Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
NilUnit rationale, description and aim
This unit is designed to establish a knowledge base for pre-service teachers in the areas of curriculum, pedagogy and assessment in Psychology Education for secondary students in the junior and middle years of schooling (Years 7-10). The unit is also designed to develop student's understanding of contemporary theory, concepts and skills in Psychology as applied in the classroom context with a particular focus on cross-curriculum priorities. Theoretical concepts, pedagogical principles and curriculum structures within Psychology are examined and applied in the evaluation, design and implementation of learning experiences that are responsive to the needs of diverse learners.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - Demonstrate mastery of the concepts, substance and structure of the content and teaching strategies of Psychology, and an in-depth understanding of how students learn in Psychology Education (GA5; APST 1.2, 2.1)
LO2 - Critically analyse, synthesise, develop, and implement a range of Psychology learning and teaching activities and sequences for junior students (7-10), which involve a variety of pedagogical approaches and resources (including safe and ethical use of ICT resources) appropriate to these year levels and curriculum content (GA4, GA5, GA9, GA10; APST 1.2, 2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 4.5)
LO3 - Describe, design, evaluate and implement a variety of teaching strategies which cater for individual differences in student learning (e.g. cognitive, physical, social, cultural) and integrate general capabilities and cross-curriculum priorities in Psychology (GA1, GA4, GA5, GA9; APST 1.3, 1.5, 2.5, 3.3, 4.1)
LO4 - Analyse the relationships between learning task design, student learning and expertise, higher-order thinking, assessment, feedback and reporting in Psychology, and apply to the development and modification of own teaching practice (GA4, GA5, GA9; APST 2.3, 5.1, 5.2)
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA9 - demonstrate effective communication in oral and written English language and visual media
GA10 - utilise information and communication and other relevant technologies effectively.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
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. |
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. |
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
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. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
5.1 Demonstrate 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. |
Content
Topics will include:
- factors in the educational context (international, national, state, territory, and local levels) including curriculum policies and perspectives that shape the identity of Psychology Education in Years 7-10
- the concepts, substance, and structure of curriculum content in Psychology Education
- Contemporary understandings of the unique ways in which students learn in Psychology Education
- specific professional practices and key pedagogical approaches related to teaching and learning in Psychology contexts, and their theoretical underpinnings
- general capabilities and cross-curriculum priorities including the integration of literacy and numeracy and local, state, territory, and national perspectives in Psychology Education
- planning, implementing and evaluating sequences of learning activities in Psychology Education relative to specific school context and identified factors impacting teaching and learning
- the relationship between reflexive learning and effective concept formation to build higher-order thinking in Psychology Education
- catering for a diverse range of learners in Psychology Education
- discipline-specific teaching strategies and issues related to Indigenous students in Psychology Education
- effective use of a range of resources for the teaching area, including ICT’s and technologies specific to Psychology Education
- classroom management in Psychology Education and the impact of curriculum rigour, engagement, participation, and inclusion on learner behaviour
- pedagogical strategies to promote problem-solving and critical thinking in Psychology Education
- a range of approaches and strategies for assessment, feedback, and reporting in Psychology Education
- strategies to develop students’ literacy and numeracy skills in the context of Psychology
- ways to assess student learning, provide effective feedback, make consistent and comparable judgments, interpret student data, and report on student achievement in Psychology.
Learning and teaching strategy and rationale
Teaching and learning strategies may include lectures, student presentations, group work, and workshops. Information technology and campus external excursions will be used where appropriate. Pre-service teachers will be encouraged to demonstrate an understanding of the distinctive inquiry process and practices of the discipline.
150 hours in total with a normal expectation of 36 hours of directed study and the total contact hours should not exceed 36 hours. Directed study might include lectures, tutorials, webinars, podcasts etc.
Assessment strategy and rationale
A variety of assessment procedures will be used to ascertain the extent to which pre-service teachers achieve stated outcomes. The total of assessment tasks will amount to the equivalent of 5,000 words.
In order to pass this unit, pre-service teachers are required to submit or participate in all assessment tasks.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1: Lesson Planning Develop a series of at least three sequential lessons/ learning activities. These must demonstrate knowledge and understanding of:
| 40% | LO1, LO2, LO3 | GA1, GA4, GA5, GA9, GA10 |
Assessment Task 2: Analysis of the Curriculum Analysis of Psychology 7-10 curriculum content, skills, and topics; and diagnostic test and/or self-audit to identify key gaps in pre-service teacher’s knowledge, understandings, and skills. Undertake independent research and/or skill practice. Demonstrate mastery of key topics/gaps identified through:
| 30% | LO1 | GA5 |
Assessment Task 3: CHOICE- For the purposes of national moderation all campuses must select the same task. Option A: Teaching and Assessment Implementation and Critical Reflection Implementation and evaluation of a sequence of learning and teaching activities which will take place in microteaching small-group or similar settings and within which:
Critically evaluate the ways in which the above addresses identified syllabus content, promotes student higher-order thinking, caters for the needs of diverse learners, and addresses the cross-curricular priorities and General Capabilities of the Australian Curriculum, including the integration of literacy and numeracy. OR Option B: Resource Folio and Critical Reflection Create a folio of 6-10 practical activities that cover a range of curriculum topics and skills, within which:
Critically evaluate the ways in which the above addresses identified syllabus content, promotes student higher-order thinking, caters for the needs of diverse learners, and addresses the cross-curricular priorities and General Capabilities of the Australian Curriculum. | 30% | LO1, LO4 | GA4, GA5, GA9 |
All students, regardless of whether their teaching area has adopted the Australian Curriculum, must make reference to the cross-curriculum priorities and General Capabilities identified in the Australian Curriculum.
Representative texts and references
Australian, state and territory curriculum documents
Coleman, A.M. (2009). A dictionary of psychology (3rd ed.). Oxford: Oxford University Press. Retrieved from ACU – Electronic Resource.
Fancher, R.E. (1996). Pioneers of psychology (3rd ed.). New York: Norton & Co.
Findlay, B. (2009). How to write psychology research reports and essays (5th ed.). Frenchs Forest, NSW: Pearson Education Australia.
Gross, R. (2008). Key studies in psychology (5th ed.) London: Hodder Arnold.
Kalat, J.W. (2010). Biological psychology (10th ed.). Belmont, CA: Wadsworth, Cengage Learning.
Kowalski, R.M., & Westen, D. (2009). Psychology. (5th ed.). Hoboken, NJ: John Wiley & Sons.
Peterson, C. (2004). Looking forward through childhood and adolescence: Developmental psychology. Frenchs Forest, NSW: Pearson Education Australia/Prentice Hall.
Salkind, N.J. (2012). Exploring research (8th ed.). Boston: Pearson.
Sigelman, C.K., & Rider, E.A. (2012), Life-span human development (7th ed.). Belmont, CA: Wadsworth Cengage Learning.