COURSE OUT LINE

EDU101 Human Development and

Learning
Course Coordinator: Michael Nagel ([email protected]) School: School of Education and Tertiary Access

2022 Semester 1

USC Sunshine Coast

BLENDED Most of your course is on campus but you may be able to do some components of
USC Moreton Bay LEARNING this course online.
USC Fraser Coast

Online ONLINE You can do this course without coming onto campus.

Please go to the USC website for up to date information on the

teaching sessions and campuses where this course is usually offered.

1. What is this course about?

1.1. Description
In this course you explore a range of ways children develop and learn. This in turn develops your understanding of the human growth
process in relation to the diverse learning styles and needs of children from birth through to young adulthood. Importantly, you will explore
the theories that inform what we know about development and learning and how such theories and research inform teaching and learning.
There is a strong focus in this course on understanding learning within the contexts of rapidly changing environments.

1.2. How will this course be delivered?

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1.2. How will this course be delivered?
ACTIVITY HOURS BEGINNING WEEK FREQUENCY

BLENDED LEARNING

Learning materials – Prerecorded videos and associated 2hrs Week 1 10 times

activities done independently to introduce main concepts each
week.

Tutorial/Workshop 1 – You are required to engage with a weekly 2hrs Week 1 10 times
2 hour tutorial/workshop with associated activities and text book to
consolidate your learning.

Seminar – On campus or online 1hr Week 4 6 times

ONLINE

Learning materials – Prerecorded videos and associated 2hrs Week 1 10 times

activities done independently to introduce main concepts each
week.

Tutorial/Workshop 1 – You are required to engage with a weekly 2hrs Week 1 10 times
2 hour tutorial/workshop with associated activities and the required
text.

Seminar – Online 1hr Week 4 6 times

1.3. Course Topics

Introduction to Course: What is Learning?
Learning – Product or Process? Linking Development to Learning.
The Links Between Development and Learning
Understanding Brain Development
Learning, Thinking and Intelligence
Language Development and Learning
Memory and Learning
Motivation and Learning
Inclusive Learning
Sociocultural Factors of Learning
Nurturing Learning

2. What level is this course?

100 Level (Introductory)
Engaging with discipline knowledge and skills at foundational level, broad application of knowledge and skills in familiar contexts and with
support. Limited or no prerequisites. Normally, associated with the first full-time study year of an undergraduate program.

3. What is the unit value of this course?

12 units

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4. How does this course contribute to my learning?
COURSE LEARNING OUTCOMES GRADUATE QUALITIES MAPPING PROFESSIONAL STANDARD MAPPING

On successful completion of this course, you Completing these tasks successfully will Australian Institute for Teaching and School
should be able to... contribute to you becoming... Leadership

1 Demonstrate knowledge of the Knowledgeable 1 - Know students and how they learn
biological, social, cultural and historical 1.1 - Physical, social and intellectual
contexts that shape theories about development and characteristics of
human development and early learning. students
1.2 - Understand how students learn
1.3 - Students with diverse linguistic,
cultural, religious and socioeconomic
backgrounds

2 Evaluate the major debates that have Engaged 1 - Know students and how they learn
helped shape conceptions of 1.1 - Physical, social and intellectual
developmental theories of learning. Draw development and characteristics of
on relevant literature and field based students
examples to devise sound arguments for 1.2 - Understand how students learn
developing practices in engaging with 1.3 - Students with diverse linguistic,
learners. cultural, religious and socioeconomic
backgrounds

3 Draw upon Course topics to reflect upon Empowered 1 - Know students and how they learn
the implications for learner development 1.1 - Physical, social and intellectual
on future professional practice development and characteristics of
students
1.2 - Understand how students learn
1.3 - Students with diverse linguistic,
cultural, religious and socioeconomic
backgrounds

4 Draw upon Course topics to consider Creative and critical thinker 1 - Know students and how they learn
elements of classroom practice for a 1.1 - Physical, social and intellectual
range of diverse learners. development and characteristics of
students
1.2 - Understand how students learn
1.3 - Students with diverse linguistic,
cultural, religious and socioeconomic
backgrounds
1.4 - Strategies for teaching Aboriginal
and Torres Strait Islander students
3.5 - Use effective classroom
communication

