Unit Outline

This unit explores the application of cognitive science to teaching and learning in contemporary school settings. It examines how research on memory, attention, and cognitive load informs effective classroom practice. Learners engage with strategies such as retrieval practice, spaced repetition, and dual coding to enhance knowledge retention and transfer. The unit highlights the role of prior knowledge in shaping new learning and the importance of scaffolding to support diverse student needs.

Teachers will investigate how metacognition empowers students to monitor and regulate their own learning. A focus on working memory limitations guides discussion of instructional design, clarity, and reducing extraneous load. Learners also consider how motivation, feedback, and formative assessment interact with cognitive processes in school contexts. The unit integrates digital and multimodal tools while critically evaluating their impact on cognition. Case studies from primary and secondary classrooms illustrate practical applications of theory. By the end, participants will connect cognitive science research with evidence-based pedagogy to improve outcomes for all learners.

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	Communicate in writing for an academic audience.

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 of theories and teaching practice (CC1.1)	Week 4	20 %	LO1, LO2, LO3
Assessment Task 2:	Teaching Strategy Portfolio (CC1.3)	Week 8	35 %	LO1, LO2, LO3
Assessment Task 3:	Micro-Teaching Demonstration (CC1.2)	Week 11	45 %	LO1

Assessment details

Assessment Task 1: Reflective analysis of theories and teaching practice (CC1.1)

Task Description:

Students will write an 800-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:

Reflect on the principles of good teaching and the role of educational psychology in understanding and improving teaching practices using cognitive science.

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.

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:

800 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	LO1
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	Communication of ideas through appropriate use of scholarly writing conventions and information literacy skills	LO3

Assessment Task 2: Teaching Strategy Portfolio (CC1.3)

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:

A rationale where relevant theories are connected to teaching strategies to

Sample teaching activities for a chosen subject or age group.

Reflections on how these strategies might cater to student diversity and shows an awareness of location.

Task Length:

1500 words

Due Date:

Week 8

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	LO1
3	Articulation of connections between student diversity and classroom teaching practice	LO1
4	Communicate ideas using academic conventions	LO3

Assessment Task 3: Micro-Teaching Demonstration (CC1.2)

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:

Critically reflect and consideration of why teaching practices must adapt as a student’s familiarity with the knowledge of a subject increases, including when to move from scaffolded practice to independent practice, and why this is important.

Demonstrate application of effective teaching practices which reduce cognitive overload, including explicit instruction, scaffolding.

Ensure the lesson is free of common neuromyths that are related to education.

Task Length:

1800 equivalent

Due Date:

Week 11

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

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