of stakeholders in the provision for high ability students.
- Protocols for engaging the range of stakeholders in the provision, including strategies for eliciting the gifted student voice.
- Using the knowledge gained from stakeholders to improve high ability provision.
A whole-school strategy for enhancing educational provision for high ability and gifted students.
- School level policies for the education of these students, a code of high ability teaching practice, an implementation strategy, school leadership level activities, middle leadership activity and classroom level implementation.
- School level knowledge needed to improve implementation for high-level outcomes.
- Strategies for improving educational provision for high ability and gifted students, incorporating the key characteristics of effective evidence-based professional learning programs to guide implementation.
- Protocols for planning, implementing and leading effective evidence-based whole-school professional learning programs to improve provision for high ability and gifted students.
- Trends in gifted education in the future.
Learning and teaching strategy and rationale
The unit will be delivered via a flexible mode based on sound principles of adult learning. It will synthesise both asynchronous and face-to-face teaching in the online mode in a flipped learning and teaching format maximising accessibility and meaningful interaction and networking opportunities to share practice.
The unit content is organised into modules, and modules will be supported by seminar-style tutorials. Introductory tutorials will introduce module topics, followed by tutorials that ask participants to analyse module content, discuss how it has extended their knowledge and reflect on its application in their teaching and in the broader educational provision in their schools. Participants will then review the content covered in the module in consolidation tutorials, reflect on how it has extended their knowledge and identify new ideas and activities they might initiate to trial in their practice and school.
Assessment strategy and rationale
The assessment tasks are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with university assessment requirements.
The assessment will relate directly to the achievement of the outcomes above. Assessment Task 1 assesses student understanding of the broad-based challenges experienced by gifted students and the provision strategies that can respond to these, including input from the range of stakeholders. Assessment Task 2 assesses student understanding of the key characteristics of a whole-school strategy for enhancing educational provision for gifted students, including the development of relevant professional knowledge.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Capabilities |
|---|---|---|---|
Assessment Task 1: Written paper-essay This task requires students to explain and analyse at least one of the broad-based learning challenges experienced by high ability and gifted students (including social and emotional issues) and the role of stakeholder voices in responding to them. | 50% | LO1, LO2 | GC1, GC5, GC6, GC7, GC8, GC10 |
Assessment Task 2: Written paper-essay This task requires students to review and recommend strategies for improving schoolwide provision for gifted students, including whole-school professional learning. | 50% | LO3, LO4 | GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC10 |
Representative texts and references
Ashman, A. (2022). Education for inclusion and diversity (6th ed.). Pearson.
Fugate, C.M., Behrens, W.A., Boswell, C., & Davis, J.L. (Eds.). (2021). Culturally responsive teaching in gifted education: Building cultural competence and serving diverse student populations. Routledge.
Kaufman, S. B. (Ed.). (2018). Twice exceptional: Supporting and educating bright and creative students with learning difficulties. Oxford University Press.
Margot, K., & Melin, J. (2020). Gifted education and gifted students: A guide for inservice and preservice teachers. Routledge.
Phelps, V., & Lewis, K. (2022). Strength-based goal setting in gifted education: Addressing social-emotional awareness, self-advocacy, and underachievement in gifted education. Routledge.
Smith, S. R. (Ed.). (2021). Handbook of giftedness and talent development in the Asia-Pacific. Springer Nature.
Sternberg, R. J., Ambrose, D., & Karami, S. (Eds.). (2022). The Palgrave handbook of transformational giftedness for education. Palgrave Macmillan.
VanTassel-Baska, J. (Ed.). (2022). Talent development in gifted education: Theory, research, and practice. Routledge.