EED308 - Adolescence and Learning Subject Overview · As members of the CSU community we...

Charles Sturt University Subject Outline

EED308 201660 W D-24 June 2016-Version 1 Page of 1 32

EED308 - Adolescence and LearningSession 2 2016Faculty of EducationSchool of EducationWagga Wagga CampusDistance ModeSubject Coordinator Martin Hall

Subject OverviewWelcome to a new session of study at Charles Sturt University. This subject outline is accessiblethrough mobile devices from .http://m.csu.edu.au

This subject builds on students’ foundation knowledge of theories of development and learning.Students will apply knowledge of learning to the period of adolescence. The major domains ofphysical, cognitive and socio-emotional development are used to introduce issues pertaining topuberty, development of intelligence, the adolescent self and identity. Contemporary socio-culturalfactors that influence adolescent development are considered, as well as the need and importance toeffectively engage with parents/carers. In addition, students explore factors related to academicachievement in high school, including high incidence disorders of adolescence. Implications forlearning, especially the use of evidence-based learning strategies, are stressed.

IntroductionAs members of the CSU community we acknowledge the words of the Wiradjuri people, on whoseland our university was founded, and share their aspiration of Yindyamarra Winhanga-nha, the aim forus all is to learn the wisdom of respectfully living well in a land worth living in.

Your Subject OutlineThe University, Faculty and School policies, regulations and procedures frame your studies detailingyour rights and expectations, your requirements and the procedures necessary for successfulnavigation through your studies. It is important for you to read all this information and clarify anyissues with your Subject Coordinator. Faculty and School policies are published online in theFaculty/School Folio. http://www.csu.edu.au/faculty/educat/folio

Your subject coordinatorMartin Hall

Academic biographyMartin Hall is Lecturer in Educational Psychology and member of the Research Institute forProfessional Practice and Learning in Education (RIPPLE). His research explores factors whichimpact on students educational outcomes and well-being.

Other teaching staffAlbury Cohort Facilitator: Heather Campbell

Heather has worked as an associate lecturer at CSU for ten years. Among a number of other areas, shehas lectured in subjects studying adolescent development, pedagogy for teaching across the K-12continuum, culture and identity, the teaching and learning environment, and the teaching of HSIEcurricula. She has an early childhood qualification, a Bachelor of Education (hons) and a Bachelor ofEducational Research (Honours).



Bathurst Cohort Facilitator: Nick Ruddell

Nick is currently engaged in doctoral research concerning middle-school students’ perceptions ofschool science, their knowledge outcomes and their attendance patterns, in the middle school setting.This research also examines teachers’ perceptions of the Science and Technology they teach within thecontext of the National Science Curriculum. The research is based around a science learning programthat integrates Aboriginal and Western concepts of astronomy. The initiative supports the regenerationand enhancement of Indigenous knowledge while deepening the value and relevancy of science forstudents in the classroom. Nick has accumulated a variety of teaching and training experiences inAustralia and overseas. Since moving to Bathurst in 2014 he has worked as a student mentor, taughtIndigenous Studies, Science & Technology, Education in Rural Places, HSIE and practicum subjects.Nick is passionate about teaching and looks forward to supporting students enrolled in the EED308subject.

Subject author(s)Wurf, G. (2015). [EED308 Subject Outline]. Retrieved from Charles SturtAdolescence and LearningUniversity website: http://interact.csu.edu.au/portal/

Gerald Wurf joined Charles Sturt University in 2008 as a Lecturer (Educational Psychology). Prior tothis appointment at CSU, he worked for the NSW Government as an educational/developmentalpsychologist. For several decades he provided consultant services to NGOs, independent schools inNSW and international schools in Hong Kong. He holds professional endorsement with AHPRA andis currently National Secretary of the College of Educational and Developmental Psychologists.

For eight years Gerald worked in Hong Kong including teaching at The University of Hong Kong andThe Open University of Hong Kong. From 2001-2004 he taught at the Hong Kong InternationalSchool. During this time he was a senior teacher in the high school’s Year 11/12 social sciencesprogram. He supervised intern teachers and was a member of the school’s accreditation and learningsupport committees. He has recently published articles on reducing school bullying, inclusiveeducation, promoting student engagement/achievement and technology use in high schools.

Gerald sits on the Editorial Board of the Australian Educational and Developmental Psychologist andhe is a Consulting Editor for the Australian Journal of Teacher Education. He reviews for internationaljournals including the British Journal of Educational Psychology and Dyslexia. In 2011/2012 he actedas Executive Reviewer for the Australian edition of Child Development and Education and hecontributed to a chapter on, Social and Interpersonal Development in the book Education for Inclusionand Diversity.

Learning outcomesOn successful completion of this subject, students will

critically apply major theories of learning and development to high school contexts;know the major physical, socio-emotional and cognitive changes that occur duringadolescence;demonstrate an understanding of the role of families and peers in adolescent developmentand describe a broad range of strategies to engage adolescents and their families in thelearning process;understand high incidence adolescent disorders and explain their causes using abio-psycho-social model;articulate a range of evidence-based strategies teachers can use to address adolescent issuesand problems;describe the range of educational outcomes for students from diverse backgrounds;use research to promote social and ethical behaviour in high schools as well as to improvemotivation and higher-order thinking amongst adolescents.



Graduate attributesCSU Graduates are professionals who:

ProfessionalPractice

Demonstrate knowledge, capabilities, practices, attitudes, ethics and dispositions oftheir discipline or profession

AcademicLiteracy &Numeracy

Demonstrate the literacy and numeracy skills necessary to understand and interpretinformation and communicate according to the context

Information &ResearchLiteracies

Demonstrate capability as inquirers to locate, evaluate, manage, and use informationand research to develop and guide their own knowledge, learning, and practice

Digital LiteraciesCritically harness digital literacy for professional practice and research anddemonstrate digital citizenship in online learning, professional and socialcommunities

Ethics Exhibit ethical decision making and reasoning to identify creative solutions to ethicalproblems

LifelongLearning Critically appraise and continue to develop personal and professional capabilities

CSU Graduates are agents of change who:

IndigenousCulturalCompetence

Practise in ways that show a commitment to social justice and the processes ofreconciliation based on understanding the culture, experiences, histories andcontemporary issues of Indigenous Australian communities

GlobalCitizenship

Use their understanding of diversity and the ‘common good’ to work constructively,respectfully and effectively with local and global communities and workplaces

SustainablePractices

Engage with ethical and sustainable practices that meet the needs of the present withoutcompromising the ability of future generations to meet their own needs and those of theenvironment

More information on the Graduate Learning Outcomes can be obtained from www.csu.edu.au/division/student-learning/home/csu-curriculum/graduate-learning-outcomes(http://www.csu.edu.au/division/student-learning/home/csu-curriculum/graduate-learning-outcomes)

Contact ProceduresAcademic enquiriesAny questions concerning the teaching of this subject can be made by contacting your subjectcoordinator.

Subject Coordinator Martin Hall Email [email protected] Phone (02) 69332740 Fax To be advised. Campus Wagga Wagga Building/Room number 027/210

Consultation proceduresThe subject coordinator will be available for student consultation. You will normally be informed ofthe details of such consultation via your subject site.



