Unit rationale, description and aim

The overall aim of this unit is to develop Pre-service teachers’ critical understanding of the nature of learning and learners, including the psychological, social, economic, environmental, and cultural factors that influence development and educational needs. Understanding learner diversity enables pre-service teachers to cater to the individual needs of students to consider their ability, cultural and socio-economic status. 

This unit draws on contemporary insights from cognitive and developmental psychology and educational sociology to help pre-service teachers understand the characteristics of children as learners and their implications for teaching. It incorporates recent scholarly literature, educational policy, and key developmental, learning, and sociological theories to deepen knowledge of student diversity across developmental stages, learning processes, and socio-cultural contexts. 

Through critical analysis, pre-service teachers will propose evidence-based strategies to support student learning and inclusive classroom practice. They will present these strategies in group tasks and reflect on their own teaching to develop the reflexivity essential for quality teaching and lifelong learning. 

The overall aim is to build the critical thinking skills needed to research, analyse, and apply theories and evidence-based strategies that foster inclusive, effective teaching practices in Australian schools. 

2026 10

Campus offering

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  • Term Mode
  • Semester 1Multi-mode
  • Term Mode
  • Semester 1Multi-mode

Prerequisites

Nil

Incompatible

EDES560 Foundations of Development and Learning in Australian Early Childhood Contexts

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

Draw on current scholarly literature and developmental learning theories to develop a critical understanding of child and adolescent developmental stages (physical, socio-emotional, cognitive and moral) and diverse learning needs (APST 1.1, 1.2; CC1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.4.1, 1.4.2, 2.2.1, 2.6.1 )
Relevant Graduate Capabilities: GC1, GC7

Critically analyse basic assumptions, concepts and...

Learning Outcome 02

Critically analyse basic assumptions, concepts and principles of major learning theories and child and adolescent developmental stages to determine implications for instructional settings (APST 1.1, 1.2, 1.5; CC1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.4.1, 1.4.2, 2.2.1, 2.6.1 )
Relevant Graduate Capabilities: GC1, GC7

Draw on and critically analyse scholarly literatur...

Learning Outcome 03

Draw on and critically analyse scholarly literature, sociological theory education policy, curriculum and resources to propose evidence-based strategies that respond to the learning needs of students from diverse socio-economic, gender and cultural backgrounds, including students with Aboriginal and Torres Strait Islander heritage (APST 1.3, 1.4, 2.4; CC4.2.1, 4.2.2, 4.3.1, 4.4.1)
Relevant Graduate Capabilities: GC1, GC7

Critically evaluate evidence-based teaching strate...

Learning Outcome 04

Critically evaluate evidence-based teaching strategies to develop and refine professional practice (APST 1.2, 1.3, 3.3, 3.5, 4.1, 6.3; CC 4.2.1, 4.2.2, 4.4.1)
Relevant Graduate Capabilities: GC1, GC7

Content

This unit is based on an understanding that learning and development are situated in complex and diverse contexts. The content will cover the following two modules:

Developmental/learning theories and applications for instruction:

  • Child and adolescent developmental stages - physical/neurological, 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 and Torres Strait Islander perspectives and pedagogies
  • Australia in local and global contexts

Assessment strategy and rationale

The assessment tasks and their weightings are designed to enable pre-service teachers to progressively demonstrate achievement of unit learning outcomes and develop graduate attributes aligned with University assessment requirements. Education Studies units in this course build foundational knowledge and skills across the professional knowledge, practice, and engagement domains, consistent with the APST: Graduate level.  

The three tasks are sequenced to support feedback and progressive skill development. Task 1 develops understanding of child development and learning theories through engagement with scholarly literature and the completion of an extended written response. Task 2 builds communication and teamwork skills through an interactive group presentation, allowing pre-service teachers to model best-practice strategies. A critical individual reflection deepens understanding of reflexivity and its role in quality teaching and lifelong learning. 

Task 3 focuses on developing critical analysis skills. Pre-service teachers will design a Learning Plan for a hypothetical class, justifying proposed strategies with reference to educational policy, current research, and developmental and sociological theories.  

A range of assessment procedures is employed to ensure alignment with Australian Catholic University policy and to provide opportunities for pre-service teachers to demonstrate their professional and academic growth. (http://www.acu.edu.au/policy/student_policies/assessment_policy_and_assessment_procedures ). 

Minimum Achievement Standards 

In order to pass this unit, pre-service teachers must a) submit all assessment tasks, b) meet all learning outcomes and c) achieve a pass (50%) or better for the unit overall. 

Overview of assessments

Assessment Task 1: Critical Reflection Pre-serv...

Assessment Task 1: Critical Reflection


Pre-service teachers will research, critically analyse and synthesise theories of childhood development and learning. They will incorporate a critical reflection on personal experiences of learning and schooling. 

Weighting

30%

Learning Outcomes LO1, LO2, LO3
Graduate Capabilities GC1, GC7
Standards APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, APST(GA)1.4, APST(GA)1.5, APST(GA)2.4, 4.4.1

Assessment Task 2: Group Presentation Group Pres...

Assessment Task 2: Group Presentation

Group Presentation (20%)

  • In groups, choose from a list of issues that have ramifications for classrooms or learning environments. Identify and present a range of evidence-based learning strategies to meet diverse student needs.

Individual Reflection (10%)

Drawing on peer and tutor feedback, reflect on your group’s micro-teaching and your contribution to the task. Draw on the literature to discuss the importance of reflexivity for quality teaching and lifelong learning (maximum 500 words)

Weighting

30%

Learning Outcomes LO3, LO4
Graduate Capabilities GC1, GC7
Standards APST(GA)1.2, APST(GA)1.3, APST(GA)1.4, APST(GA)2.4, APST(GA)3.3, APST(GA)3.5, APST(GA)4.1, APST(GA)6.3, 4.4.1

Assessment Task 3: Learning Plan for a Hypothetic...

Assessment Task 3: Learning Plan for a Hypothetical Class

Develop a hypothetical class profile, describing students’ diverse individual and group learning and social characteristics. Propose and justify teaching strategies that effectively engage these learners, drawing on relevant learning/developmental and sociological theories, current research, and education policy. 

Weighting

40%

Learning Outcomes LO1, LO2, LO3
Graduate Capabilities GC1, GC7
Standards APST(GA)1.1, APST(GA)1.2, APST(GA)1.4, APST(GA)1.5, APST(GA)2.4, 4.4.1

Non-graded task (completed in tutorials)   I...

Non-graded task (completed in tutorials) 

Identify common educational neuromyths and explain the scientific evidence that disproves them, including the potential negative effects of using these myths to guide teaching practices.

Learning and teaching strategy and rationale

To maximise accessibility and respond to diverse student contexts, this unit may be delivered on-campus, online, or in multi-mode, comprising approximately three contact hours (or equivalent) per week over 12 weeks. 

Grounded in a social constructivist approach, the unit supports pre-service teachers in developing their understanding of child development and learning theories through critical reading, lecturer modelling, and active group discussion. A critical pedagogy lens encourages students to view themselves as agents of change, capable of advocating for school students, especially those from vulnerable backgrounds, through social critique and informed action. 

Teaching and learning strategies include: 

  • Online lectures or equivalent content 
  • Tutorials (on-campus or online) that foster discussion and collaboration 
  • Self-directed reading, research, and reflection 
  • Group-based tasks and presentations to support collaborative learning 

Technology Enhanced Learning: 

The learning management system will host lecture and tutorial materials, resources, announcements, and a discussion board for questions and reflections linking academic content with real-world engagement. 

Learning Support: 

Students in all modes must log into the learning management system regularly for recorded lectures, announcements, communication, submission of assessments, and feedback. 

Online requirements: 

Reliable internet connection 

Headset with microphone for audio engagement in synchronous sessions 

Representative texts and references

Required text(s)

Duchesne, S., McMaugh, A., & Mackenzie, E. (2022). Educational psychology for learning and teaching (7th ed.). Cengage Learning Australia. 

Margetts, K., & Woolfolk, A. & Usher, E. L. (2023). Educational Psychology (6th ed.). Pearson Education Australia. 

Highly Recommended Texts

Apple, M. (2013). Can education change society? New York, NY: Routledge. Ebook also available

Apple, M. (2014). Official knowledge: Democratic education in a conservative age (3rd ed.). New York, NY: Routledge.

Berk, L. E. (2015). Infants children and adolescents (78th International ed.). Boston, MA: Pearson Education.

Newman, B. M., & Newman, P. R. (2021). Development through life: A psychosocial approach (14th ed.). Belmont, CA: 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.). Milton, Qld: Wiley & Sons.

Riser, D., Spielman, R., & Biek, D. (2024). Lifespan Development. OpenStax. 

Santrock, J. W., Deater-Deckard, K. D., Lansford, J. E., & Deater-Deckard, K. (2021). Child development (15th ed.). McGraw-Hill Education 

Tait, G., Spina, N., Gillett-Swan, J., O’Brien, P., & Cambridge University Press & Assessment. (2023). Making sense of mass education (4th ed.). Cambridge University Press. 

Tien, J. (2020) Teaching identity vs. positionality: Dilemmas in social justice education, Curriculum Inquiry, 49 (5) Pp526-550.   

Welch, A., Mockler, N., & Bagnall, N. (2022). Education, change and society (5th ed.). Oxford University Press Australia & New Zealand. 

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