lecture's slides

1. Curriculum in Junior Secondary
Topic 1
Introduction to Junior Secondary

2.  10 years teaching experience (TCC, Rockhampton)
 Subjects: English, Humanities, Japanese, Religious Education
 Currently teach: 8, 10-12 JPN and 8 & 12 RE
 Current roles: Academic Dean/HOD (RE), Subject
Coordinator (JPN), QCAA District Review Panel Chair (JPN),
QCAA Expert Writing Team (JPN), casual tutor
 Undergraduate: BLM (Japanese) - CQUniversity
 Postgraduate: MA (English) - UNE, M.Theo (Religious Ed.) -
UoN, Cert IV CMT (IFE, Brisbane), Cert IV TAE, JP (Qual.)
 Currently: M. Ed.Lead (Executive Leadership) - ACU
About me

3.  Keeps me on my toes – no down time, and requires a
different approach to teaching senior classes
 Keeps me young (lingo, energy)
 Keeps me accountable – laying foundations for senior, no
laurel resting, way of checking curriculum links to senior
 Students are more likely to comply
 Students are always keen to learn something new
 I have time to experiment with new pedagogy
 Students are more open to new pedagogy
 Students give honest feedback
Why I like teaching Junior Secondary

4. https://play.kahoot.it/#/k/5683b0
a3-4bd9-41d1-bac5-30a9f6941444
‘Front loading’ today’s content

5. At the end of this topic you will be able to:
 Know the differences between primary and
secondary schooling
 Understand there are two schooling sectors in
Australia (Government and non-Government Schools)
 Know and understand the three phases of learning
(Early, Middle and Senior)
 Know the underlying philosophy of junior secondary
schooling
Learning Outcomes

6.  Secondary schools - Year 7 to Year 12
 Schooling Sectors – Australian schools are Government Schools
(State/Public schools) or non-government schools (including faith-
based schools such as Catholic or Islamic schools), non-
denominational schools (incl. Grammar Schools) or those based on
educational philosophies such as Montessori and Steiner. All
schools are registered with the state/territory education
department and are subject to government requirements (e.g.
infrastructure, teacher registration).
 Middle Phase of Learning - Years 4 to 9; a time of great physical,
social, emotional and intellectual change for young people.
 Junior Secondary - Years 7 - 9 in secondary schools
Key Terms

7.  This topic contextualises junior secondary schooling.
 The topic starts with a discussion of schooling
including definitions of primary and secondary
schooling.
 The three schooling sectors (State/public, Catholic
and Independent schools) are outlined as well as the
three phases of learning: Early, Middle and Senior.
 This information introduces junior secondary
schooling structure and purpose.
Introduction

8. Formal schooling structures fall into one of three main
categories:
1. Primary schools
 Primary schools encompass learning from Preparatory Year
to Year 6. These offer a common, yet broad, curriculum
based on The Australian Curriculum.
 Preparatory Year: Prep is the first year of formal schooling.
Prep is a full-time program (Monday - Friday, usually 9am -
3pm) based in a primary school. To be eligible for Prep
children must turn 5 by 30 June in the year they enrol. Prep
provides the foundation for the Primary years and assists
children to develop the skills and knowledge for school.
Formal schooling today

9. 2. Secondary schools
 Year 7 and Year 12. Secondary schools provide educational
programs to students of compulsory school age and provide
a further two years of senior education for those wishing to
continue formalised learning in school as their compulsory
participation option. Students are offered a broad range of
academic and vocational subjects enabling them to pursue a
course of study that will further their educational and career
goals.
 QLD – non-OP and OP pathways
Formal schooling today

10. 3. P-10 and P-12 schools
There are two types of schools in this category:
 1. Preparatory Year - Year 10 schools
 2. Preparatory Year - Year 12 schools
 P-10 schools have developed in more rural and remote
locations but more recently P-12 schools have been
established in other locations.
 Generally, P-10/12 schools provide students with a seamless
transition across the phases of learning, and many are
innovative in the way they offer the curriculum.
Formal schooling today

11. There are two main schooling sectors in Australia:
1. Government Schools (State/Public Schools) - these are State
Primary Schools, State High Schools, State colleges and
Academies that are operated by the relevant State
Department of Education. Teachers and administrators
(Principals, Deputy Principals, Heads of Department etc.) who
work in State/Public schools are employees of the State
Government (public servants).
Schooling Sectors

