3 x 7-hour intensive workshops per semester
% = any matching topic, eg BIOL1% includes BIOL1101, BIOL1102 etc
1 Admission into MDS-Master of Disability Studies
1a Admission into GCEGE-Graduate Certificate in Education (Gifted Education)
1b Admission into GCESE-Graduate Certificate in Education (Special Education)
1c Admission into GCEWS-Graduate Certificate in Education
1d Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
1e Admission into MDPP-Master of Disability Policy and Practice
1f Admission into MDPPA-Master of Disability Policy and Practice [1.5 years]
1g Admission into MED%
1h Admission into GCEREA-Graduate Certificate in Educational Research Evaluation and Assessment
1i Admission into GCGE-Graduate Certificate in Gifted Education
1j Admission into GCIED-Graduate Certificate in Inclusive Education
1k Admission into GCCPEP-Graduate Certificate in Cognitive Psychology and Educational Practice
1l Admission into GCLE-Graduate Certificate in Languages Education
1m Admission into GCLED-Graduate Certificate in Leadership in Education
1n Admission into GCWPMHE-Graduate Certificate in Wellbeing and Positive Mental Health in Education
1o Admission into GCHE-Graduate Certificate in Higher Education
1p Admission into GCIBE-Graduate Certificate in International Baccalaureate Education
1q Admission into GCECE-Graduate Certificate in Early Childhood Education
1r Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
1s Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
1t Admission into MISE-Master of Inclusive and Specialised Education
1u Admission into MLE-Master of Leadership in Education
1v Admission into GCEDDL-Graduate Certificate in Educational Design and Digital Learning
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 ((2 or 2a or 2b or 2c or 2d or 2e) and 3))
Enrolment not permitted
EDSP9059 has been successfully completed
Topic description
This topic explores the individual and environmental contexts for the affective development of gifted children and adolescents. Students will examine theories and research explaining the social and emotional development of gifted individuals, and the potential impact of significant issues and risk factors on some individuals' lives. Applying a Problem Based Learning (PBL) approach, this topic emphasises collaborative models for developing supportive learning environments and promoting positive affective development for a diverse range of gifted students.
Educational aims
This topic aims to:

  • explore the characteristics and associated affective needs of gifted students commonly cited in the research literature
  • make students aware of the seminal theories and research concerning the affective development of gifted children and adolescents
  • present arguments that support and refute the claim that giftedness renders individuals vulnerable to social and emotional problems
  • consider a range of personal and environmental issues that gifted children may potentially encounter
  • provide a framework for students to develop a collaborative approach to identifying and addressing the affective needs of gifted individuals
Expected learning outcomes
On completing this topic students will be able to:

  • critically evaluate theories and research examining the social and emotional needs and development of gifted children and adolescent
  • explain individual and environmental contexts of giftedness
  • discuss sources of potential developmental risk for gifted students
  • analyse collaborative approaches to address individual needs and promote positive social and emotional development
  • apply a framework to determine appropriate provision along a continuum of educational and psychological response