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

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 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.

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

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

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

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 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.

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.

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.

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%

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.