Outline

Overview

This unit EDUF1019, which is the second part of Education I, introduces students to the study of human development, including a critical overview of current theory, research and practice in human development, with particular emphasis on the development of early childhood through to adolescence. A core assumption of the unit is that the study of human development is inter-disciplinary, and that developmental theories, past and present, are open to question and debate. Students are therefore encouraged to engage in this study with critical and creative minds. The content of the Unit focuses on the processes and products of human development, related to neurobiological, cognitive, emotional, social, cultural, and language development. The classical theories are considered and examined in the light of contemporary theory and research. The seminar programme of the Unit is concerned with the teaching of values in schools and early childhood education settings, including the creation of values-based learning environments, and with each participant's development as a human self, focusing in particular on the development of participants' professional skills and personal values.

Unit details and rules

Unit code	EDUF1019
Academic unit	Education
Credit points	6
Prohibitions ?	EDUF1012
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Minkang Kim, minkang.kim@sydney.edu.au
Lecturer(s)	Wendy Lee, wendysaeme.lee@sydney.edu.au
	Ling Wu, ling.wu@sydney.edu.au
	David Evans, david.evans@sydney.edu.au
	Janette Bobis, janette.bobis@sydney.edu.au
Tutor(s)	Sharon Cheers, sharon.cheers@sydney.edu.au
	Eleni Smyrnis, eleni.smyrnis@sydney.edu.au
	John Vulic, john.vulic@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Small-group seminar presentation n/a	20%	Multiple weeks	1800 words per group
Outcomes assessed:
Assignment	Unit essay n/a	40%	Week 07 Due date: 20 Sep 2021 at 23:00	1800 words
Outcomes assessed:
Assignment	Individual reflective report n/a	40%	Week 13 Due date: 07 Nov 2021 at 23:00	1800 words
Outcomes assessed:
= group assignment ?

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (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	Students should submit all three compulsory assignments. Impressive and original depth of understanding of the content and discipline is displayed. Convincing synthesis of evidence, critical analysis and understanding of multiple perspectives to formulate a coherent argument.
Distinction	75 - 84	Students should submit all three compulsory assignments. Thorough and comprehensive understanding of the content and/or discipline. Considered use of evidence and consistently demonstrates application of critical analysis. Justifies relevant conclusions and their implications.
Credit	65 - 74	Students should submit all three compulsory assignments. Considers topics and issues in the broader disciplinary context. Credible argument making relevant use of evidence, analysis and understanding. Able to apply concepts and draw and justify conclusions.
Pass	50 - 64	Students should submit all three compulsory assignments. Clear understanding of topic. Demonstrates understanding of materials presented in core texts and readings.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades

For more information see guide to grades.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

It is expected that, unless an application for a simple extension (maximum two calendar days) or special consideration has been approved, students will submit all assessment for a unit of study on the due date specified. Work not submitted on or before the due date is subject to a penalty of 5% per day late, for up to 10 calendar days, after which a mark of zero is applied.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	Welcome and introduction to the Unit	Lecture (1 hr)
	The complexities of human development: Rethinking what develops and how	Lecture (1 hr)
	Introduction, the development of teachers’ professional skills and personal values	Tutorial (1 hr)
Week 02	The complexities of human development: How learning and changes occur	Lecture (1 hr)
	Brain development and emerging cognitive abilities	Lecture (1 hr)
	Education as a values-based human endeavour and the teaching of values in school	Tutorial (1 hr)
Week 03	Development, learning and memory	Lecture (1 hr)
	The role of emotion in development and learning	Lecture (1 hr)
	Neuroscience, learning and development (Focusing on Essay 1)	Tutorial (1 hr)
Week 04	How do children and young people develop a moral sense? I	Lecture (1 hr)
	How do children and young people develop a moral sense? II	Lecture (1 hr)
	Interweaving theory and practice when designing values education lessons	Tutorial (1 hr)
Week 05	Development of empathy in childhood	Lecture (1 hr)
	What can educators do to enhance children’s empathic learning?	Lecture (1 hr)
	Establishing a values-based learning environment	Tutorial (1 hr)
Week 06	Online study and consultation in preparation for essay	Individual study (3 hr)
Week 07	Language development as a dynamic process: What does it mean for educators? Part I	Lecture (1 hr)
	Language development as a dynamic process: What does it mean for educators? Part II	Lecture (1 hr)
	Writing your individual reflective report 1	Tutorial (1 hr)
Week 08	Human development: When learning contexts disable development	Lecture (1 hr)
	Responding to diverse needs in educational settings: focusing on all	Lecture (1 hr)
	Small-group presentation of topic 1 and 2	Tutorial (1 hr)
Week 09	Development and inclusive settings and classrooms – Part A	Lecture (1 hr)
	Development and inclusive settings and classrooms – Part B	Lecture (1 hr)
	Small-group presentation of topic 3 and 4	Tutorial (1 hr)
Week 10	Emerging mathematical thinking and its education	Lecture (1 hr)
	Emerging mathematical thinking and its education	Lecture (1 hr)
	Small-group presentation of topic 5 and 6	Tutorial (1 hr)
Week 11	Motor development from early to middle childhood	Lecture (1 hr)
	Emotional development 1 – the foundations	Lecture (1 hr)
	Writing your Individual Reflective Report II	Tutorial (1 hr)
Week 12	Emotional development 2 - emotion regulation and implications for teachers (early and middle childhood)	Lecture (1 hr)
	Social development - the foundations of relationships and peer friendships	Lecture (1 hr)
	Online study and consultation in preparation for the individual reflective report	Individual study (1 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. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

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

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

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.

