Course coordinator
Mr Daniel Taylor-Griffiths
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
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.
Course requirements
Assumed background
No specific background knowledge, beyond successful completion of secondary school, ﾠis assumed.ﾠ Students who feel that their study ﾠand communication skills are not strong are advised to avail themselves of the learning support materials and activities provided by the library and student support services.
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC1650; EDUC1702; EDUC2716; EDUC3001; EDUC2019; EDUC2711; EDUC2721.
Restrictions
Entry to the Bachelor of Education (Primary) program
Course contact
Course staff
Lecturer
Mr Daniel Taylor-Griffiths
Tutor
Ms Heather Millhouse
Dr Fabienne van der Kleij
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Lectures - 2hrs: Lectures begin in week 1.
Weekly lectures are designed to support students in engaging with and understanding the course content by addressing specific topics each week. Lectures are the foundation for achieving the learning outcomes. In addition, messages relating to the course and frequently asked student queries will be addressed at lectures. Therefore, attendance at and participation in, lectures are essential for optimal learning in this course.
Tutorials - 1hr: Tutorials begin in week 1.
Prior to the first lecture, please ensure that you have signed up for a tutorial and that you know the location and time. Attendance at, and participation in, all tutorial activities are core to optimal learning in this course.
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.
LO2.
Reflect on the impact of physical, social and intellectual development and characteristics of students and how these may affect learning.
LO3.
Apply knowledge of contemporary learning theories to learning in primary education settings.
LO4.
Use appropriate communication skills to present clear, coherent and independent exposition of knowledge and ideas studied in this course.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation | Assignment 1 - Annotated Bibliography | 30% 2000 words |
4/04/2025 2:00 pm |
| Essay/ Critique, Product/ Design | Assignment 2 - Design for Learning | 30% 1800 words |
2/05/2025 2:00 pm |
| Reflection | Assignment 3 - Reflective Journal Entries | 40% 2000 words |
30/05/2025 2:00 pm
Your weekly reflections in the lead-up to your final submission are due: Week 2: Friday 07/03/2025 2:00pm Week 3: Friday 14/03/2025 2:00pm Week 6: Friday 04/04/2025 2:00pm Week 7: Friday 11/04/2025 2:00pm Week 11: Friday 16/05/2025 2:00pm Week 12: Friday 23/05/2025 2:00pm Your final submission is due: Week 13: Friday 30/05/2025 2:00pm |
Assessment details
Assignment 1 - Annotated Bibliography
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Paper/ Report/ Annotation
- Weight
- 30% 2000 words
- Due date
4/04/2025 2:00 pm
- 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 primary 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 intellectual/cognitive learning in primary schools each)
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 2015 onwards (so, no articles that were published earlier than 2015).
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. Any additional references that you might use in your annotations must be listed at the end of the assignment, but these additional references are not counted in the word count.
Each annotation will include:
- A brief introduction to the area(s)
- 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 and research methods)
At the end of the review, provide a summary about what the six articles in combination might tell us about learning and development theories in education. This summary should include implications for teachers.
Submission guidelines
Submitting your work via Turnitin
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.
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.
Assignment 2 - Design for Learning
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Essay/ Critique, Product/ Design
- Weight
- 30% 1800 words
- Due date
2/05/2025 2:00 pm
- Learning outcomes
- L01, L03, L04
Task description
For this task, you will design a learning activity for a small group of primary students. The topic area covered in the activity can be in your preferred curriculum area (e.g. English/Literacy; Maths/Numeracy; Social Sciences, etc). 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 knowledge domain it is in (e.g. science, literacy 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 or Queensland Syllabus documents.
- The intended learning outcomes of the activity - what do you think the primary students will be able to do or understand at the end of the activity
- The resources required for the activity - paper, URLs, skipping ropes.....anything in terms of technical materials 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 primary 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, 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
- 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
Submission guidelines
Submitting your work via Turnitin
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.
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.
