Vision for the Middle Phase
Our vision is that every student completes a Middle Phase of Learning during which they engage successfully in learning that they find purposeful and challenging. Students in this phase of learning feel part of a school ethos and environment that understands and meets their particular and diverse needs. Their learning in the Middle Phase of Learning enables them to take full advantage of the options available in the Senior Phase of Learning.
Goals
The Middle Phase of Learning will provide the opportunity for every student to:
- engage in purposeful and intellectually challenging learning;
- be provided with opportunities to achieve success;
- be supported in their transition from primary to secondary education;
- interact with teachers who are prepared to meet the distinctive and diverse needs of students in early adolescence.
Principles
The following principles guide the achievement of the above goals. They are based on the evidence of 'middle schooling' research and best practice.
- Students in this phase of learning have particular characteristics that warrant the recognition / maintenance / establishment of a distinctive phase of learning that meets the unique needs of this group of learners. The need to develop as autonomous learners and the physical, intellectual, social, cultural, economic, technological and educational factors that impact simultaneously during early adolescence require particular consideration by educators.
- A distinctive Middle Phase of Learning requires the reframing of curriculum, pedagogy, assessment, school ethos and environment, and school organisation.
- Accordingly, an effective Middle Phase of Learning should focus on student engagement, learning and achievement, and can occur in the full range of school contexts including:
- P-7 schools and 8-12 schools, working collaboratively
- P-10 and P-12 schools, and
- purpose-built facilities.
- Partnerships and effective communication between schools (including State, Catholic and Independent), parents and local communities enable a shared responsibility for the learning of all students and are an essential component in supporting students in the Middle Phase of Learning.
- Effective pedagogy includes the identification of students who require particular support to succeed or require additional challenges in their learning in the Middle Phase of Learning, followed by timely intervention strategies and ongoing monitoring of achievement related to explicit expectations.
- Effective practice in the middle years is contingent on a teaching workforce able to respond to the distinctive and diverse needs of students and to changing economic, social and technological conditions and who have a strong desire to work with students in this phase of learning.
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