Outline

Overview

This core unit of study surveys research-based psychological principles of teaching, learning, motivation, and assessment at an advanced level. The unit emphasises critical reflection on translation of these principles into practice. At the end of this unit of study, students will have made substantial progress towards understanding the utility of psychological research for educators. They will have the capacity to appraise learning, teaching and assessment activities in terms of their psychological effectiveness.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Kathryn Bartimote, kathryn.bartimote@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Contribution	Introduce yourself Introduce yourself	0%	Week 01	100 words	AI allowed
Outcomes assessed:
Written work	Reflective statement 1 Reflective statement 1	10%	Week 03 Due date: 10 Mar 2026 at 23:59	1000 words	AI allowed
Outcomes assessed:
Written work	Reflective statement 2 Reflective statement 2	20%	Week 06 Due date: 31 Mar 2026 at 23:59	1000 words	AI allowed
Outcomes assessed:
Written work	Reflective statement 3 Reflective statement 3	30%	Week 09 Due date: 28 Apr 2026 at 23:59	1000 words	AI allowed
Outcomes assessed:
Presentation	Recorded Presentation Recorded presentation - Verbal proposal for a special project	10%	Week 10 Due date: 05 May 2026 at 23:59	10 minutes (equivalent to 1000 words)	AI allowed
Outcomes assessed:
Evaluation	Feedback on 2 proposals Give feedback on 2 other students' proposals	10%	Week 11 Due date: 12 May 2026 at 23:59	500 words (2 x 250 words)	AI allowed
Outcomes assessed:
Written work	Written proposal Written proposal	20%	Week 13 Due date: 26 May 2026 at 23:59	1500 words	AI allowed
Outcomes assessed:

Assessment summary

The assessment for this unit of study comprises two main components - 3 reflective statements where you are asked to provide an:

overview of a teaching and learning principle you found to be particular valuable; and
how it is grounded in evidence generated by sound research;
how it has influenced the way that you think about a particular context;
how it could influence your future practice.

and a proposal for a Master of Education special project - which will require students to select a topic covered in EDPE5001 that they would like to learn more about and "pitch" a plan for how they will go about doing so. In the pitch, students will need to select one of five applications: teaching practices, learning strategies, assessment methods, professional learning, or curriculum (re)design. Students will receive feedback (from 2 fellow students and a teacher) on a recorded verbal presentation of their proposal before submitting a final written proposal.

Detailed information for each assignment can be found on the Canvas site.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	MODULE 1 — COGNITION, KNOWLEDGE CONSTRUCTION, & INSTRUCTION 1. Introduction to the unit of study, and introduction to cognition 2. Prior knowledge, schema, and conceptual change	Lecture (2 hr)
Week 02	3. Memory, retrieval practice, and learning 4. Cognitive load theory and instructional design	Lecture (2 hr)
Week 03	5. Feedback, metacognition, and learning improvement 6. Ability Beliefs, mindset, and learning engagement	Lecture (2 hr)
Week 04	7. Epistemic cognition 8. Creativity, adaptive expertise, and innovation in learning	Lecture (2 hr)
Week 05	MODULE 2 — MOTIVATION, AGENCY, & GOALS 9. Self-efficacy and Social Cognitive Theory 10. Intrinsic motivation and Self-Determination Theory	Lecture (2 hr)
Week 06	11. Mastery learning and Achievement Goal Theory 12. Goal setting in learning	Lecture (2 hr)
Week 07	13. Expectancy Value Theory and situated motivation MODULE 3 — REGULATION, EMOTION, & ADAPTIVE FUNCTIONING 14. Self-regulated learning	Lecture (2 hr)
Week 08	15. Learning emotions and Control Value Theory 16. Emotion regulation, persistence, and academic buoyancy	Lecture (2 hr)
Week 09	17. Behaviour, climate classroom, and psychological safety MODULE 4 — SOCIALLY SITUATED LEARNING, CONTEXT, AND EXPECTATIONS 18. Sociocultural foundations of learning	Lecture (2 hr)
Week 10	19. Teacher expectations 20. Relationships, belonging, culture, and context in learning	Lecture (2 hr)
Week 11	MODULE 6 - ASSESSMENT	Lecture (2 hr)
Week 12	MODULE 7 - DESIGNING, EVALUATING, AND SUSTAINING EVIDENCE-INFORMED EDUCATIONAL INITIATIVES	Lecture (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Please look on the Canvas site for all weekly readings and learning activities for this unit of study.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Gain a critical understanding of the psychological research and established theories on which the principles of teaching and learning are based
LO2. Relate these principles to a range of educational activities, e.g., teaching practices, learning strategies, assessment methods, professional learning, curriculum (re)design
LO3. Evaluate a range of educational practices in terms of these principles
LO4. Critically reflect on these principles to justify changes in practice
LO5. Translate these principles into practice for specialist and non-specialist audiences

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Unit of study substantially revised and renamed in 2024. Lecture series reorganised and updated in 2026.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

EDPE5001: Psychological Principles of Education

Semester 1, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links