EDCU11031 - Development and Learning through Life

General Information

Unit Synopsis

Development and Learning through Life introduces students to theoretical perspectives on human development and learning that acknowledge the significance of the diversity of children, their social and cultural contexts and the systems of relationships that influence their development. Students develop knowledge and understanding of the complex interactions between physical, social, emotional, linguistic and intellectual aspects of development and reflect on that knowledge to interpret the impact of social and cultural contexts on learning, engagement, and the educational pathways and outcomes of students with diverse socioeconomic, linguistic and cultural backgrounds. Theoretical perspectives are applied to challenge notions of universal and predictable pathways of learning and draw implications for the importance of connectedness, positive learning environments and experiences, quality care and responsive education provision in the early years and in school settings.


Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the unit.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2020

Term 1 - 2021 Profile

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Practical and Written Assessment 50%
2. Practical and Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University’s Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 1 - 2019 : The overall satisfaction for students in the last offering of this course was 4.3 (on a 5 point Likert scale), based on a 47.62% response rate.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: Student Feedback via email, in class and in phone calls.
Students have requested more constructive feedback from markers on the first assessment task so they can use it to guide their second assessment task.
Provide tutors and external markers with guidance around providing explicit and detailed constructive feedback within the submitted assignment in addition to comments on the criteria sheet, so that students have a reference point for improvement.
Action Taken
Tutors and external markers were provided with explicit guidance.
Source: Student feedback via email, class, phone & moodle
More explicit and consistent assessment explanations across all campuses and online learning environments for both assessment tasks. Students felt there were inconsistencies between each learning setting and therefore were concerned they didn't have the same understandings as others.
Provide tutors with explicit and detailed task descriptors for both assessment tasks to ensure that they understand these thoroughly and a consistent message about assessment requirements is distributed across all learning environments. Provide these also to all students undertaking the unit both via moodle and tutors.
Action Taken
Tutors were provided with explicit and detailed task descriptors for each assessment item.
Source: Student evaluations and tutor feedback.
The assessment tasks were complex and need to be reviewed.
Review the assessment tasks and criteria sheets.
Action Taken
Source: Student evaluations
The content of the unit is valuable and interesting.
Retain the content of the unit, however, update when and where necessary.
Action Taken
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Analyse observations of children’s learning and behaviour through reference to theoretical perspectives on development and the influence of social and cultural contexts
  2. Explain the impact that factors such as gender, socio-economic, linguistic and cultural background and identity can have on educational pathways, experiences and outcomes
  3. Identify factors, including the use of ICTs, that influence the development of dispositions to lifelong learning
  4. Propose strategies to promote engagement, relevance and connectedness for young children and school-aged students with diverse linguistic, cultural, religious and socioeconomic backgrounds.

Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:

1.1 Physical, social and intellectual development and characteristics of students

1.2 Understand how students learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

3.4 Select and use resources

4.1 Support student participation

In addition, competency elements from the Diploma of Children’s Services (Early Childhood Education and Care) are taught and assessed in this unit.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Practical and Written Assessment
2 - Practical and Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4
1 - Communication
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Practical and Written Assessment
2 - Practical and Written Assessment