Minimum standards of consultationAccording to the Academic Communication with Students Policy(https://policy.csu.edu.au/view.current.php?id=00139#s3) (clause 8 in section 3), when a studentdirectly contacts a teaching staff member for information, advice and/or support (except in onlineteaching spaces) the teaching staff member will respond to the request within 3 working days. Clauses19-21: Use of Online Discussion and Communication Technologies states that for each subject, theSubject Coordinator will be expected to set up and/or activate an appropriate asynchronouscommunication technology and respond at least once a week to student messages that requestinformation and advice.

The Higher Degree by Research Candidates Policy - Academic Communication(https://policy.csu.edu.au/view.current.php?id=00283) states that a Communication Plan, adocumented agreement between a HDR candidate and his/her supervisory team that establishescommon understandings and expectations of how and when communication will occur during thecandidature will be developed. The Plan should then be reviewed regularly throughout candidature.

Subject DeliveryClass/tutorial times and locationDetails of your timetable can be found here:

http://student.csu.edu.au/study/study-essentials/timetable

Online meetings will be scheduled for students studying via that modality.

Learning DesignStudents studying this subject are supported by the EED308 Interact site. You are encouraged to workthrough the subject topics available on this site, discuss any of the ideas with others, and think aboutthe applicability of this knowledge to your particular context and other contexts. The on-linediscussion board is one vehicle to express your views and to mull over the ideas of others, includingthose of your subject coordinator. It is expected that you will contribute to discussion aboutdevelopmental issues. The textbook and the academic research that you consult will provide you witha plethora of information about adolescent development and learning and its implications foreducation.

The teaching and learning materials in EED308 are designed to survey a number of salient andcontemporary topics in adolescent development. This subject has been designed with the underlyingpremise of 'authentic pedagogy', the AITSL standards for graduate teachers, and the CSU graduatelearning outcomes. The basic principles that underpin authentic pedagogy are: higher order thinking;depth of knowledge; connectedness to the real world; substantive conversation; and social support forstudent achievement (King, Newmann, & Carmichael, 2009; Newmann & Wehlage, 1993). Thispedagogical viewpoint is articulated in the types of activities and tasks you will undertake in yourstudy of this subject.

Pre-service teachers enrolled in this subject will be expected to take an active role as learners andcomplete all required activities. The content and design of this subject is aligned with the AITSLGraduate Standards for Teachers (especially Standard 1: Know students and how they learn). Inaddition the following graduate standards are relevant:

Standard 3.5.1 Use effective classroom communication, Standard 3.7.1 Engage parents/carers, Standard 4.3.1 Manage challenging behaviour,



Standard 5.2.1 Provide feedback on learning, and Standard 7 Engage professionally with colleagues, parents/carers and the community.

The subject design promotes the CSU Graduate Learning Outcomes. These outcomes include:speaking fluently in a range of settings; ethically using technology; and workingprofessionally in collaborative teams.

CSU requires that students will normally spend between 140-160 hours engaged in the learning andassessment activities provided in the learning design of all subjects (Academic Senate reg). In thiscourse this subject meets the workload requirement for its academic content and is designed to supportstudents to complete 160 hours of study and assessment in the following manner:

Workshops/Lectures - 42 hours (Some lectures will be online. This allocation also includes the onlineforums) Assigned reading - 80 hours Assessment Tasks - 12 hours Independent reading and research - 24 hours

TOTAL - 160 hours

Students can find workshop/class materials, links to useful websites and discussion forums on thesubject Interact2 site and in the schedule below. All assigned readings can be found via links in thestudy schedule, via CSU e-reserve or will be posted to the Interact2 site.

Subject ContentThe subject will cover the following topics:

Major theories of adolescence and their relationship with teaching strategies includingbehavioural theory, Piaget’s constructivist theory, Vygotskian socio-cultural theory,Information Processing Theory, Erikson’s theory of socio-emotional development andBronfenbrenner’s theory.Puberty and neurobiological development during adolescenceFamilies and cultureSocio-emotional development and the adolescent selfCognitive development during the high school yearsIntelligence, motivation and achievement in the academic domainsMoral development, ethics and values during the high school yearsProblems and issues in adolescence and early adulthood. Resiliency and bio/psycho/socialexplanatory models of high incidence adolescent disordersPeer relationships, romance, gender and sexuality.

Schedule

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Introduction to adolescent development

amd learning

• Text Book Reading: Chapter 1 • Reflection activity: The N

ature of Developm

ent • Self-test: M

yth or Reality? • D

iscussion: Self-introduction • M

ultiple Choice Questions

Visit O

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learning comm

unity.

218 July

Puberty and biological development

• Text Book Reading: Chapter 2 • Reflection activity: Y

ouTube “Raging Teens” & The Bobo

Doll Experim

ent • M

ultiple Choice Question

325 July

Cognitive development

• Text Book Reading: Chapter 3• A

dditional Reading: Still searching for a Zipperrump-a-zoo:

A reflection after 40 years

onlinelibrary.wiley.com

/doi/10.1111/cdep.12113/epdf(http://onlinelibrary.w

iley.com/doi/10.1111/cdep.12113/epdf)

• Reflection Activity: Self-assessm

ent Sternberg's Multiple

Intelligence • D

iscussion: “Intelligence & M

emory”

• Multiple Choice Q

uestions

401 A

ugust Fam

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• Text Book Reading: Chapter 8 • Reflection A

ctivity: YouTube “W

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• Self-assessment M

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Assessm

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STs of acritical reflection on one of the fivetopic areas suggested. The reflectionshould be in your ow

n voice andshould no m

ore than 5 minutes in

length.

508 A

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11 • Reflection A

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Characteristics • M


• Text Book Reading: Chapter 7


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oral development

• Required, recomm

ended and further reading • M


722 A

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Assessm

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to EASTs. It should be a w

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ust bedifferent to the topic area selectedfor assessm

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29 August

Mid-session teaching break

905 Septem

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ctivity: Self Assessm

ent “PartnerCharacteristics; Popularity v unpopularity; Y

outhO

rganisations• M


1012 Septem

ber Culture


ctivity: Self-assessment Stereotyping

• View

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dolescence• M


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rite an online blogand respond to the blog posts of tw

oother students. The topic areaselected for the blog m

ust bedifferent to the topic area selectedfor A

ssessment item

1A and 1B.

1119 Septem

ber A

dolescent issues and problems

• Text Book Reading: Chapter 13 • V

ideo “The Menindee M

ethod” • Self-assessm

ent Stressful Events• M


1226 Septem

berSelf, identity, em

otions and personality • Text Book Reading: Chapter 4 • Reflection A

ctivity: Self-assessment Self-esteem

, View

video in Interact 2 on • M


1303 O

ctoberSex and gender

• Text Book Reading: Chapter 5 & 6

• Reflection Activity: Self-assessm

ent Sexual Myths &

Realities • M


1410 O

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• Case-study15 &

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Residential schoolThere is no residential school for this subject.

Text and Learning MaterialsPrescribed text(s)Santrock, J. W. (2016). (16th ed.). Boston, MA: McGraw-Hill.Adolescence

Students can purchase the text from their local campus Co-op Bookshop. Students undertaking thesubject via distance education can purchase the book from:

University Co-op Bookshop CSU Locked Bag 19 Bathurst NSW 2797 Ph: (02) 6332 3722 (02) 6332 3722Fax: (02) 6332 1675

Recommended reading / resourcesBooks

Arnett, J. (2012). (5th ed.). Upper SaddleAdolescence and emerging adulthood: A cultural approachRiver, NJ: Pearson.

Australian Institute of Health and Welfare (AIHW). (2011). Young Australians: Their health and. Canberra: AIHW.wellbeing 2011

Centre for Education Statistics and Evaluation. (2014). What works best: Evidence-based practices to. Sydney, NSW: NSW Department of Education andhelp improve NSW student performance

Communities.

Cobb, N. (2010). (7th ed.). Sunderland, MA: Sinauer. Adolescence: Continuity, change and diversity

Cotterell, J. (2007). (2nd ed.). New York, NY: Routledge. Social networks in youth and adolescence

Dolgin, K. G. (2011). (13th ed.). Boston, MA:The adolescent: Development, relationships and culturePearson.

Emler, N. (2001). . York, UK: Joseph RowntreeSelf-esteem: The costs and causes of low self-worthFoundation.

Hattie, J. A. (2012). . London: Routledge. Visible learning for teachers

Knipe, S. (Ed.). (2007). Frenchs Forest, NSW:Middle years schooling: Reframing adolescence.Pearson.

Mitchell, A., Patrick, K., Heywood, W., Blackman, P., & Pitts M. (2014). 5th National Survey of, (ARCSHS Monograph Series No. 97).Australian Secondary Students and Sexual Health 2013

Melbourne, Vic: Australian Research Centre in Sex, Health and Society, La Trobe University.

Nakkula, M., & Toshalis, E. (2006). .Understanding youth: Adolescent development for educatorsCambridge, Mass: Harvard Education Press.

Nilan, P., Julian, R., & Germov, J. (2007). FrenchsAustralian youth: Social and cultural issues.



Forest, NSW: Pearson.

Woolfolk, A., & Margetts, K. (2012). (3rd ed.). Frenchs Forest, NSW:Educational psychologyPearson.

Journals

The CSU library has multiple peer-reviewed journals that can be accessed via online journal databases.Some examples of suitable journals include:

Adolescence Australian Journal of Education Child Development Developmental Psychology Human Development Journal of Youth and Adolescence Review of Educational Research Youth Studies Australia

Assessment Information

Pass RequirementsYou must submit all required assessment tasks in this subject. Normally, a Fail (FL) grade will berecorded for the subject if the sum of marks for all required assessment items is less than 50% of thetotal marks available for the subject. For an explanation of what constitutes a fail or pass result in eachassessment item, you need to read the specific marking criteria outlined below.

GradesThe Academic Senate has approved the following definitions and guidelines for the awarding ofgrades within subjects taught at Charles Sturt University:

(85-100%) HD High DistinctionAn outstanding level of achievement in relation to the assessment process.

(75-84%) DI DistinctionA high level of achievement in relation to the assessment process.

(65-74%) CR CreditA better than satisfactory level of achievement in relation to the assessment process.

(50-64%) PS PassA satisfactory level of achievement in relation to the assessment process.

Fail (0-49%) FLAn unsatisfactory level of achievement in relation to the assessment process.

The awarding of final grades is subject to CSU's criterion-referenced standards based assessment andmoderation policy. This helps ensure that grades are fair, reliable and valid.

Assessment RequirementsAssessment at CSU is criterion-referenced and standards-based where students' work is assessedagainst stated criteria that reflect the expected learning outcomes of the course and subject. Subjectsthat use a satisfactory/unsatisfactory grading scale will have this clearly identified within the Subject



Outline.

For further information please consult the University's Assessment Policy: Coursework Subjects(https://policy.csu.edu.au/view.current.php?id=00301).

Referencing

Referencing is an important component of academic writing. All CSU assessment tasks should beappropriately referenced. The specific details of the referencing requirements are included in eachassessment task description.

For further information and assistance with referencing refer to http://student.csu.edu.au/library/integrity/referencing-at-csu

PresentationAssessment item 1(A and B)

Audio recorded presentations must be uploaded to by the assigned date in order to completeEASTSAssessment item 1A. Voice recordings (audioYou must select one of the proposed topic areas.digital files) must be in your own voice and must be accessible. Audio files should not containmulti-media or visual images. Submission of this assessment item requires downloading of the ReplayEcho 360 software from CSU.

To complete (the written reflection), you are Assessment item 1B required to select a different topic You are then required to provide a critical reflection aticulating yourarea to the one selected above.

position on the selected area. Your written reflection should be 2000 words (plus or minus 10 percent).The written report should include: an introduction, and a clear conclusion, and a reference list (APA6th edition style). Sub-headings can be used to organise your essay, but not in place of appropriatetransitionary words and phrases.

The marking criteria for Assessment item 1B relates to the quality of the research and arguments.Essays that attract higher marks will summarise, integrate and evaluate the academic research and notsimply provide a descritive account of the literature.

Assessment item 1B must be submitted electronically to the CSU Assignment Section via EASTS(Electronic Assignment Submission Tracking System). In order to access EASTS, click on the EASTSlink in the menu bar on the left hand side. This will take you to the EASTS site where you areprovided with step-by-step instructions to guide you through the online submission process. EASTShas a help function that will allow you to print out instructions to assist you in this process if required.

Note: A message will be sent to the email address, as recorded on the system under 'My Email', confirmingthe receipt of your assessment task via EASTS. A duplicate assignment cover sheet will be attached to the assessment task on receipt at CSU. Assessment tasks submitted electronically via EASTS will be returned electroncially after they havebeen marked.

, you are required to engage in a . For Assessment 1C cooperative activity Selecting a different area, you are required to write a 500 word blog. Youof focus from assessment 1A and Assessment 1B

are further required to respond critically and analytically to the blog posts of two other studentsenrolled in the subject.

Details relating to the blog tool and method of submission will be provided via an announcement inInteract2.

Assessment item 2



The CSU Examinations Office will notify students of arrangements that are available to undertake thefinal examination. It is expected that online students will take this examination as well. Some studentswill be contacted regrading their eligibility for an E-exam.

PlagiarismCharles Sturt University takes a serious view of plagiarism, cheating and collusion in any form ofassessment. It is important that you have a clear understanding of what these terms mean in order toavoid academic misconduct.

Academic Integrity

All students are expected to act with Academic Integrity in their studies. If you are a new student, youshould complete Academic Integrity at CSU(https://interact2.csu.edu.au/webapps/bb-auth-provider-shibboleth-BBLEARN/execute/shibbolethLogin?returnUrl=https%3A%2F%2Finteract2.csu.edu.au%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_16412_1%26url%3D&authProviderId=_123_1)course. This course will help you to understand CSU policies and expectations relating to plagiarism,cheating and collusion.

Plagiarism tracking software

CSU uses Turnitin software to assist in the detection of plagiarism.

You are encouraged to use Turnitin to check your work for originality prior to submission. Find moreinformation about Turnitin and how to set up a student account(http://student.csu.edu.au/library/integrity/referencing-at-csu/checking).

CollaborationStudents are encourage to collaborate and share ideas within the community of learners. However, it isexpected that each student will submit his or her own original work.

ExtensionsStudents are responsible for completing and submitting all required assessment items by the due date.Students are also responsible for ensuring that all assessment items are safely submitted to theUniversity in the manner designated for the subject. Assignments should reach the University no laterthan the due date.

