Course coordinator
Dr Jonathan Brazil
Course overview
- Study period
- Semester 1, 2026 (23/02/2026 - 20/06/2026)
- Study level
- Postgraduate Coursework
- Location
- External
- Attendance mode
- Online
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course engages pre-service teachers in an analysis of historical and recent developments in research that furthers our understandings of physical, social-emotional, and intellectual development. Critical knowledge and understanding of the science of learning, and the mind, drawing distinctions between psychological, biological and socio-cultural viewpoints, will be required. A particular focus of the course will be the developmental and contextual characteristics of students during early childhood, middle childhood and the adolescent years and how these may affect student learning and engagement. Pre-service teachers will demonstrate the application of knowledge and skills to practice by understanding the importance of the state of the learner for optimal learning and engagement. Consideration will be given to the importance of parent engagement in the educative process and strategies for maximising this engagement. This will include identifying strategies that are responsive to the learning strengths and needs of each student
Course requirements
Restrictions
In Person Offering: Restricted to students enrolled in the MTeach(Primary), MTeach(Sec), GCEdSt or MEdSt (2 year duration)
External Offering: Restricted to students enrolled in the GCEdSt, MEdSt (2 year duration) or the MTeach Turn To Teaching Internship Program.
Jointly taught details
This course is jointly-taught with:
- Another instance of the same course
An external offering of this course has been made available for students who meet certain individual and program criteria.
Course contact
Course staff
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
The live face-to-face workshop is required for all MTeach students and strongly encouraged for all MEdStudies students. Video lectures and readings will be provided online on Learn.UQ (Blackboard).
Aims and outcomes
This course aims that learners will:
- Identify and be able to explain variousﾠtheories of child and adolescent development and learning.
- Describe how the three fields of neuroscience,ﾠpsychological science, and education can contribute to learning and development theory.
- Demonstrate awareness of the psychological underpinnings of emotions and cognition in learning and development.
- Consider the role of social influences and interaction in learning and development.
- Identify key physical, intellectual and social developments and their impact on learning.
- Critically examine conditions for optimal learning in children and adolescents.
- Apply key developmental and learning theories to practical classroom settings.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate analysis of recent developments in research into the physical, social and intellectual development and characteristics of students and how these affect learning. (APST 1.1)
LO2.
Demonstrate critical reflection on research into contemporary theories of learning and the mind, and implications for teaching. (APST 1.2)
LO3.
Demonstrate the application of knowledge and skills to practice by identifying a range of differentiated teaching strategies that are responsive to the full range of learning abilities, strengths and needs of students from diverse backgrounds and that support inclusive participation in educational settings. (APSTs 1.3, 1.5, 3.3, 4.1)
LO4.
Demonstrate an understanding of the importance of parent engagement in the educative process and describe a range of strategies for maximising this engagement. (APST 3.7)
LO5.
Demonstrate clear, fluent, and coherent communication skills consistent with personal, professional and academic conventions.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique | Assessment Task 1: Critical Review Paper | 40% 2000 words |
23/04/2026 2:00 pm |
| Paper/ Report/ Annotation, Presentation, Product/ Design |
Assessment Task 2: Case Study
|
60% 2500 equivalent |
Lesson Plan and Rationale — Due 2pm 21/05/2026 Interactive Oral 8/06/2026 - 19/06/2026 Interactive Oral (TTT Internship Students ONLY) 25/05/2026 - 29/05/2026
Interactive oral sessions will be scheduled during the examination period. Turn to Teach Internships students ONLY (enrolled concurrently in EDUC7670) have an alternate due date for the Interactive Oral ONLY to avoid placement clashes. |
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
Assessment Task 1: Critical Review Paper
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40% 2000 words
- Due date
23/04/2026 2:00 pm
- Learning outcomes
- L01, L02, L04, L05
Task description
How do research and theories about the brain and mind impact the work of teachers in classrooms?
In your response to this question, consider the physical, social, emotional, and intellectual characteristics of students. How do you think these characteristics have combined to impact on student learning?
Carefully think about these points in your critical review paper:
- Consider what it means to be a ‘novice’ learner compared to an ‘expert’ and the implications this has for classroom practice. How do novice learners process and acquire knowledge differently from experts as they progress towards mastery? What strategies and adjustments should teachers use and make to support students at different stages of learning? (CC 1.1, 1.3 — assessed)
- Using literature that highlights recent advances in our understanding of learning, make sure you provide a critical analysis of the physical, social, emotional and intellectual characteristics of students. This means using the readings we provide and the discussions in the workshops and finding peer-reviewed literature to support any substantial claims you make about these aspects of learning.