12. 2. Non-Government Schools - Referred to as ‘Private Schools' as they are
not part of the Government run school system. There are two private
sectors: - Catholic and Independent.
 Catholic Education Schools--these are schools and colleges operating
under the guidance and administration of a Diocese Catholic Education
Office. Each State has a Catholic Education Commission which has
various responsibilities delegated to it from the Bishops and Leaders of
Religious Institutes, to support and advance Catholic Education. The
schools function within the Catholic Church’s ethos.
 Independent Schools - these are non-government schools that function
through individual school/college constitutions and are fully functional
within the confines of their own governance. Some independent schools
may be affiliated with a church or ethnic group or based on educational
philosophies such as Montessori and Steiner.
Schooling Sectors

13.  Explain:
- The different formats of schools – i.e. at what year
levels might they begin and end?
 Name:
- The two sectors of schooling? Where do Catholic
schools fit in? What about Grammar schools?
Recap

14.  Schooling can be divided into three phases of learning.
 Whilst schools are not physically structured into phases, it is
recognised there are particular characteristics (including
developmental, social and psychological) and learning needs
of students as they progress through the years of schooling.
 The alignment of curriculum, assessment and reporting, and
consistent pedagogical and assessment practices supports
the developmental needs of learners.
The Phases of Learning

15. Early Phase of Learning (Birth-Year 3)
 Day/childcare, Early Learning Centres, Kindergartens, Preparatory
(Prep) Year and the first three years of Primary School,
 Focus - building foundations for lifelong learning and personal
wellbeing. Children develop their literacy and numeracy, oral
language, independence and social skills, physical skills and
creativity.
 Examples of ‘core curriculum’:
 helping children make smooth transitions across the year levels
 developing students' skills in literacy and numeracy
 encouraging active learning, problem solving, effective
communication, creativity, social adjustment and participation
 building continuity between children's prior experiences and their
future learning in schools.
The Phases of Learning

16. Middle Phase of Learning Year 4 - Year 9
 Years 4 to 9 spans traditional upper primary and lower
secondary schooling and is a time of great physical, social,
emotional and intellectual change for young people.
 Students in the Middle Phase of Learning have distinctive
and diverse needs which stem from the very significant
developmental changes in this period, as well as from a
broad range of individual students' life circumstances,
interests, skills and talents.
The Phases of Learning

17. The Middle Phase of Learning (Years 4-9) falls into two distinct stages:
 The first stage: transition from the early foundational years.
- Consolidating the foundations of literacy and numeracy
- Display curiosity and eager exploration of a broader range of learning
experiences.
- Some find challenges daunting, their interest wanes and progress slows.
 The second stage: intense physical, social, emotional and intellectual
development of early adolescence.
- Diverse reactions/approaches from students to ‘cope’
- Increase in the necessity of basic literacy and numeracy skills and
knowledge
- More challenging to maintain students' interest, provide
opportunities for them to "catch up” and make fresh starts when
progress slows
The Phases of Learning

18.  Students in the Middle Phase of Learning are going through
an unmatched period of cognitive, physical, social and
emotional change and growth.
 They begin to think more broadly about issues beyond the
home and family, and they want to engage in authentic,
meaningful learning.
 Leadership, effective teaching and flexible and responsive
approaches help ensure young people stay enthusiastic and
engaged in learning.
 To assist this, class sizes have been reduced in Years 4 to 10
from 30 to 28 students, giving Queensland the smallest class
size targets in the middle years of schooling. Source link.
The Phases of Learning

19. Senior Phase of Learning Year 10-Year 12
 The Queensland education and training system aims to set the
highest standards of excellence and academic rigour by engaging
young people with a challenging and diverse curriculum.
 In Queensland it is compulsory for young people to stay at school
until they finish Year 10 or turn 16, whichever comes first. Young
people are then required to participate in education and training
for:
• a further two years, or
• until they gain a Queensland Certificate of Education, or
• until they gain a Certificate III vocational qualification, or
• until they turn 17.
The Phases of Learning

20.  The Senior Phase of Learning: more options and flexibility
- VET pathway (TAFE)
- University courses
- Traineeships and apprenticeships
- University pathway (i.e. OP, HSC)
 QLD Year 10 students prepare Senior Education and Training (SET) Plans
with the help of teachers and parents. These plans map career and
education goals to prepare for the senior phase of learning. They also
have a learning account created for them with the Queensland
Curriculum and Assessment Authority (QCAA).
 The learning account can be accessed to track progress. A Youth
Support Coordinator program has been established across Queensland
to assist young people. These 113 coordinators work with schools, TAFEs
and the community to coordinate services to help young people resolve
personal and family issues during the senior phase. Source link
The Phases of Learning

