Year
2021
Units
4.5
Contact
1 x 1-hour lecture weekly
1 x 2-hour workshop weekly
1 x 7-hour independent study weekly
Prerequisites
% = any matching topic, eg BIOL1% includes BIOL1101, BIOL1102 etc
1 Admission into GCEDDL-Graduate Certificate in Educational Design and Digital Learning
1a Admission into GCEREA-Graduate Certificate in Educational Research Evaluation and Assessment
1b Admission into GCGE-Graduate Certificate in Gifted Education
1c Admission into GCIED-Graduate Certificate in Inclusive Education
1d Admission into GCCPEP-Graduate Certificate in Cognitive Psychology and Educational Practice
1e Admission into GCLE-Graduate Certificate in Languages Education
1f Admission into GCLED-Graduate Certificate in Leadership in Education
1g Admission into GCWPMHE-Graduate Certificate in Wellbeing and Positive Mental Health in Education
1h Admission into GCHE-Graduate Certificate in Higher Education
1i Admission into GCIBE-Graduate Certificate in International Baccalaureate Education
1j Admission into GCECE-Graduate Certificate in Early Childhood Education
1k Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
1l Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
1m Admission into MISE-Master of Inclusive and Specialised Education
1n Admission into MLE-Master of Leadership in Education
2 Admission into BSE-Bachelor of Special Education
2a Admission into MDS-Master of Disability Studies
2b Admission into MTSEPR-Master of Teaching (Special Education) (Primary)
2c Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
2d Admission into GCECP-Graduate Certificate in Education (Cog Psych & Educational Prac)
2e Admission into GCEGE-Graduate Certificate in Education (Gifted Education)
2f Admission into GCEHE-Graduate Certificate in Education (Higher Education)
2g Admission into GCEIB-Graduate Certificate in Education (Intl Baccalaureate Middle Yrs Prog)
2h Admission into GCELM-Graduate Certificate in Education (Leadership and Management)
2i Admission into GCESE-Graduate Certificate in Education (Special Education)
2j Admission into GCEWS-Graduate Certificate in Education
2k Admission into MDPP-Master of Disability Policy and Practice
2l Admission into MDPPA-Master of Disability Policy and Practice [1.5 years]
2m Admission into MED%
3 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
3a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
3b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
3c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
3d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
3e Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
4 108 units of study
Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m or 1n)) or ((2 or 2a or 2b or 2c or 2d or 2e or 2f or 2g or 2h or 2i or 2j or 2k or 2l or 2m)) or ((3 or 3a or 3b or 3c or 3d or 3e) and 4))
Enrolment not permitted
1 of EDSP9014, EDSP9026 has been successfully completed
Topic description

This topic will examine theories of learning, principles and practices of formal and informal assessments, theories of curriculum design, and research-based teaching strategies designed to support effective outcomes for students with diverse learning needs. Practical application in educational settings is required.

Educational aims

This topic aims to examine and reflect on theories of learning, assessment and curriculum design for students with diverse learning needs

Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Critically discuss processes of learning and connections with effective teaching and assessment strategies
  2. Analyse formal and informal assessment tools and strategies
  3. Apply knowledge gained from formal and informal assessment to design effective learning programs for students with diverse learning needs
  4. Design and evaluate appropriate curriculum and teaching strategies to meet the diverse learning needs of students

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.

FULL

If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.