School of Education

102081 Adolescent Development and Teaching

Autumn 2020
 Unit Details

Unit Code: 102081

Unit Name: Adolescent Development and Teaching
Credit Points: 10
Unit Level: 7
Assumed Knowledge: Not Applicable

Note: Students with any problems, concerns or doubts should discuss those with the Unit Coordinator as early as they can.

Unit Coordinator
Name: Dr. José Hanham
Phone: 02 4736 0194
Location: Kingswood, Building J Room J.G.07
Email: j.hanham@westernsydney.edu.au
Consultation Arrangement:
vUWS: Use vUWS to contact your Unit Coordinator.
Phone: Phone your Tutor or Unit Coordinator
On Campus: By appointment with the Tutor or Unit Coordinator during the Session. Full-time teaching staff display
their schedule on/next to their office door.

Teaching Team
Name: Dr. Erin Mackenzie
Phone: (02) 4736 0448
Location: K.2.30
Email: e.mackenzie@westernsydney.edu.au
Consultation Arrangement:
Phone: Phone your Tutor or Unit Coordinator
On Campus: By appointment with the Tutor or Unit Coordinator during the Session. Full-time teaching staff display
their schedule on/next to their office door.

Name: Michelle Button

Email: m.button@westernsydney.edu.au
Consultation Arrangement:
Phone: Phone your Tutor or Unit Coordinator
On Campus: By appointment with the Tutor or Unit Coordinator during the Session. Full-time teaching staff display
their schedule on/next to their office door.

Edition: Autumn 2020

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Director of Academic Program
Name: Dr. Kay Carroll
Phone: 9772 6298
Location: 4.G.14 Bankstown Campus
Email: k.carroll@westernsydney.edu.au

Administrative Support
Name: Daniel Macey
Phone: 02 9772 6561.
Location: Kingswood ,Building J. Room J.G.23
Email: Enquirieseducation@westernsydney.edu.au
Contents
1 About Adolescent Development and Teaching 2
1.1 An Introduction to this Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.2 What is Expected of You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.3 Changes to Unit as a Result of Past Student Feedback . . . . . . . . . . . . . . . . . . . . . . . . . 3

2 Assessment Information 4
2.1 Unit Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
2.2 Approach to Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.3 Contribution to Course Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2.4 Assessment Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.5 Assessment Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.5.1 Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.5.2 Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.5.3 Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
2.6 General Submission Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

3 Teaching and Learning Activities 18

4 Learning Resources 23
4.1 Recommended Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Note: The relevant Learning Guide Companion supplements this document

1
1 About Adolescent Development and Teaching

1.1 An Introduction to this Unit

This unit examines research and contemporary classroom practice relevant to the cognitive, physiological, and so-
cial/affective needs of adolescents to highlight the reciprocal effects that teaching has on adolescence and how in
turn adolescence affects teaching practice. Emphasis is placed on the use of evidenced-based literature in exam-
ining adolescent-centred challenges to teaching and learning. Topics addressed include: definitions of adolescence
past, present and future, biological and cognitive milestones of adolescence, adolescents at-risk, secondary schooling
fostering educational and general resilience in adolescents, and helping adolescents thrive.

1.2 What is Expected of You

Study Load

A student is expected to study an hour per credit point a week. For example a 10 credit point unit would require 10
hours of study per week. This time includes the time spent within classes during lectures, tutorials or practicals.

Attendance

It is strongly recommended that students attend all scheduled learning activities to support their learning.

Online Learning Requirements

Unit materials will be made available on the unit’s vUWS (E-Learning) site (https://vuws.westernsydney.edu.au/).
You are expected to consult vUWS at least twice a week, as all unit announcements will be made via vUWS. Teaching
and learning materials will be regularly updated and posted online by the teaching team.

Special Requirements

Essential Equipment:
Not Applicable
Legislative Pre-Requisites:
Not Applicable

Policies Related to Teaching and Learning

The University has a number of policies that relate to teaching and learning. Important policies affecting students
include:

– Assessment Policy
– Bullying Prevention Policy and
– Guidelines
– Enrolment Policy
– Examinations Policy
– Review of Grade Policy
– Sexual Harassment Prevention Policy
– Special Consideration Policy
– Student Misconduct Rule
– Teaching and Learning - Fundamental Code
– Student Code of Conduct

2
Academic Integrity and Student Misconduct Rule
In submitting assessments, it is essential that you are familiar with the policies listed above and that you understand
the principles of academic integrity. You are expected to act honestly and ethically in the production of all academic
work and assessment tasks, submit work that is your own and acknowledge any contribution to your work made by
others.

Important information about academic integrity, including advice to students is available at https://www.westernsydney.
edu.au/studysmart/home/academic_integrity_and_plagiarism. It is your responsibility to familiarise yourself with
these principles and apply them to all work submitted to the University as your own.

When you submit an assignment or product, you will declare that no part has been: copied from any other stu-
dent’s work or from any other source except where due acknowledgement is made in the assignment; submitted by
you in another (previous or current) assessment, except where appropriately referenced, and with prior permission
from the Unit Coordinator; written/produced for you by any other person except where collaboration has been au-
thorised by the Unit Coordinator.

The Student Misconduct Rule applies to all students of Western Sydney University and makes it an offence for
any student to engage in academic, research or general misconduct as defined in the Rule.

The University considers plagiarism, cheating and collusion as instances of academic misconduct. The University
also considers submitting falsified documentation in support of applications for special consideration, including sitting
of deferred examinations, as instances of general misconduct. You should be aware that changes were made to the
Student Misconduct Rule commencing 1 January 2020 that provide for minimum sanctions that apply to certain
conduct, including the provision of falsified documentation to the University.

You are strongly advised to read the Student Misconduct Rule and the Inappropriate Behaviour Guidelines at the
commencement of each session to familiarise yourself with this process and the expectations of the University in
relation to work submitted for assessment.

1.3 Changes to Unit as a Result of Past Student Feedback

The University values student feedback in order to improve the quality of its educational programs. The feedback
provided helps us improve teaching methods and units of study. The survey results inform unit content and design,
learning guides, teaching methods, assessment processes and teaching materials.

You are welcome to provide feedback that is related to the teaching of this unit. At the end of the semester you will
be given the opportunity to complete a Student Feedback on Unit (SFU) questionnaire to assess the unit. You may
also have the opportunity to complete a Student Feedback on Teaching (SFT) questionnaire to provide feedback for
individual teaching staff.

As a result of student feedback, the following changes and improvements to this unit have recently been made:

– Additional readings added to vUWS site

– Additional information on educational technology

3
2 Assessment Information

2.1 Unit Learning Outcomes

This unit contributes most prominently to the following Western Sydney University graduate attributes:

1. Commands multiple skills and literacies to enable adaptable lifelong learning

2.“Indigenous Australian Knowledge”- Demonstrates knowledge of Indigenous Australia through cultural com-
petency and professional capacity
3. Demonstrates comprehensive, coherent and connected knowledge
4. Applies knowledge through intellectual inquiry in professional or applied contexts
5. Brings knowledge to life through responsible engagement & appreciation of diversity in an evolving world

This unit supports the following course outcomes. Graduates of the 1714 Master of Teaching (Secondary) will be
provided with the opportunities to:

– Integrate subject discipline content, educational policy and educational theory with pedagogical knowledge to
design and assess student learning at the secondary school level.
– Demonstrate a critical insight of the processes and skills required to generate a research framework around 21st
century capabilities relevant at the secondary school level
– Demonstrate engagement in reflective professional practice derived from personal research, and scholarly inquiry,
into the teaching and learning of secondary school students.
– Develop a pedagogical repertoire arising from theoretical bases and creatively apply relevant and contemporary
strategies, resources, and technologies to meet the diverse needs of young people.
– Apply creative and critical problem solving independently or interdependently to generate robust and innovative
solutions to emerging teaching and learning issues in secondary schools. ·Communicate fluently and with
imagination evidence-based outcomes to parents, colleagues and the professional community.
– Apply a global perspective when critiquing cultural and social processes to support a personal construction of
innovative and sustainable, positive teaching and learning environments.
– Apply a deep and critical understanding of research processes and teaching and learning to design, complete
and appraise a teaching improvement research project. The following unit learning outcomes are aligned to the
course learning outcomes (CLO) above and the Australian Professional Standards for Teachers (APST) (see
vUWS site).

On successful completion of this unit, you should be able to:

Outcome
1 Integrate knowledge about issues relating to pre-teen and adolescent development in a diverse community
(Aligns with CLO1 and APST standards 1.1, 1.2, 1.3 & 1.5.).
2 Appraise how legislation, policy resources, school-based processes and system supports impact upon
adolescent development (Aligns with CLO 1, 2, & 6 and APST standards 4.1, 4.4, 4.5, 7.2 & 7.4).
3 Apply creative and critical insight into the processes and skills required to teach adolescents through the
application of evidence-based principles (Aligns with CLO 5 and APST standards 1.2 & 2.1.).
4 Analyse the influence of teacher practices and the wider community on the behaviour, well-being and
development of adolescents (Aligns with CLO1, & 7 and APST standards 7.1 & 7.3).
5 Assess and reflect upon ethical and legislative responsibilities for responding to adolescent development and
propose classroom and school-wide strategies that promote well-being and resilience in adolescence (Aligns
with CLO1, & 4 and APST standards 7.1 & 7.2).
6 Explain the role of teachers and schools in the promotion, prevention and early identification of at-risk and
marginalised adolescents (Aligns with CLO 1 & 4 and APST standards 4.3 & 7.3.).
7 Demonstrate a critically informed approach to solving complex real-world problems in relation to teaching
adolescents (Aligns with CLO2, 3, & 4 and AITSL standards 1.2 & 6.4.).
8 Demonstrate teaching strategies informed by evidence based principles to meet the diverse needs of
adolescents (Aligns with CLO4, 5, 6, & 8 and AITSL standards 1.2 & 3.1.).

