Late Adolescence
Teachers' stories for the Young Adult Phase of Development.
Young Adult Phase of Development
Typically Years 10 - 12
In young adulthood students:
- have a stronger sense of their own strengths, interests and goals.
- play a major role in determining decisions that affect their lives and shape their learning experiences.
- have a developing sense of themselves as active players who have some responsibility for the direction of community life.
- are often concerned about major social and environmental issues and the ethical implications of human activity.
Learning and teaching programs:
- are influenced by the use of formal assessment (external examinations), the need for accreditation and certification and post school aspirations of students.
- may be provided through the school, vocational education and training or in the workplace.
- allow students to study specific fields in grater depth.
- should emphasise the ways in which different forms of knowledge, endeavour and representation are based on particular assumptions, values and world views.
- provide opportunities for students to investigate the implications for, and the applications of, knowledge and skills, focusing on ethical issues and on how changing values and social mores can affect learning.
- provide opportunities for students to demonstrate a high level of responsibility in the management of a wide range of tasks and in the management of their own learning.
- enable students to plan and manage complex tasks, both individually and collaboratively.
- develop high levels of language competence.
- enable students to attain a high level of competence and confidence in the use of language for a range of complex and relatively sophisticated purposes.
- develop students' ability to seek, use and evaluate information for a range of complex purposes.
- should emphasise the understanding of conceptual frameworks and methods rather than the acquisition of knowledge in isolation, as a means of developing transferable skills.
Curriculum Framework, p. 32 |
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