Year Nine Teacher’s Day Off: and Other Misnomers about ‘The Lost Year’

Year: 2019

Author: Ambrosy, Josh

Type of paper: Abstract refereed

Adolescence[1] [] is defined as a societal construction in which behaviour maturation is observed in the individual and a transition from childhood to adulthood. Puberty is a term observed within scientific and medical discourses referring to the period in which gonadal maturation is experienced resulting in the preparation of the body for reproduction. Students in year nine are commonly considered to be concurrently experiencing adolescence and puberty. They have been described within discourses of policy, popular media, and educational research as presenting their own unique set of ‘assets, wants and needs’ Accordingly, many schools, with a noticeable epicentre being secondary schools in Victoria, have sought to implement specific programs varying in length, theoretical underpinnings and structure to cater to these students.

This paper draws upon research from a late phase doctoral project. The project has examined two large regional school settings that run year nine programs responding to the needs of students at this age. Drawing on teacher interviews and collected documentary artefacts, Poetic Inquiry is used to explore the lived experience of teachers of year nine programs and the emergent directions for these programs. This presentation will explore the two contexts examined, with a particular emphasis on how interdisciplinary and transdisciplinary approaches to curriculum have been mobilised. Through this paper, I will also seek further feedback through discussion to assist in progressing the project toward publication.

[1] [] Considered to cover a wide age range from as early as 10 years up to 22 years old.