The middle years learner
Adolescence is a problem notion, and any sense of an exact concept is undermined by the plethora of contested ideas and theories raging in contemporary literature and media. If'adolescence' is a murky term, then what of'young adolescence'? This chapter examines some of the stable and contested views of adolescence expounded in contemporary sources. Conceptions of young adolescence as a developmental stage are problematised and explored. The aim is to provide a model for teaching the middle years student. This model will support the development of curriculum, pedagogy and assessment; the creation of learning environments and contexts that optimise schooling for middle years students; and will give direction to the organisational structures that frame them. The development of this type of model represents a move towards a comprehensive theory of the middle years of schooling student. That is, the middle years are characterised by dichotomy and conflict, diversity and similarity, and yet the middle years learner shares with peers unique attributes and assets that contrast with younger and older learners.
Teaching Middle Years: Rethinking curriculum, pedagogy and assessment
Education Systems not elsewhere classified