4
2.2 Approach to Learning

This unit examines research and contemporary classroom practice relevant to the biological, cognitive, mental health,
and social-emotional needs of adolescents to highlight the reciprocal effects that teaching has on adolescence and how
in turn adolescence affects teaching practice. Emphasis is placed on the use of evidence-based literature in examining
adolescent-centred challenges to teaching and learning. Topics addressed include: definitions of adolescence past,
present and future; biological and cognitive milestones of adolescence; adolescents’ interaction with the wider world,
and; fostering educational and general resilience in adolescents.

This unit is a foundation unit that provides opportunities for students as Pre-service Teachers to prepare for their
future employment as a teacher and to engage with the key elements of the NSW Education Standards Authority
(NESA). Students will develop skills in pedagogy and practice within the area of adolescent development. The
knowledge and skills developed in the other units of study in the course can be applied in this unit and the knowledge
and skills developed in this unit can be applied in other units in the course.

Adolescent Development and Teaching is a core unit for students in the 1714 Master of Teaching (Secondary). This
unit is offered on-campus as a combination of lectures/tutorials and some online activities.

As Pre-service Teachers, the students will have engaged with the elements of a graduate teacher as described by the
NSW Education Standards Authority (NESA), the accrediting organisation for the Master of Teaching (Secondary)
course.

HOW THIS UNIT RELATES TO YOUR LEARNING PORTFOLIO

The development of a learning portfolio, highlighting evidence of your learning, has been embedded into the Master
of Teaching (Secondary). The approach requires you to capture and gather artefacts from each of your units, reflect
on them in relation to your learning progress and professional development, and store them in your Weebly Learning
Portfolio. The learning portfolio will have seven key components for you to focus upon: teaching philosophy, planning,
teaching, assessment, reflection, relationships, and professional identity. As you progress through your course, your
learning portfolio will develop into a rich source of evidence for you to demonstrate your successful achievement of
the Graduate Teaching Standards.

The key components of the learning portfolio relevant to this unit are: teaching philosophy, planning, teaching,
assessment, reflection, relationships, and professional identity.

5
6
 2.3 Contribution to Course Learning Outcomes

1714: Master of Teaching (Secondary)

Course Learning Outcomes ULO 1 ULO 2 ULO 3 ULO 4 ULO 5 ULO 6 ULO 7 ULO 8
1. Integrate subject discipline content, educational Introduced Introduced Introduced Introduced Introduced Introduced Introduced Introduced
policy and educational theory with pedagogical
knowledge to design and assess student learning at
the secondary school level.
2. Demonstrate a critical insight of the processes Introduced Introduced Introduced Introduced Introduced Introduced Introduced Introduced
and skills required to generate a research
framework around 21st century capabilities
relevant at the secondary school level.
3. Demonstrate engagement in reflective Developed Introduced Introduced Introduced Introduced Introduced Introduced Introduced
professional practice derived from personal
research, and scholarly inquiry, into the teaching
and learning of secondary school students.
7

4. Develop a pedagogical repertoire arising from Developed Introduced Developed Introduced Introduced Introduced Introduced Introduced
theoretical bases and creatively apply relevant and
contemporary strategies, resources, and
technologies to meet the diverse needs of young
people.
5. Apply creative and critical problem solving Introduced Introduced Introduced Introduced Introduced Developed Introduced Introduced
independently or interdependently to generate
robust and innovative solutions to emerging
teaching and learning issues in secondary schools.
6. Communicate fluently and with imagination Introduced Introduced Introduced Introduced Introduced Introduced Introduced Introduced
evidence-based outcomes to parents, colleagues
and the professional community.
7. Apply a global perspective when critiquing Introduced Introduced Introduced Introduced Introduced Introduced Introduced Introduced
cultural and social processes to support a personal
construction of innovative and sustainable, positive
teaching and learning environments.
8. Apply a deep and critical understanding of Developed Introduced Introduced Introduced Introduced Introduced Developed Developed
research processes and teaching and learning to
design, complete and appraise a teaching
improvement research project.
8
2.4 Assessment Summary

The assessment items in this unit are designed to enable you to demonstrate that you have achieved the unit
learning outcomes. Completion and submission of all assessment items which have been designated as mandatory or
compulsory is essential to receive a passing grade.

To pass this unit you must:

All assessment items are mandatory. A combined overall mark of at least 50% is required to pass the unit.

Item Weight Due Date ULOs Assessed Threshold

Examination 50% Week 6 (Monday, 6 April, 11am) 1, 2, 4 No
Presentation 30% Week 12 (Monday 18th of May, 12 1, 2, 3, 4, 5, 6, No
noon). 7, 8
Reflection 20% Week 12 (Monday 18th of May, 12 3, 4, 5, 6, 7, 8 No
noon).

