Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course includes 5 single day field experience placement. This course will introduce students to both classic and contemporary theories of human learning and development particularly as relevant to childhood and adolescence. The processes of development across multiple systems will be examined, and students will acquire an understanding of the major influences on child development. Students will explore the implications of developmental issues for children and teachers, and teaching and learning, and consider how to apply developmental information in their practice.
- As this course contains a professional experience component in a school, students are required to have a valid Blue Card for the duration of the placement.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
Students are required to hold a current Blue Card. Forms are available at, and must be submitted through, the School of Education.
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC1702; EDUC1750; EDUC2716; EDUC3001; EDUC2019;
EDUC2711; EDUC2721
Restrictions
Entry to the Bachelor of Education (Secondary) dual program.
Course contact
Course staff
Lecturer
Dr Simone Smala
Tutor
Ms Heather Millhouse
Dr Shelley MacDonald
Mrs Jemima Rillera Kempster
Ms Franciele Spinelli
Lead tutor
Ms Heather Millhouse
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
The aim of the course is to provide introductory information about the process of human development in the childhood and adolescent periods, and to understand the complexities inherent in human development and learning. Students will be introduced to theories and concepts of human development, particularly as relevant to childhood and adolescence and will have the opportunity to consider the implications for their role as teachers and for learners and learning. Factors affecting development including a consideration of atypical development will also be included in this course.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Describe and explain a range of contemporary learning theories and in relation to these theories identify optimal conditions for learning. (APST 1.2)
LO2.
Reflect on the impact of physical, social and intellectual development and characteristics of students and how these may affect learning in secondary school contexts. (APST 1.1)
LO3.
Apply knowledge of contemporary learning theories to learning in secondary education settings. (APST 1.1, 1.2, 1.5, 3.3, 3.4)
LO4.
Use appropriate communication skills to present clear, coherent and independent exposition of knowledge and ideas studied in this course.
LO5.
Demonstrate an understanding of schools as workplaces and be familiar with the statutory, ethical and other requirements that govern the work of teachers in schools. (APST 7.1, 7.2)
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Practical/ Demonstration |
Task 1: Policies + procedures
|
Pass/Fail |
2/08/2024 2:00 pm |
| Paper/ Report/ Annotation, Reflection |
Task 2: Reflective journal, starts in Week 2 - 13
|
40% 2000 words |
Weekly reflection 6/08/2024 2:00 pm Weekly reflection 20/08/2024 2:00 pm Weekly reflection 27/08/2024 2:00 pm Weekly reflection 17/09/2024 2:00 pm Weekly reflection 1/10/2024 2:00 pm Weekly reflection 8/10/2024 2:00 pm Final Reflection document with all semester reflections and an additional 200-300 word reflection on physical, social and intellectual/cognitive development in secondary schools. 24/10/2024 2:00 pm |
| Paper/ Report/ Annotation |
Task 3: Annotated Bibliography
|
30% 2000 words in total |
22/08/2024 2:00 pm |
| Paper/ Report/ Annotation |
Task 4: Design for learning
|
30% 1800 words |
3/10/2024 |
| Participation/ Student contribution, Placement |
Task 5: School Placement Attendance Log
|
Pass/Fail |
18/10/2024 2:00 pm |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Task 1: Policies + procedures
- Hurdle
- Mode
- Activity/ Performance
- Category
- Practical/ Demonstration
- Weight
- Pass/Fail
- Due date
2/08/2024 2:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L05
Task description
Policies + procedures for professional experience
Before you begin your professional experience placement it is important that you read the School of Education’s “Policies and Procedures for Professional Experience” (on Blackboard)
Once you have read it, click the on the Test icon in the Assessment folder/Professional Experience/Statement Declaration to complete this task, before 2 August 2024 at 2pm.
Failure to do so will result in no placement allocated/or the withdrawal of the placement and the awarding of a grade of Fail for the assessment task and course.
