Year
2021
Units
4.5
Prerequisites
% = 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))
Topic description

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.

Educational aims

This topic aims to:

  • 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
On completion of this topic you will be expected to be able to:

  1. Demonstrate advanced knowledge of the common characteristics and learning needs of highly able learners
  2. Demonstrate advanced knowledge of instructional strategies and classroom practices that support differentiation and provide appropriate challenge and support for gifted learners
  3. Critically evaluate the effectiveness of differentiated curriculum and classroom practices against a set of specified criteria
  4. Further develop higher order thinking skills and learning progressions within an area of learning
  5. 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

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.

FULL

If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.