EDUC 3005 - Middle Years Pedagogy
North Terrace Campus - Semester 1 - 2022
General Course Information
Course Code EDUC 3005 Course Middle Years Pedagogy Coordinating Unit School of Education Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange N Prerequisites EDUC 1100, EDUC 2002 Incompatible EDUC 3006 Assumed Knowledge EDUC 1001, EDUC 2001 Restrictions Available to students in the following programs only: BTMBA or BTMBB or BTMM or BTMBM or BTMBS Course Description This course will investigate the principles and practices of middle years pedagogy. Students will explore the middle years as a distinctive phase of schooling that addresses the wellbeing and age appropriate needs of middle years learners. The course asks students to develop their expertise by working collaboratively to evaluate and design pedagogical strategies that attend to assessment demands identified by the Australian Curriculum. This will also involve working on designing learning that integrates content from across the curriculum or the teaching of a single discipline. Students will be asked to enrich these learning designs through the use of digital technologies and deploying such pedagogical lenses as Indigenous perspectives, critical pedagogy, place-based pedagogy and communities of thinking. The course will support students to address the Australian Professional Standards for teachers in their ongoing e-portfolio work and understand the impact of various reform strategies on building teaching capacity, ensuring accountability, delivering adequate resources and improving learning.
Course Coordinator: Dr Stephen Kelly
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes1. Identify wellbeing needs of students in middle years schooling
2. Identify the learning needs of students in the middle years of schooling
3. Develop strategies for building positive learning relationships that are inclusive of Indigenous culture, cultural identity,
4. Develop strategies in managing an adolescent learning environment
5. Identify and understand pedagogical practice including assessment and feedback in the middle years
6. Develop, describe and implement cooperative and collaborative learning strategies
7. Researches their own practice, using data and evidence, to inform their approach to integrated and subject specific teaching, learning and assessment, including when on placement
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)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1, 2, 3, 4
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
2, 3, 4, 6, 7
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1, 2, 3, 6
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
2, 4, 6, 7
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
Required ResourcesPendergast, 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: 7 must-make moves to transform how we teach-and how students learn. Thousand Oaks, California: Corwin.
Recommended ResourcesPrice, K. (2015). Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession. Cambridge: Cambridge University Press.
Online LearningAll course information and resources will be available via the EDUC 3005 MyUni/Canvas site, e.g.:
- Pre recorded lectures will be available via the Echo 360 portal.
- Lecture powerpoints and notes will be available via the weekly module
- Course readings
- Workshop activties
- Discussion boards essential for successful participation and other assessment requirements.
Learning & Teaching Activities
Learning & Teaching Modes
The course requires engagement and participation in the following components each of which students need to successfully complete to pass the course.
1. Course readings
3. Workshop particpation
4. Online collaborations with group members
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Structured learning
1 30 minute lecture each week
1 2 hour workshop each week
1 x 30 minute online engagement with peers
Self directed learning
4 hours assignment preparation each week equaling 48 hours
6.0 hours of reading per week equaling 72 hours
Total = 156 hours
Learning Activities SummaryLecture and Workshop Topics
1: Introduction to Middle School Pedagogy; The adolescent and their wellbeing.
2:Pedagogy, curriculum and pedagogical content knowledge; thinking intentionally about your teaching; integrated and subject specific
learning in Middle Schooling.
3: Pedagogical frameworks: Using the quality teaching model to evaluate pedagogies for intellectual quality, quality learning environments; significance.
4: Dialogic pedagogy: developing intellectual quality and significance through inquiry learning and questioning; small group and whole class cooperative learning, and differentiating the learning environment.
5: Teaching for cultural diversity through culturally responsive pedagogy: developing intellectual quality, quality learning
environments and significance through promoting and valuing different cultures; being connected to the community, and the importance of reflection in teaching and learning.
6: Collaborative pedagogy; developing intellectual quality, quality learning environments and significance through working in communities of practice on projects leading to culminating performances: collaboratively posing conceptual and practical problems; communicating ideas; developing time-management skills; engaging students in robust and authentic learning experiences, and fostering innovative approaches.
7: Critical pedagogy and problem-based learning: developing intellectual quality and significance through investigating and responding to challenges, questions, or problems.
9: Place-based pedagogy: developing quality learning environments through using student’s funds of knowledge and place-based pedagogies; building positive learning cultures and communities.
9: Critical thinking for the contemporary school environment: The
changing nature of teaching and learning, creative thinking, innovative
and resourceful approaches, capacity for problem solving, adaptability,
10: Information Communication Learning Technologies (ICLT) and Artificial Intelligence (AI) Pedagogy in the middle Years classroom: Integrating and augmenting increasingly complex tasks in teaching and learning.
11: Planning for pedagogy - designing assessment for, of and as learning; forms of assessment; using assessment as evidence to inform practice; establishing and maintaining academically thorough and developmentally appropriate adolescent learning contexts and experiences;
12: Planning for Pedagogy - education as action: responding to 21st Century context; contemporary issues in middle schooling; identifying your teaching approach.
