Handbook home
Learning Area Psychology 1 (EDUC90471)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
February
Overview
Availability | February |
---|---|
Fees | Look up fees |
This subject explores the rationale, resources, methodology and specific techniques (Pedagogy) appropriate to teaching, learning and assessing Psychology, drawing from the current VCAA Psychology Study Design and the Australian Curriculum and Assessment Authority (ACARA). It highlights curriculum issues, contextual influences and implications for the teaching and learning of psychology.
The subject encourages Teacher Candidates to critically reflect on a variety of theoretical frameworks and practices used within psychology; and explore important issues such as the increasing concerns about ethical issues in the conduct of psychological research. There will be a strong emphasis on connections with school experience and core subjects. By considering the principles and research of learning and teaching that underpin effective classrooms, links between assessment, curriculum and purposeful planning are examined and connected to evidence-based decision making. Teacher Candidates work collaboratively to build their understanding of the psychology teachers’ role to individualise and optimise student learning in a supportive classroom community. They will use a range of ICT tools, justify their choices, and explain how they have expanded learning opportunities for students.
Intended learning outcomes
On completion of this subject teacher candidates should be able to:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- Critically reflect on research into how students learn and understand the concepts, substance, structure and implications for effective teaching practice, including the creation of effective learning environments (Graduate Standards 1.2, 2.1)
- Understand how to design lesson plans and learning sequences, using knowledge of student learning, curriculum, assessment, reporting as well as effective teaching resources (Graduate Standards 2.2, 2.3, 3.2).
- Understand how to set learning goals that provide achievable challenges for students of varying abilities and characteristics (Graduate Standards 3.1).
- Select appropriate strategies to differentiate teaching to meet specific needs of students, drawing on digital technologies and literacy, and numeracy understandings in order to engage and empower students in their learning (Graduate Standards 1.5, 2.5, 2.6, 3.3 & 3.4)
- Evaluate teaching programs to improve learning and to determine the effectiveness of strategies and resources (Graduate Standards 3.6).
- Identify assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning (Graduate Standards 5.1).
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Teacher Candidates must meet the minimum academic study requirements for teaching in specialist areas, in accordance with the Victorian Institute of Teaching's Specialist Area Guidelines, for entry into this subject.
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
- Annotated Lesson Plan (1500 words) due mid semester (30
- Unit of work (3500 words) due end of semester (70%)
Hurdle requirements:
- Participation in online discussions throughout the semester
- Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
- February
Principal coordinator Kate Gallagher Mode of delivery On Campus (Parkville) Contact hours 36 hours Total time commitment 170 hours Teaching period 5 February 2018 to 30 May 2018 Last self-enrol date 28 February 2018 Census date 9 March 2018 Last date to withdraw without fail 4 May 2018 Assessment period ends 15 June 2018 February contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
VCAA VCE Psychology Study Design (2016-2021)
A collection of readings.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary) Course Master of Teaching (Secondary) - Links to additional information
Last updated: 10 February 2024