Faculty of Education

Monash University

Undergraduate - Unit

This unit entry is for students who completed this unit in 2013 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

print version

6 points, SCA Band 1, 0.125 EFTSL

To find units available for enrolment in the current year, you must make sure you use the indexes and browse unit tool in the current edition of the Handbook.

FacultyFaculty of Education
OfferedGippsland Second semester 2013 (Day)
Coordinator(s)Associate Professor J Dorman


This unit provides students with the opportunity to develop their own understandings of learning and teaching and to critically examine how curriculum can be more responsive to the needs of adolescents. It puts forward the idea that effective learning environments in the middle years must be sensory rich, intellectually challenging and based upon a critical constructivist philosophy of learning.
The unit challenges traditional classroom management constructs and encourages students to determine how best to serve the needs of young people in their care while fulfilling the social function of preparing citizens of a future world.


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

  1. build pedagogical content knowledge related to the intellectual development and individual growth of young adolescents and develop an appreciation for providing learning experiences that will be meaningful to young adolescents;
  2. become familiar with and critically examine the literature relating to middle years approaches and the unique needs of adolescents as a group in transition from childhood to adult hood;
  3. develop an understanding of a critical constructivist philosophy of learning and how it relates to classroom practice and relationships in the middle years;
  4. work collaboratively with peers to develop an understanding of the importance and value of a team approach to curriculum and pedagogical reform.


Assessment task 1: Essay A critique of the literature (2 000 words or equivalent, 50%)
Assessment task 2: Group presentation (2 000 words or equivalent, 50%)

Chief examiner(s)

Contact hours

3 contact hours per week, 9 hours private study including readings, completion of set tasks and self-directed learning.