Unit rationale, description and aim
Pre-service teachers must develop a critical understanding of the nature of learning and learners, including the psychological, social, economic, environmental, and cultural factors that influence student needs. This knowledge enables them to respond effectively to diverse learners from varied cultural and contextual backgrounds.
This unit draws on recent insights from cognitive and developmental psychology and educational sociology to help pre-service teachers understand learner characteristics and their implications for teaching. It engages students with scholarly literature, educational policies, and developmental and sociological theories to build knowledge of student diversity—across developmental stages (infants to adolescents), learning processes, and socio-cultural backgrounds.
Pre-service teachers will critically analyse this information to propose evidence-based strategies and demonstrate these through group presentations and individual reflections to develop professional reflexivity for quality teaching and lifelong learning. The unit also includes a supervised 10-day early childhood workplace immersion for children aged Birth to 35 months. This experience connects theory with practice and involves observing centre operations, management, and multidisciplinary collaboration, while addressing professional, legal, and ethical responsibilities.
The overall aim is to build critical thinking skills required to research, analyse, and apply inclusive, evidence-based strategies in Australian educational settings.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Draw on current scholarly literature and developme...
Learning Outcome 01
Critically analyse basic assumptions, concepts and...
Learning Outcome 02
Draw on and critically analyse current scholarly l...
Learning Outcome 03
Demonstrate an understanding of the complex roles ...
Learning Outcome 04
Complete a successful professional experience in e...
Learning Outcome 05
Content
This unit is based on an understanding that learning and development is situated in complex and diverse contexts. The content will cover the following three modules:
Developmental/learning theories and applications for instruction:
- Child and adolescent developmental stages - physical, socio-emotional, cognitive and moral
- Behavioural theories and classroom management
- Social cognitive theories, teacher modelling and student self-efficacy
- Constructivist theories and approaches, including differentiation and scaffolding for diverse learning needs
- Information-processing theory, memory and learning strategies
- Bioecological systems theory and home-school-community partnerships
- Student centred learning strategies and resources to support metacognition and higher order thinking
- Motivation and engagement
- Self-regulation and lifelong learning
Sociological factors influencing student experiences of schooling :
- Socioeconomic status, inequity and life chances
- Gender and the push for equal opportunity
- Culture, cultural identity and linguistic background
- Religious background
- Challenging racism and celebrating multiculturalism
- Learning from Aboriginal & Torres Strait Islander perspectives and pedagogies
- Australia in local and global contexts
Infant and toddler studies:
- Theories and research in relation to positive relationships with and between infants, toddlers and their diverse families.
- Play, responsive care and learning experiences for infants and toddlers.
- Brain development research and neuroscience in the first years.
- Inclusion and transitions with/between infants, toddlers and their families.
- The ethical, legal and professional responsibilities of early childhood educators
- Collaborative relationships and roles in early childhood learning communities
- Observation, planning, curriculum decision-making and teaching strategies that are responsive to and inclusive of a range of sociocultural contexts and children’s stages of development.
- Pedagogical practices to support the learning and development of children aged birth to two years
- Strategies and principles for establishing and maintaining effective professional relationships
Assessment strategy and rationale
The assessment tasks and their weightings are designed to allow pre-service teachers to progressively demonstrate achievement against the unit learning outcomes and to develop graduate attributes consistent with University assessment requirements.
A range of assessment procedures is used, consistent with the University's assessment requirements.
Minimum Achievement Standards
The assessment tasks and their weighting for this unit are designed to demonstrate the achievement of each learning outcome. In order to pass this unit, pre-service teachers must a) submit all assessment tasks, b) meet the learning outcomes of the unit, c) pass the two Hurdle Tasks and d) achieve a pass (50%) or better for the unit overall.
Overview of assessments
Assessment Task 1 Critical Reflection Pre-servic...
Assessment Task 1 Critical Reflection
Pre-service teachers will research, critically analyse and synthesise theories of childhood development (physical, social and intellectual) and learning and incorporate them in a critical reflection on personal experiences of learning and schooling.
50%
Assessment Task 2 Planning for Infants and Toddle...
Assessment Task 2 Planning for Infants and Toddlers
Students design and analyse an education and care program for infants and/or toddlers and relate the discussion to the relevant theories and philosophies of infant and toddler development.
50%
Hurdle Requirement: Preparation for the Professio...