Feedback on Assessment

Feedback is an important part of the learning process that can improve your progress towards achieving the learning
outcomes. Feedback is any written or spoken response made in relation to academic work such as an assessment
task, a performance or product. It can be given to you by a teacher, an external assessor or student peer, and may
be given individually or to a group of students. As a Western Sydney University student, it is your responsibility to
seek out and act on feedback that is provided to you as a resource to further your learning.

9
2.5 Assessment Details

2.5.1 Examination

Weight: 50%
Type of Collaboration: Individual
Due: Week 6 (Monday, 6 April, 11am)
Submission: In-class exam
Format: An in-class exam will take place IN THE LECTURE of week 6. The paper-based exam
will comprise 20 multiple choice questions (worth 1 mark per correct answer) and two
extended response questions (worth a total of 15 marks each). This exam is worth a
total of 50% of your final mark for the unit.
Length: 1 hour
Curriculum Mode: Intra-session Exam

To prepare for the exam you should revise lecture and tutorial material on a weekly basis. In a week or two prior
to the exam, we suggest that you complete timed practiced answers (e.g., completing an extended response answer
within 20 minutes).

Resources:

The exam will be based on the lecture and tutorial materials covered in weeks in 1-5. Approximately 1 week prior to
the exam, the lecturer will post 4 extended response questions, 2 of which will be in the exam.

10
2.5.2 Presentation

Weight: 30%
Type of Collaboration: Group
Due: Week 12 (Monday 18th of May, 12 noon).
Submission: Submission via online link directly to your tutor. REMEMBER TO KEEP A COPY OF
YOUR ASSIGNMENT
Format: Your group is encouraged to use a variety of different audio-visual and text-based
methods and digital literacy resources to create the video presentation. Your group’s
digital multimodal presentation can incorporate digital photographs, video clips, slides,
sound files and interactivity (e.g., links to resources) to address key assessment criteria.
The presentation (including personal reflections) should be a maximum of:
15 minutes for groups of 3 students
20 minutes for groups of 4 students
10 minutes for a groups of two students (videos must strictly stay within these specified
limits).

Your group must email a single online link that contains both the group presentation
and all of the personal reflections. Make sure you record your tutor’s email address

Length: 15 minutes
Curriculum Mode: Presentation

This assessment requires students to work in cooperative learning groups (preferably a max of 3 members per group)
to demonstrate a critical understanding of contemporary adolescent development theory, research and practice as it
applies to today’s Australian classroom context.
What you need to do: To successfully complete the assessment students need to refer to the following vignette:
Mia is a Year 9 student who is physically more mature than her peers. She excels in sports and visual arts at school.
She liked maths and science, but now often complains of forgetting class content and not being able to keep up.
Mia does not seem to have a large group of friends, but does have two close friends that she spends a lot of time
with. You notice Mia is often preoccupied with her phone in class and at school, often looking distressed after
checking her phone. One of her close friends has told you that Mia is the target of cyberbullies. Other staff members
have mentioned that she sometimes doesn’t show up for class. She has a supportive home environment however her
parents have very limited English language skills, and are struggling financially. She has said to you that she actually
wants to do well at school and hopefully do visual arts at university, but just needs more help.
Based on the content covered in this unit you must analyse Mia’s vignette as a group and:

1. Identify some of the key developmental issues (e.g., brain development, physical development, social development,
cognitive development, moral development etc.) raised in the vignette;
2. Find and use contemporary research on adolescent development and teaching to offer and demonstrate
how you would assist Mia. Your approach must demonstrate the use of a variety of strategies which are designed
to increase Mia’s success at school whilst at the same time being developmentally appropriate, both inside and
outside the classroom. Your approach must address more than one developmental issue (e.g., brain development,
physical development, social development, cognitive development, moral development etc.);
3. Clearly justify with contemporary research the suggested approaches to assist Mia. You must identify
and cite research that influenced your approach;
4. Articulate the advantages and disadvantages of the proposed approaches to assist Mia;
5. Provide an individual reflection on how adolescent development theory, research and practice can influence
your personal teaching approach. Your reflection must include mention of: What you have learnt as part of
this unit including how this knowledge informs the specific strategies you will use to support students’ well-being
and safety, and work sensitively and confidentially with parents/caregivers and other professionals. You must also
describe how this knowledge about adolescent development will influence your future teaching practice (in terms of
6. teaching strategies and your interaction with students) in reference to at least one of your chosen teaching areas

11
(E.g., Maths, English etc.). Important, you must present your individual reflection on video. This is included in the
single submission from the group.

Exemplar:

Exemplars will be added to the vUWS site for this unit during the course of the semester.

Resources:

The lecture, tutorial, and reading materials will provide the initial basis for which groups will conceptualise and
develop their group presentations and respective personal reflections. All groups are encouraged to all also conduct
their own research. This unit also contains an online module (titled: Preparing a multimodal presentation) to help
students with some of the technical aspects that may be involved in preparing a multimodal presentation.

12
Marking Criteria:

Criteria High Distinction Distinction Credit Pass Unsatisfactory

GROUP 26 - 30 23 - 25 20 - 22 15 - 19 <15
COMPONENT -
Multimodal
presentation

Ability to identify Comprehensively and Comprehensively Appropriately and Appropriately Lacks discussion of
and explain key critically identifies identifies and analyses concisely identifies identifies and explains relevant
developmental issues developmental issues. developmental and analyses key one or two developmental issues
raised by the Identifies competing themes. Provides developmental developmental issues and/or issues
vignette themes where analysis of their themes and identified are
appropriate. Provides significance and coherently explains inappropriate for the
concise and meaning in relation to them linking them vignette.
perceptive analysis of the development of back to the
their significance in the student development of the
relation to student.
development of the
student

Demonstrate a Demonstrates Demonstrates Identified Application and Lacks application and

critical exceptionalcritical substantial developmental understanding of understanding of
understanding of understanding and understanding of themes are linked to relevant literature is theory and research
contemporary application of adolescent relevant academic satisfactory literature.
Adolescent research into development and literature.
Development adolescent effectively applies this
research and theory development in understanding to
relation to the identified
identified themes. developmental
themes

Demonstration of Clearly articulated Selection and Selection and Selection and Selection and
the critical selection of strategies presentation of presentation of presentation of presentation of
application of such to assist student. support strategies to support strategies to support strategies to support strategies
theory and research Rationale for be offered to student be offered to student be offered to student and techniques to be
to the Australian selection of strategies are carefully chosen are well matched to effectively offered to student are
classroom context is explicitly linked to to illustrate main illustrate main points demonstrate the basic inadequate and/ or
key theoretical points. Imaginative of relevant application of incompatible with or
insights. Presents presentation developmental theory developmental theory not linked to
convincing convincingly and research through the use of contemporary
demonstration and demonstrates critical some basic developmental theory.
critique of significant issues and significant techniques.
developmental theory techniques based on
and research. developmental theory
and research

Ability to produce an The multimodal The multimodal Multimodal Multimodal Multimodal

engaging multimodal presentation is presentation is presentation is well presentation is presentation is
video presentation consistently imaginative and structured. Material adequate and clearly unengaging and
imaginative and engaging. Evidence is presented in a conveys key points. vague. Lacks
highly engaging. of groups planning coherent and clear Adequate use of a evidence of
Consistent evidence and cooperation. manner. A variety of number of engagement of group
of groups planning Presentation is audio-visual methods audio-visual methods. members in planning.
and cooperation. coherent, clearly are effectively used. Collaboration from Presentation does not
Presentation is conveys key concepts Presentation team members is communicate key
consistently coherent, and ideas. A variety demonstrates clear present. Presentation concepts well. Few
clearly and of audio visual collaboration from all meets stipulated audio visual methods
imaginatively conveys techniques and team members. requirements in used and/or methods
key concepts and methods are used Presentation meets relation to length and used are inadequately
ideas. A variety of throughout the stipulated format. related to the aims of
audio visual presentation. requirements in the presentation.
techniques and Presentation meets relation to length and Presentation does not
methods are used stipulated format. meet stipulated
throughout the requirements in requirements in
presentation. relation to length and relation to length and
Presentation meets format. format.
stipulated
requirements in
relation to length and
format.

13
2.5.3 Reflection

Weight: 20%
Type of Collaboration: Individual
Due: Week 12 (Monday 18th of May, 12 noon).
Submission: The submission of the personal reflection should be part of the single online link that
your group submits to the tutor.
Format: You must present your personal reflection on camera as the marking criteria is based in
part on your presentation skills.
Length: 5 minutes
Curriculum Mode: Reflection

Provide an individual reflection on how adolescent development theory, research and practice can influence your
personal teaching approach. Your reflection must include mention of: What you have learnt as part of this unit
including how this knowledge informs the specific strategies you will use to support students’ well-being and safety,
and work sensitively and confidentially with parents/caregivers and other professionals. You must also describe
how this knowledge about adolescent development will influence your future teaching practice (in terms of teaching
strategies and your interaction with students) in reference to at least one of your chosen teaching areas (E.g., Maths,
English etc.).

∗Important, you must present your individual reflection on video. This is included in the single submission from the
group.

Exemplar:

Exemplars will be added to the vUWS site during the course of the semester.

Resources:

Lecture, tutorial and materials provided in this unit.

