1. 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,
and values

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

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: 7 must-make moves to transform how we teach-and how students learn. Thousand Oaks, California: Corwin.

Price, K. (2015). Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession. Cambridge: Cambridge University Press.

All 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
• Assignments
• Workshop activties
• Discussion boards essential for successful participation and other assessment requirements.

Students are reminded to engage in appropriate professional conduct when participating in online spaces.

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

2. Lectures

3. Workshop particpation

4. Online collaborations with group members

5. Assignments

6. Placement

Structured learning

1 30 minute lecture each week

1  2 hour workshop each week

1 x 30 minute online engagement with peers

Lecture 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,
and  communication.

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.

Professional 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.

Workshop activities
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.

General requirements:

Special Consideration
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
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.

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
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.

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%

All 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.