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EDC1001 Understanding Learner Development

Semester 2, 2021 Online
Short Description: Learner Development
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
ASCED code : 070111 - Teacher Education: Higher Educ
Grading basis : Graded
Version produced : 14 April 2021


Examiner: Mark Oliver


Pre-requisite: Students must be enrolled in: BECH or BEED or BPED or BSED or BGEN.
BECH/BEED/BPED only: Enrolment is not permitted if EDC1100 has previously been completed.
BSED only: Enrolment is not permitted if ESD1100 has previously been completed.

Other requisites

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.
Enrolment is not permitted if ESD1100 Adolescence to Adulthood Development or EDC1100 Childhood Development (Birth-12 years) has been previously completed.


A cornerstone of effective education is an understanding of how humans develop. Pre-service teachers must be aware of the typical developmental milestones (i.e. physical, cognitive and psychosocial) that their learners will experience. It is imperative that teachers have an understanding of the common developmental milestones and progression that influences learning across the lifespan. This understanding of typical development will then provide important implications for teaching and learning.


This course offers an introduction to the key concepts and issues related to human development from birth to adulthood and how this is linked to learning. The course takes a learning sciences approach that is focused on the development of effective learning methodologies and solutions. The course provides an overview of the typical patterns of development pertaining to the physical, cognitive and psychosocial dimensions of human development. Key learning theories and concepts will also be covered in response to developmental needs and trends. The implications of developmental milestones and learning theories on teaching and learning will be explored, beginning to prepare pre-service teachers for the profession.


On successful completion of this course students should be able to:

  1. describe and analyse the theories of human development and learning (APST 1.1, 1.2);
  2. analyse the key aspects of cognitive development from birth to adulthood and discuss implications for teaching and learning (APST 1.1, 1.2);
  3. analyse the key aspects of physical development from birth to adulthood and discuss implications for teaching and learning (APST 1.1, 1.2);
  4. analyse the key aspects and research of psychosocial development and discuss implications for teaching and learning (APST 1.1, 1.2);
  5. reflect on the ways in which research and educational theories inform and impact on teaching and learning practices (APST 1.2);
  6. demonstrate appropriate cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing.


Description Weighting(%)
1. The science of learning 20.00
2. The study and theories of human development and learning 20.00
3. Cognitive development (e.g., working memory, attention, intelligence, language) 20.00
4. Physical development (e.g., physical growth, brain development, motor skills) 10.00
5. Psychosocial development (e.g., self-concept, identity, peer and family relationships) 20.00
6. Academic writing and referencing 10.00

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). (

Please contact us for alternative purchase options from USQ Bookshop. (

Weinstein, Y., Sumeracki, M., & Caviglioli, O 2018, Understanding How We Learn: A Visual Guide., Routledge.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Student workload expectations

Activity Hours
Directed Study 80.00
Private Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
Learning Portfolio 60 60 08 Oct 2021
Teaching Philosophy Statement 40 40 22 Oct 2021

Important assessment information

  1. Attendance requirements:
    On-campus Attendance requirements:
    It is the students' responsibility to attend and participate appropriately in all activities (such as lectures and tutorials) 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.

    ONL Attendance Requirements:
    There are no attendance requirements for this course. However, it is the students’ responsibility 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.

  2. 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.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (point 4.2.4)

  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.

  5. 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.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    There is no examination in this course, there will be no deferred or supplementary examinations.

  8. 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

Assessment notes

  1. 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

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:
a. 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
b. Queensland College of Teachers
c. Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).

Other requirements

  1. 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.

Date printed 14 April 2021