Learners, Teachers and Pedagogy (Sec)

Subject EDUC90405 (2013)

Note: This is an archived Handbook entry from 2013.

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

This subject is not offered in 2013.

Time Commitment: Contact Hours: 36 hours
Total Time Commitment:

125 hours total commitment. Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Prerequisites: None
Study Period Commencement:
Credit Points:
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 Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H


Education Student Centre

234 Queensberry Street

Phone: +61 3 8344 8285

Subject Overview:

This subject will provide the general conceptual framework for understanding learning, teaching and curriculum. It will examine how learning can be enhanced from a range of evidence-based, theoretical and socio-cultural perspectives. Developmental trends in how knowledge is acquired, how learning occurs and the processes that facilitate it will be identified and evaluated. These include cognitive transformation, self-regulation, motivation and knowledge storage and retrieval and include physical, social, emotional, cultural and cognitive aspects.

Pedagogical approaches and conceptualisations of curriculum for fostering the enhancement of knowledge and effective learning will be developed within an integrated framework. The development of a repertoire of approaches across pedagogy, curriculum and assessment will be stressed. The strategic role of the teacher in optimising student learning, developing a culture of learning and building relationships will be investigated. This will include strategies and approaches for accessing, activating, evaluating and monitoring learning in ways that are developmentally and contextually relevant and that build on the diverse backgrounds and experiences of students and the learning community.

There will be strong emphasis on links with schools and critical reflection as a paradigm for teacher self-evaluation and professional learning.


On completion of this subject students will be able to:

  • Articulate how learning occurs and the key roles of processes such as cognition, meta-cognition, motivation, self-regulation and social influences on knowledge enhancement, learning and self-efficacy.
  • Describe developmental trends in knowledge and skill acquisition from a range of relevant perspectives;
  • Explicate links between teaching, learning, curriculum and pedagogy in the secondary school context;
  • Describe key characteristics of learning environments that engage students emotionally, socially, physically, culturally and cognitively;
  • Describe key characteristics of curriculum and pedagogy that are developmentally and that are contextually relevant and build on diverse backgrounds and experiences of students;
  • Evaluate and critique teaching practice and curriculum implementation through the lens of theoretically informed, evidence based research;
  • Reflect critically on their own learning and teaching and identify implications for their own professional growth.

The subject covers a range of the National Professional Standards for Teachers (for Graduate Teachers). In particular, the subject will contribute to students attaining the following standards:

1.1 Physical, social and intellectual development and characteristics of students

1.2 Understand how students learn

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

3.5 Use effective classroom communication

4.1 Support student participation

5.2 Provide feedback to students on their learning

6.2 Engage in professional learning and improve practice

6.4 Apply professional learning and improve student learning

7.1 Meet professional ethics and responsibilities


• One 2,500 word essay, due in week 7, 60%
• One 3,800 word or equivalent report. The report (Clinical Praxis Exam) is comprised of 1,500 words or equivalent from EDUC90405 Learners, Teachers and Pedagogy (Secondary), 1,500 words or equivalent from EDUC90406 Social and Professional Contexts, and 800 words or equivalent from EDUC90407 Language and Teaching. The Clinical Praxis Exam task, or equivalent, must be passed in order to pass this subject. Due in examination week, 40%

Prescribed Texts: None
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, students will have the knowledge, skills and understanding to enable them to:

  • Discuss the intellectual, social, cultural and psychological aspects of their work as teachers and synthesise theory and practice;
  • Make recommendations for improving the quality and characteristics of student learning including stimulating and sustaining motivation and self-regulation;
  • Design and implement learning experiences that create a balance between the acquisition of essential knowledge and skills, and the search for meaning and understanding;
  • Participate actively and positively in a learning community;
  • Evaluate and use constructive criticism of their work and the work of colleagues.

Related Course(s): Master of Teaching (Secondary)
Master of Teaching (Secondary)

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