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.
Understand the broad-based challenges experienced ...
Learning Outcome 01
Identify strategies to learn from the range of sta...
Learning Outcome 02
Analyse the key characteristics of a whole-school ...
Learning Outcome 03
Create a plan for a whole-school strategy for impr...
Learning Outcome 04
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.
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
Assessment Task 1: Written paper-essay This task...
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%
Assessment Task 2: Written paper-essay This task...
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%
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 toExpand understanding of how students learn using research and workplace knowledge.
Relevant Learning OutcomeLO1, LO2
Relating toWork 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.
Relevant Learning OutcomeLO3, LO4
Relating toSupport colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs.
Relevant Learning OutcomeLO3, LO4
Relating toExhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs.
Relevant Learning OutcomeLO3, LO4
Relating toSupport colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements.
Relevant Learning OutcomeLO3, LO4
Relating toSupport colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Relevant Learning OutcomeLO1, LO2
Relating toModel 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.
Relevant Learning OutcomeLO1
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 OutcomeLO1, LO2, LO3, LO4
Relating toAssist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning.
Relevant Learning OutcomeLO3
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 OutcomeLO2
Relating toWork with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning.
Relevant Learning OutcomeLO2, LO3, LO4
Relating toModel effective practice and support colleagues to implement inclusive strategies that engage and support all students.
Relevant Learning OutcomeLO3, LO4
Relating toInitiate and take responsibility for implementing current school and/ or system, curriculum and legislative requirements to ensure student wellbeing and safety.
Relevant Learning OutcomeLO4
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 OutcomeLO3, LO4
Relating toAnalyse 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.
Relevant Learning OutcomeLO3, LO4
Relating toPlan 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.
Relevant Learning OutcomeLO4
Relating toInitiate 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.
Relevant Learning OutcomeLO4
Relating toEngage with colleagues to evaluate the effectiveness of teacher professional learning activities to address student learning needs.
Relevant Learning OutcomeLO4
Relating toSupport colleagues to review and interpret legislative, administrative, and organisational requirements, policies and processes.
Relevant Learning OutcomeLO4
Relating toDemonstrate responsiveness in all communications with parents/carers about their children’s learning and well-being.
Relevant Learning OutcomeLO2
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, LO3, LO4
Relating toLead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
Relevant Learning OutcomeLO3, 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 OutcomeLO1, LO2, LO3
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 OutcomeLO3, LO4
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 OutcomeLO4
Relating toLead 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.
Relevant Learning OutcomeLO2, LO4
Relating toLead initiatives that utilise comprehensive content knowledge to improve the selection and sequencing of content into coherently organised learning and teaching programs.
Relevant Learning OutcomeLO1
Relating toLead colleagues to develop learning and teaching programs using comprehensive knowledge of curriculum, assessment and reporting requirements.
Relevant Learning OutcomeLO3, LO4
Relating toLead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Relevant Learning OutcomeLO1, LO2, LO4
Relating toLead 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
Relevant Learning OutcomeLO1, LO3
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, LO4
Relating toExhibit 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.
Relevant Learning OutcomeLO4
Relating toWork 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
Relevant Learning OutcomeLO4
Relating toModel exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school.
Relevant Learning OutcomeLO4
Relating toDemonstrate and lead by example inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students’ understanding, engagement and achievement.
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 OutcomeLO2, LO3, LO4
Relating toInitiate contextually relevant processes to establish programs that involve parents/carers in the education of their children and broader school priorities and activities.
Relevant Learning OutcomeLO2, LO3, LO4
Relating toDemonstrate 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.
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating toEvaluate 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.
Relevant Learning OutcomeLO2, LO4
Relating toUse 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.
Relevant Learning OutcomeLO3, LO4
Relating toAdvocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.
Relevant Learning OutcomeLO4
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 OutcomeLO2