EDO3112 Middle Years 2
|Semester 2, 2012 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||30 December 2013|
Examiner: Stephen Smith
Moderator: Karen Spence
Education and Training Reforms for the Future (State of Queensland, 2002) identified the middle years of schooling as a key priority for change in Queensland Education in the first decade of the 21st Century. The middle years (understood as the provisions for students in the age range of 10-15) initiative is seen as addressing a number of issues pertaining to student wellbeing and engagement. Recent studies suggest that this is the stage when many students make least progress in learning with the gap between low and high achievers widening. Many students do not cope with the transition from traditional primary to secondary schooling. Increasing numbers of students lose their enthusiasm for learning and disengage from traditional classroom activities and teaching methods. This course aims to assist pre-service teachers to explore and develop an understanding of factors that might impact on early adolescent engagement, emotional wellbeing and success. This understanding will provide a basis for the creation of supportive and challenging learning environments that contribute to the health and success of middle learners.
This course will enable pre-service educators to develop competence in engaging early adolescents with purposeful learning. It will assist those enrolled to develop an understanding of factors which impact on adolescent learning including physical and emotional development, relationships and school or sector transitions. These factors will then be further explored within a school context as students complete a school based case study and propose classroom and whole school strategies to enhance student engagement, success, resilience, partnerships, tolerance and emotional wellbeing.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:
- identify and link aspects of adolescent development which impact on student wellbeing, behaviour and learning (Assessment 1)
- explore and develop productive strategies to motivate and engage young adolescent learners (Assessment 1 & 2)
- examine and propose class and whole school responses to contemporary issues impacting on middle years learners success (Assessment 1 & 2)
- devise supportive classroom and school strategies to assist students to achieve success (Assessments 1 & 2)
- demonstrate effective communication skills (Assessment 1 & 2).
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Assessment 1 & 2).
|1.||Factors impacting on adolescent learners' engagement and wellbeing (eg emotional devt, motivations, relationships, transitions, alienation, pedagogy, curriculum)||25.00|
|2.||What is success and how can Middle Schoolers' achieve it?||10.00|
|3.||Barriers to learning and positive teaching||10.00|
|4.||Emotional wellbeing and resilience||30.00|
|5.||Creating supportive and challenging learning environments||25.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=02&subject1=EDO3112)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
There is no prescribed text for this course.
Henson, K 2004, Constructivist teaching strategies for diverse middle-level classrooms, Pearson, Boston.
Lee Manning, M., & Bucher, K 2005, Teaching in the middle school, 2nd edn, Pearson Prentice Hall, Upper Saddle River, NJ.
MYSA (Middle Years of Schooling Association), www.mysa.org.au.
Pendergast, D., & Bahr, N 2005, Teaching middle years: rethinking curriculum, pedagogy and assessment, Allen & Unwin, NSW.
Snipe, S 2007, Middle years schooling: reframing adolescence, Pearson, NSW.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGN 1 WRITTEN RESPONSE||40||40||10 Sep 2012||(see note 1)|
|ASSIGN 2 WRITTEN RESPONSE||60||60||22 Oct 2012||(see note 2)|
- 1500 WORDS.
- 2000 WORDS.
Important assessment information
There are no attendance requirements for this course. However, it is the studentsí responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations in this course, there will be no deferred or supplementary examinations.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Students will require access to e-mail and have Internet access to UConnect for this course.