ESG504 Providing Challenging Learning for Gifted Students (8)


This subject is designed to focus on models and strategies for providing challenging learning for gifted learners. Students will critically investigate strategies of differentiation, acceleration, enrichment and extension in the context of inclusive classrooms. Further analysis in the light of current policy and research findings in gifted education will require students to theorise the value of various provisions and reflect on their impact for professional practice.

+ Subject Availability Modes and Location

Session 2
DistanceBathurst Campus
Continuing students should consult the SAL for current offering details: ESG504
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One sessionHD/FLSchool of Teacher Education

Enrolment restrictions

Bachelor of Education (Primary) (Honours) students are required to seek approval from the Course Director.

Learning Outcomes

Upon successful completion of this subject, students should:
1. Analyse the differing learning needs of the gifted community to create effective profiles that will inform educator planning
2. Demonstrate an understanding of differentiation, acceleration, enrichment and extension across  inclusive settings
3. Plan classroom learning experiences that synthesise individual student profiles with pedagogical approaches, relfecting current research and best practice 4. Articulate a personal stance in relation to catering for the needs of gifted learners, based on current research and best practice.  


The subject will cover the following topics:
- Learning needs and profiles of gifted students
- Strategy selection indicators and frameworks
- Acceleration
- Differentiation
- Enrichment
- Extension
- Classroom strategies and pedagogies relevant to gifted students - Current policies within education settings


The information contained in the 2016 CSU Handbook was accurate at the date of publication: 06 September 2016. The University reserves the right to vary the information at any time without notice.