ABSTRACT
This chapter focuses on the content of education for gifted or advanced students, and the organisation and delivery of that content at the classroom level. This includes curriculum and pedagogy for gifted students in mainstream, heterogeneous classrooms as well as for those within selective classes, programs, or schools. In Australia and New Zealand, national curriculum documents refer to gifted students in the context of broader statements about learner diversity and inclusive practices. They articulate the expectation that the teachers will use a common curriculum framework as a basis for designing and adapting learning experiences for the full range of learners. Among the most extensively researched curriculum models for gifted or advanced students is the Integrated Curriculum Model developed by VanTassel-Baska and colleagues in the United States (U. S). A more recent curriculum model (the "CLEAR" model) was developed by U. S. researchers based on a synthesis of elements from Tomlinson's differentiated instruction, the Schoolwide Enrichment Model and Kaplan's Depth and Complexity model.
