EDF4040 - Curiosity and powerful learning and teaching - 2018

6 points, SCA Band 1, 0.125 EFTSL

Undergraduate, Postgraduate - Unit

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.



Chief examiner(s)

Richard O'Donovan


Richard O'Donovan

Unit guides



  • Second semester 2018 (On-campus)


Must be enrolled in D3001 BEd(Hons) and D6001 MTeach


This unit is available to approved cohorts only.


This unit adopts a 21st century teaching approach through application of a framework of practice termed Curiosity and Powerful Learning. Through this unit, students learn about why this approach is being utilised within schools and the importance of a clear pedagogical approach to teaching that embeds high impact strategies, visible models of practice and an inside-out approach to professional learning based on collaborative planning and observations. Students will become familiar with the ten theories of action that link specific teaching strategies with curiosity-driven learning. The workshops will develop students understanding and skills to implement models of practice and teaching strategies that aim to achieve high impact teaching and greater student improvement.


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

  1. broaden awareness and understandings about the challenges and moral imperatives of high impact teaching to improve student outcomes
  2. understand the levers of student improvement with particular focus on instructional practice
  3. identify the theories of action that underpin curiosity and powerful learning
  4. learn to identify learning intentions and focus on narrative and pace while teaching
  5. set challenging learning tasks
  6. practise framing higher order questions
  7. work with data to inform approaches to student feedback
  8. practise approaches to develop assessment for learning
  9. understand the importance of a collaborative approach to planning, observation and assessment of learning
  10. reflect on growing knowledge and understanding of the Graduate Teacher Standards.


Performance of practice 1 (2000 words equivalent, 50%)

Performance of practice 2 (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 24 contact hours over the semester
  2. Additional requirements:
    • Independent study to make up the minimum required hours per semester

See also Unit timetable information