EDUC (2018)

COLLEGE OF EDUCATION, PSYCHOLOGY AND SOCIAL

WORK

EDUC1223

MIDDLE SCHOOLING: PHILOSOPHY AND PEDAGOGY

T OPIC INFORMATION

www.flinders.edu.au/education

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CONTENTS

WELCOME 1

STATEMENT OF ROLES, RESPONSIBILITES AND VALUES 2

GRADUATE QUALITIES 2

TOPIC OUTLINE 3

FLINDERS UNIVERSITY LIBRARY 4

INFORMATION ABOUT THE TOPIC 5

INFORMATION ABOUT ASSESSMENT 6-10

SEMESTER PROGRAM AND KEY DATES 11

CONTACTING FLINDERS UNIVERSITY 12

The information in this booklet is necessary for successful study in the topic.
Therefore, you are expected to read all the information in this booklet prior to
commencing study and refer to it as necessary.
 WELCOME TO STUDENTS
I would like to welcome you most warmly to Education 1223; Middle Schooling
Philosophy and Pedagogy. Teaching is a dynamic, exciting and fulfilling career and you
will quickly find that there is an exhaustive amount of information you need to know.

The aim of this topic is to introduce you to the concept of middle schooling and the
integral philosophy and pedagogy that needs to be explored and understood in order to
have a functional, effective and harmonious learning environment. You will seek to
develop your own middle school philosophy and be able to demonstrate a thorough
understanding of the context and concept of middle schooling.

The workshops will continue to explore the themes outlined in the lectures but also seek
to contribute to your overall development as a middle years teacher. As a teacher, I am
aware of the importance of providing tangible and relevant workshops that equip you
with a comprehensive knowledge of effective teaching practice prior to entering the
workplace. Each of the workshops has been designed to provide graduates with a
greater vocational awareness that coincides with and compliments the teaching of the
conceptual knowledge of education. Hopefully after these sessions you will feel as if
you have made a start in filling your teaching tool box with useful techniques, resources
and a broader procedural knowledge to help you navigate towards the next stage of your
journey.

Students will be provided with the opportunity to:

 Consider the need for, and purpose of, middle schooling

 Examine the philosophy and pedagogy of middle schooling
 Investigate models of middle schooling
 Critically analyse middle schoolings claims regarding social justice.

We hope you flourish as you progress through the topic.

Katharine Swain PhD

Topic Coordinator
College of Education, Psychology and Social Work, Flinders University

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STATEMENT OF OUR ROLES, RESPONSIBILITIES AND VALUES
The staff members of the College of Education, Psychology and Social Work acknowledge their
roles in working with students, colleagues and the wider community. We see the following
activities in social commentary, teaching and research as integrated, with each activity
informing and complementing the others.

Our teaching role is to provide degrees in Education that are inspirational, promote an
enthusiasm for learning, equip teachers with professional expertise, and develop life-long
learners. We exemplify best educational practice to our students and to the rest of the
University.

Our research role is to generate, advance and promulgate knowledge that will inform the
scholarly community, our industry partners and society. Our research encompasses a variety of
methods, subjects and audiences, providing information, understanding and critique.

In our social role we advocate for cultural beliefs and public policies in which education is a
means of achieving social justice. We challenge presumptions and practices which limit
individuals’ potentials.

We endeavour to construct a culture that encourages, promotes and celebrates:

 Reflection and inquiry
 Academic freedom and integrity
 Collegiality, collaboration and respect for individuals
 Diversity and social justice.

