ESD1100 Adolescence to Adulthood Development
|Semester 1, 2019 Online|
|Short Description:||Adolescence- Adulthood Dvlpmnt|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Teacher Education and Early Childhood|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||070105 - Teacher Education: Secondary|
|Grading basis :||Graded|
Examiner: Murray Wright
Enrolment is not permitted in ESD1100 if EDC1100 has been previously completed
Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.
A cornerstone of effective education is an understanding of how adolescents and adults develop. Pre-service teachers must be aware of the developmental milestones (physical, cognitive and psychosocial) that their students are experiencing, as this knowledge helps them to support students’ diverse needs and those who display atypical patterns of development. To enable informed decision-making and best practice, educators must also be cognizant of how environmental systems facilitate or impede development. Drawing on their knowledge of individual development and the reciprocal influence of contexts, teachers will be able to create supportive learning environments for diverse learners. This knowledge will also assist teachers to form effective home and school partnerships.
This course offers an introduction to the key concepts and issues related to adolescence and adult development and how this is linked to learning. The course provides an overview of the constancies and changes pertaining to the physical, cognitive, and psychosocial dimensions of adolescence and adult development, and introduces key learning theories and concepts, including behaviourism, cognitivism, and achievement motivation. The reciprocal influence of context, such as family and educational settings, peer group and community environments, will be explored. The course will also present information about atypical patterns of development, such as anxiety, depression and language disorders, which will serve as foundational knowledge for subsequent courses. Pre-service teachers will be encouraged to reflect critically on theories of development and learning this applies to their educational practice.
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:
- describe and analyse the study and theories of human development and learning (APST 1.1, 1.2)
- critically analyse the role of key environmental systems for adolescence and adult development (e.g., home, school, peer and community groups), and understand a broad range of strategies for working effectively, confidentially and sensitively with parents/carers (APST 3.7, 7.3)
- analyse the key aspects and research of adolescence and adult cognitive development (e.g., working memory, attention, intelligence, language), and discuss implications for teaching (APST 1.1, 1.2)
- analyse the key aspects and research of adolescence and adult physical development (e.g., physical growth, brain development, motor-skills), and discuss implications for teaching (APST 1.1, 1.2)
- analyse the key aspects and research of adolescence and adult psychosocial development (e.g., self-concept, self-esteem, identity, atypical development, peer and family relationships), and discuss implications for teaching (APST 1.1, 1.2).
|1.||The study and theories of human development and learning||25.00|
|2.||Working with key environmental systems of adolescences including parents/carers||15.00|
|3.||Cognitive development – learning, information processing, language, intelligence, creativity and motivation||20.00|
|4.||Physical development – brain, body and motor skills||20.00|
|5.||Psychosocial development – personality, self-concept, self-esteem, attachment, social relationships, and atypical development.||20.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2019&sem=01&subject1=ESD1100)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||30||30||17 Apr 2019|
|QUIZ 1||45||15||25 Apr 2019|
|ASSIGNMENT 2||40||40||29 May 2019|
|QUIZ 2||45||15||05 Jun 2019|
Important assessment information
It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them, to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item.
Penalties for late submission of required work:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There is no examination in this course, there will be no deferred or supplementary examinations.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at http://www.usq.edu.au/library/referencing.
Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Evaluation and benchmarking
In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:
- internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
- Queensland College of Teachers
- Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.