Unit Outline

Effective teaching practice is informed by an understanding of students’ physical, intellectual, social, emotional, moral, and spiritual development and how they learn. In this unit, you will explore the following overarching questions: How can teachers create the conditions that promote students’ development and learning? What factors influence human flourishing? You will analyse key theories of development, engage with research into how students learn, and consider the implications for your teaching practice.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1	Analyse the physical, intellectual development, social, emotional, moral, and spiritual development of students and explain how this may affect learning.
2	Synthesise research into how students learn and explain the implications for teaching.
3	Manage and communicate specialised knowledge using verbal, written, and digital communication strategies, with use of APA 7th edition referencing conventions where relevant.

Requisites


REQUISITE TYPE	REQUISITES
Concurrent Pre-requisite	EMT502

Alterations as a result of student feedback

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Reflective Analysis	Week 4	20 %	LO2, LO3
Assessment Task 2:	Teaching Strategy Portfolio	Week 10	35 %	LO2, LO3
Assessment Task 3:	Micro-Teaching Demonstration	Week 13	45 %	LO1, LO3

Assessment details

Assessment Task 1: Reflective Analysis

Task Description:

Students will write a 1,250-word reflective analysis that critically examines how insights from the first three modules can inform effective teaching practices in a diverse classroom. The analysis must incorporate:
1. Reflect on the principles of good teaching and the role of educational psychology in understanding and improving teaching practices.
2. Explore the impact of cultural diversity and community influences, using Bronfenbrenner’s bioecological model, and explain how understanding attachment and family relationships enhances engagement and learning.
3. Evaluate how behavioural theories (e.g., classical and operant conditioning, applied behaviour analysis) can be applied to create inclusive and effective classroom environments.

Task Length:

1250 words

Due Date:

Week 4

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Analyse and apply key theories presented in the first two modules	LO2
2	Critically evaluate teaching strategies such as culturally responsive teaching or others	LO2
3	Investigate how specific theories can inform practice in classrooms.	LO2
4	Communicate ideas using academic conventions.	LO3

Assessment Task 2: Teaching Strategy Portfolio

Task Description:

Students will curate a portfolio showcasing teaching strategies designed for diverse learners, with a focus on research evidence informed learning approaches. The portfolio should include:
1. A rationale where relevant theories are connected to teaching strategies to
2. Sample teaching activities for a chosen subject or age group.
3. Reflections on how these strategies might cater to student diversity and shows an awareness of location.

Task Length:

2000 words

Due Date:

Week 10

Weight:

35 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Justify teaching strategies with theoretical and research-based rationale	LO2
2	Critical analysis of relevant theories of human development and the connection to teaching strategies	LO2
3	Articulation of connections between student diversity and classroom teaching practice	LO2
4	Communicate ideas using academic conventions	LO3

Assessment Task 3: Micro-Teaching Demonstration

Task Description:

Students will record a 5-minute micro-teaching session (checking for understanding) where they apply embodied and multimodal learning strategies to teach a concept. The session must address a specific behavioural or learning need within the teaching context. They must submit the video along with a 500-word rationale explaining:
1. How their teaching strategies support learning for the selected context.
2. Their approach to communication, classroom presence, and engagement.
3. Reflection on how they could adapt their strategies to a real classroom.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1, 1.2, 3.5 and 4.5

Task Length:

5 minute video and 500 word reflection (equivalent to 2500 words)

Due Date:

Week 13

Weight:

45 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Critically reflect on theory and professional practice	LO1
2	Demonstrate application of the links between theory and practice in a micro-teaching session	LO1
3	Justify and interpret teaching strategies which can support learning in the selected context.	LO1
4	Planning and communication skills	LO3

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Required Resources

Required reading materials

Margetts, K., & Woolfolk, A. (2018). Educational psychology (5th ed.). Pearson Australia.