General Description

Throughout this course participants will develop knowledge in relation to Giftedness. On completion participants will have a well developed understanding of Giftedness, enabling them to better support Gifted students in their settings.

The course will cover the following:

- What is Giftedness?

- Who is Gifted?

- What traits or behaviours might you see in young Gifted children?

- Overexcitabilities

- Twice exceptionality (2E)

- Assessment and identification

- Parent voice

- Childs voice

- Strategies

- What does it really mean to be Gifted?

- Where to from here?


Early Childhood Educators and Primary Teachers. 

Teaching Standards

1.2.2 Proficient Level - Know students and how they learn - Understand how students learn:  Structure teaching programs using research and collegial advice about how students learn,

1.5.2 Proficient Level - Know students and how they learn - Differentiate teaching to meet the specific learning needs of students across the full range of abilities:  Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities,

4.1.2 Proficient Level - Create and maintain supportive and safe learning environments - Support student participation:   Establish and implement inclusive and positive interactions to engage and support all students in classroom activities,

7.4.2 Proficient Level - Engage professionally with colleagues, parents/carers and the community - Engage with professional teaching networks and broader communities:  Participate in professional and community networks and forums to broaden knowledge and improve practice


Are you in NSW? If so, this is relevant for you

This course may contribute towards Elective PD hours. Visit for more details.

Course curriculum

  • 1

    Module 1: Defining Giftedness

    • Objectives

    • Introduction

    • Defining Giftedness

    • Read This Article for a Further Explanation of Models of Giftedness

    • Definitions of Giftedness

    • Definitions of Giftedness

    • One Last Thing...

    • Question

  • 2

    Module 2: Who is Gifted?

    • Objectives

    • Thinking about Your Own Setting.

    • Myths and Stereotypes

    • Have a Read of the Myths and Facts Document

    • Myths and Stereotypes (Continued)

    • So Who is Gifted and What Does it Matter Anyway?

    • Thoughts

  • 3

    Module 3: Traits and Behaviours

    • Objectives of This Module

    • Traits and Behaviours in Gifted Children

    • Behaviour, Emotions, Social Development: Gifted and Talented Children

    • Twice Exceptional (2E)

    • Overexcitabilities

    • Overexcitability and the Gifted

    • Dabrowski's Overexcitabilities: A Layman's Explanation

    • To Recap

    • Questions

  • 4

    Module 4: Identification and Assessment

    • Objectives

    • Assessment and Identification

    • IQ Testing

    • Assessment and Identification (Continued)

    • Multiple Choice Questions

    • Checklists

    • Common Behavioural Characteristics of Gifted and Talented Students

    • General Checklist for Identifying Gifted and Talented Students

    • Gifted and Talented Checklist for Parents

    • Characteristics of Giftedness Scale

    • IQ's and the Bell Curve

    • Questions

  • 5

    Module 5: Educational Needs and Strategies

    • Objectives

    • Educational Strategies

    • What is Acceleration and Why Would We Accelerate a Child through School?

    • Questions

  • 6

    Module 6: Parent and Child Voice

    • Objectives

    • Parent and Child Voice

    • Question

  • 7

    Module 7: In Conclusion: So What Does it Really Mean to be Gifted?

    • Objectives

    • So What Does it Really Mean to be Gifted?

    • To Whom it May Concern: Being Gifted Sucks Sometimes

    • Question

    • In Conclusion

    • About Gifted and Talented Children and Teenagers

    • In Conclusion (Continued)

  • 8

    Course Feedback

    • Course Feedback

Features of TTA Online PD

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