Middle Phase Pedagogy

Week 1

Many learning managers dread the task of facilitating learning through the middle years of school.  A little too old to still be scared of detention and a little too young to understand a future outside of school without an education.  In 2003 the MACER report sought to provide a structure and policy for schools; their parents, teachers and of course learners.  The research undertaken by those who wrote the report was thorough, following not only learning patterns, but also social norms, that 'adults' sometimes struggle to understand.  The MACER report understood that these learners, unsure of themselves in the beginning of their formative teenage years , needed a larger 'shove' to bring themselves into the productive sector of their schooling.  Amongst other things, the report found that those learners enrolled in Education Queensland schools in the middle phase of their learning were severely lacking intellectual challenge of their knowledge and skill base throughout many subjects.  The research also uncovered that many learners were lacking in vocabulary and dialogue, and had very limited opportunities to connect within their own cultural background.  

From the MACER report came the Middle Phase of Learning Action Plan for all Queensland state schools.  This report, in the form of lengthy requirements and suggestion for all educators, focusses on a redefined syllabus and curriculum for the learners in the years 4-9 bracket, and how this syllabus is implemented at a teaching level, and finally, how the skills and knowledge are being assessed with these children.  

Reading through these readings and documents in my first week of MPP, I find it quite interesting that the middle phases has so much material.  I have always thought that these grades are the toughest, from a behaviour management and learning context, however I guess I always thought that the learning managers handling these classes are simply 'on their own'.  It is good to see so much research being placed into a field that I feel like can sometimes be overlooked by the two most daunting aspects of schooling; the beginning and the end.  

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Week 2 - Middle Year Curriculum Frameworks

Year 9 English

- Students use their creativity and experiences in the world to craft texts to share with others
- Students understand the power English has in sharing and emoting their words and thoughts with others
- They understand how this sharing and emoting, may move and change people, as they themselves may also be moved by another;s words
- Learners understand that this is also particular of Indigenous and Torres Strait authors, their works, and the learners in their classroom from this background

From this it is possible for the learners to use their knowledge of the English language to manipulate audiences through a vast array of texts.  With these different genres of text comes different manners of writing, all of which are capable of affecting an audience in one way or another.  Learners of an acceptable Year 9 level will understand that anyone is capable of manipulating their own language, creating a different point of view, in order to get certain points across.
When the learners are of a passing level they will be able to demonstrate their knowledge through their knowledge and understanding, interpreting text, constructing text, appreciating texts and their own reflections.

Ways Of Working
The learners, through a knowledge of the genre they are involved in, are able to infer ahead of time what may happen throughout the text.  The learners are capable of creating their own texts, using the knowledge they have gained, by selecting the correct, vocabulary, structure and tone throughout their work.  they will also become comfortable with non-literary work, through proper structure of information throughout the text.  The learners can reflect and analyse their own work to ensure that their message will be seen by the audience, by choosing the correct language throughout their text.  The learners must also be able to reflect upon their own learning, and have a vague understanding of where it will take them next.

Knowledge and Understanding
Reading and Viewing
Learners understand that when reading a text, they may have a complete different reading to others, due to different experiences they have gone through in their life.  By putting words into a particular order, or placing visual stimuli within the context of the text, all put a particular meaning together for the reader to understand.  The learner will use multiple skills when reading a text, in order to draw information from it, these skills draw on the learners knowledge of the genre, the topic and his/her experiences with both.  included in this skill set are; activating prior knowledge, questioning, predicting, identifying main ideas, inferring, monitoring, summarising and reflecting.

Writing and Designing
Creating a piece of text can take on many genres, and each has their own particular style and layout.  A writer may choose to target an audience by changing their style, manner and language used throughout the text.  For example, many people would agree that 'twilight' was written for the female teen market, although, of course, nearly all audiences have their outliers.  To create their own body of work, a learner must utilise many different methods to write.  These include: planning, drafting, revising, editing, proofreading, publishing and reflecting, and also by using expert opinions.

Language Elements
Genres utilise certain traits for the work to have a sense of cohesion, such as paragraphs, language and tone.  Grammar and punctuation help writers to get their point across to an audience, and also to give the text the breaks and rests that is needed.