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EDU8505 Programs to Promote Gifted Achievement Across the Lifespan

Semester 2, 2019 Online
Short Description: Prog Prom Gift Achv Acrss Life
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : National Priority - Teaching
ASCED code : 079999 - Education not elsewhere classi
Grading basis : Graded


Examiner: Susan Carter


Pre-requisite: EDU8511 or EDU5321


Promoting the achievement of gifted individuals in educational and work environments has rich benefits for individuals and organisations. Appropriately designed programs that promote gifted achievement provide opportunities for gifted individuals to excel, innovate, and to develop a positive sense of identity. Comprehensive programs to promote gifted achievement should be formulated using appropriate principles of instructional design, employ evidence-based strategies, and engage relevant stakeholders in order to promote defensible and sustainable programs. Programs for gifted individuals should also be evaluated to ascertain effectiveness, and to develop a rationale for future program offerings.


This course is designed to provide students with the knowledge and skills to develop programs that promote gifted achievement. The course will first examine case studies of effective programs from different settings (e.g., schools, workplaces), and qualities of the environment that are necessary for creating sustainable programs. The course will examine the program design process, and specific strategies to foster gifted achievement (e.g., mentoring, enrichment, acceleration, negotiated projects). Using their knowledge of program design and strategies, students will develop a program to promote gifted achievement for a selected environment (e.g., primary school, workplace). The course will also examine evaluation strategies for determining program effectiveness.


On successful completion of this course students should be able to:

  1. critically analyse programs that promote gifted achievement for a chosen environment (educational or work environment)
  2. describe and evaluate the qualities of educational or work environments that promote sustainable programs for gifted achievement (e.g., stakeholder agreement)
  3. demonstrate knowledge of the program design process (e.g., needs analysis, logic models, measureable outcomes), and apply program design principles to develop a comprehensive program to promote gifted achievement
  4. select and justify a range of strategies to promote gifted achievement for a specific population (e.g., primary school students, employees)
  5. develop an evaluation plan for gifted achievement program to determine program effectiveness.


Description Weighting(%)
1. Case studies of effective programs for gifted achievement 10.00
2. Environments that sustain effective program implementation 10.00
3. Program design process 20.00
4. Effective strategies to promote gifted achievement 40.00
5. Program evaluation strategies. 20.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (

Please contact us for alternative purchase options from USQ Bookshop. (

Davis, GA, Rimm, SA & Siegle, D 2017, Education of the gifted and talented, 7th edn, Pearson, Upper Saddle River, New Jersey.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Student workload expectations

Activity Hours
Directed Study 80.00
Independent Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 50 50 07 Aug 2019
ASSIGNMENT 2 50 50 10 Oct 2019

Important assessment information

  1. Attendance requirements:
    There are no attendance requirements for this course. However, it is the students’ responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item. (Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.)

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    Not applicable.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at

Assessment notes

  1. Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at

Evaluation and benchmarking

In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:

  1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
  2. forms part of the Master of Education program, and is benchmarked against the internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.

Other requirements

  1. Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at:

  2. Students can expect that questions in assessment items in this course may draw upon knowledge and skills that they can reasonably be expected to have acquired before enrolling in this course. This includes information literacy, analytical, critical thinking, problem solving or numeracy skills. Students who do not possess such knowledge and skills should not expect the same grades as those students who do possess them.