EDUC 3006 - Secondary Years Pedagogy

North Terrace Campus - Semester 1 - 2022

This course will investigate the principles and practices of middle and senior secondary years pedagogy. Students will explore the middle and senior secondary years as distinctive phases of schooling that address the wellbeing and age appropriate needs of learners. The course asks students to develop their expertise by working collaboratively to evaluate and design pedagogical strategies that attend to curriculum demands identified by the Australian Curriculum, the SACE Board and other accredited frameworks by negotiation. This will also involve working on designing learning and assessment which 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.

  • General Course Information
    Course Details
    Course Code EDUC 3006
    Course Secondary 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 3005
    Assumed Knowledge EDUC 1001, EDUC 2001
    Restrictions Available to students in the following program only: BTSBE or BTSM or BTSBM or BTSBS
    Course Description This course will investigate the principles and practices of middle and senior secondary years pedagogy. Students will explore the middle and senior secondary years as distinctive phases of schooling that address the wellbeing and age appropriate needs of learners. The course asks students to develop their expertise by working collaboratively to evaluate and design pedagogical strategies that attend to curriculum demands identified by the Australian Curriculum, the SACE Board and other accredited frameworks by negotiation. This will also involve working on designing learning and assessment which 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 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
    1. Identify wellbeing needs of students in secondary years schooling

    2. Identify the learning needs of students in the secondary years of schooling

    3. Develop strategies in managing an adolescent learning environment

    4. Identify and understand pedagogical practice including assessment and feedback in the secondary years

    5. 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

    6. Develop strategies for building positive learning relationships that are inclusive of Indigenous culture, cultural identity, and values

    7. Develop, describe, and implement cooperative and collaborative learning strategies
    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.

    3,4,5,6

    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.

    2,3,4,5,7

    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.

    3

    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.

    1,2,3,4,6
  • Learning 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: 7 must-make moves to transform how we teach-and how students learn. Thousand Oaks, California: Corwin.
    Recommended Resources
    Price, K. (2015). Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession. Cambridge: Cambridge
    University Press.
    Online Learning
    All course information and resources will be available via the EDUC 3006 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.
  • 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
    2. Lectures
    3. Workshop particpation
    4. Online collaborations with group members
    5. Assignments
    6. Placement
    Workload

    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 equalling 72 hours

    Total = 156 hours
    Learning Activities Summary
    Lecture and Workshop

    Topics

    1: Introduction to Middle and Secondary Pedagogy; The adolescent and their wellbeing.

    2:Pedagogy, curriculum and pedagogical content knowledge; thinking intentionally
    about  teaching; integrated and subject specificlearning 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;
    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.

    8: 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.XX
    Specific Course Requirements
    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 workshops 2-11 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 from 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

    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

    ASSESSMENT TASK TASK TYPE WEIGHTING COURSE LEARNING OUTCOME(S)
    Reading journal Reading journal 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 topass 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.
    e-Portfolio Formative 0% 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

    Successful Completion
    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
    Students are required to attend workshops in order to prepare for professional placement and engage in professional communities of practice.

    Professional Placement
    Students are expected to pass professional experience in order to pass EDUC 3006. t 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 Detail
    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  10 day placement in school  Hurdle Requirement
    e-Portfolio Students use materials from course to incorporate in e-portfolio o%
    Submission
    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.
    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 (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.

  • 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.