96631 Developmental Psychology
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
There are course requisites for this subject. See access conditions.
Description
Psychological, biological, social, and cultural factors influence developmental changes in the brain, behaviour, and mental processes. From embryo to older age, the brain and human mind continue to grow, develop and change. In this subject, students gain a multidimensional understanding of psychological development across the lifespan, from babies and children to adolescence, adulthood, and into older age. Students learn about developmental disorders as well as healthy ageing and cognitive decline. Through practical exercises and team projects, they develop interpersonal skills, reflecting on the value of interacting sensitively with people of diverse abilities and backgrounds.
Subject learning objectives (SLOs)
| 002. | Demonstrate knowledge and understanding of development across the lifespan. |
|---|---|
| 016. | Justify preferences for different theoretical orientations in psychological science based on perceived advantages and disadvantages. |
| 042. | Critically evaluate research communications from varied sources with regard to how they differ in credibility and objectivity. |
| 046. | Articulate the value of interacting sensitively with people of diverse abilities and backgrounds. |
| 047. | Recommend ways to reduce ageism. |
| 072. | Critique the characteristics and relative value of different kinds of information sources (e.g., primary vs. secondary). |
| 074. | Evaluate the biases and errors that appear in various media. |
| 079. | Use technology to create engaging, effective, and professional documents and presentations. |
| 080. | Demonstrate effective teamwork and interpersonal skills including participation, delegation, and leadership. |
| 083. | Collaborate effectively on team-based projects. |
Course intended learning outcomes (CILOs)
The learning outcomes for this subject are as follows:
- Psychological Literacy: Apply psychological knowledge and skills to personal, professional, and societal goals. (2.1)
- Research Proficiency: Use knowledge of research methods and appropriate technologies to interpret and communicate empirical evidence. (3.1)
- Lifelong Learning: Employ knowledge, skills, and attributes required for self-directed pursuit of scholarly inquiry in psychology and for ongoing personal and professional development. (4.1)
- Values and Ethics: Recognise the importance of values and ethical standards in psychological research and practice. (5.1)
- Interpersonal Skills: Demonstrate effective interpersonal and teamwork skills appropriate to psychological practice and research. (6.1)
Contribution to the development of graduate attributes
This subject contributes to the development of the following graduate attributes:
Psychologically Literate
Graduates of the Bachelor of Psychology apply knowledge of psychology, critical thinking and scientific reasoning to personal, professional, and societal goals. (2)
Research Proficient
Graduates of the Bachelor of Psychology understand research methods in psychology, including research design, data analysis and interpretation, and appropriate use of technologies. (3)
Lifelong Learner
Graduates of the Bachelor of Psychology are equipped for a lifetime of inquiry, and engage in ongoing reflection for personal and professional development. (4)
Ethical and Just
Graduates of the Bachelor of Psychology recognise the importance of ethical values and respectful attitudes for meaningful contribution to the promotion of fairness and social justice. (5)
Professionally Capable
Graduates of the Bachelor of Psychology demonstrate interpersonal and professional skills, and have an understanding of psychological assessment and intervention across contexts. (6)
Students enrolled in the Bachelor of Psychology (Honours) program can find a list of the corresponding graduate attributes and course intended learning outcomes in the UTS Handbook.
Teaching and learning strategies
Orientation activities
Preparation for the session - You may be expected to undertake activities during orientation week. These activities are designed to introduce you to the subject and your peers and will assist you to prepare for the subject's assessment tasks.
Prep work
Prep work is undertaken prior to tutorials. Prep work includes attending or viewing lectures. It can also include watching other videos, reading a blog entry/website/textbook chapter/journal article/magazine article and/or listening to a podcast/video/interview. Questions often accompany the prep work so students read with intent which encourages deep reading. Content covered in prep work is strongly linked to the content covered in lectures and tutorials. Please ensure prep work is carried out so that you have spent some time accessing and making sense of ideas. Attending the tutorials will allow you to test these ideas and get feedback from your teachers and peers which will further consolidate your learning. Your knowledge and understanding of the lectures and prep work will be tested and applied using quizzes, group discussions and practical activities in tutorials.
Tutorials
Tutorials are conducted in groups of up to 30. Content in classes often includes the practice of practical skills and further consolidation of information gained in the prep work. Activities are varied and require students to work alone, work in pairs or work in groups of 3 or more. Examples of these activities include short quizzes, short student-led presentations, group discussions where students reflect on what they have learnt in class and share this with the class. Group discussions often involve solving a problem or answering a question based on case studies or the content topic. All activities are facilitated by the teacher. Feedback is provided by the teacher where there is discrepancy in the knowledge and understanding of the content or disagreement in opinions between groups. Feedback can also be provided by peers.
Material that will be assessed is discussed during tutorials. Therefore, regular attendance at tutorials is necessary for optimal learning outcomes, and to ensure adequate preparation for assessment tasks. Failure to attend tutorials is very likely to jeopardise your chances of passing or doing well in the subject. For this reason, attendance records will be kept. Students are regarded as responsible adult learners. Therefore, if you cannot attend a particular class, it is your responsibility to catch up on material that you may have missed (e.g., by requesting to attend another tutorial, or organising to access a friend’s notes). Tutorials will not be conducted outside of scheduled tutorial times. For this reason, it is a good idea to set up a “buddy-system” with one or more other students in your tutorial class, so that you can assist each other with notes and debriefing for missed tutorials.
Independent learning activities
Relevant readings, videos and activities will be made available online relevant to the topic of the week. This will support your ability to progress successfully throughout the subject and complete assessment items effectively. The online material aims to enhance your understanding of the topic or delve deeper into a more specific area, compare experiences and ideas with others and gain feedback. Information and links to all these learning activities can be accessed via Canvas as well as the subject outline.
Feedback
Feedback in this subject takes several forms including self-assessment, peer review, automatic feedback from interactive activities and from the teaching team. Formative feedback throughout the subject aims to increase your performance in summative assessments.
Feedback and changes from previous subject offering
This is a new subject and we will be collecting feedback from you in several forms to evaluate the design and depth of the content and its delivery. We appreciate you taking part in this process to ensure we are delivering subjects that are contemporary and meet your needs.
OPELA (English Language Competency)
An aim of this subject is to help you develop academic and professional language and communication skills in order to succeed at university and in the workplace. To determine your current academic language proficiency, you are required to complete an online language screening task, OPELA (information available at https://www.uts.edu.au/research-and-teaching/learning-and-teaching/enhancing/language-and-learning/about-opela-students) [or a written diagnostic task]. If you receive a Basic grade for OPELA [or the written diagnostic task], you must attend additional Language Development Tutorials (each week from week [3/4] to week [11/12] in order to pass the subject. These tutorials are designed to support you to develop your language and communication skills. Students who do not complete the OPELA and/or do not attend 80% of the Language Development Tutorials will receive a Fail X grade.
Assessment
Assessment task 1: Written debate points and group presentation
| Intent: | This assessment provides students the opportunity to evaluate different theoretical orientations within developmental psychology and develop their communication and teamwork skills. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 002, 016, 079, 080 and 083 This task is aligned with the following course learning outcomes: 2.1, 4.1 and 6.1 |
| Type: | Presentation |
| Groupwork: | Group, individually assessed |
| Weight: | 40% |
| Length: | Part A: 300 words Part B: 5 minutes |
| Criteria: | Marking criteria are available on Canvas |
Assessment task 2: Written critique
| Intent: | The intention of this assessment is for students to harness their critical thinking skills to evaluate how research findings on a developmental psychology topic are communicated. An over-arching intention is to develop skills required to assess credibility and the relative value of different sources of information.? |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 042, 072 and 074 This task is aligned with the following course learning outcomes: 3.1 |
| Type: | Essay |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | 500 words |
| Criteria: | Marking criteria are available on Canvas |
Assessment task 3: Interview and reflection
| Intent: | The intention of this assessment is to foster intergenerational understanding in the context of an ageing population. Students will develop skills required to articulate the value of interacting sensitively with people of diverse abilities and backgrounds, and to promote positive change.? |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 046 and 047 This task is aligned with the following course learning outcomes: 2.1 and 5.1 |
| Type: | Presentation |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | Part A: 3 minutes? Part B: 300 words? |
| Criteria: | Marking criteria are available on Canvas |
Minimum requirements
To pass this subject, students must submit their work for all assessment tasks and must achieve a minimum mark of 50 after all assessment marks are combined.
In addition, although students are expected to attend 100% of tutorials, up to two tutorial classes can be missed without the need to provide supporting documentation. Poor attendance may result in failure of the subject (Section 3.8 Attendance and/or participation requirements). Arriving on time to all tutorials is important. Lateness is disruptive to peers and colleagues. Arriving more than 10 minutes late may result in a recorded absence for the tutorial.
It is a requirement of this subject that all students complete OPELA [or a written diagnostic task]. Students who received a Basic grade in the OPELA [or the written diagnostic task] are required to attend 80% of the Language Development Tutorials in order to pass the subject. Students who do not complete the OPELA and/or do not attend 80% of the Language Development Tutorials will receive a Fail X grade.
Recommended texts
Sigelman, C. K., De George, L., Cunial, K., Kohler, M., Ballam, N., & Rider, E. A. (2021). Life Span Human Development: Australian and New Zealand 4th Edition. Cengage Learning.
American Psychological Association (2020). Publication Manual of the American Psychological Association, 7th edition.
O’Shea, R. & McKenzie, W. (2021). Writing for Psychology. Cengage Learning.
References
University of Technology, Sydney (UTS). (2020). Assessment of coursework subjects policy and procedures, UTS. A comprehensive list of references and other resources available in this subject is provided in Canvas.
Other resources
UTS Student Centre
Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)
For other resources/information refer to the Faculty of Health website and Canvas.
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: +61 2 9514 3666.
Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.
The Accessibility and Financial Assistance Service
The Accessibility Service can support students with disabilities, medical or mental health conditions, including temporary injuries (e.g., broken limbs). The Accessibility Service works with Academic Liaison Officers in each Faculty to provide ‘reasonable adjustments’ such as exam provisions, assistive technology, requests and strategies for managing your studies alongside your health condition. If you’re unsure whether you need assistance, we recommend getting in touch early and we can provide advice on how our service can assist you. Make an appointment with an Accessibility Consultant (AC) on +61 2 9514 1177 or Accessibility@uts.edu.au.
The Financial Assistance Service can assist you with financial aspects of life at university, including Centrelink information, tax returns and budgeting, interest-free student loans and grants to assist with course-related costs. Check eligibility and apply online and make an appointment on +61 2 9514 1177 or Financial.assistance@uts.edu.au.