Faculty of Education

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This unit entry is for students who completed this unit in 2016 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.

Monash University

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.




Dr John Ehrich (Clayton); Dr Michelle Ludecke (Online)



  • First semester 2016 (Online)
  • Second semester 2016 (Flexible)


This unit provides a critical understanding of the notion of adolescence, and the societal and cultural diversity that informs teaching middle years learners. Students focus on the secondary student at this stage in their life and learning trajectory. They examine salient aspects of adolescent development in the context of teacher education, as well as factors impacting on learning and wellbeing. Pre-service teachers engage in ethnographic approaches to explore adolescent cultural worlds and draw on significant features of such worlds to examine different forms of engaging curriculum. Students apply their understanding and design relevant and engaging curriculum for middle years learning.


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

  1. appreciate a range of constructions of adolescence: biological, psychological, sociological, educational, and how these have an impact on our understanding of the concept
  2. build understanding of western and cross-cultural adolescent identities and diversity, particularly in terms of ways that ethnicity, socioeconomic status, gender and sexuality have an impact on adolescence
  3. become familiar with key policy documents and theoretical perspectives influencing adolescent learning
  4. implement and reflect on pedagogical approaches which engage and challenge adolescent learners
  5. create a supportive learning environment that focuses on adolescent wellbeing
  6. demonstrate the ability to create differentiated curriculum for middle years learners
  7. use popular culture or digital technologies and texts to extend and enhance effective middle years learning.


Study of adolescent learner practices (2000 words, 50%)
Portfolio contribution: description of and rationale for an original resource for middle years learning (equivalent to 2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • equivalent to 24 hours engagement in online, face-to-face or blended platforms

(b.) Contact hours for off-campus students:

  • equivalent to 24 hours engagement in online or blended platforms

(c.) Additional requirements (all students)

  • independent study to make up the minimum required hours per semester

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study