Assessment Task 1:

Short written response: A rationale for Geography’s place in the school curriculum (10%)

Outcomes:

Task:

“Geography explains the past, illuminates the present and prepares us for the future. What could be more important than that?” (Michael Palin - actor, writer, television presenter, Immediate Past President of Royal Geographical Society with the Institute of British Geographers)

Reflect on the above quote, readings and activities from Workshop 1, and other readings of our choice to write an 800 word reflective response about the importance of Geography as a subject in the school curriculum. Students need to make clear reference to research and personal opinion to build the response and justify their position.

Due: Week 3

This task enables you to demonstrate:

• your understanding and appreciation of Geography’s status in the school curriculum

• your ability to think through a curriculum related issue and construct a reasoned rationale in response to research and your own opinion

• your written communication skills

Assessment Task 2

Lesson plan: A 90 minute lesson plan focused on the integration of inquiry, fieldwork, tools and skills (15%)

Outcomes:

Task: Reflect on readings and activities from Workshops 1, 2- 3, and other readings of your choice, to develop a ninety (90) minute lesson plan that will enable Stage 4 or Stage 5 students to apply their learning through the use of inquiry methodologies and the integration of skills. The lesson should have clear purpose; show differentiation; include at least 2 teaching and learning activities; and be clearly aligned to either the current NSW Year 7-10 Geography syllabus, or the draft K-10 Geography syllabus incorporating Australian Curriculum content. To support the lesson plan, a 500 word response will be written to explain why the syllabus area, style of lesson and specific methodologies were chosen. Students will need to make clear reference to the research.

Due: Week 5

This task enables you to demonstrate:

• your understanding and appreciation of the importance of inquiry, fieldwork, tools and skills in the teaching of Geography

• your ability to plan and develop an age-appropriate, timely and purposeful lesson with clear alignment to Stage 4 or 5 requirements in the current NSW Year 7-10 Geography syllabus or the draft K-10 Geography syllabus incorporating Australian Curriculum content

• your planning and written communication skills

   

   

   

Assessment Task 3

Unit of work with an assessment task: A unit of work for Stage 4 or Stage 5, covering a 4 week duration of 4 x 45 minute sessions per fortnightly cycle i.e. 8 lessons (25%)

Outcomes:

Task: Reflect on readings and activities from Workshops 1- 5, and other readings of your choice to develop a unit of work covering a duration of four (4) weeks with four (4) X forty five (45) minutes sessions per fortnightly cycle (i.e. 8 lessons). The unit of work should have clear purpose; show differentiation; include a variety of teaching and learning activities, including the use of inquiry methodologies; identify relevant resources; and be clearly aligned to the current NSW Year 7-10 Geography syllabus or the draft K-10 Geography syllabus incorporating Australian Curriculum content. To support the unit of work, an appropriate assessment task should be developed with a marking criterion.

Due: Week 9

This task enables you to demonstrate:

• your understanding and appreciation of relevant teaching methodologies in Geography

• your ability to plan and develop an appropriate, timely and purposeful unit of work and assessment item with clear alignment to Stage 4 or Stage 5 requirements in the current NSW Year 7-10 syllabus or the draft K-10 Geography syllabus incorporating Australian Curriculum content

• your ability to select and develop teaching and learning activities that demonstrate understanding of appropriate strategies to assess student learning

Assessment Task 4:

Microteaching presentation, peer assessment and reflection:  An up to twenty (20) minute presentation of a student centred lesson – that can be adapted from the one of the lessons submitted as part of Tasks 2 or 3 (30%).

Outcomes:

Task: Reflect on readings and activities from TEP425 to develop a student centred lesson. The lesson can be adapted from the lessons submitted as part of Tasks 2 or 3, or it can be from another part of the current NSW Year 7-10 syllabus or from the draft K-10 NSW Geography syllabus incorporating Australian Curriculum content. The lesson should have coherency and clear purpose; a relevant resource(s); demonstrate an understanding of geographical teaching methodologies; and be clearly aligned to the syllabus. This is also a peer assessed item. When assessing other presentations, comment needs to be made about how the lesson could be improved and how the lesson inspired them to reflect on their own teaching. Feedback gained from peer assessment should be considered in response to research and critical reflection, and ideally incorporated in to the final blog.

Due: Weeks 9-10 – Microteaching spans 2 workshops; specific date and time for each student is to be allocated via an iLearn thread during Weeks 4-5

This task enables you to demonstrate:

• your ability to plan and present a student-centred lesson based on specific elements of the current NSW Year 7-10 Geography syllabus or the draft K-10 NSW Geography syllabus incorporating Australian Curriculum content

• your understanding and interpretation of relevant syllabus documents

• your ability to select resources and develop a teaching and learning activity(ies) that demonstrates an understanding and appreciation of geographical teaching methodologies and meeting the specific learning needs of students across the full range of abilities

• your skills in selecting, using and evaluating instructional materials for lesson development

• your constructive critique and reflection skills

• your planning, communication and presentation skills

Microteaching presentation

Assessment Task 5:

Blog posts:  Students will complete 5 reflective blog posts of up to 300 words each. The focus of the blog will be in response to guiding questions about readings and/or workshop activities and/or practical teaching blocks and so on.  Out of the 5 blogs completed, 1 of the blogs will be assessed, at the discretion of the tutor.