Assignment 3 - Reflective Journal Entries
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Reflection
- Weight
- 40% 2000 words
- Due date
30/05/2025 2:00 pm
Your weekly reflections in the lead-up to your final submission are due:
Week 2: Friday 07/03/2025 2:00pm
Week 3: Friday 14/03/2025 2:00pm
Week 6: Friday 04/04/2025 2:00pm
Week 7: Friday 11/04/2025 2:00pm
Week 11: Friday 16/05/2025 2:00pm
Week 12: Friday 23/05/2025 2:00pm
Your final submission is due:
Week 13: Friday 30/05/2025 2:00pm
- Learning outcomes
- L01, L02, L03, L04
Task description
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 entry 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 entry reflections that are tied to the learning in this course, submitted online during semester. These form part of your final assignment, due on 24 May, but will not be marked during semester. You will receive feedback on your first reflection to point out weaknesses and strengths of your reflection. The five following reflections will not receive feedback.
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 entry reflections 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.
- Week 2: What are the most important elements of learning theories that teachers may need to support their educational practices?
- Week 3: Why is it important for educators to be aware of, and understand current research evidence on how children and adolescents develop and learn?
- Week 6: What aspects of cognitive and physical development will teachers take account of, when designing learning experiences for students in primary schools? Provide brief examples.
- Week 7: 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.
- Week 11: Identify the key influences on children's development. How might teachers respond to the diversity of development among students in primary classrooms, to promote optimal outcomes for all individuals?
- Week 12: 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 children in primary school? How might you ensure that you make best use of research evidence?
Your journal entry reflections are due on Fridays by 2pm.
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 Friday of week 2, the journal entry link for week 6 will not be available after Friday of week 6 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 Friday 24 May, 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 primary schools, and how these three aspects of development are interconnected. You will need to provide references to the literature covered in the course to support this additional reflection. 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.
Submission guidelines
Submitting your work via Turnitin
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 requests for Reflection tasks due weeks 2-12: Please negotiate directly with your Course Coordinator.
Extension requests for the final submission must be submitted via myRequests at myUQ.
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.
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: Fails to satisfy all of the basic requirements; submissions; submissions lack appropriate references, relevance, coherence, organisation and length. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy most of the basic requirements. Submissions do not demonstrate adequate understanding of course content, and show very limited coherence, communication and referencing skills. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fails to satisfy some of the basic requirements: Submissions display less than adequate coherence, organisation, referencing and length. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic requirements: some use of fundamental concepts, some use of references, basically keeping to the topics; some elaboration of ideas and arguments, some degree of coherence and organisation and appropriate length; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable with respect to explaining the significance and implications of the topics. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts of the topics, going beyond mere replication of ideas from source material to show understanding of key ideas, awareness of their relevance, analysis of implications and drawing of conclusions. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding of deeper and subtler aspects of the topics, such as identifying and debating critical issues or problems, applying ideas to practical situations in schools, and offering insightful commentary, implications and conclusions. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination, originality or flair, based on comprehensive and complex understanding of the topics, interesting or surprising or exciting or challenging or erudite. |
Additional course grading information
Determining final grades
The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.
An exemplar to show calculation of the final grade:
All three assignments 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.
Assignment 1 (A1): grade of 6 at 35% weighting
Assignment 2 (A2): grade of 5 at 35% weighting
Assignment 3 (A3): grade of 6 at 30% weighting
The final grade for this student taking into account the weighting of each assignment would be:
(A1) + (A2) + (A3)
(0.35 x 6) + (0.35 x 5) + (0.3 x 6) = 2.1 + 1.75 + 1.8 = 5.65
The final grade would be rounded to the nearest whole number; in this case the grade would be 6.
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).e 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 available for 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 AI/MT to support or inform assessment
Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
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
The library provides access to many high quality texts and scholarly journals that are pertinent to EDUC1750.ﾠ Students are advised to become adept in using library to search for books and research articles additional to the recommended references. Materials found on the internet by using popular browsers are rarely of adequate quality or trustworthiness to be used to complete assessment tasks. ﾠ
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 |
|---|---|---|
Multiple weeks From Week 1 To Week 3 |
Lecture |
Module 1: Weeks 1-3 Foundations of learning and development: Learning outcomes: L01, L03 |
Multiple weeks From Week 4 To Week 7 |
Lecture |
Module 2: Weeks 4-7 Developmental perspectives on learning: Learning outcomes: L01, L02, L03, L04 |
Multiple weeks From Week 8 To Week 11 |
Lecture |
Module 3: Weeks 8-11 Contemporary learning theories: Learning outcomes: L01, L03, L04 |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid-semester break |
Multiple weeks From Week 12 To Week 13 |
Lecture |
Module 4: Week 12 Theory into practice: Learning outcomes: L01, L02, L03, L04 |
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.