5. Am I eligible to enrol in this course?

Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
5.1. Pre-requisites
Enrolled in Program ED010, ED011, ED101, ED102,AE301, AE302, BE301, ED301, ED303, ED304, SE301 or ED601

5.2. Co-requisites
Not applicable

5.3. Anti-requisites
EDU601

5.4. Specific assumed prior knowledge and skills (where applicable)

Not applicable

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6. How am I going to be assessed?
6.1. Grading Scale
Standard Grading (GRD)
High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).
6.2. Details of early feedback on progress
Early feedback is provided in week 3 when the quizzes commence.
6.3. Assessment tasks
DELIVERY TASK ASSESSMENT INDIVIDUAL WEIGHTING WHAT IS THE WHEN SHOULD I WHERE SHOULD I
MODE NO. PRODUCT OR GROUP % DURATION / SUBMIT? SUBMIT IT?
LENGTH?

All 1 Oral Group 25% 30min Refer to Format In Class

All 2 Quiz/zes Individual 35% 30 min Throughout teaching In Class

period (refer to Format)

All 3 Written Piece Individual 40% 1800 words Week 10 In Class

total

All - Assessment Task 1: Seminar Presentation

GOAL: The goal of this task is for you to develop your research skills through the examination of research studies and relevant
literature related to various concepts and/or theories of learning and present your findings collaboratively to your peers in
an engaging and participatory fashion.

PRODUCT: Oral

FORMAT: Submit: Weeks 5-9 (negotiated with tutor in week 1). You are required to research various theories about human
development that have been discussed in classes. You should consider and investigate the major debates that have
helped shape our understandings of the development of learning. You are then required to present your findings to your
peers in a 30 minute interactive and engaging tutorial presentation. Your presentation should be a synopsis of your
research and evaluations of the literature related to this field and include a reflection on your thinking about this field of
study. You will need to hand in a one page outline of your topic to the tutor on the day of your presentation.

CRITERIA:
No. Learning Outcome
assessed

1 Knowledge of the biological, social, cultural and historical contexts that shape theories 1 2
about human development and learning

2 Evaluation of literature related to the field of developmental theories and learning within 1 2
educational contexts

3 Evaluation of major debates that have helped shape conceptions of developmental 1 2

theories of learning

4 Reflection on one’s thinking and insights into this field of study 3 4

5 Written communication skills, Oral communication skills and academic literacies including 1
English expression grammar, spelling, punctuation, APA referencing conventions

All - Assessment Task 2: Weekly Quiz

GOAL: The goal of this task is to draw together your understanding of the Course topics as the semester progresses.

PRODUCT: Quiz/zes

FORMAT: You will undertake weekly quizzes (from weeks 3-10) in order to determine your depth of understanding of key principals
and theories related to human development and learning.Each week that you do the quiz will provide you with immediate
feedback to reflect on your current understanding of the Course topics which in turn may be used to enhance the outcomes
of subsequent quizzes and shape yourfinal assessment item, the personal reflection.

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 CRITERIA:
No. Learning Outcome
assessed

1 Knowledge of the biological, social, cultural and historical contexts that shape theories 1
about human development and learning.

2 Evaluation of literature related to the field of developmental theories and learning within 1
educational contexts

3 Written communication skills and academic literacies including English expression 1

grammar, spelling, punctuation, APA referencing conventions

All - Assessment Task 3: Personal Reflection

GOAL: The goal of this task is to demonstrate your emerging understanding of Course topics and your ability to apply these to
your future teaching role.

PRODUCT: Written Piece

FORMAT: Over the semester you have investigated many theories and understandings about how young children develop physically,
socially and intellectually to become young adults. You are now required to consider this knowledge and understanding in
terms of your future professional role as a teacher. You are to identify a particular age cohort - young children, primary
school students, middle year students, teenagers or young adults.You are to submit a personal reflection that addresses
the following:Given what I now know about learner development what does this mean in terms of:Communication
strategies to support student learning for my chosen age group Strategies to support inclusive student participation and
engagement in learningOrganisation of the classroom and providing directions to the learners managing challenging
behaviour.

