Credit points: 15

Subject outline

In this subject students focus on theories of teaching and learning in the Middle Years. This will include: The Significance of Social Interactions in Learning; Student Engagement; The Role of Students in a Teaching-Learning Partnership; Literacy in the Middle Years.

SchoolSchool of Education

Credit points15

Subject Co-ordinatorCaroline Walta

Available to Study Abroad StudentsYes

Subject year levelYear Level 4 - UG/Hons/1st Yr PG

Exchange StudentsYes

Subject particulars

Subject rules

Prerequisites EDU4IMA


Incompatible subjectsN/A

Equivalent subjectsN/A

Special conditionsN/A

Learning resources


Resource TypeTitleResource RequirementAuthor and YearPublisher
ReadingsClass Notes, Reading Lists, Prescribed web pagesPrescribedN/AN/A
ReadingsLearning in the Middle Years more than a transitionRecommendedGroundwater-Smith et alTHOMSON, VIC 2007
ReadingsMeet Me in the MiddleRecommendedWormeli, RSTENHOUSE PUBLISHERS, 2001
ReadingsSmart in the Middle GradesRecommendedTomlinson, C & Doubet, KHAWKER BROWNLOW, 2007
ReadingsTeaching and Learning in indigenous educationRecommendedHarrison, N.OXFORD UNIVERSITY PRESS, 2008

Graduate capabilities & intended learning outcomes

01. Students will access material associated with childhood and adolescent psychology and identify key areas of research relevant to working with middle years students

Students will engage with material in the online module 'Issues in childhood and adolescent psychology' and attend online discussions through Blackboard Collaborate. Students will demonstrate their learning by completing a multiple choice test during the intensive

02. Students will engage with a range of resources and reflect on their understandings of best practice in working with indigenous students.

Students will engage with material from Harrison, N (2010) Teaching and Learning in Aboriginal Education, and a workshop during the intensive. Students will in additional seek a range of opinions through other resources. Students will critically examine their personal beliefs and understandings about best practice in indigenous education and present this through a series of reflections online.

03. Students will engage with articles and resources provided in the online module for this subject to investigate one of the following and develop an understanding of key areas in middle years research: Learner characteristics of middle years students .Desired teacher characteristics for middle years students. Teaching and learning strategies which support successful learning Innovative structures within Middle Years contexts which have developed in response to Middle Years research

Students undertake the reading and reflection on the middle years modules and respond with journal reflections. Students work collaboratively in face to face and online contexts to develop a presentation of one aspect of middle years research and present it to their colleagues at the next intensive. Students engage peer assessment in response to the task.

Subject options

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Start date between: and    Key dates

Shepparton, 2016, Semester 2, Blended


Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorCaroline Walta

Class requirements

Eight 4.0 hours lecture/seminar per study period on any day including weekend and delivered via face-to-face.
"On-campus intensive classes"

Problem Based Learning
One 2.0 hours problem based learning per week on any day including weekend and delivered via online.
"Directed online learning"

Scheduled Online Class
Three 1.0 hours scheduled online class per study period on weekdays and delivered via online.


Assessment elementComments% ILO*
Group presentation linked to workshop activityCombined peer and lecturer assessment30 03
Indigenous education essay30 02
Journal20 03
Child and Adolescent Psychology module and testTest result20 01