Unit rationale, description and aim

This unit is one of a suite of four units based on the latest research evidence around how gifted students learn and the most appropriate educational provision for talent development. This unit provides primary and secondary teachers with the knowledge necessary to understand the unique learning profiles of high-ability and gifted students including the learning profiles of twice-exceptional students, gifted indigenous learners and other cross-cultural gifted learners, as a matter of justice and equity. It has a particular focus on the knowledge and skills for identifying underachieving gifted students and gifted students from disadvantaged backgrounds to ensure all gifted and talented students have the opportunity to come into the fullness of their own humanity.  

The aim of the unit is to provide teachers with the ability to recognise and identify students who have gifted learning profiles, including the identification of underachieving gifted students and gifted students from disadvantaged backgrounds. 

2025 10

Campus offering

Find out more about study modes.

Unit offerings may be subject to minimum enrolment numbers.

Please select your preferred campus.

  • Term Mode
  • Semester 1Online Unscheduled

Prerequisites

Nil

Incompatible

EDPH232 Curriculum, Pedagogy and Assessment in Health Education 1

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.

Critically analyse, evaluate, and explain the vari...

Learning Outcome 01

Critically analyse, evaluate, and explain the various models of gifted learning and talent development and recognise the characteristics of knowing and learning /thinking patterns that lead to a high ability learning profile and talented outcomes.
Relevant Graduate Capabilities: GC1, GC9

Explain the multiple different forms of high abili...

Learning Outcome 02

Explain the multiple different forms of high ability knowing and learning and gifted learning profiles of gifted students in the classroom, including twice exceptional learning profiles of gifted students whose second exceptionality is due to a (1) learning difficulty; (2) psychological issue; (3) cultural or linguistic diversity; (4) socio-economic backgrounds; (5) living in rural and remote areas; 6) belonging to a First Nations culture.
Relevant Graduate Capabilities: GC1, GC5, GC9

Use a systematic and appropriate set of procedures...

Learning Outcome 03

Use a systematic and appropriate set of procedures to identify students who achieve high-level and talented outcomes and students who have a gifted learning aptitude or potential.
Relevant Graduate Capabilities: GC2

Evaluate the efficacy of procedures intended to id...

Learning Outcome 04

Evaluate the efficacy of procedures intended to identify talented learning outcomes and gifted learning profiles.
Relevant Graduate Capabilities: GC2, GC7

Content

Topics will include:

Characteristics of knowing and learning /thinking patterns that lead to high-level and talented outcomes and a high-ability learning profile. Participants will be equipped to:  

  • understand what high ability knowing and learning in its multiple forms looks like in the classroom.  
  • understand how students achieve high-level outcomes in the classroom.  
  • describe the multiple forms (and combinations) of high ability knowing and learning and gifted learning profiles in the classroom: high verbal learning ability, high imagery-spatial learning ability, and high practical, performance or action learning ability.  
  • understand and recognise instances of ‘asynchronous development’.  

The concept of twice-exceptional learning. Participants will be equipped to: 

  • explain the concept of twice-exceptional learning.  
  • describe the typical learning profiles of gifted students whose second exceptionality is due to a (1) learning difficulty; (2) psychological issue; (3) cultural or linguistic diversity; (4) socio-economic backgrounds; (5) living in rural and remote areas; 6) belonging to a First Nations community.  
  • modify assessment conditions appropriate for the various types of twice-exceptional students. 

Identifying students who display high-level outcomes and students who display gifted learning profiles. Participants will be equipped to:  

  • use a systematic and appropriate set of procedures for identifying high-level outcomes and talented outcomes, including achievement tests and performance or authentic assessment tasks in context.  
  • use appropriate protocols to identify and compile a high-ability profile including the range of types of gifted learning profiles, using group and individual tests of reasoning skills or ‘aptitude’, authentic assessments, personality tests, identifying high-ability learning profiles in the classroom, teacher ratings, peer ratings and student self-ratings assessments. 
  • use appropriate protocols to interpret, compare and combine multiple assessment outcomes. 

A personal theory of gifted learning and talent development in the classroom. Participants will be equipped to:  

  • review current research and theories on gifted learning and talent development to identify how, why, and when students achieve high-level outcomes in the classroom.  
  • understand the factors that influence the conversion of a gifted learning aptitude to talented outcomes in the classroom, including the endogenous personality factors and the exogenous environmental, social, and cultural factors. 
  • synthesize the personal theories of high ability knowing and learning and talent development.  
  • evaluate the extent to which regular educational provision accommodates each type of gifted learning profile.

Assessment strategy and rationale

The assessment tasks allow participants to demonstrate achievement against the unit learning outcomes by demonstrating academic and professional standards. The assessments focus on applying content knowledge and skillsto the identification of the multiple forms of giftedness and talent and to the recognition of high-level and talented outcomes. The two tasks are sequenced to allow progressive development from recognising giftedness and talent in its various forms to application of appropriate assessment to identify these students in regular classrooms.

Overview of assessments

Assessment Task 1: Written paper-essay Students ...

Assessment Task 1: Written paper-essay

Students will analyse contemporary theories of gifted learning and talent development in the classroom and the identification of multiple types of gifted learning profiles. 

Weighting

50%

Learning Outcomes LO1, LO2
Graduate Capabilities GC1, GC5, GC9
Standards APST(HA)1.1, APST(HA)1.2, APST(HA)1.3, APST(HA)1.4, APST(HA)1.5, APST(HA)3.6, APST(HA)5.1, APST(HA)5.4, APST(Lead)1.1, APST(Lead)1.2, APST(Lead)1.4, APST(Lead)1.5, APST(Lead)1.6, APST(Lead)5.1, APST(Lead)5.4, APST(Lead)7.2

Assessment Task 2: Written paper-essay Students ...

Assessment Task 2: Written paper-essay

Students will describe a research-validated protocol for identifying gifted learning ability and talented outcomes.

Weighting

50%

Learning Outcomes LO3, LO4
Graduate Capabilities GC2, GC7
Standards APST(HA)1.1, APST(HA)1.5, APST(HA)3.1, APST(HA)3.2, APST(HA)3.3, APST(HA)5.1, APST(HA)5.3, APST(HA)5.4, APST(HA)5.5, APST(Lead)1.1, APST(Lead)1.2, APST(Lead)1.4, APST(Lead)1.6, APST(Lead)3.1, APST(Lead)3.6, APST(Lead)5.2, APST(Lead)5.3, APST(Lead)5.5, APST(Lead)7.1, APST(Lead)7.2, APST(Lead)7.3, APST(Lead)7.4

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.

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:

  • Relating toSelect from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students.

    Relevant Learning OutcomeLO2, LO3

  • Relating toExpand understanding of how students learn using research and workplace knowledge.

    Relevant Learning OutcomeLO1

  • Relating toSupport colleagues to develop effective teaching strategies that address the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

    Relevant Learning OutcomeLO2

  • Relating toProvide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from community representatives.

    Relevant Learning OutcomeLO2

  • Relating toEvaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities.

    Relevant Learning OutcomeLO1, LO4

  • Relating toDevelop a culture of high expectations for all students by modelling and setting challenging learning goals

    Relevant Learning OutcomeLO3

  • Relating toWork with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students.

    Relevant Learning OutcomeLO3, LO4

  • Relating toSupport colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.

    Relevant Learning OutcomeLO3, LO4

  • Relating toWork with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices.

    Relevant Learning OutcomeLO1, LO2

  • Relating toDevelop and apply a comprehensive range of assessment strategies to diagnose learning needs, comply with curriculum requirements and support colleagues to evaluate the effectiveness of their approaches to assessment.

    Relevant Learning OutcomeLO1, LO4

  • Relating toOrganise assessment moderation activities that support consistent and comparable judgements of student learning

    Relevant Learning OutcomeLO3

  • Relating toWork with colleagues to use data from internal and external student assessments for evaluating learning and teaching, identifying interventions and modifying teaching practice.

    Relevant Learning OutcomeLO1, LO4

  • Relating toWork with colleagues to construct accurate, informative and timely reports to students and parents/carers about student learning and achievement.

