Designing Personalised Learning

Subject EDUC90775 (2015)

Note: This is an archived Handbook entry from 2015.

Credit Points: 6.25
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2015:

Semester 2, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 27-Jul-2015 to 30-Oct-2015
Assessment Period End 20-Nov-2015
Last date to Self-Enrol 07-Aug-2015
Census Date 31-Aug-2015
Last date to Withdraw without fail 25-Sep-2015

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 18 hours
Total Time Commitment:

85 hours


Students must have completed 150 points of Master of Teaching (Primary) subjects including EDUC90489 Professional Practice and Seminar Prim 3 before enrolling in this subject.

Study Period Commencement:
Credit Points:
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 Overview, Learning Outcomes 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 Disability Liaison website:


Ms Jane Dawson


Contact Us
Call: 13 MELB (13 6352)

Subject Overview:

This subject develops Teacher Candidates’ understanding of the principles and practices which enable them to personalise learning, with the aim of tailoring experiences to meet primary school students’ learning, needs, interests and talents. Further, the subject consolidates Candidates’ capacity to engage and support all learners across all disciplines, to involve them in their own learning and assessment, and to move them towards increased independence, maturity and respect for others.

Topics include: the policy and research which identifies principles and practices for personalising learning in the primary school; the various innovation and intervention strategies for personalising learning across the disciplines, including the use of new technologies; the inclusive teaching and assessment strategies that encourage students’ active contribution to their own learning; and the organisation of the classroom and school to engage all learners and to maximise their full potential. There will be a particular emphasis on those school students who are gifted and those who experience learning difficulties.

Learning Outcomes:

On completion of this subject teacher candidates will be able to:

  • Discuss relevant policy and research related to personalising learning;
  • Undertake a cycle of action that accompanies innovative or targeted teaching;
  • Implement a range of data collection tools and techniques to identify the learning, needs, interests and talents of the students in their classroom;
  • Use a range of strategies they can use across the disciplines to support the learning of all students, including gifted students and students with learning difficulties; and
  • Apply their understanding of personalised learning through the design of a classroom innovation and intervention and the organisational structures that support this.

There are 2 assessment tasks

  • A report (750 words) due mid semester, 35%
  • A report (1,250 words) due end of semester, 65%

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.

Prescribed Texts:

Collection of readings.

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;
  • Be independent of mind, responsible, resilient, self-regulating;
  • Have a conscious personal and social values base.

Links to further information:
Related Course(s): Master of Teaching (Primary)

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