Middle phase reform

1. Why do you need Queensland needs to reform the Middle Years of Schooling?
The reform of middle school will, (hopefully) encourage engagement of our youth and ensure that they have the support to excel and the ability to embed and utilise the knowledge learnt. Through the implementation of teaching expectations and revised learning outcomes Queensland will no longer be seen as the state that is behind the others, but will bring our standards of teaching and learning in line with the rest of Australia.

2. What aspects of Middle Schooling have you seen so far that you consider are examples of best practice?
My experience whilst in EPL placement has shown me that probably the most important aspect of teaching these young people is to develop a relationship with them as individuals. It is so important to ensure routines are established early, that each child is provided with continuous support, feels listened to and that their opinion matters, they must be encouraged and be provided with beneficial feedback and most of all need a variety of real and interesting learning opportunities. My mentor teacher has a fantastic repour with her students, she established routines and expectations early in the year and has a dynamic teaching style that engages student participation and she achieves this by varying her pedagogy and delivery methods frequently. In most of the lessons she has a story that pertains to the content, and I have noticed that the students engage and interact with the story. This I feel provides the student with a real life approach, and shows them that it is not just something that they have to learn at school but that it is relevant in the real outside world.

3. What are the implications of a Middle Schooling philosophy on:
• Behaviour management; the management of behaviour has always been an issue in the classroom. No more is it the sole responsibility of the classroom teacher, but the whole school and that of the student. Middle phase students are encouraged to reflect on their behaviour, self manage it and to take responsibility for their own actions. Therefore providing the student with the ability to make appropriate decisions.

• Curriculum; the curriculum has been redefined to meet the future needs of the students. It has become more flexible and real in terms of content which allows the educator more freedom within their planning and delivery of the required content, making this content more user friendly and encouraging the students to embed this knowledge more readily.

• Pedagogy; the delivery method during middle phase learning must engage, excite and be beneficial. Students need to see the real element delivered in their learning to be able to engage. These young people are starting to question why must I do this, is it useful and will I really use it when I am an adult.

• School organisation; the school as a whole has become much more flexible in delivery methods and learning opportunities. Students are encouraged to participate physically, emotionally and mentally within the school. They now have a voice and have the ability to make informed decisions regarding their learning. Gone are the days of sit down, books open and don’t say a word unless asked.

• The attitudes and perceptions of the students you will be teaching? Time moves so quickly for the youth of today, they are opinionated and have problem letting you know if they are not happy. Educators have had to learn quickly that students know what they want at an earlier age and have such a thirst for knowledge that they deem useful. With the implementation of middle phase reforms the teacher now has more of an insight into what the students need and what will engage them in their learning processes.

Rationale:
The art of teaching students from grade 4 through to grade 9 is fraught with many issues and obstacles. These young people are just beginning to become fully aware of their surroundings, their bodies and their needs, making teaching them a combination of content, encouragement, and behaviour management, whilst providing them with real and innovated learning opportunities (Qld gov 1, 2010). Therefore the middle years of schooling can be considered the most important time of a young person’s education (Qld gov 1, 2010). During these formative years the young person is confronted with many issues, they are learning their place in society, growing both emotionally and physically and are trying to understand or envision their future role in society (Qld gov, 2010). The teaching of middle phase students is such an important task, these are the years where they develop their perceptions of the world, are most likely to disengage in schooling, develop their personalities, social values, sexual identify and become more aware of the world as a whole (Qld gov 1, 2010). We as educators, have the ability to severely disadvantage these young people, which is why it is so important for reform to the middle years of schooling (MYSA, 2010). Making education a real, exciting, fun activity as well as providing the required information and degree of support is a must through out these years (MYSA, 2010).

Ref:
MYSA (2010). PDF: Position paper- middle schooling: people, practices and places.

Queensland Government (Qld gov), 2010. State School Action Plan. Queensland Government

Queensland Government (Qld gov 1), 2010. Reforming the Middle Phase of Learning. Queensland Government