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Course Outlines

EDUC 7558 - Critical Pedagogies in the Secondary Years

North Terrace Campus - Semester 1 - 2024

This course will explore concepts important to the development of expertise in middle and secondary school pedagogy. Students will investigate a variety of pedagogical approaches to be implemented at each stage of secondary schooling. The investigations will ask students to design learning which sets performance expectations that acknowledge difference in the classroom and promotes safe learning environments. Each investigation will orient to a different stage of schooling and focus, such as cultural diversity; critical thought; accountable communities of practice within and across school subjects; student capacity to act upon their ideas and make connections with the world beyond school. The course responds to the APST for graduate teachers and other reform agendas designed to build teacher resources and skills.

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  • General Course Information
    Course Details
    Course Code EDUC 7558
    Course Critical Pedagogies in the Secondary Years
    Coordinating Unit School of Education
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 5 hours per week
    Available for Study Abroad and Exchange Y
    Restrictions Available to Master of Teaching (Secondary) students only
    Assessment Double entry journal, Evaluation of a teacher?s practice, Case study: responding to a pedagogical challenge
    Course Staff

    Course Coordinator: Dr Tom Porta

    Course Timetable

    The full timetable of all activities for this course can be accessed from .

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to: APST (Graduate)
    1 Establish and sustain positive learning environments that are supportive of student wellbeing. 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.4
    2 Understand and demonstrate contemporary instructional design and delivery for middle and secondary years’ students: Planning and developing interdisciplinary units of work. 1.1, 1.2, 1.5, 2.1, 2.2, 2.4, 2.5, 2.6, 3.2, 3.3, 3.4, 4.5
    3 Develop a scope and sequence: Middle to secondary years’ subject disciplines. 1.1, 1.2, 1.5, 2.1, 2.2, 2.4, 2.5, 2.6, 3.2, 3.3, 3.4, 4.5
    4 Understand Cooperative learning: Theory, challenges; use; roles; Information Communication Learning Technologies, (ICLT) 1.1, 1.2, 1.5, 2.1, 2.2,2.4  2.5, 2.6, 3.2, 3.3, 3.4, 4.2, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5
    5 Build upon the repertoire of teaching skills and approaches that foster purposeful, innovative, and intellectual learning across the middle and secondary years of schooling. 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, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4
    6 Develop strategies that are inclusive and responsive to the learning needs of students from diverse socioeconomic, cultural, linguistic, and religious backgrounds. 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.4, 3.1, 3.2, 3.6
    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.

    		 2, 3, 4, 5, 6

    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.

    		 1, 2, 3, 4, 5

    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.

    		 1, 4, 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.

    		 1, 5, 6

    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.

    		 6

    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, 4
  • Learning Resources
    Required 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: Grades 6-12: 7 must-make moves to transform how we teach-and how students learn. Thousand Oaks, California: Corwin.





    Recommended Resources
    Recommended resources
    Biesta, G. (2013). The beautiful risk of education. London, England, Paradigm.
    Wilhelm, J. D. (2007). Engaging readers and writers with inquiry. New York, NY: Scholastic.
    Virtue, D.C., (2019) International Handbook of Middle Level Education Theory, Research, and Policy, New York, Routledge.
    Online Learning
    Students will be expected  to participate in online activities as required.

  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course  is delivered in an intensive mode over five days incorporating lecture, tutorial and online participation.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.



    The University’s Coursework Academic Programs Policy stipulates the total workload for a 3-unit course is 156 hours. Workload divided
    into structured learning and self-directed learning.

    Below is the workload for this course.

