Overview
Youth is the period between childhood and adult age. Understanding youth is the focus of this unit. This understanding is developed through an opportunity to examine a number of complex issues pertaining to being an adolescent in Australian society. These examinations include an analysis of the role secondary school teachers have on developing effective skills to increase student engagement and achievement in all discipline area. In this unit you will also conduct an examination of your own literacy and numeracy skills and your responsibility to develop your personal skills to improve the outcomes of your future students and professional standing.
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 - 2019
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
The format of the Quiz was not consistent.
Unit Coordinator to ensure that settings are consistent in the five Quizzes.
Feedback from Student Evaluation
Further clarification on Referencing
Students are currently referred to the ALC Site for referencing assistance. Unit Coordinator will source a video or more interactive way to teach referencing skills.
Feedback from Student Evaluation
Increase the number of exemplars
A wider range of previous student responses will be made available to students.
Feedback from Unit Coordinator
First assessment to be more applicable to a context
Refocusing of topics within the current assessment task.
- Discuss the physical, social and intellectual development of youth
- Challenge contemporary thinking about teaching youth
- Evaluate personal ethical dilemmas faced by teachers teaching 21st Century youth
- Apply personal competence in literacy and numeracy to model effective reading, writing, spelling, oral language and numerate thinking for youth.
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
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
4th Edition (2017)
Authors: Connell, Welch, Vickers, Foley, Bagnall, Hayes, Proctor, Sriprakash and Campbell
Oxford University
South Melbourne South Melbourne , Victoria , Australia
ISBN: 9780190309763
Binding: Paperback
Additional Textbook Information
Both the paperback and eBook version can be purchased at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
m.ham@cqu.edu.au
Module/Topic
Identifying the characteristics of youth in junior secondary school.
Introduction to the guiding principles of teaching junior secondary students.
Chapter
Chapter 1 & 2
Events and Submissions/Topic
Introduction to Assignment 1. Begin preliminary research.
Module/Topic
Discovering the pathways available in secondary school and those youth take in society.
Chapter
Chapter 3 & 4
Events and Submissions/Topic
Defined assessment task topic. Email your tutor your defined topic for approval.
Module/Topic
Examining how students' culture and gender impact learning outcomes.
Chapter
Chapter 6 & 8
Events and Submissions/Topic
Outline of Assignment 1 complete. Begin first draft.
Module/Topic
Examine the impact of social class on students participation in, engagement with and outcomes from secondary education.
Chapter
Chapter 5
Events and Submissions/Topic
Editing of first draft
Module/Topic
Indigenous students' experience in secondary schooling.
Chapter
Chapter 7
Events and Submissions/Topic
Editing of final draft of Assignment 1. Complete referencing.
Module/Topic
Chapter
Events and Submissions/Topic
Assignment due Monday 15th
Researching Youth - Research paper Due: Vacation Week Monday (15 Apr 2019) 11:45 pm AEST
Module/Topic
Examine the way communication occurs and how our style of communication impacts our relationships.
Chapter
Chapter 12
Events and Submissions/Topic
No assessment this week.
Module/Topic
Examination of communication skills with stakeholders.
Chapter
Events and Submissions/Topic
Assignment 1 returned - begin critical reflection on personal communication and Literacy skills based on feedback.
Quiz 1 Open Monday 29th to be completed before Sunday 5th May 11:59pm.
Module/Topic
Intended vs enacted curriculum: how what we do can increase student understanding and improve overall engagement, achievement and motivation.
Chapter
Events and Submissions/Topic
Quiz 2 Open Monday 6th May to be completed before Sunday 12th May 11:59pm.
Examine strengths and challenges in personal communication and add to reflective statement
Module/Topic
Examination of personal literacy skills
Chapter
Events and Submissions/Topic
Quiz 3 Open Monday 13th May to be completed by Sunday 19th May 11:59pm.
Examine strengths and challenges in personal literacy and add to reflective statement
Module/Topic
Examination of personal numeracy skills
Chapter
Events and Submissions/Topic
Quiz 4 Open Monday 20th May to be completed before Sunday 26 May 11:59pm.
Examine strengths and challenges in personal numeracy skills and add to reflective statement
Module/Topic
Identify the impact of teachers' skill on students
Chapter
Events and Submissions/Topic
Quiz 5 Open Monday 27th May to be completed before Sunday 2nd June 11:59pm.
