Unit rationale, description and aim
The increasing diversity of student populations highlights the need for educators to recognise and support high-potential and gifted learners across all educational settings. These students may present with complex profiles, including twice-exceptionality, socio-emotional vulnerabilities, or come from culturally and linguistically diverse backgrounds. In alignment with ACU’s mission and principles of Catholic Social Thought, this unit supports the development of ethical and inclusive professional practice that upholds the dignity and potential of every learner.
This unit builds on prior learning about inclusion and differentiation by examining contemporary theories and models of giftedness and talent development. Pre-service teachers will critically explore the definitions, characteristics, and identification of giftedness, and investigate how evidence-based strategies can be used to plan and implement curriculum and pedagogy that foster achievement and well-being for gifted students. Attention will be given to underachievement, curriculum differentiation, and the development of strengths-based, culturally responsive approaches.
The aim of this unit is to prepare pre-service teachers with the knowledge, understanding, and skills to identify, support, and advocate for students displaying high potential and giftedness through responsive, strengths-based, and research-informed practice.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Explain key definitions, models, and characteristi...
Learning Outcome 01
Analyse the processes and tools for identifying gi...
Learning Outcome 02
Critically analyse and evaluate current programs, ...
Learning Outcome 03
Justify evidence-informed strategies to differenti...
Learning Outcome 04
Develop strategies for collaborating with families...
Learning Outcome 05
Content
Topics will include:
- Understanding giftedness: Definitions, models and frameworks
- Characteristics and development in gifted learners
- Diversity in gifted learners: Cultural, linguistic and twice-exceptionality considerations
- Professional learning resources for high potential and gifted learners
- Curriculum differentiation and personalised learning for high potential and gifted learners
- Strength-based goal setting with and for high potential and gifted learners
- Planning for wellbeing and social-emotional development for gifted learners
- Collaboration and ethical, professional communication with families, parents/carers
- Support plans for high potential and gifted learners
Assessment strategy and rationale
Assessment in this unit focuses on developing the knowledge and skills needed to identify and support high potential and gifted learners through inclusive, ethical, and evidence-informed professional practice. The two tasks are equally weighted and sequenced to enable feedback and progressive achievement of the unit learning outcomes. Together, they support deep engagement with course concepts and model the types of collaborative, reflective, and practical capabilities needed in professional teaching roles.
Task 1 asks preservice teachers to demonstrate conceptual understanding and communication skills by developing a professional learning resource on an aspect of gifted education. Students present their resource in tutorials and submit a critical reflection that connects their learning to practice and peer engagement. Task 2 requires preservice teachers to apply their knowledge in designing a support plan for a gifted learner, selected from a set of diverse case studies. Students present and justify their plan in an interactive oral, simulating professional consultation.
To pass this unit, students must submit and pass all assessment tasks, meet the learning outcomes of the unit, and achieve a minimum overall mark of 50%.
Overview of assessments
Assessment Task 1: Professional Learning Resource...
Assessment Task 1: Professional Learning Resource and Critical Reflection
Develop a professional learning (PL) resource to support educators in understanding a key aspect of high potential and gifted learners. The focus of the resource will be a selected topic related to characteristics, development, identification, or diversity, aligned to theoretical models and relevant policies. Present your resource to peers, engaging in discussion and peer feedback. After presenting, prepare a critical reflection about your topic and growth and how you can apply your learning to practice.
50%
Assessment Task 2: Support Plan and Simulated Mee...
Assessment Task 2: Support Plan and Simulated Meeting
Select one of the provided case studies representing a gifted learner with diverse needs, such as underachievement, twice-exceptionality, or cultural and linguistic diversity. Develop a strengths-based support plan that demonstrates ability to design and justify strategies aligned with the cognitive, social, emotional, and developmental needs of the learner. This includes talent development, differentiation, and inclusive classroom practices informed by relevant policies and scholarly literature. Present your plan in a simulated 10–15 minute professional meeting with a colleague such as gifted education coordinator
50%
Learning and teaching strategy and rationale
Preservice teachers will engage in a blended learning design that integrates theoretical knowledge, critical reflection, and applied professional practice to support high potential and gifted learners across diverse educational contexts. Learning activities are structured to model inclusive, evidence‑based pedagogies aligned with contemporary research and professional standards. Knowledge and skills are introduced through guided readings, short lectures, and interactive online modules, enabling preservice teachers to build a shared conceptual understanding of giftedness, identification, and talent development.
Tutorials and workshops provide opportunities for collaborative discussion, case‑based analysis, and peer learning. These strategies support adult learners by valuing prior experience, encouraging professional dialogue, and fostering critical examination of beliefs and assumptions about gifted education. Active learning approaches, including professional learning resource development and simulated professional meetings, enable preservice teachers to apply theory to authentic teaching scenarios and to practise ethical, strengths‑based decision‑making.
Digital technologies are used purposefully to support accessibility, flexibility, and engagement, including online presentation tools, discussion forums, and collaborative platforms. Formative feedback is embedded throughout learning activities to support progressive development toward assessment tasks. This teaching strategy prepares preservice teachers to translate research‑informed knowledge into inclusive classroom practice and effective collaboration with families and professionals.
Representative texts and references
Recommended texts and documents
Australian Curriculum https://www.australiancurriculum.edu.au/
Relevant State and Territory curriculum documents
Recommended references
Garvis, S., Windsor, S., & Pendergast, D. (2021). Gifted and talented Aboriginal students in Australia. In S. R. Smith (Ed.), Handbook of Giftedness and Talent Development in the Asia-Pacific (pp. 693-708). Springer Singapore.
Jolly, J. L., Jarvis, J. M. (Eds.). (2018). Exploring gifted education : Australian and New Zealand perspectives. Routledge.
Kettler, T., & Taliaferro, C. (2022). Personalized learning in gifted education: Differentiated instruction that maximizes students’ potential. Routledge. https://doi.org/10.4324/9781003237136
Kronborg, L. (2018). Gifted education in Australia and New Zealand. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 85–96). American Psychological Association. https://doi.org/10.1037/0000038-006
Lafferty, K. (2024). The teacher’s guide to gifted and talented education :Practical strategies for the classroom. Routledge.
Minnie, C., Lassig, C., Tangen, D., & Beutel, D. (2022). Teacher collaboration in supporting students with twice- exceptionality to transition to secondary school. Australasian Journal of Gifted Education, 31(2), 20–35. https://search.informit.org/doi/10.3316/informit.656154415293831
Pfeiffer, S. I. (Ed.). (2018). Handbook of giftedness in children : Psychoeducational theory, research, and best practices (2nd ed.). Springer International Publishing. https://doi.org/10.1007/978-3-319-77004-8
Phelps, V., & Lewis, K. (2023). Strength-based goal setting in gifted education: Addressing social emotional awareness, self-advocacy, and underachievement in gifted education. Routledge.
Preckel, F., Vock, M., & Olszewski-Kubilius, P. (2023). Giftedness and talent : What educators and psychologists need to know. Hogrefe.
Thraves, G. (2024). The Australian paradigm: A point in time snapshot of gifted education across Australian state and territory policy documents, guidance, and web-based information. Australasian Journal of Gifted Education, 33(1), 5–22. https://search.informit.org/doi/10.3316/informit.T2024040300004890853351267