Learning and Development in Primary Education G (11340.1)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Graduate Level|| Band 1 2013-2020 (Expires 31 Dec 2020)
Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesUpon completion of this unit, students will be able to:
1. Demonstrate advanced knowledge of the physical, social and intellectual development of primary aged children;
2. Demonstrate advanced knowledge of current theories of student learning;
3. Integrate knowledge of child development with knowledge of student learning;
4. Apply knowledge of child development and learning to the education of all learners;
5. Describe and plan for preventative behaviour management strategies;
6. Describe and plan for corrective behaviour management strategies; and
7. Explain contextual issues impacting on student behaviours and student and teacher wellbeing in educational settings.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
Professional graduate standards
Units that contribute to Education Courses submitted to the ACT Teacher Quality Institute must address Professional Standards as required by the Institute for Accreditation. This Unit provides the facility for students to address and satisfy the following standards:
1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3 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 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.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1.6 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2 Organise content into an effective learning and teaching sequence.
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3 Include a range of teaching strategies.
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5 Demonstrate a range of verbal and nonverbal communication strategies to support student engagement.
3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4 Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements.
5.1 Demonstrate an understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
PrerequisitesThis unit is only available to students in the Master of Primary Teaching course. Students must have passed 11336 Curriculum and Assessment in Primary Education G AND 11349 Positive Learning Environments in Primary Education G.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UC - Canberra, Bruce||Semester 2||02 August 2021||On-Campus||Dr Kathy Mann|
|2022||UC - Canberra, Bruce||Semester 2||01 August 2022||On-Campus||Dr Kathy Mann|
You may purchase the required text through the "School Locker" at the link: https://theschoollocker.com.au/universities/university-of-canberra or visit The School Locker Store situated inside the UCX Shop.
Woolfolk, A., & Margetts, K. (2018). Educational Psychology (5th ed.). Melbourne, VIC: Pearson Australia
Submission of assessment items
Use of text matching software
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE), as a prescribed authority for investigation.
Workshop: 30 hours
Readings and viewings: 80 hours
Assignment Preparation: 40 hours
Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g. medical certificate).
Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).
It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.
Successful completion of the professional experience component is critical to success in the whole unit. Refer to assessment (5a) on the Canvas site for further details. Students must make themselves familiar with the processes and policies of professional experience.
Required IT skills
UC Entry level skills
Work placement, internships or practicums
This unit involves a 15-day professional experience placement and therefore, additional student responsibilities are required in addition to those described in section 6. Work-place learning requires strict adherence to professional practice principles and ethics. Student/teacher confidentiality must always be maintained (see policy), including for assessment items such as reports or essays. The professional nature of this unit also requires 100% participation at all learning activities (lectures, practicals etc if scheduled – see section 3) for the successful completion of this unit (also see section 6c). If attendance requirements cannot be satisfied (e.g. timetable clash), it is recommended that you meet with your Course Convener to schedule this unit for a future teaching period.
In order to participate in the professional practicum, you are required to hold a current Working with Vulnerable People (WWVP) card. Students are responsible for arranging their own checks through the ACT Office of Regulatory Services. As preservice teachers are not paid for their practicum, the WWVP is free you register as a volunteer. For preservice teachers undertaking placements in other states or territories, it may be that a Police Check or a Working with Children Check is required. Please see the relevant government department or registration authority for the jurisdiction you are being placed.
Provision of information to the group
Use of student email account
The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore all unit enquiries should be emailed using a student university email account. Students should contact firstname.lastname@example.org if they have any issues accessing their university email account.
In all cases of absence, sickness or personal problems it is the student's responsibility to ensure that the unit Convener is informed. The minimum participation requirement must be met in order to pass the unit (regardless of supporting documentation).