- Consider how students actually learn, what do the theories on learning and development say about the most efficient and effective processes of knowledge acquisition? How does memory function and how does cognitive overload impact student learning? Consideration must be given to the implications of this for teaching practice (e.g., how teachers must adjust practice in response to student learning). (CC 1.2 — assessed)
- Evaluate the impact of common neuromyths on student learning outcomes and teaching strategies. Why is it important for teachers to base their practices on research rather than misconceptions? (CC 1.4 — assessed)
- Your submission will need to include discussion of research and theory but also provide concrete examples. These examples should illustrate your point in a way that a non-expert (such as students’ parents) could understand.
- It is mandatory that you draw on the material provided to you and the discussions that occur in the workshops.
- If you use generative AI in any way in your assessment task, you must provide specific details about how it was used and include all your prompts and outputs in an appendix. You must provide a response to this task that significantly advances or otherwise is predominantly generated by you and not by AI. Using generative AI without acknowledgement will be considered academic misconduct.
Important points:
- Your submission must include references, including and not limited to those that have been provided to you. You must reference any and all ideas you have taken from somewhere else.
- All referencing must be done in APA format (version 7). Find and use a template to ensure that you are complying with APA format.
- Ensure that your submission includes a title page with your details and the details of the assessment task.
- The word limit is a broad guide only, but please try to keep your submission to about 2000 words excluding references and any appendices.
- You may use the 2000 words in any way you see fit. It is logical to write this assignment up in something akin to an essay format. Please refer to the resources available at the UQ Library if you are unsure about how to write an essay.
- The discussions in the workshops are critical to providing you with opportunities to understand how to write a passable submission for this assessment task.
- Your submission will be checked for plagiarism, and all applications for late submission will be treated in strict accordance with UQ policy. Please note that medical certificates are routinely verified by the University.
Australian Professional Standards for Teachers: 1.1, 1.2, 3.7
Submission guidelines
Submitting your work via Turnitin
Assignments for this course will be submitted electronically via Learn.UQ (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 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Assessment Task 2: Case Study
- Hurdle
- Identity Verified
- Mode
- Oral, Product/ Artefact/ Multimedia, Written
- Category
- Paper/ Report/ Annotation, Presentation, Product/ Design
- Weight
- 60% 2500 equivalent
- Due date
Lesson Plan and Rationale — Due 2pm 21/05/2026
Interactive Oral 8/06/2026 - 19/06/2026
Interactive Oral (TTT Internship Students ONLY) 25/05/2026 - 29/05/2026
Interactive oral sessions will be scheduled during the examination period. Turn to Teach Internships students ONLY (enrolled concurrently in EDUC7670) have an alternate due date for the Interactive Oral ONLY to avoid placement clashes.
- Other conditions
- Student specific.
- Learning outcomes
- L03, L04, L05
Task description
Given what you have learned about learning, create a lesson plan in a curriculum area of your choosing.
In your plan, you will need to include the following:
- Develop a range of differentiated teaching strategies that would be responsive to learning strengths and needs of students from a broad range of backgrounds and across a full range of abilities, and that could elicit response to the curriculum area.
- Based on the principles you use, provide a rationale to guide your choices.
Your submission will include the following components (with equivalent word counts and percentage weighting):
Part 1: Lesson plan (~700 words) — 20%
Part 1 of your submission will include a description of your planned lesson or series of lessons. A table will be sufficient but not necessary for this part. In it, you will need to include information about the context, content and intended outcomes of the lesson. You will also need to describe what activities students will do, what will be needed to support these activities and the logic of the lesson structure will need to be clear.
Part 2: Rationale (~ 800 words) — 30%
Part 2 of your submission will include an explanation of why you have planned the lesson or lessons as you have. It is vital that you make it clear the theories and research that support your decisions. You will need to reference the theories and research explicitly here.
You may format this section in any manner that you see fit; however, a suggested format is:
- An overall statement of your teaching philosophy/overall approach — this will give a broad indication of what you assume learning to be and how this conceptualisation for learning informs what you plan to do as a teacher.
- Specific details about elements of the plan and why you have chosen to design your lesson(s) that way. In particular, this section will need to include details about how you will be meeting the below APSTs and the overall outcomes of the course. For example, you will demonstrate that you have included a range of teaching strategies (APST 3.3), and you will need to “demonstrate critical reflection on research into contemporary theories of learning and the mind, and implications for teaching” (course learning outcome).