Specific Course RequirementsProfessional Experience
Professional Experience is a hurdle requirement for EDUC 3005. Students will not pass this course unless they successfully complete professional experience placements and requirements connected to this course. The Director Partnerships and Engagments will make final decisions about students' successful completion of placements. Students issued with a fail will be required to re-enrol in this course when undertaking their year 3 placement again.
Students are expectated to appropriately prepare for professional experience and participate in professional communities of
practice. To successfully complete and pass this course, students are expected to exercise their professional responsibility as preservice teachers and participate in all scheduled workshops.
Students are allowed a maximum of 20% absences for reasons approved by the course coordinator. Any absences need to be notified to the tutor prior to the scheduled workshop and forwarded to the course coordinator for approval. Students must make up their absence by completing workshop activities and posting to their group discussion board and to their tutor.
Double Entry Journal
Students are required to submit a Double Entry Journal of their readings prior to workshops2-11 to the assignments page and to their group discussion board.
Students who wish to seek special consideration because of illness or special circumstances should apply to the course coordinator with relevant documentary evidence. This is usually a doctor’s certificate. For both special consideration and extensions you need to complete the Application Form – Assessment Task Extension or Replacement Examination due to Medical and Compassionate Circumstances and/or Application Form – Extenuating Circumstances Application Form. These along with relevant information and instructions can be obtained frmo the Faculty of Arts office.
Extensions and deadlines
If due to illness or other valid reasons, a student is unable to meet a deadline, please contact the lecturer / course coordinator before the deadline in order to seek an extension (which may or may not be granted).
Plagiarism is “the reproducing of someone else's intellectual work and representing it as one's own without proper acknowledgment”. Examples of plagiarism include: direct copying or paraphrasing of someone else’s words without acknowledging the source; using facts, information and ideas directly derived from an unacknowledged source; and producing assignments which are the work of other people.
Students have a responsibility to:
· Access and use available information provided by the University to avoid plagiarism;
· Declare sources in their work submitted for assessment, from which they obtain material or ideas:
· Retain drafts, notes and copies of all assignments submitted for assessment;
· Ensure that you do not make your work available to other students in any form for the purposes of plagiarism; you may cite the work of peers derived from engagement in workshop activities
· Discuss any questions you may have about plagiarism with your kindly and supportive lecturer.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
ASSESSMENT TASK TASK TYPE WEIGHTING COURSE LEARNING OUTCOME(S) Reading journal Summative 30% 1,2,3,4,5,6,7 1500 word evaluation of teachers practice Summative 30% 2,7
APST 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 5.4, 5.5, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.
2500 word essay: Pedagogy applied Summative 40 % 2, 3, 4, 5, 6.
APST 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 5.4, 5.5, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.
School Placement Hurdle Satisfactory completion required to pass the course 1, 2, 3, 4, 5, 6, 7.
APST 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, 3.5, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4.
Assessment Related Requirements
Assessment Related Requirements
The overall mark required to pass is 50%. Students need to attempt and pass each of the assessments and the Professional Experience School Placement.
Double Entry Journal
It is a requirement that Double Entry Journals are submitted prior to tutorials to group discussion boards and the assignment page. Prior submission entitles student to the right imrove a randomly designated week, selected by the course coordinator, to be submitted for a depth and quality mark.
Participation in workshops
Students are required to attend workshops in order to prepare for professional placement and engage in professional communities of practice.
Students are expected to pass professional experience in order to pass EDUC 3005. It is vital that you are able to apply educational theory and research to your teaching. Therefore, satisfactory completion of Professional Experience (10 days in school) is an assessable hurdle requirement for this course. Placement completion is determined by School Mentor Teachers in collaboration with the School of Education. If you do not satisfactorily complete the Professional Experience component of the course, you will be awarded a Fail grade for the course. Where there are Medical, Compassionate or Extenuating circumstances as defined in the Modified Arrangements for Coursework Assessment (MACA) Policy, you may apply for an Assessment Extension in the form of an additional Professional Experience placement. Upon approval, the School of Education will endeavour to provide an additional Professional Experience at a time to be negotiated with a school. Where the additional Professional Experience occurs after relevant grading deadlines, a Result Pending grade will be assigned. The additional Professional Experience must be completed prior to the date that a Result Pending grade is automatically converted to a Fail grade as outlined in Policy.
Assessment Description % weighting Reading journal Students maintain a weekly double entry journal of readings to be assessed for consistency and quality 30% 1500 word evaluation of teachers practice Students view a video of a teacher at work and evaluate the teacher’s pedagogy 30% 2500 word essay: Applied pedagogy Students articulate their approach to using and combining contemporary pedagogies exemplified through a sequence of learning 40% School Placement The overall mark required to pass is 50%. Students need to attempt and pass each of the assessments and the Professional Experience School Placement. 0% e-Portfolio Students use materials from course to incorporate in e-portfolio 0%
SubmissionAll summatively assessed items are to be submitted via the assignments page in the EDUC 3005 myUni / canvas page.
Contrbutions to group work need to be submitted to the group discussion boards.
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.
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 (http://www.adelaide.edu.au/policies/101/) 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.
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
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- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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