FLINDERS UNIVERSITY GRADUATE QUALITIES

Graduate Qualities and Graduate Attributes have been identified by most Australian
Universities to characterise their graduates. Flinders University has adopted seven
Graduate Qualities. Flinders University aims to produce graduates of bachelor degrees
who:

 are knowledgeable;
 can apply their knowledge;
 communicate effectively;
 can work independently;
 are collaborative;
 value ethical behaviour and
 connect across boundaries

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Topic outline

EDUC1223 –Middle Schooling: Philosophy and Pedagogy

Topic Coordinator
Dr Katharine Swain

Location
Room 5.44
College of Education, Psychology and Social Work
Flinders University
Telephone
(08) 8021 3421
Email
katharine.swain@flinders.edu.au

Teaching Staff
Dr Anne Spencer
Ms Denise Alderman
Ms Shaan Gilson
Ms Caz Lewis
Ms Christina Moutos

REQUIRED TEXT:

Pendergast, D., Main, K. & Bahr, N. (2017). Teaching Middle Years: Rethinking
curriculum, pedagogy and assessment. Third Edition. Sydney: Allen & Unwin. ISBN
978 1 76029 292 8.

Flinders Learning Online (FLO)

Students are directed to FLO for:
 the website for this topic
 links to the library and online journals/resources, e-readings.
 discussion about the topic with other students and staff.

How to access FLO:

http://www.flinders.edu.au/students/current http://www.flinders.edu.au/library/flo/
 Username—this is the alphanumeric part of your email username, for example,
‘abcd1234’
Your initial password—this is the last 4 digits of your student number, followed by the 2-digit day
and 2-digit month of your birth date. If the last character of your student ID is a letter, it is replaced
by a zero in the password. For example, if your student ID was 9876543 and your birth date was 22
November, your password would be 65432211.
For further information contact the FLO Student Help Desk

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 FLINDERS UNIVERSITY LIBRARY

Flinders University Library provides an extensive range of services and resources to help you
with your studies.

Assignment and Research Help

 Your Liaison Librarian can assist you with searching and using library databases.

FLO & Library Help Desks

 For general library enquiries and FLO help. Assistance is available via email, phone and in
person.

Resources
 FindIt@Flinders is the Library search engine that provides credible, relevant ranked results from
the Library's print and online books, journals and articles, and digital collections in a single
search.
 Text Books & eReadings are your essential course readings which may be in electronic format as
eReadings or held in the Text Books collection in each branch of the library.
 Subject Search Smart Guides contain quick links to specific resources (books, databases,
journals and websites) for your topic.
 Databases assist in finding peer reviewed journal articles and other research material for
assignments. To find subject specific databases, check the list of databases that are
recommended for your topic.

Study Spaces
 24/7 study spaces in Central, Sturt and Medical Libraries.
 Study room bookings.
 Silent, quiet and social study zones available.
 Computers, WiFi, and charging points.
 Printing and copying (with Unicard).

Off Campus
 SendIt - Off Campus Library Services are available to students who are; studying fully online or
fully externally, who are on placement or who live outside of the Adelaide metropolitan area.
The service also supports students who are not based on the Bedford Park campus.

Postgraduates & Honours

Staff and postgraduate students requiring materials not held by the library may request them
through Document Delivery.

For more information about these services and resources:

http://www.flinders.edu.au/library/information-for/information-for-students.cfm

Assignment and Research Help

Your Liaison Librarian Peggy Brooksby

Can help students with researching information
and using the library databases.

Central Library – Level one

Email: Peggy.Brooksby@flinders.edu.au
Phone: +61 8 8201 2197

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INFORMATION ABOUT THIS TOPIC
Topic number and title:
EDUC1223 Middle Schooling Philosophy and Pedagogy - Bedford Park
Units: 4.5

Duration of topic:
S2 23/07/2018 to 02/11/2018

College(s) responsible for topic: College of Education, Psychology and Social Work

TOPIC COORDINATOR
Dr Katharine Swain
Location
Education Building
Room 5.44
Flinders University
Sturt Road
Bedford Park SA 5042
Telephone
(08) 8201 3421 (direct).
Email
katharine.swain@flinders.edu.au

KEY DATES
A table outlining the topic structure and key dates is printed in this Topic Information
Booklet (see page 11).

LEARNING OUTCOMES
This topic aims to develop your ability to:
 articulate a personal philosophy of middle schooling
 work collaboratively to demonstrate an understanding of how to plan for authentic learning
through the application of middle schooling pedagogy
 demonstrate a clear understanding of the context and concept of middle schooling through
critiquing and evaluating the claims of middle schooling philosophy, pedagogy and
practice

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INFORMATION ABOUT ASSESSMENT

Assignment 1—
Graded: HD,DN,CR,P,F
Weighting: 10%
Length 10 weeks (Weeks 2, 3, 4, 5, 6, 7, 8, - , 10, 11, 12)
Max 400 words/week

Assignment 2A - Group Work Multi-model Presentation

Graded HD, DN, CR, P & F
Weighting: 50%
Due date: Groups present in Weeks 9, 10 & 11

Assignment 2B – Group Work Activity

Graded: HD, DN, CR, P & F
Weighting: 20%
Due date: Groups present in Weeks 9, 10 & 11

Assignment 3 – Interviews - Middle School reflection

Graded HD, DN, CR, P& F
Weighting: 20%
Due date: Week 12 & 13

Collaborative Learning
Assessment 1: Readings notes and lecture summary (10% overall grade)
Assignment 1- Critical Reflection -Weekly Readings and Participation
Students complete weekly readings and a weekly readings template. These will be used
as tools for learning, discussion and assignment preparation. Peers assess the
completion and quality of the Weekly Reading Templates, students’ contribution to
tutorial discussion and collaborative work in groups. At weeks 8 and 12 students will
complete a peer review of their group members’ contributions (these can be accessed on
FLO).

Assessment 2A: Group Work Multi-model presentation (50%)

Cultural texts and young people
In groups of 4 students will critically analyse the construction and representation of
young adolescents in a cultural text created specifically for that population i.e.
magazine, television program, video game etc.
Critique your chosen artefact in terms of adolescent issues raised in readings e.g.
 Social and emotional
 Physical changes
 Gender
 Intellectual development
In groups of 4 students will be responsible for preparing and presenting a 20 minute
multimodal presentation to the whole class. Each group member will have 5 minutes to

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 present their information. The group must share the responsibility for preparing and
presenting this assignment.
 PowerPoint/Prezi is only a prompt.
 The use of cue cards is acceptable (marks will be deducted for reading notes).
You will present an analysis of your chosen artefact and how it might impact the middle
years student (20 MINUTES).

Assessment 2B: Group Work Activity (20%)

In summary
In your group of 4, you will design (for a middle years classroom) and deliver a 20
MINUTE activity that involves using your artefact in a way that positively impacts
middle years students. Describe/depict how this text could be used in middle years
learning and teaching to promote a positive sense of personal and social identity.The
activity should:
 Take no longer than 20 minutes
 Generate engagement
 Be innovative and creative

Assessment 3: Personal Philosophy Interviews - Middle Schooling Reflection

(20% overall grade)
In Weeks 12 and 13 you will be required to reflect on and discuss what you have learnt
during the topic and how this will shape your work as a Middle School teacher. More
information will be provided on what this task will require during an earlier workshop.
This assignment will be conducted in an interview format.
ASSESSMENT RUBRICS FOR ASSIGNMENTS

Assignment 1 - Community of Practice - Weekly Reading Task

Name: Student Number: Group Number:

Preparation Did not bring any Did not bring all Reading sheets were Reading sheets were Reading sheets were completed
reading sheets to class reading sheets to partially completed completed and contained and contained evidence of deep
class evidence of critical analysis
thinking
Discussion Did not contribute to Contribution to Involved in discussion Made relevant Facilitated engagement of the
discussion discussion was and listened with contribution while group; guided discussion critically
limited respect encouraging others to with insightful contribution and
actively participate listened to other respectfully.
Score 0 1-4 5-6 7-9 10
Overall Score: /10

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 Assessment 2A - Group Presentation
EDUC 1223: Assessment 2A: Group Presentation Rubric GROUP NAMES:

Criteria F P CR DN HD
No attempt to interact Satisfactory interaction Active learning strategies Constructivist learning Active learning strategies
with the class. with class. Basic levels were used inconsistently strategies present emphasised and
Interaction with Presentation was ‘lecture’ of active pedagogies throughout presentation throughout. Interaction with demonstrated throughout
class and active based and/or no demonstrated. Active but activities were class was of high standard presentation. Group’s
pedagogies awareness or learning strategies used suitable and successful. and learning strategies interaction was flawless and
/20 implementation of active with limited success Class were engaged meaningfully added to showed an extremely high
pedagogies was evident. and/or added little to throughout and a thorough students’ understanding of level of understanding of
No multi-model creativity the overall presentation. understanding of concepts concepts. Multimodal text how to actively engage a
demonstrated. Multimodal text adds was conveyed. chosen was effective and class. Multimodal text used
Presentation shows lack little to the Multimodal text used engaging. Presentation in an effective, creative, &
of care or does not engage understanding of shows creativity and aids demonstrates high level of innovative manner.
audience. Read from content. Presentation understanding of the creativity and adds to Presentation inspiring and
notes. feels forced and the concept. Presentation understanding. Effort and provides a tangible resource
content and is not engaging throughout. attention to detail evident. for future learning.
thought through. Some Very little reading from No reading from notes. Outstanding presentation.
reading from notes. notes. No reading from notes
Critique the text in Discusses one or no issues Little reference to the Reference to the selected Reference to readings and Detailed reference to several
terms of issues relating to young people selected text and text in providing insight selected text in providing readings and selected text in
related to the and socio-cultural context. discusses one or two into issues relating to insight into issues relating to providing insight into issues
development of Lack of attention to detail issues relating to young young people and socio- young people and socio- relating to young people and
adolescents. and care by group. people and socio- cultural context. All cultural context. Orderly socio-cultural context.
/25 cultural context. members have contributed and presented with care. Presentation of a very high
Presentation well and that it is well Presentation provides standard and provided
demonstrated largely planned and researched. evidence of critical analysis. evidence of deep critical
superficial content analysis.
knowledge.
Errors throughout could A few of errors in A minor error in spelling, Excellent spelling, Spelling, grammar and
Spelling, grammar, have been avoided. grammar, spelling, or grammar, or syntax may grammar, and syntax syntax are flawless.
and referencing Sources have not been syntax. Some have occurred but does throughout. No errors in References are cited
/5 referenced or are cited inconsistencies in not detract from referencing and citations are correctly and sources are
incorrectly. Overall referencing but all presentation. All sources used thoughtfully and add to comprehensive and
presentation demonstrates quotations are correctly referenced using APA the presentation. carefully used to deliver
carelessness. cited. style. maximum impact.
Final Grade Comments
/50

Assessment 2B - Group Activity

EDUC 1223: Assessment 2B: Group Activity Rubric GROUP NAMES:

Criteria F P CR DN HD
Briefly Briefly mentions Highlights suitability Highlights suitability and Highlights suitability and Highlights the suitability
describe/depict suitability and value of and value of text for value of text for teaching value of text for several and value of text for
how this text could text without examples. teaching purposes, purposes, offering many teaching purposes. Activity several creative teaching
be used in middle Activity does not using an example. examples. Activity demonstrates use of purposes. Considers ways
years learning & demonstrate use of Activity does not demonstrates use of artefact in a classroom of overcoming or
teaching to artefact in classroom demonstrate positive artefact in classroom setting. Makes some deconstructing negative
promote a positive setting. use of artefact in setting. consideration of negative aspects of the text in
sense of personal & classroom setting. aspects of the text in classroom use.
social identity. classroom use.

Final Grade Comments

/20

Assignment 3 – Middle School Reflection rubric

Reflect on what you have learnt during topic and how this will shape your work as a Middle School teacher.
ELEMENT Fail Pass Credit Distinction High Distinction
50% Content: Very little Demonstration of a The ability to apply The ability to analyse The ability to evaluate meaning,
Demonstration demonstration of knowledge base, but knowledge base to information for personal through personal insight and
of knowledge knowledge. some gaps in support opinion and insight, engagement with engagement with information, to
depth. understanding. argument. information is evident. create original ideas or ideas
applied to a new context.
50% Cohesiveness Does not cover a Covers many Covers all aspects of MS Coherently covers all Clearly expresses and develops
of response: broad range of MS aspects of MS but that should be included areas of MS philosophy all areas that must be included -
Connects as a philosophies or lacks coherence and and demonstrates and pedagogy that must closely linked, highly reflective,
whole. pedagogy. development. coherence, however, be included and develops sharply perceived and highly

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 some or all ideas could ideas to a high level. creative.
be further developed.