Hurdle Requirement: Preparation for the Professional Experience Placement
Prior to commencing the Professional Experience placement, pre-service teachers must complete a series of compulsory online preparation modules, attaining a score of 95% or above in each module.
Notes:
- Completion of these modules does not exempt pre-service teachers from seeking a Working with Children Check or a Police Check where this is appropriate or mandated.
- Anticipated completion time: 7 hours
- Multiple attempts at this hurdle task are permitted.
Pass/Fail
Hurdle Task Professional Experience Summative Ass...
Hurdle Task Professional Experience Summative Assessment
FINAL REPORT
In this assessment, candidates are expected to demonstrate satisfactory teaching performance during their Professional Experience. Refer to the Professional Experience Handbook and Report for requirements.
- Note: Multiple attempts at this hurdle task are not permitted. Professional Experience is a mandated component of Initial Teacher Education. Failure to pass this task will result in a failing grade for the unit overall, and the pre-service teacher must re-enrol in a future offering of the unit.
Pass/Fail
Learning and teaching strategy and rationale
To ensure accessibility and flexibility, this unit may be delivered on-campus, online or in multi-mode. , consisting of three contact hours per week over 12 weeks or equivalent. A social constructivist approach supports pre-service teachers to understand child development and learning theories through critical reading, modelling, engagement and discussion.
A critical pedagogy frames the unit, encouraging pre-service teachers to become agents of change through social critique and advocacy, particularly for vulnerable students. Teaching strategies include:
- Online lecture content
- Tutorials promoting discussion
- Self-directed reading, research and reflection
Students in all modes must regularly access the Learning Management System for lectures, announcements, discussions, assessments and feedback. Equal access to support is provided across all modes.
Additional online requirements: reliable broadband and a headset with a microphone.
ACU Online: An active learning approach supports student engagement, with varied activities, peer interaction, and regular feedback.
Professional Experience: Includes a supervised 10-day placement in an early childhood setting (Birth–35 months).
- Days 1–5: Focus on observation, small group participation, team teaching, and reflection.
- Days 6–10: Plan, teach, assess, manage routines, and conduct half-day continuous teaching with ongoing reflection.
This placement bridges theory and practice through immersive, reflective engagement.
ACECQA Curriculum Specifications
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:
Relating to
Learning, development and care
Relevant Learning OutcomeLO1, LO2
Relating to
Social and emotional development
Relevant Learning OutcomeLO1, LO2
Relating to
Child health, wellbeing and safety
Relevant Learning OutcomeLO2, LO4
Relating to
Early intervention
Relevant Learning OutcomeLO2, LO4
Relating to Early Years Learning Framework
Relevant Learning OutcomeLO2
Relating to
Physical and health education
Relevant Learning OutcomeLO4
Relating to
Curriculum planning, programming and evaluation
Relevant Learning OutcomeLO2
Relating to
Alternative pedagogies and curriculum approaches
Relevant Learning OutcomeLO2
Relating to
Play based pedagogies
Relevant Learning OutcomeLO5
Relating to
Guiding behaviour/engaging young learners
Relevant Learning OutcomeLO5
Relating to
Teaching methods and strategies
Relevant Learning OutcomeLO5
Relating to
Developing family and community partnerships
Relevant Learning OutcomeLO1, LO3, LO4
Relating to
Multicultural education
Relevant Learning OutcomeLO1, LO3
Relating toAboriginal and Torres Strait Islander perspectives
Relevant Learning OutcomeLO1
Relating to
Socially inclusive practice
Relevant Learning OutcomeLO1, LO3
Relating to
Culture, diversity and inclusion
Relevant Learning OutcomeLO3, LO5
Relating to
Historical and comparative perspectives
Relevant Learning OutcomeLO3
Relating to
Contemporary theories and practice
Relevant Learning OutcomeLO3
Relating to
Ethics and professional practice
Relevant Learning OutcomeLO4
Relating to
Management and administration
Relevant Learning OutcomeLO4
Relating to
Professional identity and development
Relevant Learning OutcomeLO5
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Relating toDemonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
Relevant Learning OutcomeLO1, LO2
Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Relevant Learning OutcomeLO1, LO2
Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Relevant Learning OutcomeLO3, LO4
Relating toDemonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds
Relevant Learning OutcomeLO3
Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Relevant Learning OutcomeLO2, LO5
Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Relevant Learning OutcomeLO5
Relating toOrganise content into an effective learning and teaching sequence.
