| Effective Term: | 2026/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Youth Identities, Diversity and Wellbeing |
| Unit ID: | EDMAS6067 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070199 |
| Other Change: | |
| Brief description of the Unit |
This unit focuses on adolescence and young peoples’ diverse identities and socio-cultural worlds. It celebrates the creativities and achievements of young people and begins with a focus on youth rights and responsibilities. PSTs examine the cognitive development of young people and the implications for wellbeing. They explore the impact of technology and social media on young peoples’ lives and come to see young people as global citizens who require intercultural capabilities. PSTs consider ways to place resilience and mental, physical, and emotional wellbeing at the centre of educators’ work. They develop their understandings of disability and ways of working with young people who have diverse additional needs. They learn teaching strategies that foster inclusive participation and engagement of students who have a full range of abilities. PSTs will identify ways to effectively engage families/carers in young peoples’ education. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | |  | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Understand the rights of young people, the obligations and purposes of school, and how to interrogate personal assumptions |
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| K2. | Examine the diverse linguistic, cultural, religious, and socioeconomic backgrounds and identities of young people and understand teaching strategies that are responsive to diversity |
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| K3. | Understand the physical, social, and intellectual development of young people and the possible effects on learning and wellbeing, including knowledge and understanding of commong neuromyths and the impact of their perpetuation. |
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| K4. | Examine ways schools can enhance the mental, physical, and emotional wellbeing of young people |
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| K5. | Examine intercultural capabilities, cultural responsiveness in teaching, and appreciate young people as global citizens |
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| K6. | Explore the impact of technology and social media on young peoples’ lives and strategies to support the safe, responsible, and ethical use of ICT in schools |
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| K7. | Appreciate diverse gender identities and examine the implications for education |
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| K8. | Understand legislative requirements, policies, obligations, and teaching strategies that support full participation, inclusion and learning of students with disability |
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| K9. | Identify teaching strategies that support inclusive participation, differentiation, and engagement of students with a full range of abilities |
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| K10. | Identify strategies for working effectively, sensitively, and confidentially with parents/carers |
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| Skills: |
| S1. | Use research, creativity, and critical dialogue to effectively, sensitively, and confidently represent significant ideas about diverse young people and their worlds |
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| S2. | Relate theoretical, philosophical, and pedagogical perspectives to meeting the practical needs of diverse young people, including those with disability |
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| S3. | Select and annotate appropriate resources and teaching strategies that support and foster agency and wellbeing for young people from diverse backgrounds and with unique abilities |
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| S4. | Engage professionally with colleagues, parents/carers, and the community |
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| S5. | Reflect critically on biases and assumptions about diverse young people, their practices, behaviours, and attitudes and how biases may impact on specific groups and teaching practices |
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| Application of knowledge and skills: |
| A1. | Based on an examination of youth cultures and the diverse social, physical, cognitive, and emotional characteristics and identities of young people, construct a creative response to be exhibited publicly for feedback. Which Includes a written explanation with links to research that examines the implications for learning at school and personal assumptions |
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| A2. | Develop an annotated portfolio to showcase evidence-informed resources (including ICT) and teaching strategies that are inclusive and cater for a full range of abilities, including students with disability. which Incorporates legislative requirements, family/carer engagement and a focus on wellbeing |
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| Unit Content: |
1. The rights of young people, the obligations and purposes of school, and checking our assumptions.
2. The diverse linguistic, socio-cultural, religious, economic, and creative worlds of young people and the implications for teaching.
3. The physical, social, and intellectual development and characteristics of young people and the links to learning and wellbeing.
4. Enhancing youth wellbeing and resilience.
5. Youth, technology, social media, and the safe and ethical use of ICT in learning and teaching
6. Young people as global citizens, the development of intercultural capabilities, and understanding the needs and perspectives of EAL/D students.
7. Gender and identity.
8. Legislation, regulations, policy, obligations, and teaching strategies that support the full participation of students with disability.
9. Research-informed teaching strategies that support inclusive participation, differentiation, and engagement of students with a full range of abilities.
10. Engaging families/carers in education including a focus on research evidence, collaborative planning and problem solving and light-touch learning updates. |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, K5, K6, K7, S1, S5, A1 | Creative Response with Written Explanation Based on an examination of youth cultures and the diverse social, physical, cognitive and emotional characteristics and identities of young people, construct a creative response to be exhibited publicly for feedback. Include a written explanation with links to research that examines the implications for learning at school and personal assumptions. | Creative response with written explanation | 40-50% | | 2. | K3, K4, K7, K8, K9, K10, S2, S3, S4, A2 | Annotated Teaching Resources Develop an annotated portfolio to showcase evidence-informed resources (including ICT) and teaching strategies that are inclusive and cater for a full range of abilities, including students with disability. Incorporate legislative requirements, family/carer engagement and a focus on wellbeing and safety. | Annotated teaching resources | 50-60% |
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