Pre-requisites

A minor study in Psychology as per VIT Specialist Area Guidelines

ED920.506 Developmental Learning and Pedagogy
ED921.506 Ecology and Management of Learning Environments

Co-requisites

ED923.506 Information Communications Technology and Design
ED924.506 Learners, Educators and Social Contexts

Learning Outcomes

On successful completion of this unit, the student will be able to:

• Use advanced knowledge of the discipline and understanding of research into how students learn to critically analyse state and national curriculum to select and organise content into an effective learning and teaching sequence, providing scope in the junior and middle years of secondary schooling to meet the specific learning needs of students across the full range of abilities, including literacy and numeracy, for the development of human development appreciation and skills.

• Apply expert understanding of how students learn regarding human development, curriculum, assessment, reporting, a range of teaching strategies, including differentiated, to design learning sequences and lesson plans incorporating a range of effective teaching strategies that are responsive to the learning strengths and needs of students across the full range of abilities from diverse linguistic, cultural, religious and socioeconomic backgrounds.

• Apply advanced knowledge to critically analyse the various theoretical frameworks that drive and shape the teaching of Psychology, including from a Christian perspective.

• Create and evaluate a variety of assessment strategies to meet the full range of diverse student needs and development in Psychology, undertake assessment of example tasks and apply assessment moderation procedures.

• Critically apply reflexive practice to their own learning process and ongoing development as a teacher including their understanding of the Christian faith in the context of Christian worldview, Scriptures and broader vocation.

• Demonstrate knowledge of a range of resources, including ICT, and apply creativity and initiative in incorporating them into the planning and teaching of Psychology in Years 7-10 appropriate to the learning and teaching context to engage students in their learning.

• Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of Psychology (Pre VCE), including the organisation of classroom activities and provision of clear directions.

• Develop learning goals that provide achievable challenges for students of varying abilities and characteristics.

Unit Description

Although most schools do not offer a discreet psychology subject the discipline in junior years can be useful in developing units of work on sexuality, identity, change and resilience that often form part of school programs in the 7-10 area. This unit covers relevant content from Australian Curriculum Yrs. 7-10 and the various strategies and features for developing effective learning experiences in this area. The unit covers methods for effectively incorporating ICT for teaching, learning and producing. The unit will include Christian perspectives, worldview and scripture relevant to the learning area. Pre-service teachers will also be provided the opportunity to critically analyse programs and resources developed for teaching and learning in this area.

Topics

• The Curriculum, its Frameworks and a Christian Perspective
• Students Learning the Curriculum
• Integrating Resources including ICT with the Curriculum
• Techniques and Strategies
• Feedback and Assessment
• Data and Differentiation for Improvement
• Research on Teacher Effectiveness

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Unit offerings

Face to face: (Every 2nd Year (Even), Semester 1)

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.