Before looking at more gifted curricula, let’s take a quick step back to explore what makes curriculum appropriate for gifted and advanced students…
As educators and parents of gifted and high-ability learners, we know that “more of the same” doesn’t work for students who think, process, and create at advanced levels. What does work is curriculum that respects what gifted students need and can do, and that’s precisely what research in gifted education has identified over decades of study.
Below, we explore what research says about effective curriculum design for gifted learners, including core principles, criteria for evaluating curricular materials, and a spotlight on the Integrated Curriculum Model (ICM) developed by Dr. Joyce VanTassel-Baska.
Understanding the Unique Curriculum Needs of Gifted Learners
Gifted students typically show characteristics such as:
- Advanced cognitive ability and rapid learning,
- Intensity and complexity in thinking,
- High levels of creativity and problem solving,
- Deep curiosity and intrinsic motivation.
Because of these traits, gifted learners need curriculum that goes beyond remediation or acceleration alone, instead offering depth, complexity, and opportunities for original thinking. Traditional grade-level progression often under-challenges these students, while research suggests that quality gifted curriculum should do more than simply add more work or move faster.
Research-Supported Principles of Quality Gifted Curriculum
Researchers who have examined effective curriculum models in gifted education highlight several common principles that support high-level academic and affective growth (read an article about curriculum design from Dr. Kimberly Chandler).
1. Differentiation in Content, Process, Product, and Learning Environment (see a VIVA book chapter about differentiation)
A gifted curriculum should vary:
- Content — what students learn (goes deeper and broader than grade-level standards),
- Process — how students engage with material (emphasizes critical and creative thinking),
- Product — how students demonstrate learning (unique, student-generated outcomes), and
- Learning Environment — climate and structure of the classroom.
2. Alignment With Standards but Beyond Basic Mastery
Outstanding curricula align with national and/or state academic standards for various content areas, but push students to connect ideas, extend thinking, and transfer learning to novel contexts.
3. Flexible Pacing and Pathways
Gifted learners benefit from options such as compacting, independent study, and self-directed project work, allowing them to move deeply into topics of interest at their own pace (see an article about these strategies in Gifted Models; my next series will explore instructional strategies for gifted learners such as the ones mentioned here).
Spotlight: The Integrated Curriculum Model (ICM)
One of the most influential research-based frameworks in gifted education is the Integrated Curriculum Model (ICM), developed by Dr. Joyce VanTassel-Baska and colleagues at the Center for Gifted Education at William & Mary. This model grew out of review of the gifted education literature and has guided curriculum development and teacher training for over three decades.
What Is the ICM?
At its core, the ICM emphasizes three interacting curriculum dimensions:
1. Advanced Content
Gifted learners are pre-assessed and then move through curriculum that challenges them beyond grade-level expectations, using acceleration, curriculum compacting, or advanced concepts and materials.
2. Process-Product Focus
Students develop higher-order thinking, decision-making, and problem-solving skills—and then demonstrate learning through student-designed products that reflect creative and analytical thinking.
3. Concepts, Issues, and Themes
Interdisciplinary exploration of big ideas and real-world issues strengthens understanding, engages students deeply, and makes learning meaningful.
What Research Says About ICM’s Impact
Multiple studies have shown that curriculum designed using ICM principles can increase academic engagement and performance among gifted learners, offering richer opportunities for complex thinking than traditional instruction. Implementation research confirms that gifted students who experience ICM-aligned units often show growth not only in content knowledge but also in reasoning and creative production.
As VanTassel-Baska notes, the model’s strength lies in its integration of advanced content, higher-order process skills, and thematic understanding, rather than simply layering one approach over another (see What Works report).
Practical Criteria for Choosing or Designing Curriculum
When you’re evaluating or creating curriculum for gifted learners, ask:
- Does it offer depth and complexity?
Look for opportunities for students to explore concepts deeply, not just complete more tasks. - Does it challenge higher-order thinking?
Tasks should demand analysis, synthesis, evaluation, problem resolution, and creativity. - Is it flexible and responsive to learner needs?
Can students pursue individual interests, access advanced content, and adjust pacing as needed? - Does it integrate interdisciplinary thinking?
Curriculum that connects ideas across subjects promotes transfer and relevance. - Does it include meaningful assessment?
Assessment should help students reflect on their thinking and demonstrate understanding in multiple ways.
Conclusion: What Gifted Learners Deserve
Research on curriculum design in gifted education is clear: gifted learners need curriculum intentionally crafted to match their advanced cognitive and affective potentials. Whether you are purchasing curriculum units or designing your own, the principles above—grounded in proven frameworks like the ICM—can help ensure that learning is both challenging and transformative.
Gifted education isn’t about acceleration alone. It’s about purposeful complexity, personal relevance, and intellectual engagement that inspires learners to think deeply, create boldly, and pursue ideas with passion.
What to Expect in my Curriculum Series
I hope this overview of gifted curriculum design helps you when creating or purchasing gifted curricula. In my series, I will share descriptions of research-based, existing gifted curriculum resources, many of which I have actually used in my gifted classrooms over the years. Please share your suggestions for gifted curriculum items that you would like me to include in the comments below. Thank you! ~Ann
Teaching for Talent 