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Semester 1 (Early-Start)
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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).
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: 29 April 2020