If a student encounters a misadventure or extenuating circumstances (see definitions below) and needsa short extension of 1-14 days they should copy and paste the following text into an email, completingthe information required, to their Subject Coordinator, including an indication of the work completedto date and include as an attachment documentary evidence to support their request (e.g. a medicalcertificate):

Student No: Student Name:

: Student Contact phoneI request an extension in the subject: For Assessment no: Reason:

Any student experiencing University-defined misadventure or extenuating circumstances requiring anextension of longer than 14 days should discuss their circumstances with their Subject Coordinator andconsider a formal application for Special Consideration and a Grade Pending if the extension isbeyond the last day of the teaching session using the form available at:

http://student.csu.edu.au/administration/forms#assessment

Misadventure



Circumstances contributing to misadventure can include: • Medical reasons; • Family/personal reasons – including death or severe medical or personal problems • Employment related reasons – such as a substantial change to routine employment arrangements orstatus

The following circumstances would not be considered misadventure: • Routine demands of employment; • Difficulties adjusting to University life, to the self discipline needed to study effectively, and to thedemands of academic work; • Stress or anxiety normally associated with examinations, required assessment tasks or any aspect ofcourse work; • Routine need for financial support; • Lack of knowledge of requirements of academic work

See CSU Special Consideration Policy, Section 3 in the CSU Policy Library at https://www.csu.edu.au/about/policy

Extenuating circumstances

Circumstances that can be deemed to be extenuating include: • Administrative problems – such as the late receipt of teaching materials, enrolment errors or delays; • Sporting or cultural commitments – where a student has been selected to participate in a state,national or international sporting or cultural event; • Military commitments – where a student is a member of the armed forces involved in a compulsoryexercise; • Legal commitments – where a student is called for jury duty or is subpoenaed to attend a court,tribunal, etc. • Other events that pose a major obstacle to the student proceeding satisfactorily with their studies.

The following would not be regarded as extenuating circumstances:

• Demands of sport, clubs, and social or extra-curricular activity (other than selection for state,national or international sporting or cultural events); • Difficulties with the English language during examinations.

See CSU Special Consideration Policy, Section 3.

Online SubmissionAudio recorded presentations must be uploaded to EASTS (Electronic Assignment Submission

by the assigned date in order to complete Assessment item 1A. Voice recordingsTracking System)(audio digital files) must be accessible and should not contain multi-media or visual images. Furtherinformation about submission formats is available on the EED308 Interact site.

Assessment item 1B must be submitted electronically to the CSU Assignment Section via . InEASTSorder to access EASTS, click on the EASTS link in the menu bar on the left hand side. This will takeyou to the EASTS site where you are provided with step-by-step instructions to guide you through theonline submission process. EASTS has a help function that will allow you to print out instructions toassist you in this process if required.

Note:

A message will be sent to the email address, as recorded on the system under 'My Email',confirming the receipt of your assessment task via EASTS.



A duplicate assignment cover sheet will be attached to the assessment task on receipt atCSU.Assessment tasks submitted electronically via EASTS will be returned, aftermarking, electronically.

As stated above, , details relating to the blog tool and method of submissionfor Assessment item 1Cwill be provided via an announcement in Interact2.

The CSU Examinations Office will notify students of arrangements that are available to undertake thefinal examination.

Faxed / Emailed AssignmentsIn normal circumstances you may submit via Fax or email. Under extenuating circumstancesNOTcontact your Subject Coordinator for options that may be available to you.

Penalties for Late SubmissionIn the absence of an approved extension, or a University defined misadventure or extenuatingcircumstances, the penalty for assessment items submitted after the due date is 10% of the assessmenttask value per calendar day.

For example, for an assessment task worth 40% of the subject assessment, the penalty for latesubmission will be 4 marks out of 40 per calendar day. If a student’s work is assessed against themarking criteria to be worthy of a mark of 30 out of 40 but is submitted two days late, the student willreceive a mark of 22 out of 40.

Additional AssessmentThis subject is open to additional assessment, as specified in the Assessment Policy – CourseworkSubjects Section Five. Students achieving an aggregate mark in the range of 45-49 percent (i.e. aUniversity defined marginal fail ) will be offered the opportunity to submit an Additional Assessment.The Additional Assessment is designed by the Subject Convenor or Coordinator, and if completed atthe required standard, will result in the student passing the subject. As prescribed within the CSUassessment regulations there is a fee attached to acceptance of an offer of additional assessment.

(If a subject requires students to sit a final examination, administered by the Examinations Office, anAdditional Examination (AE) may be offered as additional assessment in this section).

Additional Examination (AE)

This subject is open to additional assessment, as specified in the Assessment Policy – CourseworkSubjects Section Five. Students achieving an aggregate mark in the range of 45-49 percent (i.e. aUniversity defined marginal fail) will be offered the opportunity to sit an additional examination. Theadditional examination involves the sitting of a formal examination administered by the ExaminationsOffice. Additional examinations are held during the next end of session examinations period, and ifcompleted at the prescribed standard, will result in the student passing the subject. As prescribedwithin the CSU assessment regulations there is a fee attached to acceptance of an offer of an additionalexamination.

ResubmissionThe option of resubmission of marked assessment items to pass or improve on an awarded grade inEED308 is not available. Students are encouraged to seek academic guidance at least a week in



advance of the due date if they are uncertain about assessment standards.

Assignment ReturnYou should normally expect your marked assignment to be despatched/returned to you within threeweeks of the due date, if your assignment was submitted on time. If an assignment is submitted ontime but not returned by the return date, you should make enquiries in the first instance to the subjectcoordinator. If the subject coordinator is not available, contact Student Central on 1800 275 278.

FeedbackMarked assignments include a numerical grade. The numerical grade is a mark out of 100 unlessspecified. Where the numerical grade appears as a fraction (e.g. 28/35) the weighted value of theassessment item is typically used as the denominator.

Past exam paper(s)The (https://online.csu.edu.au/cgi-bin/examsrch) for this subject are available. Past exam paper(s) not

Assessment ItemsItem number Title Type Value Due date* Return date**

1A Spoken Critical Reflection: Select a Topic Assignment 15% 01-Aug-2016 22-Aug-2016

1B Written Critical Reflection: Select a Topic Assignment 25% 22-Aug-2016 13-Sep-2016

1C Cooperative Blog Activity: Select a Topic Assignment 10% 12-Sep-2016 06-Oct-2016

2 Final Examination Exam 50% To be Advised. -

* due date is the last date for assessment items to be received at the University ** applies only to assessment items submitted by the due date

Assessment item 1ASpoken Critical Reflection: Select a Topic

Value: 15% Due date: 01-Aug-2016

Return date: 22-Aug-2016 Length: 5 minute oral presentation

Submission method optionsEASTS (online)

Task

You will record a five minute reflection on a topic that focuses on adolescent adolescentdevelopmental issues. There are four topic areas and you are required to select one of the areas.

The four broad topic areas from which you can choose include:

1. “Every student deserves teachers who: “…. Make learning relevant to students, make culturalconnections, and engage with the community in which the students live.” What is inspired learningand what is the high school teacher's role?

2. “…. creativity scores are declining. One likely culprit is the number of hours kids now spend infront of the TV and playing video games rather than engaging in creative activities. Another is the lack



of creativity development in our schools. In effect, it’s left to the luck of the draw who becomescreative …..” Creativity, higher-order thinking and international competitiveness; how relevant is thisto the 21st Century student?

3. “A huge proportion of unwelcome behaviours can be traced to a problem with what students arebeing asked to learn” Student engagement and classroom discipline, do teachers have any influence?

4. “…..13-year-olds are growing up in a world more connected, more competitive, more complex thanthe one their parents had to navigate as kids, [and] so far show every sign of rising to the challenge.”Are teachers ready for the millennial adolescent?

You should address the topic area by assessing the above statements from an affirmative perspectiveor from an opposiing perspective. You need to make mention to appropriate theories and the extantliterature.

