Course Coordinator:Michael Nagel (mnagel@usc.edu.au) School:School of Education and Tertiary Access
UniSC Sunshine CoastUniSC Moreton BayUniSC Fraser Coast |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Online |
Online | You can do this course without coming onto campus. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
In this course you explore a range of ways children develop and learn. This in turn develops your understanding of the human growth process in relation to the diverse learning styles and needs of children from birth through to young adulthood. Importantly, you will explore the theories that inform what we know about development and learning and how such theories and research inform teaching and learning. There is a strong focus in this course on understanding learning within the contexts of rapidly changing environments.
Activity | Hours | Beginning Week | Frequency |
Blended learning | |||
Learning materials – Prerecorded videos and associated activities done independently to introduce main concepts each week. | 1.8hrs | Week 1 | 10 times |
Tutorial/Workshop 1 – You are required to engage with a one hour tutorial/workshop to review and consolidate content in the Webinar via the Learning Materials | 2hrs | Week 1 | 10 times |
Online | |||
Learning materials – Prerecorded videos and associated activities done independently to introduce main concepts each week. | 1.8hrs | Week 1 | 10 times |
Tutorial/Workshop 1 – You are required to engage with a one hour tutorial/workshop to review and consolidate content in the Webinar via the Learning Materials | 2hrs | Week 1 | 10 times |
100 Level (Introductory)
12 units
Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Australian Institute for Teaching and School Leadership | |
1 | Demonstrate knowledge of the biological, social, cultural and historical contexts that shape theories about human development and early learning. | Knowledgeable |
1, 1.1, 1.2, 1.3 |
2 | Evaluate the major debates that have helped shape conceptions of developmental theories of learning. Draw on relevant literature and field based examples to devise sound arguments for developing practices in engaging with learners. | Engaged |
1, 1.1, 1.2, 1.3 |
3 | Draw upon Course topics to reflect upon the implications for learner development on future professional practice | Empowered |
1, 1.1, 1.2, 1.3 |
4 | Draw upon Course topics to consider elements of classroom practice for a range of diverse learners. | Creative and critical thinker |
1, 1.1, 1.2, 1.3, 1.4, 3.5 |
CODE | COMPETENCY |
Australian Institute for Teaching and School Leadership | |
1 | PROFESSIONAL KNOWLEDGE: Know students and how they learn |
1.1 | Physical, social and intellectual development and characteristics of students: Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. |
1.2 | Understand how students learn: Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
1.3 | Students with diverse linguistic, cultural, religious and socioeconomic backgrounds: Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.4 | Strategies for teaching Aboriginal and Torres Strait Islander students: Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. |
3.5 | Use effective classroom communication: Demonstrate a range of verbal and non-verbal communication strategies to support student engagement |
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Enrolled in Program ED010, ED011, ED101, ED102,AE301, AE302, AE304,BE301, ED301, ED303, ED304, ED315, SE301, SE303, ED601 or UB009
Not applicable
Not applicable
Not applicable
Standard Grading (GRD)
High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Early feedback is provided in week 3 when the quizzes commence.
Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
All | 1 | Oral | Group | 25% | 30min |
Refer to Format | In Class |
All | 2 | Quiz/zes | Individual | 35% | 30 min |
Throughout teaching period (refer to Format) | In Class |
All | 3 | Written Piece | Individual | 40% | 1800 words total |
Week 10 | In Class |
All - Assessment Task 1:Seminar Presentation | |
Goal: | The goal of this task is for you to develop your research skills through the examination of research studies and relevant literature related to various concepts and/or theories of learning and present your findings collaboratively to your peers in an engaging and participatory fashion. |
Product: | Oral |
Format: | Submit: Weeks 5-9 (negotiated with tutor in week 1). You are required to research various theories about human development that have been discussed in classes. You should consider and investigate the major debates that have helped shape our understandings of the development of learning. You are then required to present your findings to your peers in a 30 minute interactive and engaging tutorial presentation. Your presentation should be a synopsis of your research and evaluations of the literature related to this field and include a reflection on your thinking about this field of study. You will need to hand in a one page outline of your topic to the tutor on the day of your presentation. |
Criteria: |
|
All - Assessment Task 2:Weekly Quiz | |
Goal: | The goal of this task is to draw together your understanding of the Course topics as the semester progresses. |
Product: | Quiz/zes |
Format: | You will undertake weekly quizzes (from weeks 3-10) in order to determine your depth of understanding of key principals and theories related to human development and learning.Each week that you do the quiz will provide you with immediate feedback to reflect on your current understanding of the Course topics which in turn may be used to enhance the outcomes of subsequent quizzes and shape yourfinal assessment item, the personal reflection. |
Criteria: |
|
All - Assessment Task 3:Personal Reflection | |
Goal: | The goal of this task is to demonstrate your emerging understanding of Course topics and your ability to apply these to your future teaching role. |
Product: | Written Piece |
Format: | Over the semester you have investigated many theories and understandings about how young children develop physically, socially and intellectually to become young adults. You are now required to consider this knowledge and understanding in terms of your future professional role as a teacher. You are to identify a particular age cohort - young children, primary school students, middle year students, teenagers or young adults.You are to submit a personal reflection that addresses the following:Given what I now know about learner development what does this mean in terms of:Communication strategies to support student learning for my chosen age group Strategies to support inclusive student participation and engagement in learningOrganisation of the classroom and providing directions to the learners managing challenging behaviour. |
Criteria: |
|
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Period and Topic | Activities |
Week 1 |
Introduction to Course: What is Learning? Learning – Product or Process? Linking Development to Learning. |
Week 2 |
The Links Between Development and Learning |
Week 3 |
Understanding Brain Development |
Week 4 |
Learning, thinking and Intelligence |
Week 5 |
Language Development and Learning |
Week 6 |
Memory and Learning |
Week 7 |
Motivation and Learning |
Week 8 |
Inclusive Learning |
Week 9 |
Sociocultural Factors of Learning |
Week 10 |
Nurturing Learning |
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
Required? | Author | Year | Title | Edition | Publisher |
Recommended | Michael C. Nagel,Laura Scholes | 2016 | Understanding Development and Learning | 1st | Oxford University Press, USA |
Not applicable
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
Late submission of assessment tasks may be penalised at the following maximum rate: - 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. - 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. - A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.
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For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
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