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PDC65708 - QCAA Psychology: Individual Thinking

Course Details

Course Summary

This course has been designed to complement the work delivered by the Queensland Curriculum and Assessment Authority (QCAA) to focus on developing teacher confidence, capability and expertise in the key concepts and topics covered in the Psychology syllabus. It offers subject-specific knowledge and skills needed to underpin effective and contemporary approaches to teaching and learning in the subject. This course will explore the way that the brain processes information, identifying the specialisation of various brain structures and pathways. The participant will be given the opportunity to explore individual differences in the way that the brain processes information by examining the characteristics of memory and how we learn. The participant will also learn about the formation of memories and their retrieval, and how this can be impacted by reinforcement schedules.

Entry Requirements

There are no specific entry requirements to enrol in this course, however, it is designed for Secondary School teachers who expect to teach the QCAA Psychology General Senior Syllabus.

Course Details

Course Type Short Course (Professional Development)
Student Availability
  • Domestic
Fees
Application Mode
  • Other
How to Apply
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Study Area
  • Education and Humanities
  • Psychology, Social Work and Community Services
Skill Area
  • Education Support

Admission Codes

Domestic Students
Tertiary Admission Centre Codes (TAC) Codes 		Not Applicable
International Students
CRICOS Codes 		Not Applicable

Student Outcomes, Career Opportunities and Occupations

Undertaking this course enables Secondary School teachers in Queensland to meet their Continuing Professional Development obligations and industry update requirements in their profession.

Upon successful completion of the course, students will be awarded a Certificate of Completion.

 

Course Structures

Study Mode Definitions

  • Online: Online courses provide the flexibility to study without normally requiring a student to visit a campus. Course content is studied through a number of means including the use of online discussion forums, electronic library resources, by contacting lecturers and teachers, and receiving study materials online/electronically. Work integrated learning, including placements, may be included in some courses.
  • On-campus: Students studying in on-campus mode typically are expected to attend and participate in regular, structured on-campus teaching and learning activities throughout the University’s academic term. These activities may include lectures, tutorials, workshops and practice, online or other activities and normally will be timetabled at a CQUniversity campus or approved delivery site.
  • Mixed Mode: Students studying in mixed mode will participate in a combination of online learning activities in addition to site-specific learning activities, which may include residential schools, co-op placements and/or work-integrated learning as a compulsory requirement of a unit. The additional site-specific learning activities are what differentiates a mixed-mode unit from an online unit.

*All study modes may include Vocational placement and/or work integrated learning.

Select a course structure below to view the delivery details, including the different study modes offered for each structure.

Standard Course Structure

12 hours online self-paced learning.

Students can access the course for one year from enrolment.

  • Online
No units are associated with this course


Course Learning Outcomes
  1. Outline the impact of neurotransmission and neurotransmitters on human responses
  2. Apply knowledge of localisation of brain function to investigate perception and memory, including the effect of visual perception on memory
  3. Explain the theory of memory in terms of how memory functions and how this has been conceptualised by psychologists
  4. Understand how knowledge of memory and storage of experience by the brain allows psychologists to investigate memory deficits
  5. Transfer knowledge of reinforcement schedules from psychological theory to a learning task.

Assessment 

Reflective Portfolio

 

 

 

Where and when can I start?
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