EDUC 7558 - Critical Pedagogies in the Secondary Years

North Terrace Campus - Semester 1 - 2025

This course will explore concepts important to the development of expertise in middle and senior secondary school pedagogy through a backwards by design approach. Students will investigate a variety of pedagogical approaches to be implemented at each stage of middle and senior 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; inquiry and integrated learning; 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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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 3 hours per week
Available for Study Abroad and Exchange	Y
Restrictions	Available to Master of Teaching (Secondary) students only
Assessment	Theory and practice journals, 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 .

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

最新糖心Vlog Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

最新糖心Vlog 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

Killen, R & O’Toole, M 2022, Effective Teaching Strategies: Lessons from Research and Practice, 8th edn, Cengage Learning 最新糖心Vlog, Melbourne.

Recommended Resources

Wiggins, Grant, and Jay McTighe. Understanding by Design, Association for Supervision & Curriculum Development, 2005. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/adelaide/detail.action?docID=3002118.

Online Learning

Students will be expected to participate in online activities as part of the weekly modules.
Learning & Teaching Activities

Learning & Teaching Modes

This course is delivered in an intensive mode 6 week period 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.

Below is the workload for this course.

Structured learning (83 hours):

One lecture per week: to be viewed prior to the workshop (5 hours)
6 x workshops workshops: 2 hours in duration (12 hours)
Online module activities: 1 hour per week (6 hours)
Prereading and weekly journal enties for each workshop: 10 hours per week (60 hours)

Self directed learning (71 hours):

Assignments: 71 hours

Learning Activities Summary

Lecture and Workshop topics

1: What is pedagogy? Contextualisiing middle and secondary pedagogy.

2: Understanding by design and backwards planning for assessment

3: Quality Teaching Model (QTM) - Exploring different pedagogies

4: Responsive teaching

5: Inquiry, integrated and collaborative learning

6: The flipped classroom

Specific Course Requirements

Students are expected to attend all workshops. To successfully complete the course students are only allowed a maximum
of 20% absences which need to supported by appropriate documentation.

The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

ASSESSMENT TASK	TASK TYPE	WEIGHTING	LEARNING OUTCOME(S)	APST
5 x reading journals (submitted weekly)	Summative	25%	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	25%	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.
Planning for pedagogy	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 submitted reading journals weekly and all other summative assessment items to MyUni.

Assessment Detail

Assignment 1: Reading Journal(s) (25%)
Students maintain a weekly journal of readings to be assessed for consistency and quality. Journals are submitted fortnightly and are discussed in reading groups in the tutorials. There are a total of 5 reading journals (5% each).

Assignment 2: Evaluation of a teacher’s practice (25%) 1500 words or equivalent)
Students view a series of videos of a teacher at work and evaluate the teacher’s pedagogical practices and decisions. Students can complete this assessment in a variety of formats:

1. 1500 word written essay

2. Recorded presentation of 10 minutes (submit recording and slides created)

3. Podcast of 10 minutes (submit script and recording)

4. Video analysis - make your own video recording with the videos of the teacher pausing the original videos at key moments and explaining the pedagogical decisions, frameworks, and processes in a voiceover or on-screen annotations.

5. Series of blog posts (1500 total) - you might make a series of blog posts for each video, focussing on 3 or 4 pedagogical decisions.

6. Concept map of flow chart (1500 words or 10 minutes, or a mixture).

Assignment 3: Planning for pedagogy (50%) 2500 words)
Students create a 3 week sequence of learning for a selected year level and subject that outlines a series of pedagogies used to teach the curriculum. They evaluate and justifu the pedagogical events in their sequence of learning. Students can complete this assessment in a variety of formats:

1. Written sequence of learning and written essay for justification (totalling 2500 words)

2. Video recorded presentation totalling approx 17 minutes

3. Annotated Lesson Sequence with Commentary

4. Interactive timeline or map

5. Any other negotiable way (discuss with Course Coordinator).

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 最新糖心Vlog 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 最新糖心Vlog 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 2024 feedback:

1. Lectures will be shorter
2. More time to discuss readings in tutorials
3. Students can complete the assessment items in a range of formats, not just an essay
4. Less readings per week for the reading journal
5. More interactive content in the tutorials/workshops
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 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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