Learning Area Psychology 1

Subject 460-556 (2009)

Note: This is an archived Handbook entry from 2009. Search for this in the current handbook

Credit Points: 12.50
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2009:

Semester 1, - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable

Parkville Campus

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 36 hours
Total Time Commitment: 125 hours total commitment
Prerequisites: None
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

Coordinator

Mr Roger Dickson Hewitt
Subject Overview: The subject explores methods of teaching psychology in secondary schools. This subject develops teacher candidates’ understanding of the place of this learning area in contemporary goals of school in Australia and in the Victorian curriculum in particular. By considering the principles of learning and teaching that underpin effective classrooms and the research that supports these principles, this subject will widen teacher candidates’ appreciation of exemplary teaching in this area. The course will examine the aims, curriculum content, approaches and strategies for teaching VCE Psychology; together with the resources necessary to support such teaching. Other approaches to the teaching of psychology, such as the Internal Baccalaureate will be explored, together with teaching psychology below the VCE level. The subject will encourage teacher candidates to review the variety of theoretical frameworks and research methodologies used within psychology; and explore important issues in the teaching of the subject, such as the increasing concerns about ethical issues in the conduct of psychological research.
Objectives: On completion of this subject teacher candidates will be able to:
  • Understand the nature and scope of Psychology as it is taught in secondary schools;
  • Appreciate the place of this learning area in Australian curriculum
  • Describe an exemplary classroom in this learning area
  • Plan and organise classroom lessons; use a variety of teaching/learning strategies; select and use appropriate resources; and assess and report student learning
  • Foster an interest in and positive attitude toward the understanding of human development and behaviour;
  • Appreciate the importance of ethical issues in teaching and research involving human and animal subjects.
Assessment: There are 2 assessment tasks:
  • Annotated lesson plans (2, 000 words) due during the semester (50%);
  • An individual teaching presentation followed by a written evaluation (2, 000 words) due as individually scheduled. (50%)
Prescribed Texts: VCAA, Psychology VCE Study Design. 2004
Breadth Options:

This subject is not available as a breadth subject.
Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills: On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:
  • Be skilled communicators who can effectively articulate and justify their practices as knowledgeable agents of changes.
  • Be flexible and able to adapt to change through knowing how to learn;
  • Understand the significance of developing their practice on the basis of research evidence;
  • Work in teams with skills in cooperation, communication and negotiation.
Related Course(s): Master of Teaching (Secondary)

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