14
Marking Criteria:

Criteria High Distinction Distinction Credit Pass Unsatisfactory

INDIVIDUAL 17 - 20 15 - 16 13 - 14 10 - 12 <10
REFLECTION
COMPONENT

Clearly and Individual reflection Individual reflection Individual reflection Individual reflection Individual reflection is
coherently reflect on provides insightful clearly demonstrates highlights specific comments briefly on superficial and/or
specific learnings in analysis of specific & specific & significant learnings, relates learnings from theory vague.
this unit and their significant learnings learnings and shows them to theory, and and personal teaching
implications for their and demonstrates how theoretical provides some practice.
philosophy and how a critical understandings have implications for
practice as a teacher. understanding of helped to clarify ongoing teaching
explicit theoretical teaching philosophy practice.
perspectives has and practice.
enhanced personal
teaching philosophy
and ethical practice

Demonstrate Confidently and Convincingly Coherently Demonstrates basic Demonstration of

competence in convincingly demonstrates demonstrates application of application of
applying unit content demonstrates competence by competence in the appropriated developmental
to chosen teaching competence by providing a range of application of developmental knowledge to chosen
area providing a range of concrete techniques developmental knowledge by means teaching area is
concrete techniques and methods relevant knowledge to by of general examples inadequate or not
and methods relevant to their chosen providing some of how developmental present.
to their chosen teaching area directly concrete examples in knowledge applies to
teaching area directly linked to relation to their their chosen teaching
linked to developmental chosen teaching area. area.
developmental knowledge.
knowledge which is
highly critical and
insightful in relation
to their chosen
teaching area.

Communication of Communicates with Consistently Communicates with Communication is Communication is

individual reflection outstanding clarity, communicates with reasonable clarity, mostly adequate. vague, timid,
confidence and clarity, confidence confidence and disengaged or
engagement. Conveys and engagement engagement. otherwise ineffective.
enthusiasm and
presence.

15
2.6 General Submission Requirements

Submission

– All assignments must be submitted by the specified due date and time.
– Complete your assignment and follow the individual assessment item instructions on how to submit. You must
keep a copy of all assignments submitted for marking.

Turnitin

– The Turnitin plagiarism prevention system may be used within this unit. Turnitin is accessed via logging into
vUWS for the unit. If Turnitin is being used with this unit, this means that your assignments have to be
submitted through the Turnitin system. Turnitin from iParadigms is a web-based text-matching software that
identifies and reports on similarities between documents. It is also widely utilised as a tool to improve academic
writing skills. Turnitin compares electronically submitted papers against the following:
– Current and archived web: Turnitin currently contains over 24 billion web pages including archived pages
– Student papers: including Western Sydney University student submissions since 2007
– Scholarly literature: Turnitin has partnered with leading content publishers, including library databases,
text-book publishers, digital reference collections and subscription-based publications (e.g. Gale, Pro-
quest, Emerald and Sage)

– Turnitin is used by over 30 universities in Australia and is increasingly seen as an industry standard. It is
an important tool to assist students with their academic writing by promoting awareness of plagiarism.By
submitting your assignment to Turnitin you will be certifying that:
– I hold a copy of this assignment if the original is lost or damaged
– No part of this assignment has been copied from any other student’s work or from any other source except
where due acknowledgement is made in the assignment
– No part of the assignment has been written for me by any other person/s
– I have complied with the specified word length for this assignment
– I am aware that this work may be reproduced and submitted to plagiarism detection software programs for
the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism
checking).

Self-Plagiarising

– You are to ensure that no part of any submitted assignment for this unit or product has been submitted by
yourself in another (previous or current) assessment from any unit, except where appropriately referenced, and
with prior permission from the Lecturer/Tutor/Unit Co-ordinator of this unit.

Late Submission

– If you submit a late assessment, without receiving approval for an extension of time, (see next item), you will
be penalised by 10% per day for up to 10 days. In other words, marks equal to 10% of the assignment’s weight
will be deducted from the mark awarded.
– For example, if the highest mark possible is 50, 5 marks will be deducted from your awarded mark for each late
day.
– Saturday and Sunday are counted as one calendar day each.
– Assessments will not be accepted after the marked assessment task has been returned to students.
– This is consistent with Clause 51 of the Western Sydney University’s Assessment Policy - Criteria and Standards-
Based Assessment.

16
Extension of Due Date for Submission

Extensions are only granted in exceptional circumstances. To apply for an extension of time, locate an application
form via the Western Sydney University homepage or copy the following link:
https://www.westernsydney.edu.au/currentstudents/current_students/forms

Application forms must be submitted to the Unit Coordinator/Convenor. Requests for extension should be made as
early as possible and submitted within policy deadlines. Appropriate, supporting documentation must be submitted
with the application. An application for an extension does not automatically mean that an extension will be granted.
Assessments will not be accepted after the marked assessment task has been returned to students.

Resubmission

Resubmission of assessment items will not normally be granted if requested.

Application for Special Consideration

It is strongly recommended that you attend all scheduled learning activities to support your learning. If you have
suffered misadventure, illness, or you have experienced exceptional circumstances that have prevented your attendance
at class or your completion and submission of assessment tasks, you may need to apply for Special Consideration via the
Western Sydney University website. http://www.westernsydney.edu.au/currentstudents/current_students/services_
and_facilities/special_consideration2 or the Student Centre/Sydney City Campus Reception. Special Consideration
is not automatically granted. It is your responsibility to ensure that any missed content has been covered. Your
lecturer will give you more information on how this must be done.