CRITERIA:
No. Learning Outcome
assessed

1 Demonstrate knowledge and understanding of physical, social and intellectual 1 2

development and characteristics of students to verbal and nonverbal communication
strategies

2 Application of knowledge and understanding of physical, social and intellectual 1 2 3 4

development and characteristics of students to inclusive classroom strategies

3 Application of knowledge and understanding of physical, social and intellectual 1 2 3 4

development and characteristics of students to managing challenging behaviour

4 Written communication skills and academic literacies including English expression 1

grammar, spelling, punctuation, APA referencing conventions

7. Directed study hours

A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed
learning and completion of assessable tasks. Directed study hours may vary by location. Student workload is calculated at 12.5 learning
hours per one unit.

7.1. Schedule
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7.1. Schedule
PERIOD AND TOPIC ACTIVITIES

Week 1 Introduction to Course: What is Learning?

Learning – Product or Process? Linking Development to Learning.

Week 2 The Links Between Development and Learning

Week 3 Understanding Brain Development

Week 4 Learning, thinking and Intelligence

Week 5 Language Development and Learning

Week 6 Memory and Learning

Week 7 Motivation and Learning

Week 8 Inclusive Learning

Week 9 Sociocultural Factors of Learning

Week 10 Nurturing Learning

8. What resources do I need to undertake this course?

Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings,
etc. are available on the course Canvas site– Please log in as soon as possible.
8.1. Prescribed text(s) or course reader
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.

REQUIRED? AUTHOR YEAR TITLE EDITION PUBLISHER

Required Michael Nagel,Laura 2016 Understanding Development and Learning 1st Oxford University Press,
Scholes USA

8.2. Specific requirements

Not applicable

9. How are risks managed in this course?

Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss
with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself
with the University’s general health and safety principles by reviewing the online induction training for students, and following the
instructions of the University staff.

10. What administrative information is relevant to this course?

10.1. Assessment: Academic Integrity
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are
competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and
standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or
outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work
yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot
provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using
appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas,
are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment
item and all other work to which Turnitin has access.

10.2. Assessment: Additional Requirements

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10.2. Assessment: Additional Requirements
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:

The final mark is in the percentage range 47% to 49.4%

The course is graded using the Standard Grading scale
You have not failed an assessment task in the course due to academic misconduct
10.3. Assessment: Submission penalties
Late submission of assessment tasks may be penalised at the following maximum rate:
- 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment
task.
- 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and
subsequent days up to and including seven days from the date identified as the due date for the assessment task.
- A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the
assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your
course coordinator to negotiate an outcome.
10.4. SafeUSC
USC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For
immediate assistance on campus contact SafeUSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the
SafeUSC team by phone 07 5456 3864 or email [email protected].
The SafeUSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have
experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email
[email protected].
10.5. Study help
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then
your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of
academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430
2890 or [email protected].
10.6. Wellbeing Services
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to
foster positive mental health and wellbeing for your academic success.
To book a confidential appointment go to Student Hub, email [email protected] or call 07 5430 1226.
10.7. AccessAbility Services
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental
health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility
Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you
throughout the University.
To book a confidential appointment go to Student Hub, email [email protected] or call 07 5430 2890.
10.8. Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
Assessment: Courses and Coursework Programs
Review of Assessment and Final Grades
Supplementary Assessment
Administration of Central Examinations
Deferred Examinations
Student Academic Misconduct
Students with a Disability
Visit the USC website: https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
10.9. Student Charter
USC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful.
The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these
outcomes.

10.10.General Enquiries
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10.10.General Enquiries
In person:
USC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
USC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
USC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
USC Gympie - Student Central, 71 Cartwright Road, Gympie
USC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
USC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
Tel: +61 7 5430 2890
Email: [email protected]

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