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

LO1. demonstrate knowledge and critical understanding of the classical and dynamic systems theories of human development and neurobiological insights, related to cognitive, physical, emotional, social, moral, and language development, and how these may affect learning (GTS 1.1.1, 1.2.1, 1.5.1)
LO2. demonstrate awareness of atypical development and principles of inclusive education (GTS 1.5.1, 3.1.1.)
LO3. articulate awareness of ways in which diverse linguistic, cultural and social background impact children’s development and how teachers can contribute to a child’s capacity to build healthy relationships across the range of human diversity (GTS 1.3.1, 1.5.1, 3.1.1)
LO4. relate core concepts of human development to teaching and learning, by adopting the mindset of a developmentalist when observing children, such that participants begin to engage in ‘developmentally appropriate practice’ (GTS 1.1.1, 1.2.1, 1.5.1, 3.1.1)
LO5. relate core concepts of development and learning to the teaching of values and values pedagogy in EC centres and schools, as part of your own personal ethical development (GTS 3.2.1, 3.3.1, 7.1.1.)
LO6. employ critical and creative thinking and judgement in regard to human development and your application to learning and teaching (GTS 1.1.1, 1.2.1, 1.5.1, 3.3.1)
LO7. demonstrate the ability to engage in critical reflection on your own performance. (GTS 6.3.1)

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

Alignment with Competency standards

Outcomes	Competency standards
	Australian Children's Education & Care Quality Authority - 1. Psychology and child development such as: 1.1. Learning, development and care 1.2. Language development 1.3. Social and emotional development Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.1. Physical, social and intellectual development and characteristics of students. 1.2. Understand how students learn. 1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.1. Physical, social and intellectual development and characteristics of students. NESA Priority Area Elaborations - 2-CM.02. Knowledge of child and adolescent development, student well-being and mental health, and an understanding of the implications for learning and the management of behaviour 5-SWD.01. Understanding of child and adolescent development and milestones
	Australian Children's Education & Care Quality Authority - 1.6. Diversity, difference and inclusivity. 1.7. Learners with special needs Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. NESA Priority Area Elaborations - 5-SWD.02. Understanding of the broader implications of disability on learning and the responsibilities of teachers 5-SWD.03. Understanding of the likely impacts that disability may have on a student’s access to and participation in learning
	Australian Children's Education & Care Quality Authority - 1.2. Language development 1.6. Diversity, difference and inclusivity. 2.6. Working with children who speak languages other than, or in addition to, English. Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. NESA Priority Area Elaborations - 1d-ATSIASS.07. reflect on what it means to be culturally competent, e.g. ‘Educators who are culturally competent respect multiple cultural ways of knowing, seeing and living, celebrate the benefits of diversity and have an ability to understand and honour differences (rrr.edu.au) 4-LAN.03. Awareness that all students can be literate and numerate 4-LAN.04. Understanding of the diversity of literacy and numeracy abilities and the needs of learners, including English as a Second or Other Language needs
	Australian Children's Education & Care Quality Authority - 1. Psychology and child development such as: 1.1. Learning, development and care 1.2. Language development 1.3. Social and emotional development Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.1. Physical, social and intellectual development and characteristics of students. 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.1. Physical, social and intellectual development and characteristics of students. 1.2. Understand how students learn. 1.2.2. (Proficient) Structure teaching programs using research and collegial advice about how students learn. NESA Priority Area Elaborations - 2-CM.03. Understanding of anti-bullying strategies and how to identify and respond to bullying, including cyber bullying, in different contexts and cohorts 2-CM.05. Ability to design and implement plans and strategies that can be used within classrooms and other school settings to facilitate a positive classroom climate. This should include conceptual frameworks that emphasise evidence-based practises and support a proactive approach to classroom management (e.g. Positive Behaviour Interventions and Supports (PBIS) or Response to Intervention (RTI)). These strategies could include (but not be limited to): a. the promotion of positive student behaviour and positive relationships within the classroom b. support of students with disability within the classroom and wider school settings, including practical strategies to facilitate the students’ success c. effective communication with parents/care-givers and communities d. intervention to manage disruptive student behaviour e. discipline/crisis/emergency response for disruptive student behavior 2-CM.08. Ability to develop strategies to minimise physical and emotional bullying, and to support students who have been victims of bullying and to respond to perpetrators 2-CM.10. Awareness and understanding of the whole-school approach to student welfare/discipline policies and/or approaches to classroom and student management adopted by professional experience schools and the evidence on which these are based
	Australian Children's Education & Care Quality Authority - 1. Psychology and child development such as: 1.1. Learning, development and care 1.4. Child health, well-being and safety 1.6. Diversity, difference and inclusivity. Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
	Australian Children's Education & Care Quality Authority - 1. Psychology and child development such as: 1.1. Learning, development and care 6.3. Professional identity and development
	Australian Children's Education & Care Quality Authority - 6.3. Professional identity and development 6.5. Research Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 6.4. Apply professional learning and improve student learning 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 7.4. Engage with professional teaching networks and broader communities 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Australian Children's Education & Care Quality Authority -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Learning, development and care
1.2		Language development
1.3		Social and emotional development
1.6		Diversity, difference and inclusivity.
1.8		Transitions and continuity of learning (including transition to school).
4.4		Socially inclusive practice
4.5		Culture, diversity and inclusion
6.3		Professional identity and development

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.1		(Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3.1		(Graduate) Include a range of teaching strategies.
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
6.3.1		(Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

Responding to student feedback

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

We welcome feedback on this Unit of Study. Please take the time to offer constructive written feedback at the end of the semester. The teaching team is committed to the participation of learners in the process of planning and evaluation of courses.

Additional information

None

Additional costs

None

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

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

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDUF1019: Human Development and Education

Semester 2, 2021 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect