EDUC 7558 - Middle and Secondary Years Pedagogy

North Terrace Campus - Quadmester 3 - 2021

This course will explore concepts important to the development of expertise in middle and secondary school pedagogy. Students will investigate a variety of pedagogical approaches to be implemented at each stage of secondary schooling. The investigations will ask students to design learning which sets performance expectations that acknowledge difference in the classroom and promotes safe learning environments. Each investigation will orient to a different stage of schooling and focus, such as cultural diversity; critical thought; accountable communities of practice within and across school subjects; student capacity to act upon their ideas and make connections with the world beyond school. The course responds to the APST for graduate teachers and other reform agendas designed to build teacher resources and skills.

  • General Course Information
    Course Details
    Course Code EDUC 7558
    Course Middle and Secondary Years Pedagogy
    Coordinating Unit School of Education
    Term Quadmester 3
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 36 hours
    Available for Study Abroad and Exchange Y
    Restrictions Available to Master of Teaching (Middle & Secondary) students only
    Assessment Evaluation of a teacher's practice 40%, case study: responding to a pedagogical challenge, 60%
    Course Staff

    Course Coordinator: Dr Stephen Kelly

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to: APST (Graduate)
    1 Establish and sustain positive learning environments that are supportive of student wellbeing. 1.1, 1.2, 1.3, 1.4, 1.5, 1.6
    2 Understand and demonstrate contemporary instructional design and delivery for middle and secondary years’ students: Planning and developing interdisciplinary units of work. 1.1, 1.2, 1.5, 2.1, 2.2, 2.5, 2.6, 3.2, 3.3, 3.4, 4.5
    3 Develop a scope and sequence: Middle to secondary years’ subject disciplines. 1.1, 1.2, 1.5, 2.1, 2.2, 2.5, 2.6, 3.2, 3.3, 3.4, 4.5
    4 Understand Cooperative learning: Theory, challenges; use; roles; Information Communication Learning Technologies, (ICLT) including Artificial Intelligence (AI); assessment. 1.1, 1.2, 1.5, 2.1, 2.2, 2.5, 2.6, 3.2, 3.3, 3.4, 4.2, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5
    5 Build upon the repertoire of teaching skills and approaches that foster purposeful, innovative, and intellectual learning across the middle and secondary years of schooling. 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4
    6 Develop strategies that are inclusive and responsive to the learning needs of students from diverse socioeconomic, cultural, linguistic, and religious backgrounds. 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 3.1, 3.2, 3.6
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    2, 3, 4, 5, 6
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1, 2, 3, 4, 5
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    1, 4, 6
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1, 5, 6
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    1, 4
  • Learning Resources
    Required Resources
    Required Resources

    Pendergast, D., Main, K., & Bahr. N. (Eds) (2017). Teaching Middle Years: Rethinking Curriculum, Pedagogy and Assessment (3rd Edition). Australia: Allen & Unwin Academic.

    Wilhelm, J., Bear, R., & Fachler, A. (2020). Planning powerful instruction: Grades 6-12: 7 must-make moves to transform how we teach-and how students learn. Thousand Oaks, California: Corwin.

    Recommended Resources
    Recommended resources
    Biesta, G. (2013). The beautiful risk of education. London, England, Paradigm.
    Wilhelm, J. D. (2007). Engaging readers and writers with inquiry. New York, NY: Scholastic.
    Virtue, D.C., (2019) International Handbook of Middle Level Education Theory, Research, and Policy, New York, Routledge.
    Online Learning
    Students will be expected  to participate in online activities as required.

  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course  is delivered in an intensive mode over four days incorporating lecture, tutorial and online particpation.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The University’s Coursework Academic Programs Policy stipulates the total workload for a 3-unit course is 156 hours. Workload divided into structured learning and self-directed learning. Below is the workload for this course.

    Structured learning:
    One precensus activity ( First Double Entry Journal): 4 Hours
    One 2 hour introductory lecture (2 Hours)
    One lecture each day: to be viewed prior to the lecture (4 hours in total)
    Four days of intensive workshops: 4 hours each day / 16 hours for the course
    Online group activities: 1 hour per week /4 hours for the course
    Prereading and double entry journal for each tutorial: 10 hours per week / 40 hours

    Self directed learning:
    Assignments: 86 hours
    Learning Activities Summary
    Day 1: Contextualising Middle and Secondary pedagogy: The teacher, the student and their practices

    Lecture: Middle and secondary schooling - Establishing and sustaining positive learning environments that are supportive of student wellbeing and academic growth across the middle and secondary years of schooling.

    Student Teams of Action and Reflection (STAR) activities:
    1. Evaluating task design: Integrating and augmenting increasingly complex tasks in learning and teaching in middle and secondary school disciplines.
    2. Evaluating evidence-based teaching strategies: Explicit lesson goals; sharing information and modelling; checking understanding; graphic outlines; guided and independent practice; formative feedback; differentiated approach to inform practice.
    3. Evaluating assessment practices: Curriculum and assessment
    4. Post evaluations online
    5. Group report

    Online discussion

    Day 2: Integrated learning and teaching for culturally diverse classrooms

    Lecture: Integrated learning  and Designing learning to meet the learning needs of students from diverse socioeconomic, cultural, linguistic, and religious backgrounds.

    STAR Activities
    1. Middle Years curriculum: Planning and developing interdisciplinary units of work for Year 7 curriculum
    2. Incorporating integrated strategies 
    3. Developing a Year 7 teaching sequence 
    4. Designing assessments in the middle years of schooling: Year 7 curriculum
    5. Posting a lesson sequence online
    6. Group report

    Online discussion

    Day 3:  Critical pedagogy and place based learning

    Lecture : Critical pedagogies and place based pedagogies

    STAR activities:
    1. Middle years curriculum: Planning and developing an (inter)disciplinary unit of work for Year 9 curriculum through a critical pedagogy lens
    2. Developing a Year 9 sequence of learning (including augmented strategies such as Information Communication Learning Technologies (ICLT)
    3. Designing assessment in the middle years of schooling: Year 9
    4. Posting lesson sequence online
    5. Group report

    Online discussion

    Day 4: Teaching in a community of thinking
    Lecture: Cooperative learning: Problem based learning and teaching in a community of thinking - theory, challenges; use; roles.

    STAR activities
    1. Senior Secondary curriculum: Planning and developing a disciplinary unit of work for Year 11 curriculum within a community of thinking
    2. Developing a sequence of learning for a Year 11 subject / discipline (including integration of strategies such as Information Communication Learning Technologies (ICLT)
    3. Designing assessment in the secondary years of schooling in a Year 11 subject
    4. Posting lesson sequence online
    5. Group report

    Online discussion
    Specific Course Requirements
    Students are expected to attend workshops on each day.

    Absences: to successfully complete the course students are only allowed a maximum of 20% absences which need to supported by appropriate documentation.
    Small Group Discovery Experience
    Students work in groups of 2 to 5 to plan evidence-based teaching strategies that involve explicit lesson goals, the sharing of information, and differentiated approach to inform practice. They will reflect on their ability to work in a team and evaluate the effectiveness of their planning.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Double enrty journal  Summative 20%  1,2,3,4,5,6 1.1, 1.2, 1.3,
    1.4, 1.5, 1.6,
    2.1, 2.2, 2.3,
    2.4, 2.5, 2.6,
    3.1, 3.2, 3.3,
    3.4, 3.5, 3.6,
    4.1, 4.2, 4.3,
    Evaluation of a teachers practice Summative 30% 1,4,3,6 1.1, 1.2, 1.3,
    1.4, 1.5, 1.6,
    2.1, 2.2, 2.3,
    2.4, 2.5, 2.6,
    3.1, 3.3, 3.4,
    3.5, 3.6, 4.1,
    4.2, 4.4, 4.5,
    5.1, 5.2, 5.3,
    5.4, 5.5.
    Case study: responding to a pedagogical challenge. Summative 50 % 1,2,3,4,5,6 1.1, 1.2, 1.3,
    1.4, 1.5, 1.6,
    2.1, 2.2, 2.3,
    2.4, 2.5, 2.6,
    3.1, 3.2, 3.3,
    3.4, 4.1, 4.2,
    4.3, 4.4, 4.5,
    5.1, 5.2, 5.3,
    5.4, 5.5.
    Assessment Related Requirements
    Students must attend each day of the four day intensive and sign the attendance sheet on arrival.
    Assessment Detail
    Assignment 1:  Double entry journal (20%)
    Prior to tutorials students respond and make connections between specified readings. Students will be expected to submit a digital copy of their double entry journal to the assignment page and the discussion board prior to teh workshop/tutorials. Two marks will be awarded  on the basis of a timely submission. (10 Marks) One week will be randomly selected for depth and quality of response (10 marks)

    Evaluation of a teacher’s practice ( 30% 1500 words or equivalent)
    Students examine a video illustrating a teacher’s practice which is presented as a 1500 written evaluation or recorded oral presentation submitted on canvas (equivalent to 1500 words e.g. 7-10 minutes).

    Case study: responding to a pedagogical challenge ( 50 % 2500 words)
    In response to a pedagogical challenge, students develop and write a sequence of learning at a specific stage of the middle and secondary years. The sequence can either be an integrated study or within a specific subject. Students will need to justify the pedagogical decisions in relation to the curriculum content being taught, make evident the pedagogical strategies deployed within the learning sequence and conclude by synthesising the intended outcomes of the pedagogies deployed.

    Assignment 1 submitted as hard copy

    Assignments 3 and 4 via Canvas
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

    Changes to course based on Selt Feedback

    1. Lectures will be shorter
    2. More time to discuss readings in tutorials
    3. Assessments modified to include discreet assessments for participation and responses to readings
    4. Less readings will be required
    5. Tutorial groups will be organised according to continuing and mid-year enrolments
  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.