To complete Assessment 1A, you are to develop and record a 5 min audio presentation and save this asan MP3 file type. A list of suitable MP3 recording tools/technologies will be provided via anAnnouncement in Interact2 and stored in the Resources folder.

You are required to submit your MP3 audio file to EASTS. Your file must be in MP3 format and youmust play it back on your own computer to ensure the audio works and is of a suitable quality.

Rationale

The topics support the Learning Objectives identified at the beginning of this Subject Outline. Theformat of assessment tasks, using both verbal and writing abilities, will foster your professionaldevelopment in that as a teacher, you will be expected to communicate effectively. Each student willbe given separate marks for Assessment 1A and Assessment 1B.

Assessment 1A addresses the following outcomes:

Critically apply major theories of learning and development to high school contexts;articulate a range of evidence-based strategies teachers can use to address adolescent issuesand problems;use research to promote social and ethical behaviour in high schools as well as to improvemotivation and higher-order thinking amongst adolescents.

It also supports CSU GLO promoting digital literacy.

Marking criteria


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Assessm

ent 1A: A

udio Recording: Critical reflection on one of the topics above

Mark (15%

)

Criteria

High D

istinctionD

istinctionC

reditPass

Fail

Critically

applies major

theories oflearning anddevelopm

entto high schoolcontexts

In addition to therequirem

ents for adistinction, Evidence ofw

ide, independentreading is show

n. Thereis also originality oringenuity in thereflection.

The speaker uses highlyrelevant theories as w

ell asproviding a critical analysis.The analysis introducescontem

porary evidence-basedresearch findings thatsupport/rebut the topic.Research findings are clearlyrelated to A

ustralian highschool contexts, linked tom

ajor theory and are ‘bestpractice’.

Highly relevant theories of

learning and development are

used by the speaker in apersuasive m

anner tosupport/rebut the topic. Thespeaker delivers a fluent andauthoritative argum

ent.Statem

ents and responses arerespectful and language use isappropriate and inclusive.

Relevant theories oflearning and developm

entare applied to support/rebut the assigned topic.

The speaker does not draw on any

major theory of learning or

development that has been introduced

in this subject.

Articulates a

range ofevidence-basedstrategiesteachers canuse to prom

otelearning andaddressadolescentissues andproblem

s


ents for adistinction, evidence ofw

ide, independentreading and/orinvestigation isarticulated. Strategies areclearly supported w

ithbest-practice evidence.

In addition to the requirements

for a credit, a comprehensive

understanding of relevant,evidence-based strategies thatH

S teachers can use toprom

ote learning isunam

biguously articulated.

The speaker constructs anddelivers a w

ell-paced andvalid argum

ent to substantiatehis/her position. O

peningstatem

ents are well organised.

Speech is fluent, confident,w

ell-rehearsed and engagesthe audience. The speaker isvery convincing and theargum

ent has a clearbeginning, m

iddle, and end.

The speaker constructsand delivers a w

ell-pacedand valid argum

ent tosubstantiate his/herposition. D

emonstrates

practised speaking skillsthat engage the audience.Position is clearly stated(affirm

ative or negativeclear) and is supported bythe extant literature.

Relates to the topic on a simple,

essentially anecdotal level,dem

onstrating little reading of thesubject m

aterials or little preparation.A

rticulated reflection is inadequatebecause: it is too short (less than 3m

in); too long or rambling (m

orethan 5 m

in 30 sec); the argument is

not related to the chosen topic and aposition on the topic is not clear(affirm

ative / negative).

Uses research

to promote

social andethicalbehaviour in


ents for adistinction, evidence ofinitiative and som

eoriginality or ingenuity

Coherently andcom

prehensively uses researchto prom

ote motivation and

social development.

Best-practice is established by

The teacher’s role inprom

oting adolescentm

otivation and socialdevelopm

ent is supported bybest-practice evidence.

The speaker summ

arisesresearch that clearlyprom

otes motivation for

Shows m

isunderstanding or littleunderstanding of research aboutadolescent m

otivation and learning insocial and ethical contexts. A

rgument

does not promote ethical behaviour or


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Criteria

High D

istinctionD

istinctionC

reditPass

Fail

high schools asw

ell as toim

provem

otivation andhigher-orderthinkingam

ongst.

adolescents

is shown in the approach

to promoting m

otivationand social behaviourgiven the needs ofdiverse adolescentlearners in m

ixed abilityclasses.

the use of exemplars (e.g. the

use of evidence-based researchfindings or relevantrecom

mendations from

national/state education orother lead organisations).

learning and thedevelopm

ent of social orethical behaviour.

thinking in high school classrooms.

Statements &

/or responses notrespectful to self, ow

n team or other

team..

Additional C

omm

ents:



Mark (15%): Signature:

Assessment item 1BWritten Critical Reflection: Select a Topic

Value: 25% Due date: 22-Aug-2016

Return date: 13-Sep-2016 Length: 2000 words

Submission method optionsEASTS (online)

Task

Assessment item 1B Written Critical Reflection

To complete Assessment 1B (the written reflection), you are required to select a different topic areafrom the list provided in Assessment 1A. You are then required to provide a 2000 word criticalreflection articulating your position on the selected area (2000 words plus or minus 10 percent).

The written report must include: an introduction, and a clear conclusion, and a reference list (APA 6th edition style). Sub-headings can be used to organise your essay, but not in place of appropriatetransitionary words and phrases. The marking criteria for Assessment item 1B relates to the quality ofthe research and arguments.

You are required to submit this written reflection to EASTS.

Rationale

Dependant on the topics selected above, this assessment task addresses the following learningoutcomes:

critically apply major theories of learning and development to high school contexts;know the major physical, socio-emotional and cognitive changes that occur duringadolescence;demonstrate an understanding of the role of families and peers in adolescent developmentand describe a broad range of strategies to engage adolescents and their families in thelearning process;articulate a range of evidence-based strategies teachers can use to address adolescent issuesand problems;describe the range of educational outcomes for students from diverse backgrounds;use research to promote social and ethical behaviour in high schools as well as to improvemotivation and higher-order thinking amongst adolescents.

Marking criteria 1B: Critical reflection on one of the proposed topics

Mark (25%):


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Criteria

High D

istinctionD

istinctionC

reditPass

Fail

Critically

applies major

theories oflearning anddevelopm

ent tohigh schoolcontexts


for a distinction, Evidence ofw

ide, independent reading isshow

n. There is alsooriginality or ingenuity in thereflection.

The writer uses highly relevant

theories as well as providing a

critical analysis. The analysisintroduces contem

poraryevidence-based research findingsthat support/rebut the topic.Research findings are clearly relatedto A

ustralian high school contexts,linked to m

ajor theory and are ‘bestpractice’.

Highly relevant theories of

learning and development are

used by the writer in a

persuasive manner to

support/rebut the topic. Thew

riter delivers a clear andauthoritative argum

ent.Statem

ents are respectful andlanguage use is appropriate andinclusive.

Relevant theories oflearning and developm

entare applied to support/rebut the assigned topic.

The writer does not draw

on any major theory of

learning or development

that has been introducedin this subject.

Articulates a

range ofevidence-basedstrategiesteachers canuse to prom

otelearning andaddressadolescentissues andproblem

s


for a distinction, evidence ofw

ide, independent readingand/or investigation isarticulated. Strategies areclearly supported w

ithbest-practice evidence.

In addition to the requirements for a

credit, a comprehensive

understanding of relevant,evidence-based strategies that H

Steachers can use to prom

ote learningis unam

biguously articulated.

The writer constructs and

delivers a well-paced and valid

argument to substantiate

his/her position. Thesisstatem

ents are well organised.

Writing is engaging and

convincing.

The writer constructs and

delivers a well-paced and

valid argument to

substantiate his/herposition. Position isclearly stated (affirm

ativeor negative clear) and issupported by the extantliterature.

Relates to the topic on asim

ple, essentiallyanecdotal level,dem

onstrating littlereading of the subjectm

aterials or littlepreparation.

Uses research

to promote

social andethicalbehaviour inhigh schools asw

ell as toim

provem

otivation andhigher-orderthinkingam

ongstadolescents.


for a distinction, evidence ofinitiative and som

e originalityor ingenuity is show

n in theapproach to prom

otingm

otivation and socialbehaviour given the needs ofdiverse adolescent learners inm

ixed ability classes.

Coherently and comprehensively

uses research to promote m

otivationand social developm

ent.Best-practice is established by theuse of exem

plars (e.g. the use ofevidence-based research findings orrelevant recom

mendations from

national/state education or other leadorganisations).

The teacher’s role inprom

oting adolescentm

otivation and socialdevelopm

ent is supported bybest-practice evidence.

The writer sum

marises

research that clearlyprom

otes motivation for

learning and thedevelopm

ent of social orethical behaviour.

Shows m

isunderstandingor little understanding ofresearch aboutadolescent m

otivationand learning in socialand ethical contexts.A

rgument does not

promote ethical

behaviour or thinking inhigh school classroom

s.


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Criteria

High D

istinctionD

istinctionC

reditPass

FailPresents w

orkprofessionally,w

ith clearacadem

icw

riting andA

PA 6

referencingstyle w

ithin thew

ord limit.

Well-structured paper or

innovative presentation;explicitly identifies the keyissues; cohesive,gram

matically correct

structure; flexible andsustained use of a w

ide rangeof structures and extensivevocabulary; very fewtypographic or spelling errors;consistent accurate use of A

PA6 referencing

Presentation is innovative and/orinform

ative; strengthened byrelevant research; clear and concisestructure; gram

mar and syntax

mostly correct; essay is cohesive and

easy to read within w

ord length;discrim

inating use appropriatevocabulary; few

typographic orspelling errors; consistently accurateA

PA 6 referencing; balanced use of

references

Well-structured w

ith coherentpresentation; effectivegram

matical expression;

analysis well developed w

ithstudent’s voice and supportedby literature and research;adheres to w

ord length; usesappropriate term

inology; minor

typographic and/or spellingerrors; m

ostly accurate APA

6referencing

Generally clear

presentation; paper hasintro, body andconclusion; developedw

ith student’s voice;sentences coherent andgram

matically correct;

within w

ord length; some

typographic and /orspelling errors; generallyaccurate A

PA 6

referencing

Presentation lacksstructure; poorparaphrasing; overreliance on quotes; littleevidence paper has beenedited; term

inologyinappropriate; frequentspelling/typographicerrors; no or inaccuratereference list; m

anifestlyinadequate in length



Assessment item 1CCooperative Blog Activity: Select a Topic

Value: 10% Due date: 12-Sep-2016

Return date: 06-Oct-2016 Length: 500 words

Submission method optionsInteract2 Blog

Task

Assessment 1C Cooperative Blog Activity

To complete Assessment 1C, you are required to engage in a cooperative activity. Select a differentTopic from the ones you selected for Assessment 1A and Assessment 1B, and write a 500 word blogusing it Interact2 blog tool in the EED308 subject site.

You are further required to respond critically and analytically to the blog posts of two other studentsenrolled in the subject. A minimum of 250 words and a maximum of 300 words is required for eachresponse.

Students will need to post their first blog post on the 12th September, 2016 and respond to the posts oftwo other students within one week. This will extend the return time shown above.

Rationale

The rationale for this assessment task is for students to engage in cooperative learning. This as a usefultechnique for professional development and is an important aspect of any teacher's career. Albeit asmall component in this subject, this assessment task encourages cooperative learning and addresseslifelong learning, and information seeking and evaluation aspects of the Graduate Learning Outcomes.

Assessment task 1C addresses the following learning outcomes.

critically apply major theories of learning and development to high school contexts;know the major physical, socio-emotional and cognitive changes that occur duringadolescence;demonstrate an understanding of the role of families and peers in adolescent developmentand describe a broad range of strategies to engage adolescents and their families in thelearning process;articulate a range of evidence-based strategies teachers can use to address adolescent issuesand problems;describe the range of educational outcomes for students from diverse backgrounds;use research to promote social and ethical behaviour in high schools as well as to improvemotivation and higher-order thinking amongst adolescents.

Marking criteria

1C Cooperative Blog Activity (10%)


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Criteria

High D

istinctionD

istinctionC

reditPass

Fail

Critically applies

major theories of

learning anddevelopm

ent to highschool contexts.


for distinction, evidence oforiginality or ingenuity in theapproach is show

n.

Highly relevant theories are used to

provide a critical analysis. The analysisintroduces evidence-based researchfindings that support/rebut the topic.Research findings are contem

porary,clearly related to A

ustralian highschool contexts and are supported by‘best practice’ evidence.

Highly

relevanttheories oflearning anddevelopm

entare used in apersuasivem

anner tosupport/rebutthe topic.

Relevant theoriesof learning anddevelopm

ent areapplied to support&

/ or rebut theselected topic.

The blog does not draw on any m

ajortheory of learning or developm

entthat has been introduced in thissubject.

A

rticulates a rangeof evidence-basedstrategies teacherscan use to prom

otelearning andaddress adolescentissues and problem

s. In addition to the requirements

for distinction, independentreading and/or investigation isevident. Strategies are clearlysupported w

ith best-practiceevidence.

In addition to the requirements for

credit, the student unambiguously

articulates a comprehensive

understanding of relevant,evidence-based strategies that H

Steachers can use to prom

ote learning.

Students alsorespond to tw

oblog posts.Responses toblog posts arew

ell-paced andpersuasiveargum

ents.

Relevantevidenced-basedpractices oflearning anddevelopm

ent areapplied to support&

/ or rebut theselected topic.

The topic is blogged about on asim

ple, essentially anecdotal level,dem

onstrating little reading of thesubject m

aterials or text. Articulated

responses are inadequate (e.g. do notrelated to the set debate topic).

Uses research to

promote social and

ethical behaviour inhigh schools as w

ellas to im

provem

otivation andhigher-orderthinking am

ongstadolescents.


for distinction, evidence ofinitiative and som

e originality oringenuity in the approach toprom

oting motivation and social

behaviour given the needs ofdiverse adolescent learners inm

ixed ability classes is shown.

Coherently and comprehensively uses

research to promote m

otivation andsocial developm

ent. Best-practice isestablished by the use of exem

plars(e.g. the use of evidence-basedresearch findings or relevantrecom

mendations from

national/stateeducation or other lead organisations).

The blogprom

otesadolescentm

otivation andsocialdevelopm

entand issupported bybest-practiceevidence.

Research that isclearly linked toprom

otingm

otivation forlearning and thedevelopm

ent ofsocial or ethicalbehaviour isadequatelysum

marised

Misunderstanding or little

understanding of the basicissues/im

plications surroundingm

otivation and social learning. Theteam

arguments do not prom

oteethical behaviour or thinking in theclassroom

. Argum

ents &/or

responses are not inclusive and donot respect others.

