Middle Phase of Learning (FAQs)
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- What does "uncluttering" the curriculum mean to the way I teach?
- What type of accountability will there exist for schools?
- What kind of targeted intervention programs will be implemented?
- Will you need specific qualifications to teach in the Middle Phase of Learning?
1. Why is the Middle Phase of Learning significant?
We know from research that the middle phase is often a time when:
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many students lose their enthusiasm for learning, disengage from classroom activities, and become more likely to leave school early
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overall, students make the least progress in learning
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the gap between low and high achievers increases significantly.
This is a formative period in which some students make choices that have an enduring impact on their future.
Between Years 4 and 9 most students typically move through early adolescence. Physical, emotional and intellectual changes create needs for students in this phase that are significantly different from the needs of younger children or older adolescents.
In the Middle Phase of Learning young people begin to think more about the larger world beyond home and school. They begin to think abstractly about important ideas and start to investigate the world around them. They need to develop as autonomous learners.
Most classrooms today include students with considerably different backgrounds, knowledge, skills and talents. In particular, classrooms in the Middle Phase of Learning have students at the broadest range of stages of physical, social, emotional and intellectual development.
Research tells us that, while a supportive environment is essential, students in the Middle Phase of Learning need to be challenged intellectually to remain engaged. Schools must connect school activities to the real world and to students' experience and enable individuals to engage at a deeper level with issues and areas they value.
Given that these personal, educational and social factors impact simultaneously during early adolescence, it is now well recognised that a special focus on the middle phase of learning is needed.
2. Why is the Middle Phase of Learning defined as Years 4 to 9?
The Middle Phase of Learning typically occurs across Years 4-9 and falls into two distinct stages:
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The first stage signals the transition from the early foundation years. For many students this is a time of expanding curiosity and eager exploration of a broader and deeper range of learning experiences. For others, the challenges are daunting, their interest wanes and progress slows.
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The second stage is characterised by the physical, social, emotional and intellectual development of early adolescence. Once again, there is considerable diversity in how and when students move through this stage and what the impact is on their attitude to and success in learning. It is essential in this stage to maintain students' interest and motivation and provide opportunities for them to "catch up" and make fresh starts when progress slows if they are to be ready for the senior phase of learning.
In considering how they can best support students in achieving the developmental tasks of early adolescence, schools need to look at all aspects of schooling in Years 4 to 9.
There is evidence that Years 4 and 5 can be a period of marked disengagement for some children. It is a time when their work at school calls for more sophisticated skills, especially in literacy. For some, there is a need to complete the transition from early childhood and consolidate the building blocks including the foundations of literacy and numeracy so as to enable further learning.
Later in the middle phase, the shift from primary school (Year 7) to secondary school (Year 8) can place pressure on students, especially those whose academic or social skills are less developed. Schools need to ensure that this transition is positive - providing the continuity for all students to build on their earlier learning and the challenge to feel they are making worthwhile progress.
During the Middle Phase, schools will also need to ensure students develop the self-awareness, knowledge and skills to create effective Senior Education and Training Plans in Year 10; and enable students to take full advantage of the increased options available in to the Senior Phase of Learning.
3. Will we have Year 4s put together with Year 8 and 9 students?
The Middle Phase of Learning State School Action Plan focuses on student engagement and achievement - not physical structures or setting up "middle schools".
Recent research shows that effective programs in the Middle Phase of Learning do not result specifically from structural change but from a school ethos that focuses on success for each student. Effective middle schooling will occur in the full range of school settings:
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P-7 schools and 8-12 schools, working collaboratively
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P-10 and P-12 schools
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schools of distance education
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outdoor and environmental education centres
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special schools.
4. What are actual and virtual middle schooling precincts?
An actual middle schooling precinct would be where a formally recognised structure containing a state high school and one or more primary schools under the leadership of one principal was created.
A virtual precinct would be where schools clustered to gain the benefits of seamlessness and could include a state high school and one or more primary schools. Each school would retain its own leadership, but they might work together and "market" as a single entity.
5. When will the Middle Phase of Learning be implemented in state schools?
Many schools already have effective and well-established middle phase practices. All schools should now increase awareness within their school and broader community, of the importance of the middle phase and of the content of the Middle Phase of Learning State School Action Plan.
The Action Plan sets out Education Queensland's intentions as an education system. Systemic initiatives include reviewing the curriculum to ensure appropriate range and balance, as well as greater consistency across the state; reducing class size targets; and improving local accountability.
6. Who can we contact about someone coming out to our school to talk about the action plan?
Executive Director (Schools) are expected to work closely with Principals to develop local action plans for bringing the intent of the Action Plan into effect. Executive Director (Schools) are also aware of local exemplary practice and should encourage these schools to share their learnings with their colleagues.
The Middle Phase of Learning Implementation Team is available to work with districts and clusters to raise awareness of the reforms, share examples of good practice and develop local action plans and support networks to ensure an ongoing commitment to reforming the middle phase of learning in Queensland's state schools.
7. How can I access appropriate research and resources on the Middle Phase of Learning?
Various resources, relevant research and links to useful external websites are available on the Middle Phase of Learning website.
