EDUC9792 Curriculum for Academically Advanced Students

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Overview

Diverse classrooms include learners who have very advanced academic knowledge and skills, learn at a faster pace than their age peers, and are capable of exceptional levels of creativity and problem solving. In this topic, students will examine and evaluate curriculum models and teaching strategies suitable for gifted or academically advanced learners. They will critically reflect on the theories and research that justify these approaches, and apply their knowledge and skills to the design of specific learning experiences that allow for academically advanced students to work at an appropriate level of challenge in an area of strength and interest.

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Tuition pattern

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Aims

This topic aims to:

Develop an appreciation of the specific learning needs of academically advanced students
Present a range of strategies and models commonly used in gifted education and evaluate their effectiveness in meeting the diverse needs of academically advanced students with reference to the research literature
Explore a variety of learning experiences and practices which provide appropriate challenge for academically advanced students’ learning
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 academically advanced learners

Learning outcomes

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

Demonstrate advanced knowledge of the common characteristics and learning needs of gifted and academically advanced 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 curriculum models and classroom practices against a set of specified criteria

Further develop higher order thinking skills and learning progressions within an area of learning

Apply and justify the application of a sound curriculum model to design curriculum that reflects principles of high quality differentiated instruction, and is particularly appropriate for academically advanced learners

Assessments

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Requisites information

Pre-requisites:

1 Admission into GCE-Graduate Certificate in Education
1a Admission into BSE-Bachelor of Special Education
1b Admission into GCESE-Graduate Certificate in Education (Special Education)
1c Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
1d 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 GCGE-Graduate Certificate in Gifted Education
2c Admission into GCIED-Graduate Certificate in Inclusive Education
2d Admission into GCCPEP-Graduate Certificate in Cognitive Psychology and Educational Practice
2e Admission into GCLED-Graduate Certificate in Leadership in Education
2f Admission into GCWPMHE-Graduate Certificate in Wellbeing and Positive Mental Health in Education
2g Admission into GCHE-Graduate Certificate in Higher Education
2h Admission into GCIBE-Graduate Certificate in International Baccalaureate Education
2i Admission into GCECE-Graduate Certificate in Early Childhood Education
2j Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
2k Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
2l Admission into MISE-Master of Inclusive and Specialised Education
2m Admission into MLE-Master of Leadership in Education
2n Admission into MCPEPA-Master of Cognitive Psychology and Educational Practice
2o Admission into MISEA-Master of Inclusive and Specialised Education
2p Admission into MEDUA-Master of Education
2q Admission into MLEA-Master of Leadership in Education
2r Admission into MWPMHEA-Master of Wellbeing and Positive Mental Health in Education
3 Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
3a Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
3b Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
3c 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 ((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 2q or 2r)) or ((3 or 3a or 3b or 3c) and 4))

Handbook

Curriculum for Academically Advanced Students

EDUC9792