Unit Guide
  

EDF5040
Navigating youth transitions: Learning, work,
and identity

Semester 1, 2020  

Table of contents
EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020
1
 Table of contents
University information 4
Indigenous acknowledgement 4
Student Charter 4
Fieldwork risk assessment statement 4
Technological requirements 4
Your feedback to us 5
Extensions, penalties, resubmission and special consideration 5
Reference requirements 5
Learning resources 5
Required resources 5
Prescribed resources 5
Other Information 6
Academic Language, Literacy and Numeracy Development - Faculty of Education advice
and support 6
English Connect 6
Policies 6
Student academic integrity policy 6
Special Consideration  6
eSolutions service desk (ICT services and help) 6
Graduate attributes policy 6
Indigenous Academic Enhancement Program (IAEP) 7
Information for Singapore based students 7
Monash University Library 7
Student services 7
Disability support services 8
Unit information 9
Mode of delivery 9
Unit relationships 9
Prerequisites 9
Prohibitions 9
Corequisites 9
Enrolment rules 9
Synopsis 9
Learning outcomes 9
Class Timetable 10

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EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020
 Workload requirements 10
Assessment requirements 10
Recommended resource(s) 11
Teaching team 12
Chief Examiner 12
Unit Coordinator(s) 12
Lecturer(s) 12
Teaching approaches 14
Teaching approaches for this unit 14
Student evaluations of this unit 14
Unit schedule 15
Assessment summary table 16
Turnitin 16
16
Assignment submission 16
Returning assignments 16
Assessment feedback to you 16
Assessment tasks 17
Unit guide prepared by 23
Last updated 23

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EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020
 University information
Indigenous acknowledgement
We acknowledge and pay respects to the Traditional Owners and Elders - past, present and
emerging - of the lands and waters on which Monash University operates.
http://www.monash.edu.au/about/indigenous/
 

Student Charter
The Monash Student Charter sets out the key expectations of all students as they foster and
contribute to Monash's learning community.
https://www.monash.edu/students/academic/policies/student-charter
 

Fieldwork risk assessment statement

Staff members in charge of field activities and supervisors of students are responsible for ensuring
that the risk assessment procedure has been completed before the commencement of the field
activity.

Students are responsible for following procedures and instructions given by staff whilst undertaking
fieldwork and for reporting any risks and incidents that they encounter as part of their fieldwork to
their fieldwork supervisor immediately.

For more information on fieldwork in the Faculty of Education, see the following link:
http://www.monash.edu.au/pubs/handbooks/postgrad/edu-04.html

Technological requirements
It is assumed that students undertaking this unit will have the ability to word process, search and
retrieve information from the internet and download readings and other learning documents. For
further information, please see the handbook http://www.monash.edu.au/pubs/handbooks
/undergrad/edu-02.html

Students may also be required to access a range of information and communications technology
(ICT) equipment and applications as part of their participation in the unit.
Useful links:

● IT/e-Solutions Services:
http://intranet.monash.edu.au/esolutions/students/student-it-brochure.pdf
 
● Library Services:
​http://www.monash.edu/library/services/users/students

Your feedback to us 4
EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020
 Your feedback to us
One of the formal ways students have to provide feedback on teaching and their learning
experience is through the Student Evaluation of Teaching and Units (SETU) survey. The feedback
is anonymous and provides the Faculty with evidence of aspects that students are satisfied with
and areas for improvement.
 

Extensions, penalties, resubmission and special

consideration
Please read Faculty Assessment procedures for information about extensions,
penalties, resubmission of assignments and special consideration: 
http://monash.edu/education/current-students/academic-and-study-support/academic-progress/
 

Reference requirements
American Psychological Association (APA) 7th edition is the standard referencing style used within
the Faculty of Education. Please see the following Monash University Library Guide on APA 7th
edition citing guidelines: http://guides.lib.monash.edu/citing-referencing/apa

Learning resources
Required resources
Students generally must be able to complete the requirements of their course without the
imposition of fees that are additional to the student contribution amount or tuition fees. However,
students may be charged certain incidental fees or be expected to make certain purchases to
support their study. For more information about this, refer to the Higher Education Administrative
Information for Providers, Chapter 18, Incidental Fees at http://education.gov.au/help-resources-
providers.

Prescribed resources
Monash Library Unit Reading List (if applicable to the unit): http://monash.rl.talis.com/index.html
Research and Learning Online: www.monash.edu/rlo

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EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020
 Other Information
Academic Language, Literacy and Numeracy Development - Faculty of
Education advice and support
https://www.monash.edu/education/current-students/academic-language-literacy-numeracy-support

English Connect
Join English Connect to enhance your English language skills and cross-cultural communication.
Programs are a fun, free way to meet and talk with other students, ask questions and share your
time at Monash.
https://www.monash.edu/English-connect

Policies
Monash has educational policies, procedures and guidelines, which are designed to ensure that
staff and students are aware of the University's academic standards, and to provide advice on how
they might uphold them. You can find Monash's Education Policies at: http://www.monash.edu
/policy-bank/academic/education

Student academic integrity policy

www.monash.edu/__data/assets/pdf_file/0004/801841/Student-Academic-Integrity-Policy.pdf

Special Consideration 
For information on applying for special consideration, please visit: www.monash.edu/exams
/changes/special-consideration

eSolutions service desk (ICT services and help)

http://www.monash.edu/esolutions/students

Graduate attributes policy

Monash courses are underpinned by Graduate Attributes that reflect the philosophy of Sir John
Monash to "...equip yourself for life, not solely for your own benefit but for the benefit of the whole
community." [1923].

All Monash courses are designed to prepare Monash graduates to be:

1. responsible and effective global citizens who:

● engage in an internationalised world
● exhibit cross-cultural competence
● demonstrate ethical values
2. critical and creative scholars who:
● produce innovative solutions to problems

● apply research skills to a range of challenges

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EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020
 2.

● apply research skills to a range of challenges

● communicate perceptively and effectively

http://www.monash.edu/__data/assets/pdf_file/0009/786969/Course-Design-Policy.pdf

Indigenous Academic Enhancement Program (IAEP)

http://www.monash.edu/about/indigenous/students/scheme

Information for Singapore based students

Attendance rolls are taken to meet Ministry of Education requirements in Singapore and are not
used by Monash University in marking students.

Monash University Library

http://www.monash.edu/library

Student services
Faculty of Education - The Learning Spaces (TLS): http://monash.edu/education/current-students
/academic-and-study-support/teaching-technology-learning-centre/

Student information:
     University: http://www.monash.edu/students
     Faculty of Education: http://www.monash.edu/education/current-students

Disability support services 7

EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020
 Disability support services
Students who have a disability, ongoing medical or mental health condition are welcome to contact
Disability Support Services. Disability Support Services also support students who are carers of a
person who is aged and frail or has a disability, medical condition or mental health
condition. Disability Advisers visit all Victorian campuses on a regular basis.

● Website: www.monash.edu/disability
● Telephone: 03 9905 5704 to book an appointment with an Adviser
● Email: [email protected]

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EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020
 Unit information
Mode of delivery
Clayton (On-campus)

Unit relationships
 
Prerequisites
None

Prohibitions
None

Corequisites
None

Enrolment rules
None

Synopsis
As a key role and responsibility of educators is to prepare students for post-school futures, this unit
aims to develop a critical appreciation of the challenges and opportunities facing young people in
an era of rapid and uncertain change. Global trends, local contexts and changing patterns of youth
participation in employment, education and civic life are examined. The role of schooling and
university in youth transitions is examined, educational alternatives are considered, and
implications for schools, teachers and their professional practice are evaluated. You will be given
the opportunity to review relevant policy and research, and develop an educational program
around issues facing young people. The aim is to enhance understanding of the complex nature of
young people's transitions through post-compulsory education and training, and how their learning,
identities and well-being are affected. This unit will extend your professional learning by developing
skills to access and critique relevant research and design targeted educational programs to
address the diverse needs of young people.

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

1. Recognise how global trends and local contexts affect young people's learning, work,
identities and well-being in school and beyond

2. 9
EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020
 2. Appreciate the challenges and issues facing young people as they navigate complex
transitions from school to work, tertiary education and adulthood

3. Access and critically evaluate relevant policy and research relating to youth transitions
through post-compulsory education and training, including pathways, employability and
lifelong learning

4. Consider the diverse needs and identities of young people in transition and assess
implications for the purposes and priorities of schools, and the professional roles and
practices of teachers

5. Design targeted educational programs that address issues facing young people, and support
and enhance their transitions through post-compulsory education and training.

Class Timetable
Follow this link to view the scheduled times for your unit's learning activities for this teaching
period. 

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

Assessment requirements
Critical review: Critical analysis of research and policy on a key issue affecting youth transitions
(1600 words equivalent, 40%)

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EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020
 Program design: Design of an educational response to the issue examined in the critical review
(2400 words, 60%)

Recommended resource(s)
1. Recommended book:

“Developing and utilizing employability capitals: Graduates’ strategies across labour markets”
edited by Tran Le Huu Nghia, Thanh Pham, Michael Tomlinson, Karen Medica, Christopher
Thompson (The book is available at Monash library)

2. Other weekly readings will be available on the Moodle site.

Teaching team 11
EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020
 Teaching team
Chief Examiner
Name: Dr Thanh Pham
Campus: Clayton
Email: [email protected]
Phone: 
Contact hours: By email appointment

Unit Coordinator(s)

Name: Dr Thanh Pham
Campus: Clayton
Email: [email protected]
Phone: 
Contact hours: By email appointment

Lecturer(s)
Name: Mrs Sue Stewart
Campus: Clayton
Email: [email protected]
Contact hours: By email appointment

Name: Dr Venesser Fernandes
Campus: Clayton
Email: [email protected]
Contact hours: By email appointment

Name: Dr Amy Bohren
Campus: Clayton
Email: [email protected]
Contact hours: By email appointment

Name: Dr.  LiLy Nguyen

Campus:
Email: [email protected]

Name: Ms. Parinita  Raje

Campus:
Email: [email protected]

Name: Dr Melyssa Fuqua
Campus: Peninsula
Email: [email protected]

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EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020
 Teaching approaches 13
EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020
 Teaching approaches
Teaching approaches for this unit
For an overview of unit activity information please access the University Timetable: https://www.
monash.edu/timetables/class​

N/A

Student evaluations of this unit

One of the formal ways students have to provide feedback on teaching and their learning
experience is through the Student Evaluation of Teaching and Units (SETU) survey. When
providing feedback, it is expected that students will be professional and constructive as
per Student Charter requirements. The feedback is anonymous and provides the Faculty with
evidence of aspects that students are satisfied with and areas for improvement.

Previous student evaluations of this unit

In response to previous SETU results of this unit, the following changes have been made:

Students expressed constructive and encouraging feedback about the unit in previous years.

● I really found this unit very helpful as there was a sample for everything that remodeled what
the expectations were and that made it so effective to understand the assessment.
● The weekly resources were very well curated and generally fascinating. Easily the most
academically rigorous unit in this course.
● The flexibility of the assessment tasks; we were able to choose an issue that was relevant
/interesting to us.

Students appreciated if assessment tasks are clearer. To respond to this feedback, assessment
tasks have been significantly revised. Specifically, assessment now has online, oral presentation
and written pieces which allow students to connect weekly topics to assessment tasks throughout
the semester. Lecturers will provide timely feedback so that students can improve their knowledge
and revise their topic in the most effective manner before coming to the final assessment task.
Assessment criteria have been also significantly revised based on what is taught in the unit. A list
of exemplar transition issues is also provided so that students can consult when choosing their
topic.

The teaching team highly appreciate all constructive feedback provided by students and have
seriously worked on to improve the unit. 

Thank you.

If you wish to view how previous students rated this unit, please go to:
https://www.monash.edu/ups/setu/about/setu-results/unit-evaluation-reports

Unit schedule 14
EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020
 Unit schedule
For units with on-campus classes, teaching activities are normally scheduled to start on the hour
(teaching will commence on the hour and conclude 10 minutes prior to the scheduled end time).

Week Topic  Learning mode  Assessment 

1 Why education-to-work Online Lecture + Online task (2.5%)

transitions? Online Tutorial 

2 Placement 

3 Placement 

4 School-to-university transitions  Tutorial  Online task (2.5%)

5 School-to-work transitions Lecture + Tutorial  Online task (2.5%)

                                                         MID-SEMESTER BREAK

6 University-to-work transitions Lecture + Tutorial  Online task (2.5%)

7 Special groups of students on Tutorial  Online task (2.5%)

transitions

8 Special groups of students on Lecture + Tutorial Assignment 1

transitions (30%) (upload
your presentation
by 11:55pm
Monday May 4,
2020)

9 Initiatives to enhance transitions   Tutorial  Online task (2.5%)

10 Initiatives to enhance transitions   Lecture + Tutorial  Online task (2.5%)

11 What are purposes of education, Lecture + Tutorial  Online task (2.5%)

roles of school and university?

12  Study week for Assessment Task No Lecture + No

2 Tutorial

SWOT VAC

Assignment 2
(50%): due
Thursday
June 11, 2020 by
11:55pm

Assessment summary table 15

EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020
 Assessment summary table
Assessment task Value Due date

Critical review: Critical analysis of research and policy on a key 40% Monday May 4,
issue affecting youth transitions 2020 by 11:
55pm

Assessment task 2: Program design: Design of an educational 60% Thursday June

response to the issue examined in the critical review 11, 2020 by 11:
55pm

Turnitin
Turnitin is a text matching software used by the University as an educative tool to assist students
to understand and develop the necessary skills to ensure the ethical and correct use of citing and
referencing in their work (see Academic Integrity: http://www.monash.edu.au/students/policies/
academic-integrity.html).  

Assignment submission
✔ Moodle - You will need to submit your assessment task via the Moodle assignment box.

Late Assignment Submission

The Faculty of Education assessment procedures outline how late assessment submissions will be 
managed by Chief Examiners for Faculty of Education units.  For more information visit: 
https://www.monash.edu/education/current-students/policies-and-procedures/assessment-
procedures​
 
Returning assignments
✔ Your assessment tasks will be returned via the Moodle assignment dropbox.

Assessment feedback to you

For information regarding when you can expect to receive feedback from your assignments, see:
Faculty Assessment Procedures

Types of feedback you can expect to receive in this unit are:

✔ Informal feedback on progress in session

✔ Graded assignments with comments
✔ Test results and feedback
✔ Quiz results
✔ Other

Assessment tasks 16
EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020
 Assessment tasks

Critical review: Critical analysis of research and policy on a key issue affecting youth transitions

Due date: Monday May 4, 2020 by 11:55pm

Estimated return date: 3 weeks after due date

Assessment task link to unit learning outcomes: 

1. Recognise how global trends and local contexts affect young people's learning, work, identities and well-being in school and beyond
2. Appreciate the challenges and issues facing young people as they navigate complex transitions from school to work, tertiary
education and adulthood
3. Access and critically evaluate relevant policy and research relating to youth transitions through post-compulsory education and
training, including pathways, employability and lifelong learning.

Details of task: 

Assessment task 1 (AT1): Critical review: Critical analysis of research and policy on a key issue affecting youth transitions (40%)

AT1 includes two pieces:

1. Individual oral presentation (30% equivalent 1200 words) 

● You record your presentation outside the class and upload on Moodle. The recorded presentation needs to be 05 mins (10% more
or less) 
● Your presentation should include 05 slides for content and 01 slide for reference (the number of slides is recommended but not
mandatory)

2. Weekly activities which include online quizzes and other types of online activities (10%). 

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EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020
 Details of task:

The main purpose of this assignment is to give you an opportunity to explore and critically analyse research and policy on contemporary
issues relating to youth transitions from school and university to work, further education and adulthood. 

In this task, you will be required to prepare an individual oral presentation on a key issue about youth transitions that interests or
concerns you. The issue you choose should relate closely to one of the topics addressed in this unit. Your presentation needs to involve
a review and analysis of relevant literature found in academic journals and books, professional journals and books and other reliable and
suitable sources. Specifically, the presentation needs to include four peer-reviewed articles or book chapters (1/2 readings of AT1 must
be different from readings uploaded on the Moodle site. If book chapters, they need to come from different books) and at least one
relevant policy. 

In your oral presentation (Equivalent 1200 words):

● Briefly contextualise the issue (e.g., provide background details and indicate why this issue is important). Use relevant literature to
support this section of your presentation as you build up the context (01 slide)
● Identify and discuss factors causing the issue. You should discuss these factors at different levels including macro (e.g.,
government, society), meso (e.g., institutions, universities) and micro (e.g., individuals) levels. You do not need to cover all of
these levels but at least more than one level and ensuring that you are drawing evidence from relevant literature (01 slide)
● Identify and discuss how the issue has long-term and/or short-term impacts on personal and professional life of students by
drawing evidence from relevant literature (01 slide)
● Critically discuss how the chosen policy responds to the issue. To do this, you should reflect on the alignments/misalignments
between the chosen policy and the readings you use for the essay (01 slide)
● Identify implications for relevant stakeholders; such as policy makers, curriculum designers, and teachers and learners by drawing
evidence from relevant literature (01 slide)

Note: Further guidance about possible transition issues and recommended policies will be provided on Moodle.

Word count/equivalent: equivalent 1600 words

Weighting/Value: 40%

Presentation requirements: Further information about presentation requirements will be provided on Moodle.

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EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020
 Presentation requirements: Further information about presentation requirements will be provided on Moodle.

Individual assessment in group tasks: This is an individual assessment task.

Additional information: Assessment requirements will be discussed in tutorials.

Criteria for marking: The oral presentation will be assessed against criteria relating to:

● The ‘transition issue’ under investigation including background, context and significance of the issue (20%)
● Identifying and discussing factors causing the issue (20%)
● Identifying and discussing the impact of the issue on students’ personal and professional life (20%)
● Using the selected readings to critically discuss how the chosen policy responds to the issue (20%) 
● Implications for relevant stakeholders (10%)
● Professional presentation (10%)

A detailed marking rubric will be included on Moodle.

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EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020
 Assessment task 2: Program design: Design of an educational response to the issue examined in the critical review

Due date: Thursday June 11, 2020 by 11:55pm

Estimated return date: 2 weeks after the due date

Assessment task link to unit learning outcomes: 

1. Recognise how global trends and local contexts affect young people's learning, work, identities and well-being in school and beyond
2. Appreciate the challenges and issues facing young people as they navigate complex transitions from school to work, tertiary
education and adulthood
3. Access and critically evaluate relevant policy and research relating to youth transitions through post-compulsory education and
training, including pathways, employability and lifelong learning
4. Consider the diverse needs and identities of young people in transition and assess implications for the purposes and priorities of
schools, and the professional roles and practices of teachers
5. Design targeted educational programs that address issues facing young people, and support and enhance their transitions through
post-compulsory education and training.

Details of task: 

Assessment task 2 (AT2): Program design: Design an educational response to the issue examined in your critical review (60%)

AT2 includes 2 pieces:

1. Essay (50% 2000 words)

2. Weekly activities which include online quizzes and other types of online activities: 10% 

Details of task: You are to select a group of students and a school/institution/centre for the focus of this assignment. You must develop a
constructive educational response to the youth issue you want to investigate. You will also need to provide a justification of your
educational response. You may choose to build your response on the work you completed for AT1, but this is not compulsory. The task
requirements are detailed below:

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EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020
 1. Select a group of students who are facing a transition issue (e.g. school graduates, university graduates, international students,
graduate migrants) and a school/institution/centre in or outside Australia where you think your educational response to the transition
issue can be implemented. Provide a description of the chosen students, focusing on how they are facing the transition issue and how it
links with the chosen school/institution/centre through your educational response.

2. Identify and discuss factors causing the issue. You should discuss these factors at different levels including macro (e.g., government,
society), meso (e.g., institutions, universities) and micro (e.g., individuals) levels. 

3. Identify and discuss how the issue has long-term and/or short-term impacts on personal and professional life of your chosen group of
students by drawing evidence from relevant literature.

4. Prepare an educational response to address the issue or a key theme arising from the issue. The educational response can be a
program, a seminar, a module or a lesson that can be implemented either face-to-face or online. This should include details of
assessment strategies that clearly relate to the teaching and learning tasks. When preparing your educational response, you need to
consider the diverse needs, backgrounds, interests and aspirations of the students with reference to our unit’s readings and further
relevant readings.

5. Provide a written justification for your educational response. Your justification should refer to relevant theoretical concepts you have
learned in this unit and other relevant units as well as any further research and policies as appropriate. The justification needs to include
a brief conclusion which focuses on implications for pre-service teachers. 

Readings of AT2: You can use as many readings as you wish for AT2. You can re-use the four readings of AT1 but 1/2 readings of AT2
must be different from readings uploaded on the Moodle site. If book chapters, they need to come from different books. 

Note: Further guidance will be provided on Moodle.

Word count/equivalent: equivalent 2400 words

Weighting/Value:  60%

Presentation requirements: Further information about presentation requirements will be provided on Moodle and in tutorials.

Individual assessment in group tasks: This is an individual assessment task.

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EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020
 Individual assessment in group tasks: This is an individual assessment task.

Additional information: Assessment requirements will be discussed in tutorials and on Moodle.

 

Criteria for Marking: This assignment will be assessed against criteria relating to key aspects of your educational response, including:

1. The purpose/aims, background, context, and rationale of your educational response (including the Introduction) (15%) 
2. Identify and discuss factors causing the issue. You should discuss these factors at different levels including macro (e.g.,
government, society), meso (e.g., institutions, universities) and micro (e.g., individuals) levels. You do not need to cover all of
these levels but try to cover more than one level and ensure that you are drawing evidence from relevant literature (15%)
3. Identify and discuss how the issue has long-term and/or short-term impacts on personal and professional life of your chosen group
of students by drawing evidence from relevant literature (15%)
4. The main features of your educational response (e.g., structure, content and teaching/learning approaches, clear sequence of
teaching and learning events with suitable resources and appropriate assessment strategies) (25%, equivalent 500 words)
5. A justification for your educational response that is clearly supported with appropriate discussion and arguments made through
links to relevant theoretical concepts and key ideas from the readings and policies covered in this unit or other relevant units. This
justification should focus on: the choice of your educational response, the design of teaching, learning and assessment activities
and the effectiveness of the response. Your justification needs to end with a brief conclusion that focuses on implications for pre-
service teachers (20%)
6. Professional presentation (e.g., appropriate academic standards including clear structure, grammar, expression and spelling)
(10%)

A detailed marking rubric will be included on Moodle.

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EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020
 Unit guide prepared by

Name: Dr Thanh Pham
Campus: Clayton
Email: [email protected]

Last updated
02 Mar 2020

  

Copyright @ Monash University 2020. All rights reserved. Except as provided in the Copyright Act 1968, this work may
not be reproduced in any form without the written permission of the host Faculty and School/Department.

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EDF5040 Navigating youth transitions: Learning, work, and identity - Semester 1 (S1-01) - 2020