8. How does reform of the Middle Phase of Learning fit with the broader Education and Training Reforms for the Future agenda?
During consultation for the development of the Education and Training Reforms for the Future: A White Paper, the Middle Phase of Learning was consistently raised as a critical factor in students' engagement and success in learning.
The Queensland Government recognised the importance of the middle phase by signalling a new approach to the Middle Phase of Learning in the White Paper. Action 3 indicates that: "We will take a new approach to teaching and learning in the middle years of schooling".
The Ministerial Advisory Committee for Educational Renewal sub committee on Middle Phase of Learning reported to the Minister for Education in June 2003. Download a copy of the report, the Middle Phase of Learning — A Report to the Minister.
In August 2003, Peter Beattie MP, Premier and Minister for Trade and Anna Bligh, Minister for Education, launched the Middle Phase of Learning State School Action Plan, Education Queensland 's response to the MACER report.
There are four aspects to the Education and Training Reforms for the Future initiatives: the early phase (preparatory year), middle phase and senior phases of learning and ICTs for Learning. Online access to these major initiatives is available via the Education Queensland website.
9. How will the Curriculum Coordination Time be used in the medium to large primary schools and special schools?
The purpose of the Curriculum Coordination Time is to provide more time and greater flexibility for planning and preparation by teachers. This time will also provide opportunities to increase collaboration within and across clusters of schools.
10. What type of teaching ensures success in the middle phase of learning?
Differentiated teaching that responds positively to the diversity of student needs; practices that promote deep understanding; and supportive relationships between teacher and student impact significantly on student success in the middle phase of learning.
For some schools, a transdisciplinary approach or team teaching may be appropriate middle phase strategies. Other schools might explore opportunities for teachers to experience flexible timetabling or teaching in dual contexts.
As professionals, teachers are expected to reflect on their pedagogy to ensure a learner centred approach that is collaborative and focused on success for each student. They are expected to participate in professional development opportunities and have a strong desire to teach in the Middle Phase of Learning.
Productive Pedagogies
'Productive Pedagogies' is a framework that enables teachers to reflect on their work and on how to refine their teaching. It promotes the need for an array of teaching strategies that: create a supportive classroom environment, recognise difference, provide intellectual challenge, and ensure relevance by connecting classroom activities to the students' experiences and to the world beyond school.
New Basics
New Basics is a futures-oriented, innovative framework for curriculum, pedagogy and assessment which aims to equip students for the future through the development of critical thinking, problem-solving and life-long learning skills. The New Basics project allows community members, teachers and students to work together to ensure that the richness and relevance of students' academic and social growth is enhanced.
Turning Points 
Turning Points is a comprehensive education reform model that focuses on improving student learning. Turning Points helps middle schools in the United States undergo dramatic change. Change is based on the need to both strengthen the academic core of middle schools and establish caring, supportive environments that value all young adolescents.
11. What opportunities will be provided for teachers for planning, reflection, collaboration, mentoring and sharing of ideas and learning strategies?
Executive Director (Schools) are responsible for ensuring a focus on the Middle Phase of Learning at the local level. Schools are encouraged to promote their Middle Phase of Learning event online on the department's Calendar of Events, as well as through Professional Learning Communities.
Professional development resources can be accessed from the Middle Phase of Learning website. Education Views is another vehicle for promoting Middle Phase of Learning stories, with some support available from the Middle Phase of Learning Implementation Team in central office.
12. Who will deliver the professional development to teachers on Student Free Day(s)?
It is not envisaged that there would be system driven, centrally coordinated professional development on a designated day. Rather, it is up to districts and clusters to plan professional development activities to meet the particular needs of staff.
Support could be gained from a variety of sources, including staff from some of the schools that are already doing excellent work in the middle phase. For maximum effectiveness, primary and secondary schools will come together for the professional development day(s) to address local issues.
13. What does 'uncluttering' the curriculum mean to the way I teach?
Reviewing the middle phase curriculum in state schools will provide more space and time for students to achieve deeper understanding and higher levels of engagement in learning. This will be accompanied by greater curriculum consistency across classrooms and schools, and greater continuity across year levels and across all state schools.
14. What type of accountability will there exist for schools?
Schools are required to build into their school improvement and accountability framework a distinct component for the Middle Phase of Learning. This component will address the five key action areas of the Middle Phase of Learning State School Action Plan: teachers; transition; achievement; curriculum, teaching and assessment; and, focus and accountability.
A guide for leading and measuring Middle Phase of Learning reform at the local level (new window) 225k 
is available to all state schools and districts. This will help inform discussions within schools and between Executive Director (Schools) and Principals as they review a school's Middle Phase of Learning implementation strategies.
15. What kind of targeted intervention programs will be implemented?
The types of targeted intervention programs will be dependent on the various needs of students and communities. The nature of these programs will be informed by research on school improvement and whole school reform processes. The focus for intervention will be on the improvement of outcomes for students in the Middle Phase of Learning.
16. Will you need specific qualifications to teach in the Middle Phase of Learning?
It is not envisaged at this stage, but we are working with Queensland universities to increase the focus on the middle phase of schooling in their courses. In this way, teachers will be better prepared for teaching students in Years 4 to 9.
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