% = any matching topic, eg BIOL1% includes BIOL1101, BIOL1102 etc
1 Admission into GCE-Graduate Certificate in Education 1a Admission into MDS-Master of Disability Studies 1b Admission into BSE-Bachelor of Special Education 1c Admission into GCEGE-Graduate Certificate in Education (Gifted Education) 1d Admission into GCESE-Graduate Certificate in Education (Special Education) 1e Admission into GCEWS-Graduate Certificate in Education 1f Admission into MTSESC-Master of Teaching (Special Education) (Secondary) 1g Admission into MTSEPR-Master of Teaching (Special Education) (Primary) 1h Admission into MED% 2 Admission into MDPP-Master of Disability Policy and Practice 2a Admission into MDPPA-Master of Disability Policy and Practice [1.5 years] 2b Admission into GCEDDL-Graduate Certificate in Educational Design and Digital Learning 2c Admission into GCEREA-Graduate Certificate in Educational Research Evaluation and Assessment 2d Admission into GCGE-Graduate Certificate in Gifted Education 2e Admission into GCIED-Graduate Certificate in Inclusive Education 2f Admission into GCCPEP-Graduate Certificate in Cognitive Psychology and Educational Practice 2g Admission into GCLE-Graduate Certificate in Languages Education 2h Admission into GCLED-Graduate Certificate in Leadership in Education 2i Admission into GCWPMHE-Graduate Certificate in Wellbeing and Positive Mental Health in Education 2j Admission into GCHE-Graduate Certificate in Higher Education 2k Admission into GCIBE-Graduate Certificate in International Baccalaureate Education 2l Admission into GCECE-Graduate Certificate in Early Childhood Education 2m Admission into MCPEP-Master of Cognitive Psychology and Educational Practice 2n Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education 2o Admission into MISE-Master of Inclusive and Specialised Education 2p Admission into MLE-Master of Leadership in Education 3 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood) 3a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary) 3b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary) 3c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary) 3d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary) 3e Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary) 4 108 units of study Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h)) or ((2 or 2a or 2b or 2c or 2d or 2e or 2f or 2g or 2h or 2i or 2j or 2k or 2l or 2m or 2n or 2o or 2p)) or ((3 or 3a or 3b or 3c or 3d or 3e) and 4))
This topic focuses on the specific learning needs of highly able students and the ways in which educators can provide appropriate challenge and support through the design, implementation and evaluation of high quality, differentiated curriculum. A range of curriculum provisions will be critically evaluated and theories and research that supports each provision will be examined. Students will develop a unit of work or curriculum intervention using the Parallel Curriculum Model that is appropriately differentiated for a range of students, in particular those who are gifted and talented.
develop an appreciation of the specific learning needs of gifted and talented students
present a range of strategies and models commonly used in gifted education and evaluate their effectiveness in meeting the needs of diverse gifted students with reference to the research literature
explore a variety of programming options, grouping strategies, assessment policies and practices which facilitate learning in the differentiated classroom
develop higher order thinking skills and learning progressions that will enable educators to plan appropriately challenging learning activities
develop skills and understanding related to planning, implementing and evaluating high-quality curriculum for a diverse range of students, including the gifted and talented
Expected learning outcomes
It is expected that as a result of work in this topic, students will:
demonstrate advanced knowledge of the common characteristics and learning needs of highly able learners
demonstrate advanced knowledge of instructional strategies and classroom practices that support differentiation and provide appropriate challenge and support for gifted learners
critically evaluate the effectiveness of differentiated curriculum and classroom practices against a set of specified criteria
further develop higher order thinking skills and learning progressions within an area of learning
design differentiated curriculum using the Parallel Curriculum Model that reflects principles of high quality curriculum, differentiated instruction and assessment, and is particularly appropriate for gifted and talented learners.
Key dates and timetable
Timetable details for 2020 are no longer published.
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