Hurdle requirements
No placement until this Statement Declaration has been completed.Submission guidelines
Read the School of Education’s “Policies and Procedures for Professional Experience” (on Blackboard).
Once you have read it, click the on the Test icon in the Assessment folder/Professional Experience/Statement Declaration to declare that you have read it.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
No placement until this Statement Declaration has been completed.
Task 2: Reflective journal, starts in Week 2 - 13
- Mode
- Written
- Category
- Paper/ Report/ Annotation, Reflection
- Weight
- 40% 2000 words
- Due date
Weekly reflection 6/08/2024 2:00 pm
Weekly reflection 20/08/2024 2:00 pm
Weekly reflection 27/08/2024 2:00 pm
Weekly reflection 17/09/2024 2:00 pm
Weekly reflection 1/10/2024 2:00 pm
Weekly reflection 8/10/2024 2:00 pm
Final Reflection document with all semester reflections and an additional 200-300 word reflection on physical, social and intellectual/cognitive development in secondary schools. 24/10/2024 2:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L01, L02, L03, L04
Task description
As future teachers, you are required to:
- Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning
- Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
- Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
This reflective journal task enables you to demonstrate your abilities across all these areas. To assist you in maintaining momentum in your course, you are required to complete 6 journal entries that are tied to the learning in this course, submitted online during semester. This is followed by a final reflection task at the end of semester.
In order to achieve in this assessment, you will need to:
- Participate in all weekly lectures, workshops and tutorials (including preparation of weekly readings for class discussion).
- Complete your journal at regular intervals throughout the Semester (as outlined below).
You will be provided with question throughout the semester in line with the topics we will cover. For each of the topics below, you will write 200-250 word journal entries in response to each of the question and add at least one specific reference to course readings you have read in the preparation of your reflection. This may include a chapter/excerpt from your textbook and/or a reading from the course reading list. The reference is not included in the word count. Please note: your journal entry reflections need to be based on readings, lectures and tutorials in this course. Please reflect on what you have encountered in this course, and how you might have experienced learning situations yourself that remind you of the concepts, ideas and theories you have read or learnt about in this course.
- Why is it important for educators to be aware of, and understand current research evidence on how children and adolescents develop and learn? DUE for week 2
- What are the most important elements of learning theories that teachers may need to support their educational practices? DUE for week 4
- Identify the key influences on children's and adolescents development. How might teachers respond to the diversity of development among students in secondary classrooms, to promote optimal outcomes for all individuals? DUE for week 5
- What aspects of cognitive and physical development will teachers take account of, when designing learning experiences for students in secondary schools? Provide brief examples. DUE for week 8
- Which aspect(s) of social/emotional development do you think will be a key to understanding your students, when you are in the classroom? Justify your choices with brief examples. DUE for week 9
- To what extent and in what ways can current research on how the brain and mind learn contribute to design of effective educational practices for students in secondary schools? How might you ensure that you make best use of research evidence? Due for week 10
It is important to remember to submit each journal entry on its due date AS YOU WILL NOT BE ABLE TO INCLUDE ANY MISSING JOURNAL ENTRIES IN YOUR FINAL ASSIGNMENT. Note that the journal entry link for week 2 will not be available after 6 August, the journal entry link for week 4 will not be available after 20 August etc.
Journal entry reflections will not be marked during the semester. Tutors will provide feedback to your first journal entry, to guide you in the beginning. On Thursday 24 October, you will be required to submit on TurnItIn a single document including all your journal entries and an additional 200–300-word reflection on physical, social and intellectual/cognitive development in secondary schools, and how these three aspects of development are interconnected. In this additional 200–300-word reflection, please include one example of scaffolding for learning you have observed during your school placement. This could be any suitable activity you have observed in the classes you visited during your placement. Scaffolding refers to step-by-step learning activities, and you will learn more about it during the semester. You will need to provide references to the literature covered in the course to support your reflections, including the additional 200–300-word reflection. All references used during all reflections will need to be included in one single reference list at the end of the single final document. The single document with all your journal entries and the additional reflection WILL BE MARKED as per the criteria sheet. Please read the criteria sheet carefully.
