This document outlines important pedagogical practices for middle years education, including the use of higher order thinking strategies, integrated and interdisciplinary curricula, heterogeneous and flexible student grouping, cooperative learning, small learning communities, strong teacher-student relationships, authentic and reflective assessment with high expectations, democratic leadership and governance, and parental and community involvement. The pedagogical practices are outlined in a reference from Pendergast and Bahr's 2010 work on teaching middle years.

1. Important pedagogical practices
MIDDLE YEARS
PEDAGOGY

2. Middle Years Pedagogy
(Pendergast & Bahr, 2010 p. 75)
 Higher order thinking strategies
 Integrated and interdisciplinary curricula
 Negotiated, relevant and challenging
 Heterogeneous and flexible student grouping

3. Middle Years Pedagogy
 Cooperative learning and collaborative
teaching
 Small learning communities and sustained
individual attention in a safe and healthy
school environment
 Strong teacher-student relationships with
extended contact with a smaller and
consistent number of teachers

4. Middle Years Pedagogy
 Authentic and reflective assessment with high
expectations
 Democratic leadership and governance
 Parental and community involvement in
student learning

5. Reference:
Pendergast, D., & Bahr, N. (Eds). (2010).
Teaching middle years. Rethinking curriculum,
pedagogy and assessment. Crows Nest, NSW:
Allen & Unwin