Relevant Learning OutcomeLO5
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO5
Relating toDemonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Relevant Learning OutcomeLO3
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO5
Relating toInclude a range of teaching strategies.
Relevant Learning OutcomeLO5
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO5
Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Relevant Learning OutcomeLO5
Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.
Relevant Learning OutcomeLO5
Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Relevant Learning OutcomeLO5
Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Relevant Learning OutcomeLO5
Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Relevant Learning OutcomeLO5
Relating toSeek and apply constructive feedback from supervisors and teachers to improve teaching practices.
Relevant Learning OutcomeLO5
Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.
Relevant Learning OutcomeLO4, LO5
Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Relevant Learning OutcomeLO4, LO5
Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.
Relevant Learning OutcomeLO5
Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Relevant Learning OutcomeLO5
Australian Institute for Teaching and School Leadership (AITSL) Core Content
On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:
Relating toThe difference in the process of knowledge acquisition in the brain of a novice vs the brain of an expert. This should be taught with reference to the development of mental models and schemas.
Relevant learningLO1
Relating toThe features of biologically primary vs biologically secondary knowledge acquisition and the importance of teacher-led instruction for biologically secondary knowledge acquisition.
Relevant learningLO1
Relating toThe foundations of how a student’s brain develops from early childhood through to young adult, including the development of executive functions and the implications for teaching.
Relevant learningLO1
Relating toThe research evidence that shows why the use of self-directed approaches as a starting point for novices is ineffective and should be avoided.
Relevant learningLO2
Relating toHow to identify common neuromyths that are related to education (e.g. multiple intelligences, left vs right brain, learning styles, 10% of the use of our brain) and describe the evidence that disproves them.
Relevant learningLO2
Relating toThe negative impacts of making instructional choices based on neuromyths, including how neuromyths conflict with current understandings of how the brain learns.
Relevant learningLO2
Relating toThe research base that shows explicit teaching, modelling and scaffolding practices are highly effective and attend best to how a student’s brain learns.
Relevant learningLO2
Relating toThe fundamental elements and underpinning theory of a multi-tiered system of support and why it is effective.
Relevant learningLO3
Relating toThe concept of positionality through engagement in critical self-inquiry for both academic writing and as a core mechanism of effective ongoing professional teaching practice.
Relevant learningLO4, LO5
Relating toThe concept of ongoing intercultural development and the importance of self-reflection and reflexivity as ever-evolving career practices.
Relevant learningLO3, LO5
Relating toThe research evidence that outlines the most effective approaches for engaging with families to promote learning appropriate to student stage of learning.
Relevant learningLO3
Relating toThe research evidence that shows how practices outlined in the core content are highly effective for the vast majority of students, particularly those with additional needs or from disadvantaged backgrounds.
Relevant learningLO3
Representative texts and references
Required text(s)
Duchesne, S., & McMaugh, A. (2018). Educational psychology for learning and teaching (6th ed.). Cengage. Ebook available.
Smidt, S. (2013). The developing child in the 21st century : A global perspective on child development (2nd ed.). Taylor & Francis Group.
Welch, A., Connell, R.; Mockler, N., Sriprakash, A., Proctor, H., Hayes, D., Foley, D., Vickers, M., Bagnall, N., Burns, K., Low, R., & Groundwater-Smith, S. (2018). Education, change and society (4th ed.). Oxford University Press. Ebook available.
Highly Recommended Texts
Apple, M. (2013). Can education change society? Routledge. Ebook also available.
Apple, M. (2014). Official knowledge: Democratic education in a conservative age (3rd ed.). Routledge.
Berk, L. E. (2015). Infants children and adolescents (78th International ed.). Pearson Education.
Margetts, K., & Woolfolk, A. (2018). Physical and cognitive development (pp.65-108). In Educational Psychology (5th ed.). Pearson Education Australia.
Newman, B. M., & Newman, P. R. (2021). Development through life: A psychosocial approach (14th ed.). Wadsworth/Cengage Learning.
O’Donnell, A.M., Dobozy, E., Nagel, M.C., Smala, S., Wormald, C., Yates, G., Spooner-Lane, R., Youssef-Shalala, A., Reeve, J., Smith, J.K., & Bartlett, B. (2020). Educational Psychology (3rd ed.). Wiley & Sons.
Tait, G. (2016). Making sense of mass education (2nd ed.). Cambridge University Press.