    Structured learning (85 hours):

    One lecture each day: to be viewed prior to the lecture (5 hours)
    Five days of intensive workshops: 5 hours each day (25 hours)
    Online group activities: 1 hour per week  (5 hours)
    Prereading and Theory and Practice  journal for each tutorial: 10 hours per week  (50 hours)

    Self directed learning:

    Assignments: 71  hours
    Learning Activities Summary
    Day Topic Taught Practised Assessed Outcomes APST
    1 Contextualising Middle and Secondary pedagogy: Transformational planning for democratic pedagogy

    		Lecture: Exploring  what we mean by pedagogy: The teacher, the student and transformational practices of qualifying, socialising and subjectifying (developing autonomous learners) Workshop activities:
    1. Theory and Practice: using and reflecting on three level reading guide to teach and discuss with peers percpectives on teaching toward expertise; transformational teaching; EMPOWER canvas
    2. Observing  teacher and student practice and reflections: viewing and analysis of videos for transformational  pedagogies 
    3. Sharing of observations and analysis
    4. Post evaluations online
    5. Group report    		 1. Interpretive and reflective writing: Theory and practice journal
    2. Analytical essay or multimodal presentation based on viewing a teacher at work: Evaluating a teacher's practice    		 1,2,4,5 1.1,
    1.2,
    1.3,
    1.4,
    1.5,
    1.6
    2.1
    2.2
    2.4
    2.5
    2.6
    3.2,
    3.3,
    3.4,
    4.5
    2 Envisioning and mapping
    quality teaching for culturally diverse classrooms    		 Lecture: Middle and secondary schooling:
    quality teaching model
    integrated learning
    teaching for culturally diverse classrooms, with a special focus on First Nations   peoples,  parents and community    		 Workshop activities:
    1. Theory and Practice: using survey, question, answer and reflect reading strategy to discuss culturally responsive integrated learning when using principled planning strategies; task deconstruction; collaborative classroom culture
    2. Students  teach each other elements of quality teaching model
    3. Observing, analysing and  evaluating videos: evaluating task design, teaching strategies and assessment using quality teaching model, Indigenous perspectives and planning for pedagogy concepts  from  other readings
    4. Small group sharing of observations
    4. Post online
    5. Class discuusion    		 1.Interpretive and reflective writing: Theory and practice journal
    2. Analytical essay or multimodal presentation based on viewing a teacher at work: Evaluating a teacher's practice    		 1,2,4,5 1.1,
    1.2,
    1.3,
    1.4,
    1.5,
    1.6
    2.1
    2.2
    2.4
    2.5
    2.6
    3.1
    3.2, 3.3, 3.4,
    3.7
    4.5
    3 Teaching reading for critical and dialogic learning Lecture: Critical literacy/numeracy and dialogic pedagogy incorporating family, parent and community perspectives Workshop Activities:
    1. Theory and Practice: use an inquiry chart reading strategy to discuss readings focusing on using essential questions, frontloading strategies and visualisation strategies  to support crritical literacy and dialogic  critical pedagogy  in culturally  superdiverse communities
    2. Deepening of concept: Cope and Kalantzis videos on reading
    3. Planning for pedagogy:  professional learning teams develop a  unit of  work for a middle or senior secondary years curriculum
    4. Collaboratively develop critical literacy and dialogic strategies
    5. Discussion and feedback
    6.  Posting strategies online
    7. Pitching strategies to group


    		 1 Interpretive and reflective writing: Theory and practice journal
    2. Case study: Responding to pedagogical challenges : autonomous learners  for  critically literate and numerate practice



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    2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6,
    3.7
    4.1, 4.2, 4.3,
    4.4
    4 Teaching disciplinary writing for  place based and collaborative  learning Lecture : Disciplinary  writing for practice based inquiry place based and collaborative pedagogies involving family, parents  and community engagement Workshop Activities:
    1. Theory and Practice: use double entry journal reading strategy to discuss readings about writing supported by think aloud, expert questioning and collaborative group strategies
    2. Deepening of concept: Cope and Kalantzis videos on writing
    3. Planning for pedagogy: Professional learning teams conceive a unit of  work for middle or senior secondary curriculum
    4. Collaboratively develop conditions  for  disciplinary writing strategies using think alouds, expert questioning, collaborative group structures  the 4 E's disciplinary inquiry involving  family , parents and superdiverse community of
    5. Discussion and feedback
    6. Posting strategies  online
    7. Pitching strategies to another