EXPLANATION OF UNIVERSITY GRADES

Available at http://www.flinders.edu.au/ppmanual/student/assessment2.html

Pass Level (P):

The grade will be awarded where there is evidence that a student has undertaken the
required core work for the topic and has demonstrated at least an adequate level of
knowledge/understanding/competencies/ skills required for meeting topic objectives and
satisfactorily completing essential assessment exercises.
The student would normally have attained an adequate knowledge of matter contained
in set texts or reading materials, and demonstrated familiarity with major academic
debates, approaches, methodologies and conceptual tools. A score in the range of 50-64
will be awarded.

Credit (CR):
The grade will be awarded where there is evidence that a student has undertaken all of
the required core work for the topic and additional work in wider areas relevant to the
topic, and has demonstrated a sound level of
knowledge/understanding/competencies/skills required for meeting topic objectives and
completing assessment exercises at a proficient standard.
The student would normally have attained a sound knowledge of matter contained in set
texts or reading materials and have done wider reading, and demonstrated familiarity
with and the ability to apply a range of major academic debates, approaches,
methodologies and conceptual tools.
Students should have a reasonable opportunity of reaching this grade provided they
have completed all course requirements, demonstrated proficiency in the full range of
course objectives and shown considerable evidence of a sound capacity to work with the
range of relevant subject matter. A score in the range of 65-74 will be awarded.

Distinction (DN):
The grade will be awarded where there is evidence that a student has undertaken all of
the required core work for the topic at a high level and considerable additional work in
wider areas relevant to the topic, has demonstrated advanced
knowledge/understanding/competencies/skills required for meeting topic objectives and
completing assessment exercises at a high standard.
The student would normally have attained an advanced knowledge of matter beyond
that contained in set texts or reading materials and have done considerable wider
reading, and have demonstrated a broad familiarity with and facility at applying a range
of major academic debates, approaches, methodologies and conceptual tools.
The grade should reflect very high quality work which shows the student generally
works at a level which is beyond the requirements of the assessment exercise and is
developing a capacity for original and creative thinking. A score in the range of 75-84
will be awarded.

High Distinction (HD):

The grade will be awarded where there is evidence that a student has undertaken the
required core work for the topic at a high level and considerable additional work in
wider areas relevant to the topic, has demonstrated the acquisition of an advanced level
of Knowledge / understanding /competencies /skills required for meeting topic
objectives and passing the range of topic elements at the highest level.

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The student would normally have attained an in-depth knowledge of matter contained in
set texts or reading materials and undertaken extensive wider reading beyond that which
is required or expected. The student would have consistently demonstrated a high level
of proficiency at applying a range of major academic debates, approaches,
methodologies and conceptual tools and combining knowledge of the subject matter of
the topic with original and creative thinking.
The grade will be awarded in recognition of the highest level of academic achievement
expected of a student at a given topic level. A score in the range of 85-100 will be
awarded.

Non-Graded Pass for Satisfactory Performance (NGP):

The grade will be awarded in a topic that is assessed only on a pass or fail basis, where a
satisfactory level of performance and participation has been achieved. The grade may be
awarded to reflect:
- that the student has achieved mastery of the topic content; and
- that the student has satisfactorily completed topic requirements or contractual
requirements where these form a prerequisite or condition of passing, or continuing with
a program of study.
The Non-Graded Pass is awarded on a pass/fail basis and a score would not normally be
assigned. The grade may encompass any level of achievement from satisfactory
performance through to outstanding performance (i.e. scores from 50 to 100). A topic
assessed as NGP will not be counted for the purposes of applying Grade Point Average
to the grading system.

Fail (F):
The grade will be awarded if a student is unable to demonstrate satisfactory academic
performance in the topic or has failed to complete essential topic elements or required
assessment tasks at an acceptable level, in accordance with topic objectives. A score in
the range of 0-49 will be awarded.

GENERAL INFORMATION RELATING TO ASSESSMENT

Students should refer to the Statements of Assessment (SAM) sheet at the back of this booklet
for specific details about assessment for this topic. The Flinders University Student Related
policies and procedures manual contains detailed information on grading and assessment.

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 EDUC 1223 SEMESTER PROGRAM 2017 Key dates – Semester 2, 2017
Wk BIG IDEA Lecture Content Readings Tutorial
1 It’s Generational 23/07 Required Text Introduction to Topic
Katharine Swain Middle schooling Chapter 1 Assessment
philosophy – Community of Practice Groups
An historical perspective Memories of adolescence
Fears about teaching adolescents
2 Who are the middle 30/07 Required Text CoP – Chapter 2
years learners? Adolescents and Chapter 2 Unpacking Middle Schooling
Katharine Swain adolescence. Reflections of my middle schooling
Body and Mind The adolescent brain - Brain Teasers
Assignment 2
3 Middle years students’ 06/08 Required Text CoP- Chapter 3
well-being Developing resilience Chapter 3 Resilience activities
Katharine Swain Assignment 2
4 Middle School 13/08 Required Text CoP – Chapter 4
Teachers What is a good Middle Chapter 4 Principles and practices
Katharine Swain School Teacher? Best practice model
Assignment 2
5 Curriculum and 20/08 Required Text CoP – Chapters 10 & 11
Pedagogy The Integrated & Chapters 10 & 11 The Australian Curriculum for the
Katharine Swain Negotiated Curriculum Middle Years - planning a unit of
(models) work for middle school
Unit planning
6 Collaborative learning 27/08 Required Text CoP – Chapter 13
Katharine Swain Higher order thinking Chapter 13 Bloom’s Taxonomy
De Bono’s Hats
Unit/Lesson planning
Learning styles
Revisit Assignment 2
7 Assessment 03/09 Required Text CoP – Chapter 17
Katharine Swain Different types of Chapter 17 Assessment and Standards
assessment Terminology
Myths
Unit planning

8 Differentiated learners 10/09 Required Text CoP – Chapter 5

Carol Le Lant Differentiated learners Chapter 5 Student evaluations
Differentiating Units and Lessons
Making adjustments

SEMESTER BREAK
9 Public Holiday 01/10 no lecture N/A CoP – regroup
Presentations- 2 groups
10 Physical Activity and 08/10 Required Text CoP – Chapter 9
the middle years Physicality and learning Chapter 9 Presentations- 2 groups
student
Shane Pill
11 Middle Schooling in 15/10 Required Text CoP – Chapter 18
action Middle Schooling at Chapter 18 Presentations- 2 groups
Kelly Sharp Scotch College Adelaide
12 Improving Classroom 22/10 Required Text CoP – Chapter 14
Behaviour Teacher/student Chapter 14 Interviews - 15 X 5 = 75
Katharine Swain relationships
Managing behaviour
13 N/A 29/10 N/A Interviews – 10 x 5 = 55
No Lecture

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CONTACTING FLINDERS UNIVERSITY
Whenever you contact staff at Flinders University always quote your student identity (ID)
number. This number can be found on your Enrolment Form, Confirmation of Enrolment
notices, HECS notices and result notifications.

STUDENT RECORDS ENQUIRIES

Contact the Student Records Office for all administrative matters related to enrolment and
lodgement of forms, addition of and withdrawal from topics, leave from study, and
change of address or name and transcript requests.
Telephone 1300 360 351
Fax (08) 8201 2580
Email student.records@flinders.edu.au or transcripts@flinders.edu.au

ACADEMIC ENQUIRIES
Contact the Academic Counsellors for academic enquiries related to your course,
sequence of studies, course requirements and credit for previous study.
Contact with Lecturers/Tutors can be made during the normal semester dates.

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