Faculty of Education

Undergraduate, Postgraduate - Unit

This unit entry is for students who completed this unit in 2013 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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6 points, SCA Band 1, 0.125 EFTSL

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LevelUndergraduate, Postgraduate
FacultyFaculty of Education
OfferedClayton First semester 2013 (Day)
Coordinator(s)Mrs Karen Marangio


This unit is Part A of a two-part unit and must be taken in conjunction with Part B (EDF4892).


This unit explores the teaching and learning of psychology in secondary schools. It is designed to prepare students to teach psychology and consider the philosophy that underpins their teaching. It encourages students to consider the purpose of teaching psychology in schools and develop an understanding of the subject discipline's place within secondary schools, at senior level (Years 11 and 12) and younger (Years 7 to 10), including within the science domain and links to other domains such as health and humanities. It emphasises a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.


Upon successful completion of this unit, students should be able to:

  1. appreciate the nature and scope of psychology as a subject discipline in secondary schools
  2. be familiar with the curricula policies related to teaching of psychology, both nationally and internationally
  3. follow ethical guidelines when teaching psychology, and plan responsibly, especially when carrying out research investigations and teaching potentially sensitive or controversial topics
  4. acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of psychology
  5. develop competence in planning and implementing lessons and units of work, including assessment strategies, that embrace the diverse social and cultural backgrounds and personal experiences of students
  6. select and utilise appropriate resources, including drawing on current local or global issues, popular media to create effective learning activities that may incorporate ICT to suit the school context and the student's learning needs
  7. inspire learners of psychology to foster an interest in and positive attitude toward the understanding of human mental processes and behaviours
  8. value the links between psychological understandings, the 'real world' and students' everyday lives and consider what it means to be a psychologically literate citizen in today's society
  9. work collaboratively with peers to help articulate the pedagogical issues, consider different perspectives and understand that learning to teach is a social endeavour
  10. reflect critically on the development of their own teaching and learning to teach psychology.


Assessment Task 1: Alternative conceptions (2000 words, 50%)
Assessment Task 2: Reflective journal (2000 words, 50%)

Chief examiner(s)

Contact hours

Average per week of 2 - 3 hours contact plus approximately 15 hours in self-directed study


A minor sequence in psychology


EDF4113 General science education