    		1. Interpretive and reflective writing: Theory and practice journal
    2. Case study: Responding to pedagogocal challenges: writing  in disciplinary  ways for literate and numerate practice    		 1,2 3,4,5,6 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,
    3.4,
    3.5,
    3.6,
    3.7
    4.1,
    4.2,
    4.3,
    4.4
    5 Teaching multimodality in a community of thinking Lecture: Embedding standards referenced assessment when using  multimodal texts / teaching  in the digital age Workshop Activities:
    1. Theory and Practice: use circle discussion reading strategy to discuss readings about multimodality across disciplines ; visiual / mathematical  literacy when  speaking and listening, engaging with assessment for and as learning, and working  towards culminating projects involving family,  parents and superdiverse community
    2. Deepening  of concept: Viewing of videos  on multimodality and visual literacy
    3. Planning for pedagogy: Professional learning teams conceive a unit of  work for middle or senior secondary curriculum
    4.Collaboratively develop conditions  for   multimodal  practices in a middle  or senior secondary unit of  work drawing on speaking and listening, assessment strategies  and  visualising  culminating  performances of work involving family, parents and superdiverse community
    5. Discussion and feedback
    6. Posting strategies online
    7. Pitching strategies to another group    		 1. Interpretive and reflective writing: Theory and practice journal

    2. Case study: Responding to pedagogical Challenges: interpreting and producing multimodal texts for literate and numerate practice    		 1,2,3,4,5,6 1.1,
    1.2,
    1.5,
    2.1,
    2.2,
    2.5,
    2.6,
    3.2,
    3.3,
    3.4,
    3.7
    4.2,
    4.5,
    5.1,
    5.2,
    5.3,
    5.4,
    5.5



    Specific Course Requirements
    Students are expected to attend workshops on each day.

    Absences: to successfully complete the course students are only allowed a maximum
    of 20% absences which need to supported by appropriate documentation.
  • 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 LEARNING OUTCOME(S) APST
    Theory and practice reflections Summative 20%  1,2,3,4,5,6 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,
    3.4, 3.5, 3.6,
    4.1, 4.2, 4.3,
    4.4.
    Evaluation of a teachers practice Summative 30% 1,4,3,6 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, 3.3, 3.4,
    3.5, 3.6, 4.1,
    4.2, 4.4, 4.5,
    5.1, 5.2, 5.3,
    5.4, 5.5.
    Case study: responding to a pedagogical challenge. Summative 50 % 1,2,3,4,5,6 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,
    3.4, 4.1, 4.2,
    4.3, 4.4, 4.5,
    5.1, 5.2, 5.3,
    5.4, 5.5.
    Assessment Related Requirements
    Students must attend each day of the four day intensive and sign the attendance sheet on arrival.
    Assessment Detail
    Assignment 1:  Theory and practice reflections (20%)
    Prior to tutorials, students respond to and make connections between specified readings. Students will be expected to submit a digital copy of their reflections to the assignment page and the discussion board prior to the workshop/tutorials. Two marks will be awarded  on the basis of a timely submission (10 Marks). One week will be randomly selected for depth and quality of response (10 marks).

    Evaluation of a teacher’s practice ( 30% 1500 words or equivalent)
    Students examine a video illustrating a teacher’s practice which is presented as a 1500 written evaluation or recorded oral presentation submitted on MyUni (equivalent to 1500 words e.g. 7-10 minutes).

    Case study: responding to a pedagogical challenge ( 50 % 2500 words)
    In response to a pedagogical challenge, students develop and write a sequence of learning at a specific stage of the middle and secondary years. The sequence can either be an integrated study or within a specific subject. Students will need to justify the pedagogical decisions in relation to the curriculum content being taught, make evident the pedagogical strategies deployed within the learning sequence and conclude by synthesising the intended outcomes of the pedagogies deployed.
    Submission
    Submit all assignments electronically via MyUni.
    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 .

  • 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.

    Changes to course based on Selt Feedback

    1. Lectures will be shorter
    2. More time to discuss readings in tutorials
    3. Assessments modified to include discreet assessments for participation and responses to readings
    4. Less readings will be required
    5. Tutorial groups will be organised according to continuing and mid-year enrolments
  • Student Support
  • Policies & Guidelines

    This section contains links to relevant assessment-related policies and guidelines - all university policies.

  • 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鈥檚 disciplinary procedures.

The 成人大片 is committed to regular reviews of the courses and programs it offers to students. The 成人大片 therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
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