1 Admission into MEDEC-Master of Education (Early Childhood Studies) 1a Admission into MDS-Master of Disability Studies 1b Admission into MEDCP-Master of Education (Cog Psych & Educational Prac) 1c Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment) 1d Admission into MEDGE-Master of Education (Gifted Education) 1e Admission into MEDIB-Master of Education (International Baccalaureate) 1f Admission into MEDLM-Master of Education (Leadership and Management) 1g Admission into MEDSA-Master of Education (Studies of Asia) 1h Admission into MEDSE-Master of Education (Special Education) 1i Admission into MEDECP-Master of Education (Early Childhood Studies) [1.5 years] 1j Admission into MEDWS-Master of Education 1k Admission into GCEGE-Graduate Certificate in Education (Gifted Education) 1l Admission into GCESE-Graduate Certificate in Education (Special Education) 1m Admission into GCEWS-Graduate Certificate in Education 1n Admission into MTSESC-Master of Teaching (Special Education) (Secondary) 1o Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years] 1p Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years] 1q Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years] 1r Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years] 1s Admission into MEDSEP-Master of Education (Special Education) [1.5 years] 1t Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years] 1u Admission into MEDSAP-Master of Education (Studies of Asia) [1.5 years] 1v Admission into MEDWSP-Master of Education [1.5 years] 1w Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health) 1x Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years] 1y Admission into MDPP-Master of Disability Policy and Practice 1z Admission into MDPPA-Master of Disability Policy and Practice [1.5 years] 2 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood) 2a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary) 2b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary) 2c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary) 2d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary) 2e Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary) 3 108 units of study Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m or 1n or 1o or 1p or 1q or 1r or 1s or 1t or 1u or 1v or 1w or 1x or 1y or 1z)) or ((2 or 2a or 2b or 2c or 2d or 2e) and 3))
This topic considers the application of theory and research to contemporary practices in Gifted Education, including effective teaching, curriculum and programming options. Students in this topic will analyse how these options may be articulated into a defensible program model for a particular context that promotes both equity and excellence. Students will develop specific skills in leadership for gifted education and in designing and evaluating differentiated learning opportunities appropriate for gifted and talented students. The implications of program design and evaluation for the development of Gifted Education policies will be explored.
This topic aims to:
encourage students to consider issues such as equity vs excellence and inclusion vs segregation in developing a rationale to support gifted education
consider the research evaluating the characteristics, attitudes and skills of effective teachers of the gifted
present a range of curriculum models and evaluate their effectiveness in meeting the needs of diverse gifted students in the regular classroom
explore a variety of programming options, grouping strategies, policies and practices which facilitate enrichment, extension and/or acceleration for gifted students
develop skills and understanding related to planning, implementing and evaluating high-quality curriculum for gifted students
Expected learning outcomes
On completing this topic students will be able to:
critically evaluate philosophical arguments in support of and in opposition to gifted education
articulate a rationale to support their personal philosophy of gifted education
design a model of provision for gifted students in a specific school context incorporating evaluation criteria
design a model of staff professional learning to facilitate the implementation of the designed model
demonstrate an appreciation of meeting the needs of diverse gifted students through an articulated range of programming options
Key dates and timetable
Timetable details for 2020 are no longer published.
This information is from current details held on the Student Information System. Please report any errors or omissions to the relevant College Office.
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