17
 3 Teaching and Learning Activities

Weeks Lecture Tutorial Readings Assessments Due

Week 1 Teaching week 1 (on-campus) What is Key Terms: Storm and Stress, Essential Reading: Learning Guide.
02-03-2020 adolescence? Socioemotional Network, Chapter 1 of Textbook (Arnett
Cognitive Control Network, -Adolescence and Emerging Adulthood)
Healthy Body/Risk Taking Additional Reading: Arnett, J. J.
Paradox, Hot Cognition, Cold (2006). G. Stanley Hall’s Adolescence:
Cognition, Correlation vs. Brilliance and nonsense. History of
Causation. What Social Changes Psychology, 9, 186-197.
led to the Age of Adolescence?
How accurate is Stanley Hall’s
assertion that Adolescence is a
period of Storm and Stress?
What are Epstein’s arguments
regarding the idea that
adolescence is an artificial
extension of childhood? How do
differences in the maturation
rates of the socioemotional
18

network and cognitive control

network influence adolescent
behaviour? How do causal
relationships differ from
correlations?
Week 2 Teaching week 2 (on-campus) Biological Key Terms: Puberty, Gonadarche, Essential Reading: Chapter 2 of the
09-03-2020 Foundations Primary and Secondary Sex Textbook Additional Reading: Dorn L.
Characteristics, Myelination, D. (2015). Moving research on puberty
Synaptic Pruning, forward: Measures are the key
Genotype-Environment component. Journal of Adolescent
Interactions. What biological Health, 56, 580-1.
and social factors contribute to
the initiation of puberty? How
does the timing of puberty
influence adolescent behaviour?
What are the differences between
primary and secondary sex
characteristics? How does the
adolescent brain change during
puberty?
 Weeks Lecture Tutorial Readings Assessments Due
Week 3 Teaching week 3 (on-campus) Cognitive Key Terms: Working memory, long term Chapter 3 of the Textbook Additional
16-03-2020 Foundations memory, schemas, automatic and Reading: Hanham, J., Leahy, W., &
controlled processing, intrinsic and Sweller, J. (2017). Cognitive load
extraneous load, problem-solving, formal theory, element interactivity, and the
operations, zone of proximal testing and reverse testing effects.
development. What features of human Applied Cognitive Psychology, 31,
cognitive architecture do teachers need 265-280.
to take into account when teaching
adolescents? How does cognitive load
impact student learning? What
instructional design principles derive
from the theories of Piaget and
Vygotsky?

Week 4 Teaching week 4 (on-campus) Key Terms: Risk Taking, Mental Health, Santrock, J. W. (2014). Problems in
23-03-2020 Adolescents At-Risk Peer Influence, Biopsychosocial, adolescence and emerging adulthood.
Ecological Assets, Coping, Resilience, (See Readings and Resources on vUWS)
Wellbeing. How do biological,
psychological, and social factors
intersect to influence adolescent
19

risk-taking? How can teachers support

wellbeing? What strategies can teachers
use to promote resilience among
adolescents?

Week 5 Social and Emotional Development Key Terms: SEL, CASEL, Chapter 8 of Textbook
30-03-2020 Social and Emotional Development
social capabilities, bullying, identity.

What impacts social and emotional

development in adolescence?
 Weeks Lecture Tutorial Readings Assessments Due
How is identity formed in adolescence?
What are some examples of proactive
and reactive ways of supporting social
and emotional development in
adolescence?

Week 6 Teaching week 6 Exam (in-lecture). Tutorials are still on this week. Exam - Examination
06-04-2020 Monday lecture at 10am (Location debrief and preparing for assignment 2.
UG.50)
Week 7 Adolescents and Schooling (Online) Key Terms: Code of Conduct,  Chapter 10 of textbook
13-04-2020 Adolescents and Schooling, 
Controversial Issues in Schools Policy,
School Climate, Mental health. 

What are some key ethical and

legislative responsibilities for responding
to adolescent development?
20

Week 8 Intra-session break

20-04-2020
Week 9 Helping Adolescents Thrive (on campus) Key Terms: Positive Essential Reading: Connor, M.
27-04-2020 psychology, character strengths, & Robinson, J. (2013). Applied
wellbeing, mindset.  framework for positive education.
International Journal of Wellbeing, 3,
147-161.

What evidence does positive psychology

provide to help young people thrive?
 Weeks Lecture Tutorial Readings Assessments Due
Week 10 Teaching adolescents in the digital era Key terms: social media, digital literacy, George, M. J., & Odgers, C. L. (2015).
04-05-2020 cyberpsychology Seven Fears and the Science of How
Mobile Technologies May Be Influencing
Adolescents in the Digital Age.
Perspectives on Psychological Science,
10(6), 832-851.
https://doi.org/10.1177/1745691615596788

Topics Giedd, J. N. (2012). The digital

revolution and adolescent brain
evolution. Journal of Adolescent Health,
51, 101-105.

-         The impact of ICT on

teaching and learning

-          The impact of ICT on

21

socio-emotional development

Week 11
11-05-2020
Week 12 Mulitmodal presentation (including - Presentation
18-05-2020 personal reflections due at 12noon via - Reflection
USB or electronic link to tutor)
Week 13
25-05-2020
Week 14
01-06-2020
Week 15
08-06-2020
Week 16
15-06-2020
 Weeks Lecture Tutorial Readings Assessments Due
Week 17
22-06-2020

The above timetable should be used as a guide only, as it is subject to change. Students will be advised of any changes as they become known on the unit’s vUWS site.
22
4 Learning Resources

4.1 Recommended Readings

Essential Reading

Topic 1: What is adolescence?

Casey,B. J., & Caudle, K. (2013). The teenage brain: Self control. CurrentDirections in Psychological Science, 22,
82-87.

Epstein,R. - for information on Robert Epstein -http://drrobertepstein.com/index.php/adolescence

Giedd,J. N. (2012). The digital revolution and adolescent brain evolution. Journalof Adolescent Health, 51, 101-105.

Topic 2: Biological Foundations

Paus,T., & Keshavan, M., Giedd, J. (2008). Why do many psychiatric disordersemerge during adolescence? Nature
Reviews Neuroscience, 9, 947-957.

Dorn,L. D., Dahl, R. E., & Woodward, H. R. (2006). Defining the boundaries ofearly adolescence:

Auser’s guide to assessing pubertal status and pubertal timing in research withadolescents. Applied Developmental
Science, 10, 30-56.

Topic 3: CognitiveFoundations

Alloway,T. P., Gathercole, S. E., Kirkwood, H., & Elliot, J. (2010). The cognitiveand behavioural characteristics of
children with low working memory. ChildDevelopment, 80(2), 606-621.

Bruning,R. H., Schraw, G. J., & Norby, M. M. (2011). Cognitive psychology andinstruction (5thed., Boston, MA:
Pearson. _

Hanham,J., Leahy, W., & Sweller, J. (2017). Cognitive load theory, elementinteractivity, and the testing and reverse
testing effects. Applied CognitivePsychology, 31, 265-280.

Sweller,J. (2012). Human cognitive architecture: Why some instructional procedures workand others do not. APA
Educational Psychology Handbook: Vol. 1. Theories,Constructs, and Critical Issues, K. Harris, S. Graham, and T.
Urdan(Editors-in-Chief). American Psychological Association.

Topic 4: Adolescents at-risk

Hill,D., & Brown, D. (2011). Supporting inclusion of at risk students insecondary school through positive behaviour
support. International Journalof Inclusive Education, 11, 1-14. DOI: 10.1080/13603116.2011.602525

Roffery,S. (2008). Emotional literacy and the ecology of school well-being. Educationaland Child Psychology, 25(2),
29-39.

Tracey,D. K., & Hanham, J. (2015). Applying positive psychology to illuminate theneeds of adolescent males
transitioning out of juvenile detention. InternationalJournal of Offender Therapy and Comparative Criminol-
ogy.doi:10.1177/0306624X15591242

Topic 5: Socialand Emotional Learning

Elias,M. J. (2006). The connection between academic and social-emotional learning. InM.J. Elias &

H.Arnold (Eds.) The educator’s guide to emotional intelligence and academicachievement (pp. 4-14).

23
ThousandOaks, CA: Corwin Press. [Online] www.casel.org/downloads/Elias2006BookCh1.pdf_

Topic 6: Adolescentsand Schooling

Rowe,F., Stewart, D., & Patterson, C. (2007). Promoting school connectednessthrough whole school approaches.
Health Education, 107(6), 524-542. doi:10.1108/09654280710827920_

Topic 7: Helping adolescents thrive.

Connor,M. & Robinson, J. (2013). Applied framework for positive education.International Journal of Wellbeing, 3
(2), 147-161.

RanzijnR, McConnochie K, Nolan W. (2009). Psychology and Indigenous Australians:Foundations for cultural com-
petence. South Yarra, Australia: Palgrave Macmillan.

Smart,D., Hayes, A., Sanson, A. & Toumbourou, J. W. (2007). Mental health andwellbeing of Australian adolescents:
pathways to vulnerability and resilience, InternationalJournal of Adolescent Medicine and Health, 19(3), 263-268.

Topic 8. Teaching adolescents in a digitalera

George,M. J., & Odgers, C. L. (2015). Seven Fears and the Science of How MobileTechnologies May
Be Influencing Adolescents in the Digital Age. Perspectives onPsychological Science, 10(6), 832-851.
https://doi.org/10.1177/1745691615596788

Giedd,J. N. (2012). The digital revolution and adolescent brain evolution. Journal of Adolescent Health, 51, 101-105.

Additional Reading

Multimodal Presentation (assignment2)

Renya,J., Hanham. J. & Meier, P. (2017). A taxonomy of digital media typesfor learner-generated digital media
assignments. E-Learning and DigitalMedia, 14, 309-322._

Reyna,J., Hanham, J., & Meier, P. (2018). The internet explosion, digitalmedia principles and implications to
communicate effectively in the digitalspace. E-Learning and Digital Media, 15(1), 36-52._

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