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Educators need to recognise the distinct needs of adolescent learners in the junior secondary years to strengthen participation, engagement and attainment. Educational communities respond to issues relevant to adolescent learners in different ways. It is essential for preservice teachers to explore a range of issues related to adolescent learners; unpack their specialist curricula; and explore pedagogies underpinning the teaching of students in these years. These concepts will be built on in future courses.

This course introduces preservice teachers to curriculum and pedagogy for junior secondary learners. Preservice teachers will explore a range of issues and approaches relevant to adolescents in Years 7-10. This course focuses on curriculum design and delivery in the junior high school years. Preservice teachers will be introduced to relevant concepts, a range of learning contexts, and pedagogies tailored for the junior high school years in order to plan for and implement effective teaching and learning as stipulated in the Australian Professional Standards for Teachers. Preservice teachers are asked to demonstrate an understanding of current curriculum content in their discipline area, policy in the junior phase and the implications for teaching practice. Preservice teachers learn to set learning goals, plan sequenced learning experiences and units, including selection of appropriate resources, and application of effective teaching strategies in their chosen disciplines.

On successful completion of this course preservice teachers should be able to:

1. understand through engagement with relevant research, junior secondary students’ developmental needs and how students learn with respect to contemporary issues in middle schooling and related implications for teaching and learning (Australian Professional Standards for Teachers (APST) 1.2);
2. contribute to collegial discussion and apply constructive feedback from colleagues to improved professional knowledge and practice; and analyse student assessment data to evaluate student understanding of subject/content, identifying interventions and modifying teaching practice (APST 5.4, 6.3);
3. apply knowledge of the content and a range of teaching strategies of the teaching area to organise content into coherent, well-sequenced learning and develop engaging units of work (APST 2.1, 2.2, 3.3);
4. set achievable learning goals and draw on knowledge of student learning, content and teaching strategies to plan relevant well-structured learning and teaching programs that respond to varying abilities and characteristics of students; and select and/or create and use a range of resources, including ICT, to engage students in their learning and apply teaching strategies that effectively use ICT to enhance student learning (APST 2.6, 3.1, 3.2, 3.4);
5. identify and plan individual professional learning needs, demonstrating an understanding of the role of Australian Professional Standards for Teachers, relevant and appropriate sources of professional learning, and ways to engage in professional networks to broaden knowledge and improve practice (APST 6.1, 6.2);
6. demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Island histories, cultures and languages and advanced knowledge regarding the impact of cultures, identity and linguistic backgrounds on the education of Aboriginal and Torres Strait Islander (Indigenous) junior secondary students, together with knowledge of inclusive practices and teaching strategies for responding to learning strengths and needs of all students from diverse linguistic, cultural, religious and socioeconomic backgrounds (APST 1.3, 1.4, 2.4);
7. demonstrate advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing.