Overview
Youth is the period between childhood and adult age. Teaching youth requires a particular pedagogical approach where learned information must be meaningful and links to the world beyond the classroom. Understanding youth is the focus of this unit, in particular the role secondary school teachers have on developing effective, useful and efficient tactics that in any discipline area can be used to increase student understanding and improve overall achievement and motivation. Pre-service teachers will be challenged to question the role of formal secondary schooling and address their own preconceptions about schooling in the 21st Century, in particular strategies that promote teaching today’s youth. Pre-service teachers will also develop effective communication skills to engage in successful relationships with youth through demonstrating personal literacy and numeracy competence.
Details
Pre-requisites or Co-requisites
There are no requisites for this 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).
Offerings For Term 1 - 2017
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).
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.
Class Timetable
Assessment Overview
Assessment Grading
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.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
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.
Feedback from Student Evaluation
Review number of weekly readings
Provide further advice, in terms of how to read academic articles via Moodle
As a new course coordinator I did not review the number of weekly readings, however will be taking this action for 2018.
Feedback from Student Evaluation
Review APA Referencing
Further embed APA referencing into Moodle activities/resources
All sources were referenced on the Moodle pages. Students were repeatedly referred to ALC for support in referencing.
Feedback from Student Evaluation
Provide FLEX students course Power Points on Moodle rather than via email
Course co-ordinator to make collaborate session powerpoints available via Moodle
FLEX lessons did not rely on PowerPoints this year but involved a greater level of interaction between peers.
- Examine the complex nature of teaching youth.
- Challenge contemporary thinking about teaching youth.
- Evaluate personal ethical dilemmas when teaching 21st Century youth.
- Apply personal competence in literacy and numeracy to model effective reading, writing, spelling, oral language and numerate thinking for youth.
Australian Professional Standards for Teachers (Graduate Level) demonstrated:
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
2.5 Literacy and numeracy strategies
4.1 Support student participation
6.2 Engage in professional learning and improve practice
6.4 Apply professional learning and improve student learning
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 50% | ||||
| 2 - Online Test - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 50% | ||||||||||
| 2 - Online Test - 50% | ||||||||||
Textbooks
Education, Change and Society
Edition: 3rd (2013)
Authors: Connell, Welch, Vickers, Foley, Bagnall, Hayes, Proctor, Sriprakash and Campbell
Oxford University
Melbourne Melbourne , Victoria , Australia
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing styles below:
For further information, see the Assessment Tasks.
m.ham@cqu.edu.au
Module/Topic
Being Youth: Adolescent Development
Chapter
Events and Submissions/Topic
Module/Topic
Defining Youth: Self Identity, Gender and Sexuality
Chapter
Events and Submissions/Topic
Module/Topic
Schooling Youth: Secondary Schools Today
Chapter
Events and Submissions/Topic
Module/Topic
Engaging Youth: Social and Cultural Differences
Chapter
Events and Submissions/Topic
Module/Topic
Teaching Youth: The Image of Teachers and Learning today
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Communicating With Youth: Theoretical Perspectives on Human Communication - Relationships, Social Influences, Competence and Meaning
Chapter
Events and Submissions/Topic
Module/Topic
Verbal Communication: Power and use of words - Meaning in Context and Culturally Bound Settings
Chapter
Events and Submissions/Topic
Module/Topic
Verbal Communication: The Sociocultural Nature of Learning
Chapter
Events and Submissions/Topic
Personal Competence Test 1 to be completed by the end of this week
Module/Topic
Non-verbal Communication: The Influence of Gender, Status, Age, Culture and Individual Difference
Chapter
Events and Submissions/Topic
Personal Competence Test 2 to be completed by the end of this week
Module/Topic
Language to engage: Promoting Social Skills in Learning Environments
Chapter
Events and Submissions/Topic
Personal Competence Test 3 to be completed by the end of this week
Module/Topic
Communicating with Youth: Modelling Literate Practices
Chapter
Events and Submissions/Topic
Personal Competence Test 4 to be completed by the end of this week
Module/Topic
Communicating with Youth: Being Numerate
Chapter
Events and Submissions/Topic
Personal Competence Test 5 to be completed by the end of this week
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Your task is to choose an issue or concern that may have an affect on how you teach youth as a secondary school teacher.
Examples may include, but not limited to:
· Gender
· Sexuality
· Social difference
· Rural isolation
· Drugs
· Youth (sub)culture/s
· Body image and self-identity
· Literacy and Numeracy
Provide an explanation of the issue as well as a definition of the boundary you are working within regarding this issue.
Justify how and why this issue is important for secondary school teachers.
Support your justification with links to current research in the area of adolescent development. This research must include recent journal articles, textbooks and professional readings. It is expected you will use sources beyond the set readings for this course.
Discuss the implications the chosen issue has for teaching youth and how teachers can respond effectively to address this issue and assist young people to achieve at school.
Conclude by making recommendations for secondary school teachers based on your research findings on teaching youth and your own personal philosophy on secondary school teaching.
Length: 2000 words
Week 5 Friday (7 Apr 2017) 11:45 pm AEST
Week 7 Friday (28 Apr 2017)
Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students’ responses to the next assessment task.
- Examine the complex nature of teaching youth
- Challenge contemporary thinking about teaching youth
- Evaluate personal ethical dilemmas when teaching 21st Century youth
- Examine the complex nature of teaching youth.
- Challenge contemporary thinking about teaching youth.
- Evaluate personal ethical dilemmas when teaching 21st Century youth.
- Communication
- Problem Solving
- Critical Thinking
- Cross Cultural Competence
- Ethical practice
2 Online Test
This task will require you to demonstrate an appropriate level of personal competence in literacy and numeracy appropriate for teaching.
On-line tests
You will complete a series of on-line tests in weeks 8-12 of the course that will show your personal competence in literacy and numeracy appropriate to model effective reading, writing, spelling, oral language and numerate thinking for youth.
Reflective statement
After the last on-line test has been completed, you are to write a 1000 word reflective statement outlining your strengths and professional challenges relating to personal literacy and numeracy competency. This reflective statement must outline what you believe are the consequences of your personal skill level. You must outline where and how you will seek professional learning in personal literacy and/or numeracy (Standard 6.2) and provide a justification as to why this professional learning is to occur and the implications this will have for your own personal journey and that of the youth you will teach (Standard 6.4).
Essential elements of the task
You must complete the on-line tests in the weeks in which they are allocated (i.e. Test 1 must be completed in week 8, Test 2 in week 9, Test 3 in week 10, Test 4 in week 11, Test 5 in week 12).
You must achieve a pass standard in this task to be eligible to pass this course.
In order to pass you must receive a 'satisfactory' for the reflective statement. You must also receive a minimum mark of 25/50 for the 5 quizzes. Each quiz is worth 10 marks.
Review/Exam Week Friday (9 June 2017) 11:45 pm AEST
Completed as on-line tests through Moodle
Exam Week Friday (16 June 2017)
Not applicable
- Applies personal competence in literacy and numeracy to model effective reading, writing, spelling, oral language and numerate thinking for youth
- Apply personal competence in literacy and numeracy to model effective reading, writing, spelling, oral language and numerate thinking for youth.
- Communication
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