A TurnItIn submission linked will be provided on Blackboard.
Outstanding weekly reflections will not be considered in the final reflection assignment if they have not been uploaded beforehand as weekly reflections. In other words, you are likely to fail this assignment if you do not upload your weekly journal entry reflections by their due dates, as they will not be marked as part of your final single document.
Australian Professional Standards for Teachers:
Focus
1.1 Physical, social and intellectual development and characteristics of students (Descriptor: 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 (Descriptor: Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.)
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities (Descriptor: Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Submission guidelines
Weekly reflections are uploaded in the Reflection Journals tool on Blackboard.
The Final Reflection document will be submitted electronically via Blackboard and using Turnitin. Before submitting any assignments for this course, you must ensure you have completed UQ's compulsory online Academic Integrity Tutorial. The module can be found at: https://www.uq.edu.au/integrity
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person or source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university. In some cases, resubmission may be part of the requirements for the course assessment.
When you successfully submit your assessment to Turnitin you should receive a confirmation page as a digital receipt. You will receive this information via your student e-mail account. If you do not receive a submission ID you should regard your submission as unsuccessful.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Extension Request
All applications for extension must be accompanied by a medical certificate or other statutory documentation (e.g., counsellor’s letter) considered by the university to be acceptable evidence for extensions.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Penalties for Late Submission
If the appropriate documentation has not been submitted (as detailed in Extension Requests), the grade assigned for the assessment item will be reduced one full grade level for each day (weekends and holidays included) beyond the due date for up to 7 calendar days, at which point any submission will not receive any marks unless an extension has been approved. Each 24 hour block is recorded from the time the submission is due.
Task 3: Annotated Bibliography
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 30% 2000 words in total
- Due date
22/08/2024 2:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L01, L02, L04
Task description
For this task, you will present some contemporary literature on learning and development. You will need to find and discuss readings that focus on both of the following areas:
1) How secondary school students develop and learn in general (aspects of general learning theories discussed in the course)
2) The physical, social and intellectual/cognitive aspects of development and learning (one example for physical, social and cognitive learning in secondary schools each). Please make sure your chosen articles are about aspects of physical, social and cognitive learning and development in SECONDARY SCHOOL SETTINGS.
You will prepare an annotated bibliography including six references. You may use three readings included in this course (chapters/sections that are set for weekly readings, or any of the additional readings listed in the course profile), but you must use at least three other readings that you have found yourself. The three other readings that you find yourself have to be journal articles from peer-reviewed journals in the UQ databases, published from 2010 onwards (so, no articles that were published earlier than 2010).
Format
The total word count for this task is 2,000 words. The full reference of your annotated literature sources are included in the word count.
Include in your assignment:
A brief introduction to the physical, social and cognitive aspects of learning and development, based on what you have learnt so far in the course.
For each annotation:
The full reference in APA 7th edition format
A summary of the chapter/article including the main points
A statement of the key message being conveyed by the author(s)
An interpretation of the strengths and limitations of the work (critical analysis of the content, ideas or the research methods used)
At the end of the annotated bibliography:
A summary about what the six articles in combination might tell us about learning and development theories in education.
This final summary should include implications for teachers.
Australian Professional Standards for Teachers:
Focus
1.1 Physical, social and intellectual development and characteristics of students (Decsriptor: 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 (Descriptor: Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.)
Submission guidelines
Assignments for this course will be submitted electronically via Blackboard and using Turnitin. Before submitting any assignments for this course, you must ensure you have completed UQ's compulsory online Academic Integrity Tutorial. The module can be found at: https://www.uq.edu.au/integrity
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person or source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university. In some cases, resubmission may be part of the requirements for the course assessment.
When you successfully submit your assessment to Turnitin you should receive a confirmation page as a digital receipt. You will receive this information via your student e-mail account. If you do not receive a submission ID you should regard your submission as unsuccessful.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Extension Request
All applications for extension must be accompanied by a medical certificate or other statutory documentation (e.g., counsellor’s letter) considered by the university to be acceptable evidence for extensions.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Penalties for Late Submission
If the appropriate documentation has not been submitted (as detailed in Extension Requests), the grade assigned for the assessment item will be reduced one full grade level for each day (weekends and holidays included) beyond the due date for up to 7 calendar days, at which point any submission will not receive any marks unless an extension has been approved. Each 24 hour block is recorded from the time the submission is due.
Task 4: Design for learning
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 30% 1800 words
- Due date
3/10/2024
- Other conditions
- Student specific.
- Learning outcomes
- L01, L03, L04
Task description
For this task, you will design a learning activity for a small group of secondary students. The topic area covered in the activity can be in your preferred curriculum area (e.g. English, Maths, History, Languages, Biology and so on). The activity should be engaging, interactive and based on a student-centred, constructivist approach to education. The activity can be 20-60 minutes in length. You do not need to design a whole lesson, just one activity. The one activity might have an introductory section, a middle part, and a conclusive section that might include a quick assessment to check for learning.
The assignment has two parts:
1. Activity Plan
You will design an activity plan using a template provided to you on Blackboard. The activity plan will be approximately 500 – 600 words. You will need to provide a description of:
- The context for the activity, where and how it should be done, what subject area it is (Chemistry, Japanese, Business Studies etc)) and any other critical information that other teachers would need to know in advance of implementing the activity. You may reference the Australian Curriculum 8.4 or 9.0, or Queensland Syllabus documents.
- The intended learning outcomes of the activity - what do you think the secondary students will be able to do or understand at the end of the activity
- The resources required for the activity - laptops, URLs, apps, materials.....anything in terms of materials, technical or otherwise, and sources of information that you will need to do this activity with your students
- A description of what students will be doing - what will you ask the students to do at each phase of the activity, will they work alone or in groups/with partners, will there be opportunities to self-check on their progress, for example through peer or teacher interaction, or using apps and other generative AI tools, and so on.
- An outline of the support that the teacher will provide while students complete the activity - how you will help students do the activity, how you will introduce and guide the activity, and check on students' progress.
2. Design justification
The second part of the assignment involves you providing a justification for the design of your activity plan. This section will be approximately 1000 – 1200 words. In this section, you will need to cover the following:
- A description of the learning and development theories that underpins your design (design: the decisions you took when developing the activity)
- A justification for why the development and learning theories were chosen - provide specific details of theory concepts, ideas and strategies and link them specifically with steps and phases in your activity
- An explanation of HOW you have drawn on the theories to inform the decisions you made in designing the activity - provide specific details of theory concepts, ideas and strategies
- The range of teaching strategies that will need to be employed during the activity
- A justification for the resources selected for use in the activity
- A reflection on what this task has helped you to understand about how learning and development theories inform practice
- Consider student diversity for all of the above (differentiation)
- A minimum of four references should be used to support your justification
Australian Professional Standards for Teachers:
Focus
1.2 Understand how students learn (Descriptor: Demonstrate knowledge and understanding of research into how students learn and the implications for teaching)
3.3 Use teaching strategies (Descriptor: Include a range of teaching strategies)
3.4 Select and use resources (Descriptor: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.)
Submission guidelines
Assignments for this course will be submitted electronically via Blackboard and using Turnitin. Before submitting any assignments for this course, you must ensure you have completed UQ's compulsory online Academic Integrity Tutorial. The module can be found at: https://www.uq.edu.au/integrity
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person or source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university. In some cases, resubmission may be part of the requirements for the course assessment.