21.  As part of its focus on improving education for all students in
Queensland, the Queensland Government (Department of
Education, Training and Employment) has been working towards
the introduction of the Junior Secondary phase of learning.
 For the first time in Queensland, from 2015 Junior Secondary
includes Years 7, 8 and 9. The Senior Secondary years remains as
Years 10, 11 and 12.
 For schools in Queensland, the move to include Year 7 in
secondary schools was a large scale move that involved a
refocusing and restructuring of schools.
 There were implications for both the secondary schools that
"absorbed" the Year 7 cohort and the primary schools that, from
2015, are now only P-Year 6 schools.
What is Junior Secondary Schooling?

22.  The lower secondary years of schooling coincide with a time of
significant physical, emotional, social and cognitive changes in
young people's lives. Research shows that a separate phase of
schooling to cater for the challenges and possibilities associated
with adolescence is justified.
 There is also a substantial body of evidence to show the
importance of this phase of schooling, its particular
characteristics, and the qualities needed to ensure improved
student performance during these years. The introduction of a
distinct Junior Secondary phase of schooling in Queensland offers
schools an opportunity to think differently about learning and
teaching in these years and about ways of connecting with
primary and upper secondary schools, parents and community
members.
What is Junior Secondary Schooling?

23.  Define:
The ‘Middle Phase of Learning’
 Explain:
How is the ‘Middle Phase of Learning’ different to the ‘Early
Phase’?
How is the ‘Middle Phase of Learning’ similar to the ‘Senior
Phase’?
Recap

24. What is Junior Secondary Schooling?
Introduction to Junior Secondary

25. Junior Secondary initiative in
Queensland
Six guiding principles to develop appropriate strategies, practices
and processes to engage lower secondary students and improve
outcomes:
1. Distinct identity - students are encouraged and supported to
develop their own group identity within the wider high school (e.g.
dedicated school areas and events)
2. Quality teaching - Teachers given suitable/additional professional
development to support young teens
3. Student wellbeing - The social and emotional needs of students
need a strong focus on pastoral care (e.g. home room to support
adjustment to new routines and greater academic demands)

26. 4. Parent and community involvement - Parents need to stay
connected with their students' learning when they enter high
school. Parent involvement in assemblies, special events, award
ceremonies and leadership presentations is welcomed.
5. Leadership - Schools are encouraged to create leadership roles
for students in Years 7, 8 and 9. Dedicated teachers experienced
with teaching young adolescents will lead Junior Secondary
supported by the principal and administration team.
6. Local decision-making - The needs of each school community
will influence how Junior Secondary is implemented in each
school.
Junior Secondary initiative in
Queensland

27.  There are 6 guiding principles for schools to follow for
implementing a sound junior school experience.
Can you name them with the first letter given:
1. D
2. Q
3. S
4. P
5. L
6. L
Recap
Can you describe
each in 5 words or
less?

28. What are the key elements of
teaching in Junior Secondary?
Pluses
What are the positive
elements?
Minuses
What are the negative
elements?
Interesting/Implications
What are the elements
that cannot be classified
precisely as positive or
negative (Interesting) or
potential outcomes
(Implications)?

29.  What could you be teaching Years 7-9?
 How could you teach this to Years 7-9?
Junior secondary and your subject
area/s

30.  Consider your learners – boys vs. girls, gifted vs. adjustments
 Devise a lesson goal and display it
‘By the end of the lesson, you should be able to…[VERB + content]’
 Make learning relevant (real life, practical, link to lesson goal)
 Incorporate physical movement at least once per lesson
 ‘Chunk’ activities in 15 minute blocks
 Mix it up – class, group, pair, individual
 Competition!
 Allow time at the end of the lesson to recap on the goal
(students can evaluate own progress), obtain data for planning
Hot tips for planning

31. https://play.kahoot.it/#/k/5683b0
a3-4bd9-41d1-bac5-30a9f6941444
Can you improve now you know?

32.  Visit the ACARA website:
https://www.acara.edu.au/curriculum/learning-areas-
subjects
 Locate the content for your subject areas and
download them/copy and paste into a MS Word doc
 Get a copy of the template (Google Doc) and aim to
complete the yellow section (on your own MS Word
doc):
https://docs.google.com/document/d/1qrgSlkWfgfLlO
XSEwINmJHazgsY8wk3pAzcXg3atPqk/edit?usp=shari
ng
Homework