Compete section of reflective statement that outlines the impact of teacher's skills on students
Module/Topic
How can I improve my skill? Review of teachers' as learners through research
Chapter
Chapter 14
Events and Submissions/Topic
Reflective Statement due Friday 7th June, 11:59pm.
Personal competence online tests and critical reflection Due: Week 12 Friday (7 June 2019) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Critical reflection submission due Friday
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
The Research Paper
The task asks you to prepare a research paper. To do this, you must first research a chosen topic and then prepare and present a structured paper (essay) that:
- defines and explains your chosen topic
- identifies how and why the issue impacts adolescents
- discusses the implications for secondary school teachers' classroom practice
- and makes recommendations for classroom practice and/or a whole school approach.
Step 1
Choose an issue or concern specific to students in the junior secondary phase of their education.
Examples may include, but are not limited to:
· Mental Health
· Risk taking behaviour e.g. Alcohol, drugs or crime
· Equity and discrimination
· Rural isolation
· Access to technology
· Youth (sub)culture/s
· Body image, self-identity, sexuality
· Disengagement from learning or school
You will notice that many of these topics overlap with the unit topics from the first four weeks of the term. Please feel free to use the resouces you are provided with, however you will need to also conduct your own research.
Step 2
You will research this topic using the library on-line materials and your textbook. It is suggested that you read information from at least seven different sources prior to beginning the construction of your paper. From your readings, define the boundary of your paper. For example, you might choose the topic of youth subcultures. This topic is too broad for a 2000 word paper. So to narrow the topic you might consider a specific topic within youth subcultures, e.g. the impact of being a 'gamer' on students' learning and their level of engagement in school.
Please check your topic with your lecturer by sending them an email.
There will be more information on the research process provided through the 'Links to Assessment' on the Moodle site.
Step 3
Write your paper. Make sure that you cover each of the following sections in your paper. You may use headings to assist you in structuring your paper.
The first section should provide an explanation and define your chosen topic.
The second section should make up the bulk of your paper as you discuss the issue and explain how this topic impacts junior secondary school learners as stated in your research.
You should make sure that you connect the impact of the issue on the Adolescents' to the implications on the levels of engagement and learning outcomes for the learners.
Conclude by making recommendations for how teachers and schools can respond effectively to address the implications of the topic and assist young people to achieve at school based on your research findings on teaching youth and your own personal philosophy on secondary school teaching.
Support all of your work 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 that some of the sources you use will be from beyond the set readings for this course.
The paper is to be written in third person and follow the recommended structure provided by the ALC.
Length: 2000 words
WORD COUNT for written assignments:
The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.
Vacation Week Monday (15 Apr 2019) 11:45 pm AEST
Submit in a single Word file that has a title page, the body of the text and references
Week 7 Friday (3 May 2019)
1. Examine the complex nature of teaching youth
2. Challenge contemporary thinking about teaching youth
3. Evaluate personal ethical dilemmas when teaching 21 Century youth
4. Demonstrates personal communication and professional literacy competence
- Discuss the physical, social and intellectual development of youth
- Challenge contemporary thinking about teaching youth
- Evaluate personal ethical dilemmas faced by teachers teaching 21st Century youth
- Communication
- Problem Solving
- Critical Thinking
- Cross Cultural Competence
- Ethical practice
2 Online Test
Assessment Task 2 requires you to demonstrate an appropriate level of personal competence in communication, literacy and numeracy appropriate for teaching junior secondary level students.
This task comprises two parts:
- Five on-line quizzes that are completed each week from week 7 to week 11. The purpose of the quizzes is to show your personal competence in communication, literacy and numeracy appropriate to model effective reading, writing, spelling, oral language and numerate thinking for youth. (Cumulative score out of 50)
- A reflective statement due Friday 7th June 2019 (week 12) outlining your strengths and professional challenges relating to personal communication style, literacy and numeracy competency including a plan for how you aim to improve your skills prior to your graduation. (Satisfactory or Unsatisfactory grade)
You must achieve a pass standard (min 25/50) in the quizzes and a satisfactory in the reflective statement to be eligible to pass this unit.
Week 12 Friday (7 June 2019) 11:45 pm AEST
QUIZZES are due weekly from week 7 to week 11 with the REFLECTIVE STATEMENT due in week 12. See Moodle site for Quiz information.
- Apply personal competence in literacy and numeracy to model effective reading, writing, spelling, oral language and numerate thinking for junior secondary students
- Engage in professional learning to improve personal practice and student learning.
- 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?