Additional C

omm

ents:



Assessment item 2Final Examination

Value: 50% Date: To be advised

Duration: 2 HoursSubmission method options

Alternative submission method

Rationale

The exam content tests the Learning Objectives identified at the start of this Subject Outline. Itrequires students to:

• critically apply major theories of learning and development to high school contexts; • know the major physical, socio-emotional and cognitive changes that occur during adolescence; • demonstrate an understanding of the role of families and peers in adolescent development anddescribe a broad range of strategies to engage adolescents and their families in the learning process; • understand high incidence adolescent disorders and explain their causes using a bio-psycho-socialmodel; • articulate a range of evidence-based strategies teachers can use to address adolescent issues andproblems; • describe the range of educational outcomes for students from diverse backgrounds; • use research to promote social and ethical behaviour in high schools as well as to improve motivationand higher-order thinking amongst adolescents.

Multiple choice, essay and case study questions align with the AITSL Graduate Standards forTeachers (especially Standard 1: Know students and how they learn). In addition the followinggraduate standards are relevant:

Standard 3.5.1 Use effective classroom communication, Standard 3.7.1 Engage parents/carers, Standard 4.3.1 Manage challenging behaviour, Standard 5.2.1 Provide feedback on learning, and Standard 7 Engage professionally with colleagues, parents/carers and the community.

Requirements

The examination will require you to answer questions using the following format:

PART A (20%) 20 Multiple Choice Questions

1. Choose the alternative that best completes each item. All questions should be attempted as there isno penalty for an incorrect response.



2. Answers should be marked on the answer sheet provided. 3. Each question is worth one mark.

Part A addresses the folowing learning outcomes:

critically apply major theories of learning and development to high school contexts;know the major physical, socio-emotional and cognitive changes that occur duringadolescence;demonstrate an understanding of the role of families and peers in adolescent developmentand describe a broad range of strategies to engage adolescents and their families in thelearning process;understand high incidence adolescent disorders and explain their causes using abio-psycho-social model;articulate a range of evidence-based strategies teachers can use to address adolescent issuesand problems;

PART B (18%) Short Essay Questions

1. Answer three (3) questions only. 2. Questions should be answered in the booklet supplied. 3. Answers should not exceed two pages for each question. 4. Prior planning for answers may be written in the booklet. 5. Each essay is of equal value (6 marks)

Dependant on the questions selected for Part B, the following learning outcomes will be addressed:

critically apply major theories of learning and development to high school contexts;know the major physical, socio-emotional and cognitive changes that occur duringadolescence;demonstrate an understanding of the role of families and peers in adolescent developmentand describe a broad range of strategies to engage adolescents and their families in thelearning process;understand high incidence adolescent disorders and explain their causes using abio-psycho-social model;articulate a range of evidence-based strategies teachers can use to address adolescent issuesand problems;

PART C (12%) Case Study

1. Read the case study and answer the question in the booklet supplied.

During examinations students are required to bring pencils (2B), pens, an eraser and their student IDcard. University rules relating to the conduct of examinations will be in force during this assessmenttask.

Part C addresses the learning outcomes:

critically apply major theories of learning and development to high school contexts;know the major physical, socio-emotional and cognitive changes that occur duringadolescence;demonstrate an understanding of the role of families and peers in adolescent developmentand describe a broad range of strategies to engage adolescents and their families in thelearning process;understand high incidence adolescent disorders and explain their causes using abio-psycho-social model;articulate a range of evidence-based strategies teachers can use to address adolescent issues



and problems;

Marking criteria

MULTIPLE CHOICEQUESTIONS ASSESSMENTCRITERIA

The most accurate alternative from the supplied options is clearly marked onthe answer sheet. One mark awarded for each correct response.

ESSAY/CASE STUDYASSESSMENT CRITERIA

Adapted from: Athanasou, J. (1997). .Introduction to educational testingWentworth Falls, NSW: Social Sciences Press.

Fail ( 0-49%)

Essay/case study response has one or more of the following shortcomingsnot compensated by other strengths:

fails to address questionmanifestly inadequate lengthlacks coherence or structure and has serious deficiencies inthe quality of the writingshows misunderstanding or little understanding of the basicissues/implicationsrelates to the topic on a simple, essentially anecdotal level,demonstrating little reading or little capacity to applyconcepts to practicelacks appropriate content from the subject materials, verypoor presentation, poverty of argument or a combination ofthese

Pass (50-64%)

basically address each part of the question, key termsdefined to show an academic understanding of the conceptresponse is coherent, structured and has an acceptablestandard of written literacyshows evidence of reading/study of the topicdemonstrates a capacity to relate the topic to acceptableclassroom/high school practices

Credit (65-74%)

In addition

demonstrates a sound understanding of the issues and asound capacity to relate them to classroom / high schoolpracticesshows evidence of wider reading/studyshows evidence of a capacity to be evaluative, critical andto make sound judgements

Distinction (75-84%)

In addition

demonstrates a comprehensive understanding of the issuesand an evidence-based application to classroom/high schoolpracticesshows evidence of wider independent reading/study

Furthermore:



High Distinction (85 +) shows evidence of initiative and some originality oringenuity in approach to, or execution of the essay/casestudy

Material provided by the University

1 x Multiple Choice Answer Sheet

1 answer book

Material required by the student

Students are required to bring the following materials to the examination:

CSU Student ID Card2B PencilsEraserPens

The option of an E-exam will be made available to distance students.

Support ServicesStudent CentralStudent Central is the first point of contact for currently enrolled students to access all non-teachingservices. Student Central liaises closely with Divisions and Schools to ensure the timely and accurateresolution of student enquiries.

You may direct your enquires in person to Student Central staff situated within the LearningCommons found on campus at Albury-Wodonga, Bathurst, Dubbo, Orange, and Wagga Wagga.

You may also contact Student Central through:

(mailto:[email protected]) [email protected] ASK CSU (1800 275 278) Phone from outside Australia: + 61 2 6933 7507

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CSU Library provides you with free access to over 600,000 books and 50,000 journals, and muchmore. Get an introduction to your library with the Library Orientation Toolbox(http://www.csu.edu.au/division/library/find-info/toolbox).

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Online ResourcesYou’ll find journal databases, eBook collections, and other useful online information sources listedunder (http://student.csu.edu.au/library/find-information).Key Resources

eReserve



Some subject readings may be held in eReserve(http://student.csu.edu.au/library/find-info/search-reserve). Online access is encouraged to help reduceCSU’s carbon footprint, however a printed copy of eReserve subject readings can be purchasedthrough CSU Print(http://www.csu.edu.au/division/student-learning/technologies-for-learning-and-teaching/csu-print).

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Need help?CSU Library staff are available to answer your questions by phone, Live Chat, email, forum, or inperson. See (http://student.csu.edu.au/library/contacts/ask-a-librarian) for moreAsk a Librarianinformation.

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Learning Skills advisers can help you with:

Understanding and preparing assignmentsStudy skillsExam preparationTime managementNotetaking andReferencing and avoiding plagiarism

Learning Skills also have specialists in English Language, online learning and maths and statistics whocan support your development in these areas.