- A summary showing very clearly how research and theory has informed your overall lesson plan(s).
Part 3: Interactive oral (~1000 words equivalent) — 50%
Part 3 of your submission will involve an individual 1-on-1 discussion with a member of the teaching team. This discussion will be 10 minutes long. In it, you will be asked about your lesson plan and your justification for why you have designed it in the way you have. You will be expected to describe and explain your lesson plan and the rationale for it based on the research and theory covered in the course without using Artificial Intelligence (AI) or Machine Translation. This Part of the assessment may be recorded and retained for remark purposes as per UQ Assessment Procedure.
Australian Professional Standards for Teachers: 1.3, 1.5, 3.3, 4.1
Hurdle requirements
You must pass the interactive oral to pass the course.Submission guidelines
Submitting your written work via Turnitin
Written assignments for this course will be submitted electronically via Learn.UQ (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 10% of the maximum possible mark will be deducted per 24 hours from time submission is due 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: No evidence of engagement with assessment requirements and literature. No critical analysis of readings, theories, and research. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Very minimal engagement with assessment requirements and literature. Critical analysis of readings, theories, and research severely lacking. Written presentation extremely poor. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Lack of engagement with assessment requirements and literature. Poor critical analysis of readings, theories, and research, with substandard written presentation. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic requirements for the course, such as some use of fundamental concepts; some use of references; basically keeping to the topic; 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 topic. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts of the course, going beyond mere replication of ideas from source materials to show understanding of key ideas, awareness of 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 course, 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 a comprehensive and complex understanding of the course.ﾠAssessment is interesting, surprising, exciting, challenging or erudite. |
Additional course grading information
Assignment Submission:ﾠAll assignments must be submitted electronically. Assignments must be submitted by the due date.
Determining Final Grades:ﾠThe final grades are determined by consideration of the weighting of individual assessment items, through the use of a weighting formula and the profile of individual grades across accumulated assessment tasks. ﾠ
Exemplar to show calculation of final grade:
Both assignments in this course will be graded out of 7. The final grade will be calculated using the weighting and the individual assignment grade as follows. For example, if a student receives the following two grades:
Assignment 1: Grade of 4 at 40% weighting
Assignment 2: Grade of 6 at 60% weighting
The final grade for this student taking into account the weighting of each assignment would be:ﾠﾠ
(A1)ﾠ +ﾠ (A2) ﾠ ﾠ ﾠ ﾠ
(0.40 x 4) + (0.60 x 6) = 1.6 + 3.6 = 5.2
The final grade would be rounded to the nearest whole number; in this case, the grade would beﾠ5 (with rounding).
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).
Note: Exact assignment scores calculated from the rubric criteria will be used to calculate the course grade. For example, for Turnitin submissions, a marking rubric for each assignment has been uploaded to Turnitin and where applicable each criterion has been given a specific weighting. This rubric is then used to grade each individual assignment. Turnitin records these specific criterion grades and may show the exact grade resulting from the criteria scores (e.g., 5.2). However, Turnitin records a rounded whole number grade in the grade window (e.g., 5.0), which it automatically uses to populate the grade centre in Blackboard. To avoid inflation or deflation of grades at the assignment level, the exact grade calculated from the criteria scores will be manually recorded in the grade centre. The exact grades for each assignment (i.e., not the rounded grades) will be used to calculate the final course grade. Blackboard grade centre columns will be labelled accordingly.
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 Learn.UQ (Blackboard) for this course.
Release of assessment item marks and feedbackﾠ
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 Procedure, 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.ﾠ
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.ﾠ
Use of generative AI/MT to support or inform assessment
Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing the assessment tasks. Students may appropriately use AI and/or MT in completing the assessment tasks. 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.
SAPD Extension Request
Students who hold a SAP for the current semester may be approved for up to 7 days extension initially, any further extension request(s) will require an explanation and further supporting documentation such as a medical certificate.
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
Suggested textbook
O'Donnell, A. (2019). Educational psychology (Third Australian ed.). Milton, Qld.: John Wiley & Sons. (available online through UQ Library)
Note: weekly readings and resources will be available via UQ.Learn (Blackboard).
