(Prestridge, S & Finger, G 2017, ‘Using Information & Communications Technologies’ in DL Pendergast, K Main & NM Bahr (3rd Edition), Teaching Middle Year: Rethinking Curriculum, Pedagogy and Assessment, Allen & Unwin, Crows Nest, pp. 170-187)
Digitally Annotated by Andrei Apostol Theme Summary: This theme looked a range of Middle Schooling Pedagogies and there uses in provide a meaningful and relevant curriculum to our middle school learners.
(Dowden, T 2017, ‘Curriculum’ in DL Pendergast, K Main & NM Bahr (3rd Edition), Teaching Middle Year: Rethinking Curriculum, Pedagogy and Assessment, Allen & Unwin, Crows Nest, pp. 170-187)
Digitally Annotated by Andrei Apostol Theme Summary: This theme looked at the elements of the curriculum in the middle schooling years, specifically general curriculum, literacy, numeracy and physicality. These chapters made it evident that we as teachers where possible need to practice integration in our subjects – this means to utilise the cross curricular links in the curriculum documents we use and the capability. This can be seen as making a meaningful curriculum for the student, who can then link how the skills they learn in one discipline can be used in another. An interesting and valuable take home is that it is not just the role the literacy/English or numeracy/math teacher to create literate and numerate student, it is all teachers. (Pendergast, D 2017, ‘Middle Year Education’ in DL Pendergast, K Main & NM Bahr (3rd Edition), Teaching Middle Year: Rethinking Curriculum, Pedagogy and Assessment, Allen & Unwin, Crows Nest, pp. 3-20)
Digitally Annotated by Andrei Apostol Theme Summary: This theme showed the increasing importance of having a middle school philosophy (direction and purpose for practice, as well as evaluation) and specific pedagogy for the student in the middle years (a middle school philosophy will include directed and relevant curriculum). A point that was highlighted here was that middle school is the pedagogy and curriculum not just about the structure of a school. The middle school reform (transition period for young people (year 6-9) moving from primary school to high school) is necessary due to unfamiliar structure, forming new relationships, different focus of learning (subject not student focused) and unique learning needs. Motivation and engagement are important as is tailoring the curriculum your students. Disengagement is a common theme. (This disengagement occurs substantially, and due to reasons specific to adolescence) (Main, K 2017, ‘Catering for Individual Students’ in DL Pendergast, K Main & NM Bahr (3rd Edition), Teaching Middle Year: Rethinking Curriculum, Pedagogy and Assessment, Allen & Unwin, Crows Nest, pp. 80-97)
Digitally Annotated by Andrei Apostol Theme Summary: This theme acknowledged that the students we work within a middle school setting are complex, unique and diverse needs, they are adolescence (still developing). It looked at the complexities of the transition to Middle schooling from primary school and the change from the focus of the child learner in primary and the secondary school focus of subject matter. It also noted that just because students are orientated to Middle school doesn’t necessarily mean they have transitioned fully either, schools and teacher need to assist, positively with this transition. Key approaches explored include differentiation, personal learning methodology and maturation. (Main, K & Pendergast, D 2017, ‘Student Engagement and Wellbeing’ in DL Pendergast, K Main & NM Bahr (3rd Edition), Teaching Middle Year: Rethinking Curriculum, Pedagogy and Assessment, Allen & Unwin, Crows Nest, pp. 47-65)
Digitally Annotated by Andrei Apostol Theme Summary: This theme looked at what I feel to be the basis of a fully functional middle school classroom. I can divide it into three distinct areas that all our middle school classroom should include Student Wellbeing (Socially, Emotionally and Physically) and Engagement (how they learn and are they learning), Relationships (how to build these, student/teacher and student/student) and Community (importance of student's voice and community involvement of engagement). Taking into consideration these areas teachers can effectively manage learning environment with effectively building rapport and relationships. How can a home cook in the northern suburbs of Adelaide plan, prepare and serve nutritious and high-quality dinners at home whilst being food savvy, safe and hygienic in the kitchen? Outcome>>> http://cooktolive.weebly.com/ In the northern suburbs of Adelaide there are 4643 one parent families.[1] This contributes to the varying age of home cooks, as it might be children or youth cooking for each other, themselves or families. One parent families could have lower incomes than those of two parent families, meaning they may not be able to afford to feed their families. 66.8% of one parent families with dependent children had an income of less than $800 per week,[2] while only 6.1% had an income of $1,400 or more per week.[3] In contrast, 42.2% of couple families with dependent children had a weekly income of $1,400 or more.[4] Along with this, youth and children may lack the time, the skills, techniques, knowledge and understanding of nutrition, hygiene and safety procedures, thus affecting the quality and nutritional levels of the meal. This is why learning to cook is important. Learning to cook gives a person the skills, techniques and knowledge to prepare dishes within the home kitchen. It is essentially a skill used for survival and over time a cook’s level of knowledge and skills will develop and their confidence will increase to enable the tackling of complex skills, techniques and production of more difficult meals. Click below to read the full report that I wrote back in 2013 as part of Stage 2 Research Project B, this is the Project Outcome:
Printable Document Available for Download How I would ensure that students develop and adopt safe working practices in practical areas of schools?
Work Health and Safety (WHS) is the responsibility of everyone, this includes the students (Wright, R 2015) and is particularly evident in the setting of a Home Economics kitchen. This is why developing safe work practice in students is essential in these practical areas of schools. Safe work practices not only keep myself as a teacher safe but also the students in my care safe and harm free (Marple, P 2015 &Allwright, L 2015)). The impacts of not having a safe work practice developed in students is detrimental to the safety and wellbeing of all, as there could be physical and mental injury as a result of unsafe practices being employed or even bullying and harassment (Wright, R 2015). For a safe work practice to be developed students need to be involved and want to adapt the practice themselves. This should be completed using a whole school approach and from the very start of the subject (Commonwealth of Australia, DEWR 2006), so it becomes ingrained in the students and staff and is the norm. “Early testing of a child’s ability in literacy and numeracy can adversely affect a child’s social and cognitive development and their well-being”.
“Reality television cooking competition programs like MasterChef Australia do not truly depict the South Australian Food and Hospitality Industry”.
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