Students can take advantage of online resources and workshops, forums and individual appointmentseither in person, or online. More information is available at student.csu.edu.au/study(http://student.csu.edu.au/study).

provides access to a variety of short, non-award subjects in preparation for universitySTUDYLINKstudy. Subjects are available throughout the year through flexible, online delivery, and each isdesigned to help you gain confidence, skills and knowledge for your university studies (

).http://www.csu.edu.au/student/studylink/

- Student Support http://student.csu.edu.au/support

A wide range of services are provided to support your student academic experience. Services areavailable on campus with relevant services also available via telephone and online. Services providedinclude:

OrientationStudent mentoringScholarship and financial assistance



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The Residential Support Scheme operates across all campuses to provide for the pastoral care andwelfare of residents and actively encourages student participation and involvement in all aspects ofresidential life. The residential community is supported and structured to provide an environment tosupport student academic achievement.

For assistance and initial contact go to

Student Central Email: (mailto:[email protected]) (mailto:[email protected]) [email protected]: 1800 ASK CSU (1800 275 278) Phone from outside Australia: + 61 2 6933 7507

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(http://student.csu.edu.au/study/careers) includes a range of services, from firstCareer Developmentthrough to the final year of study, which support students’ self-assessment, awareness of opportunities,improvements to decision making, and gaining the necessary skills for making successful transitionspost-study. This support is available face to face, via telephone and online.

Distance Education Outreach Team

Assistance for students studying by distance education with Charles Sturt University.

The DE Outreach Team is available to all CSU students studying by Distance Education.

We can assist you with:

Your orientation to CSU and DE study;Study skills;Preparing assignments;Time management;Online learning, andAny other questions you may have about studying by DE at CSU.

We provide these services in a number of different ways including:

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Find us at: http://student.csu.edu.au/study/de-outreach

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Policy and ProceduresUniversity Policies and RegulationsAcademic matters are defined by, and are subject to, Charles Sturt University policies and regulations.Your Subject Outline should be read in conjunction with all such academic regulations and policies, assome of these may affect the outcome of your studies.

Academic Progress RegulationsThe University requires each student to progress through his or her course at a rate that will enablehim or her to complete the course in a specified maximum time. This maximum time is intended toensure the currency of the knowledge within the course and therefore professional suitability ofgraduates. Failure to complete within the specified maximum time shall lead to the expiry of astudent?s enrolment in the course. The University believes that all students have a right to know inadvance of study in their course exactly what constitutes satisfactory progress in that course. To thisend the University will specify a maximum completion time for each course, and will also providesupport to students identified as being at risk of exclusion.

Key Subjects

Passing a key subject is one of the indicators of satisfactory academic progress through your course.You must pass the key subjects in your course at no more than two attempts. The first time you fail akey subject you will be 'at risk' of exclusion; if you fail a second time you will be excluded from thecourse.

The (https://policy.csu.edu.au/view.current.php?id=00250) sets out theAcademic Progress Policyrequirements and procedures for satisfactory academic progress, for the exclusion of students who failto progress satisfactorily and for the termination of enrolment for students who fail to complete in themaximum allowed time.

Variations to Subject OutlinesShould it be necessary to change the content of the Subject Outline during a teaching session, it will bedone in consultation with the Head of School and other support services of the University. You thenwill be notified of the changes in writing by the subject coordinator.

Variations to AssessmentShould it be necessary to vary the assessment in this subject, you will be notified in writing by theSubject Coordinator, or Subject Convenor where one is appointed. The variations to assessmentinclude variations to the assessment tasks and/or assessment procedures for assignments, examinationsand any other assessment task published in the Subject Outline. The variations will be communicatedonly after the Subject Coordinator or Subject Convenor has obtained approval from their Head ofSchool. The overriding principle is that such changes will not disadvantage students and is made inaccordance with the (https://policy.csu.edu.au/view.current.php?id=00267).Subject Outlines Policy

Evaluation of SubjectsCSU values constructive student feedback to help enhance our subjects. The Subject ExperienceSurvey is your opportunity to evaluate the learning experience in a subject. Responses are fed back

to teaching staff and University management to form the basis for subject improvementanonymouslyand recognition of excellence in teaching. A summary of survey results is available to all students viathe online (http://student.csu.edu.au/study/subject-experience-survey-results).Results Portal

We strongly encourage you to complete your online Subject Experience Surveys, as we depend uponhigh response rates to give us meaningful insights. You will be provided with links to your subjectsurveys via email when surveys open three [3] weeks before the end of session.

It is expected that, when completing the survey, all students will do so in a professional mannerconsistent with the University’s (http://policy.csu.edu.au/view.current.php?id=00268).Student CharterThe use of abusive, threatening or discriminatory language in the open comments sections of the



survey will be investigated and disciplinary action may be taken.

Learning analytics in this subject

Learning Analytics refers to the collection and analysis of student data for the purpose of improvinglearning and teaching. Learning Analytics enables CSU to personalise the support we provide to ourstudents. Data about your activity in the Interact2 site and other learning technologies for this subjectwill be recorded and can be reviewed by University staff to inform communication, support andteaching practices.

All Learning Analytics activities will take place in accordance with the CSU Learning Analytics Codeof Practice. For more information, please visit please visit CSU’s Learning Analytics website(http://www.csu.edu.au/division/student-learning/home/analytics-and-evaluations/learning-analytics).

Special ConsiderationAcademic regulations provide for special consideration to be given if you suffer misadventure orextenuating circumstances during the session (including the examination period) which prevents youfrom meeting acceptable standards or deadlines.

Applications for special consideration must be submitted in writing and include supportingdocumentary evidence. Such applications should be sent to the Student Administration Office.

For further information about applying for special consideration please refer to Special Consideration (https://policy.csu.edu.au/view.current.php?id=00298).Policy

Assessment RegulationsThe assessment practices of all University subjects are conducted in accordance with the University?s

(https://policy.csu.edu.au/view.current.php?id=00301).Assessment Policy: Coursework Subjects

Academic ConductThe University expects that you, as a student, will be honest in your studies and research and that youwill not do anything that will interfere with or frustrate the studies and research of other students. Inparticular, you are expected to:

acknowledge the work of others in your assignments and other assessable work;not knowingly allow others to use your work without acknowledgment;report honestly the findings of your study and research; anduse only permitted materials in examinations.

Details of expected academic conduct are provided in:

the Student Academic Misconduct Policy(https://policy.csu.edu.au/view.current.php?id=00279);the (https://policy.csu.edu.au/view.current.php?id=00250);Academic Progress Policy

Students are also expected to be responsible in the use of University facilities and resources and toabide by University rules concerning the Library and electronic resources.

the (https://policy.csu.edu.au/view.current.php?id=00280); and Library Rulethe Computing and Communications Facilities Use Policy(https://policy.csu.edu.au/view.current.php?id=00145).

Copies of the Rule of the Library and Code of Conduct for Users of Electronic Facilities can also beobtained from the Library or the Division of Information Technology (DIT) Service Desk.



Penalties for breaching the above Rule and Policies include suspension or exclusion from theUniversity.

Students also have expectations of the University and of other students in the cooperative endeavour ofstudying. Details of these expectations are provided in the Student Charter(https://policy.csu.edu.au/view.current.php?id=00268).

Subject Outline as a Reference DocumentThis Subject Outline is an accurate and historical record of the curriculum and scope of your subject.The (https://policy.csu.edu.au/view.current.php?id=00267) requires that youSubject Outline Policyretain a copy of the Subject Outline for future use such as for accreditation purposes.

EED308 - Adolescence and Learning Subject Overview · As members of the CSU community we...

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Transcript of EED308 - Adolescence and Learning Subject Overview · As members of the CSU community we...