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 |
|---|---|---|
Week 1 (23 Feb - 01 Mar) |
Workshop |
Week 1: History of development and learning Physical, social, emotional, and cognitive. How have key theories from the 20th Century shaped current educational practice in Australia? Neuromyths (CC 1.4.2 – taught & practised) Learning outcomes: L01, L02, L04 |
Week 2 (02 Mar - 08 Mar) |
Workshop |
Week 2: The science of learning An emerging field for understanding child and adolescent development and learning (Combining neuroscience, psychology and education). Implications of this field for education (CC 1.1.2, 1.4.2 — taught; CC 1.4.2 — practised). Learning outcomes: L01, L02, L04, L05 |
Week 3 (09 Mar - 15 Mar) |
Workshop |
Week 3: Brain, mind, and learning An introduction to the complexity of the brain and mind. What we know, what we don’t know and what the implications are for learning and development (CC 1.1.1, 1.2.1, 1.3.1 — taught; CC 1.1.1, 1.2.1 — practised). Learning outcomes: L02, L04, L05 |
Week 4 (16 Mar - 22 Mar) |
Workshop |
Week 4: The embodied brain Recognising what is happening in the brain influences physical health and well-being. What is inside and outside our control? Autonomic nervous system, adrenal and hormonal systems. Role of Self-Awareness and self-regulation in learning and engagement. Learning outcomes: L02, L04 |
Week 5 (23 Mar - 29 Mar) |
Workshop |
Week 5: Intellectual development New technologies for understanding human cognition in adolescence (e.g., attention and self-regulation, executive function and working memory, processing speed). Identifying learning strengths and needs of students from diverse linguistic and socioeconomic backgrounds (CC 1.1.3, 4.2.3 — taught & practised). Learning outcomes: L01, L04 |
Week 6 (30 Mar - 05 Apr) |
Workshop |
Week 6: Physical development Physical activity, new approaches in neurology and physical activity and implications for learning (exercise physiology, sleep, nutrition). Learning outcomes: L01, L04 |
Mid-sem break (06 Apr - 12 Apr) |
No student involvement (Breaks, information) |
Mid-semester break, 1 Week |
Week 7 (13 Apr - 19 Apr) |
Workshop |
Week 7: Emotional development The role of emotions in learning, common emotions in learning, and triggers to emotions in schools. The impacts of social and emotional competence on learning and teaching. The ACARA Wheel of personal capabilities (Self-awareness, self-management, social awareness and social management). Learning outcomes: L01, L04 |
Week 8 (20 Apr - 26 Apr) |
Workshop |
Week 8: Social-emotional development The importance of relationships and social emotions in learning. The importance of positive role models to mitigate risk and enhance protective factors across contexts. The importance of the self in context and the role of others, including parental and community influences. Learning outcomes: L01, L04 |
Week 9 (27 Apr - 03 May) |
Workshop |
Week 9: The state of the learner Understanding the diverse cultural, socio-economic, linguistic, religious and personal backgrounds that students bring to the learning context and how they impact learning and engagement. Recognition/self-awareness of how teachers respond to their students and the importance of the teacher-student relationship (CC 1.2.2, 1.3.2, 2.2.1, 2.2.3, 2.2.6 — taught & practised). Learning outcomes: L01, L03, L04, L05 |
Week 10 (04 May - 10 May) |
Workshop |
Week 10: The science of well-being What is it and why is it important? Mindfulness and Self Care and the downstream effects on teaching and learning (CC 1.3.2, 2.2.6 — taught & practised). Learning outcomes: L03, L04 |
Week 11 (11 May - 17 May) |
Workshop |
Week 11: Conditions for learning Communication; safety, support; care and connection; peer and adult social and emotional competency; school climate; and encouraging parental engagement (CC 1.2.3, 1.3.2, 2.2.6 — taught & practised). Learning outcomes: L01, L03, L04 |
Week 12 (18 May - 24 May) |
Workshop |
Week 12: Optimal conditions for learning Discussion of the conditions for optimal learning and engagement in classrooms based on the theories and research about learning and development covered in the course (CC 1.1.1, 1.1.4, 1.2.3, 1.3.2, 2.2.6 — taught & practised; CC 1.1.2 — practised). Learning outcomes: L01, L02, L03, L04 |
Week 13 (25 May - 31 May) |
Workshop |
Week 13: Implications for education How does this research transfer into the classroom? How do theories and research findings in learning and development apply to policy and practice? What are potential barriers to the translation process? (CC 1.1.4, 1.2.3, 1.3.2, 2.2.6 — taught & practised; CC 1.3.1 — practised) Learning outcomes: L01, L03, L04 |
Additional learning activity information
.
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 for Students Policy and Procedure
- AI for Assessment Guide
- Recording of Teaching Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.