    Relevant Learning OutcomeLO3

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:

  • Relating toLead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students.

    Relevant Learning OutcomeLO1, LO2, LO3

  • Relating toLead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.

    Relevant Learning OutcomeLO1, LO2, LO4

  • Relating toDevelop 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.

    Relevant Learning OutcomeLO2, LO4

  • Relating toLead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.

    Relevant Learning OutcomeLO2

  • Relating toInitiate 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.

    Relevant Learning OutcomeLO2, LO4

  • Relating toDemonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education.

    Relevant Learning OutcomeLO3

  • Relating toConduct 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.

    Relevant Learning OutcomeLO3

  • Relating toEvaluate school assessment policies and strategies to support colleagues with: using assessment data to diagnose learning needs, complying with curriculum, system and/or school assessment requirements and using a range of assessment strategies.

    Relevant Learning OutcomeLO1

  • Relating toModel exemplary practice and initiate programs to support colleagues in applying a range of timely, effective and appropriate feedback strategies.

    Relevant Learning OutcomeLO3

  • Relating toLead and evaluate moderation activities that ensure consistent and comparable judgements of student learning to meet curriculum and school or system requirements.

    Relevant Learning OutcomeLO3

  • Relating toCo-ordinate student performance and program evaluation using internal and external student assessment data to improve teaching practice.

    Relevant Learning OutcomeLO1

  • Relating toEvaluate and revise reporting and accountability mechanisms in the school to meet the needs of students, parents/carers and colleagues.

    Relevant Learning OutcomeLO3

  • Relating toModel exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community.

    Relevant Learning OutcomeLO3

  • Relating toInitiate, develop and implement relevant policies and processes to support colleagues’ compliance with and understanding of existing and new legislative, administrative, organisational and professional responsibilities

    Relevant Learning OutcomeLO1, LO4

  • Relating toIdentify, 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.

    Relevant Learning OutcomeLO4

  • Relating toTake a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.

    Relevant Learning OutcomeLO3

Representative texts and references

Representative texts and references

Barkatsas, T. (Ed.). (2023). Educating gifted, talented, creative and dissimilar learners: Imagining the future. : Brill..

Callahan, C.M., & Hertberg-Davis, H.L. (Eds.). (2017). Fundamentals of gifted education: Considering multiple perspectives (2nd ed.). Routledge.

Johnsen, S.K. (Ed.). (2018). Identifying Gifted Students: A Practical Guide (3rd ed.). Routledge.

Johnsen, S.K., & VanTassel-Baska, J. (Eds.). (2022). Handbook on Assessments for Gifted Learners: Identification, Learning Progress, and Evaluation. Routledge.

Olszewski-Kubillus, P., Subotnik, R.F., & Worrell, F.C. (2018). Talent Development as a Framework for Gifted Education: Implications for Best Practices and Applications in Schools. Routledge.

Plucker, J., & Callahan, C. (Eds.). (2020). Critical Issues and Practices in Gifted Education: A Survey of Current Research on Giftedness and Talent Development (3rd ed.). Routledge.

Rimm, S. B., Siegle, D. & Davis, G. A. (2018). Education of the gifted and talented (7th edition), Pearson.

Rimm, S.V., & Davis, G.A. (2018) Education of the Gifted and Talented. 7th ed. Pearson.

Sternberg, R. J., Ambrose, D., & Karami, S. (Eds.). (2022). The Palgrave handbook of transformational giftedness for education. Cham, Switzerland: Palgrave Macmillan.

VanTassel-Baska, J. (Ed.). (2022). Talent development in gifted education theory, research, and practice. Routledge.

Locations
Credit points
Year

Have a question?

We're available 9am–5pm AEDT,
Monday to Friday

If you’ve got a question, our AskACU team has you covered. You can search FAQs, text us, email, live chat, call – whatever works for you.

Live chat with us now

Chat to our team for real-time
answers to your questions.

Launch live chat

Visit our FAQs page

Find answers to some commonly
asked questions.

See our FAQs