When you successfully submit your assessment to Turnitin you should receive a confirmation page as a digital receipt. You will receive this information via your student e-mail account. If you do not receive a submission ID you should regard your submission as unsuccessful.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Extension Request
All applications for extension must be accompanied by a medical certificate or other statutory documentation (e.g., counsellor’s letter) considered by the university to be acceptable evidence for extensions.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Penalties for Late Submission
If the appropriate documentation has not been submitted (as detailed in Extension Requests), the grade assigned for the assessment item will be reduced one full grade level for each day (weekends and holidays included) beyond the due date for up to 7 calendar days, at which point any submission will not receive any marks unless an extension has been approved. Each 24 hour block is recorded from the time the submission is due.
Task 5: School Placement Attendance Log
- Hurdle
- Mode
- Activity/ Performance, Written
- Category
- Participation/ Student contribution, Placement
- Weight
- Pass/Fail
- Due date
18/10/2024 2:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L05
Task description
Please print out and take the Attendance Log document (on Blackboard) with you to your placement school, and ask your main contact teacher to sign it for each day you have spent at the school. At the end of the five days, ask the school practicum coordinator to sign your Attendance Log and to keep a copy for their records. When you have completed the five days of field experience, please scan or take a photo of the signed log and upload it on Blackboard.
Hurdle requirements
If you have to make up days that you missed, uploaded the Attendance Log as soon as you have finished your five days of practicum. Please note that you cannot pass this course without a completed Attendance Log.Submission guidelines
Upload completed Attendance Log on Blackboard
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Contact the course coordinator if you are late with uploading the Attendance Log because you have to make up missing placement days. Please note that you cannot pass this course without a completed Attendance Log.
Late submission
If you have to make up days that you missed, uploaded the Attendance Log as soon as you have finished your five days of practicum.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: The student has failed to attend required learning activities and/or failed to submit required assessment tasks. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: The student's work demonstrates serious flaws in respect to concepts and/or communication of knowledge and understanding. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: The student's work demonstrates limited levels of achievement in respect to concepts and/or communication of knowledge and understanding. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: The student's work demonstrates a sound level of achievement in respect to concepts and communication of knowledge and understanding. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: The student's work demonstrates an ability to develop and apply understandings that go beyond a basic level of engagement with the discipline. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: The student's work demonstrates superior engagement with the discipline, effective communication skills and some attempt to develop original perspectives on relevant issues. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: The student's work demonstrates substantial elements of originality and insight and a capacity for sophisticated modes of communication. |
Additional course grading information
All three assessments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows:
Example:
A student receives the following three grades
Assignment 1ﾠ(A1): grade of 6 at 30% weighting
Assignment 2ﾠ(A2): grade of 5 at 30% weighting
Assignment 3ﾠ(A3): grade of 6.5 at 40% weighting
The final grade for this student taking into account the weighting of each assignment would be:
(A1: .30 x 6) + (A2: .30ﾠx 5) + (A3: .40ﾠx 6.5) = 1.8 + 1.5 + 2.6ﾠ= 5.9
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is not available for some items in this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of generative AI to support or inform assessment
These tasks have been designed to be challenging, authentic and complex. Whilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference AI use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
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Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
No student involvement (Breaks, information) |
Midterm Break Midterm Break from 23/09/2024, return to classes on Monday 30/09/2024 |
|
Multiple weeks From Week 1 To Week 3 |
Lecture |
Module 1 1. Foundations of learning and development Learning outcomes: L01, L02, L03, L04 |
Multiple weeks From Week 4 To Week 7 |
Lecture |
Module 2 2. Developmental perspectives on learning Learning outcomes: L01, L02, L03, L04 |
Multiple weeks From Week 8 To Week 10 |
Lecture |
Module 3 3. Contemporary learning theories Learning outcomes: L01, L02, L03, L04 |
Multiple weeks From Week 11 To Week 13 |
Lecture |
Module 4 4. Theory into practice Learning outcomes: L01, L02, L03, L04, L05 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
You'll also need to be aware of the following policies and procedures while completing this course:
- Placement
- Working with Children
- Fitness to Practise Policy