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The middle years: Years 5-8

Students in the middle years consolidate and build on the basic knowledge and skills related to texts and language that they developed in their early stage of schooling. Typically they are now independent readers and writers who can undertake structured activities with some autonomy.

The English curriculum in the middle years of schooling expands the range and complexity of the texts students read, write, speak and listen to. Emphasis is placed on teaching students to compose, comprehend and respond to some more challenging literary and media texts, including multimedia, in more considered and critical ways. Students are expected to engage with more complex and unfamiliar ideas and justify their views and interpretations of texts. Teachers teach students to use informational texts and assist them to develop research and reporting skills. There is an emphasis on developing students' use of expository texts; on teaching students to plan, prepare and present spoken and written texts with a more critical awareness of context, audience and purpose; and on teaching students group discussion and problem-solving skills.

A focus on cognitive development only partly satisfies the needs of emerging adolescents in the middle stage of their schooling. The process of a student's transition from primary to secondary schooling is a complex one and the emotional need for effective relationships and social acceptance is critical to success in school. Students in the middle years need to make sense of themselves and develop an understanding of the social and political world around them. They continue to develop higher-order communication, thinking and problem-solving skills and consolidate independent learning skills.

Adopting particular pedagogical approaches is one way of providing support for students in the middle years. Establishing learning environments that promote cooperative learning; emphasising goal setting, self-evaluation and reflection on learning styles; and incorporating technology into the teaching and learning program will address some of the important needs in early adolescent education. Students in the middle years need practical, relevant and active learning opportunities derived from authentic contexts. Learning experiences for students in the middle years should encourage initiative, promote the development of reflective thinking and foster the ability to think more abstractly and creatively.