Outcomes:

Task: Each fortnight, students will post a reflective blog of up to 300 words. The focus of the blog will be in response to guiding questions about readings and/or workshop activities and/or practical teaching blocks and so on.  There should also be clear connection made within the blog to one of the teaching standards. It is expected that in the final blog during Week 9-10, specific reference will be made to feedback obtained from Task 4.  Out of the 5 blogs completed, 1 of the blogs will be assessed, at the discretion of the tutor.

Due: by Week 10

This task enables you to demonstrate:

• your understanding and appreciation of Geography’s status in the school curriculum

• your ability to think through a curriculum related issue and construct a reasoned rationale in response to research and your own opinion

• your critical reflection skills in response to research and evidence based practice

• your written communication skills

The assessments in this unit are designed to provide students with an opportunity to apply the theory and skills that they have developed during the weekly workshops. The use of ICT and micro-teaching presentations enable students to increase their confidence as trainee professionals. The assessment tasks address a range of skill areas and enable students to demonstrate their level of competency against the Australian Graduate Standards for teachers. A number of weekly workshop tasks have also been included to help monitor student progress throughout the semester. 

The final grade awarded for the unit is based on the four assessment tasks. Tutorial attendance is compulsory.

Some general policies on assessment are:

1. All assignments will be lodged both in HARDCOPY during the relevant tutorial (or through the assignment box in the Human Sciences Office, level 3 C3A, if late) and in SOFTCOPY through iLearn/Turnitin. The soft copy of your assignment should be attached as a Microsoft Word or PDF file. Assignments must be submitted by 4pm on the due date.  If you are late to a tutorial on the date an assignment is due your task will be marked as if it is 1 day late.
2. All submissions must be typed/word processed (or presented using appropriate spreadsheet/graphics software) and both the cover sheet and the feedback sheet must be attached. The feedback sheet provides additional information on the criteria used to assess the assignment.
3. Extensions and disruptions to study

Extensions will be granted only in special circumstances only by the convenor, Dr Rod Lane.  There are ONLY two possible grounds for extension a) illness and b) misadventure (circumstances beyond the student’s control, not pressure of accumulated assignments or work commitments). All extension requests must be accompanied by appropriate supporting evidence.

Work pressures and professional experience are not acceptable reasons for the granting of an extension.  Some circumstances routinely encountered by students are not acceptable grounds for claiming either an extension or special consideration:

• Routine demands of employment or need for financial support

• Routine demands of practical placements at school

• Routine family demands and/or problems (e.g. tensions with parents or spouses)

• Difficulty adjusting to university life or to the demands of academic work

• Stress or anxiety associated with any aspect of academic work

• Routine demands of sport or clubs, or social or extra-curricular activities

• Conditions existing prior to the commencement of a unit of study (with exceptions)

   

  To be eligible for Special Consideration, a student must notify the University of a serious and unavoidable disruption within five (5) working days of the commencement of the disruption (Disruption to Studies notification). If you do not meet this criteria a late penalty will be applied. One sub-grade per day (5%) will be deducted for each day the assignment is outstanding. This will be reflected in you final overall mark at the end of the unit.

   

  If you wish to apply for an extension on the grounds of illness or some other cause beyond your control, you must make an application through ask.mq.edu.au. Extension requests via email will not be accepted. Relevant documentation must be included with your request.

   

  If you have been granted an extension and cannot submit by the revised date, you must apply in writing for a further extension within seven days of the revised date.If you do not do this, it will be assumed that you have withdrawn from the unit.This could result in a failure grade being awarded.

You cannot submit your assignment after the marked assignments have been returned.  In exceptional circumstances, you may be given an alternative topic. 

Please refer to the disruption policy for further details: http://mq.edu.au/policy/

1. You must keep a photocopy and electronic copy of assignments. In all but exceptional circumstances, claims about "lost" assignments cannot be made where these copies cannot be produced.

About this unit

This unit focuses on the teaching of Geography in the secondary school. It provides an overview of recent syllabus developments and various approaches to teaching. Syllabus documents are examined and their implications analysed. While the more 'traditional' teaching and learning strategies will be addressed, greater emphasis will be placed on strategies that are student-centred and develop the students' ability to use and apply geography's distinctive inquiry-based methodology. The application of these strategies is possible in TEP 401 and TEP 402 Professional Experience in the Secondary School I and 2. At the conclusion of the unit students should be familiar with inquiry-based teaching methodologies and the range of resources that can be used to enrich the teaching of geography, and also be capable of developing and implementing units of work from the relevant syllabus documents. Students will be expected to demonstrate considerable expertise in the development and teaching of content and skills selected from the relevant syllabus documents.

Classes and Unit Content

Students are expected to attend a three-hour class per week. The classes are a combination of lecture, tutorial and workshop and are characterised by a high level of student participation.

It is a requirement that students attend all workshops.

There will also be a fieldwork component scheduled to occur on one day either during mid-semester break or on a weekend.

It is a requirement that students attend all workshops. Supplementary tasks will not be provided for students who miss workshops.

Changes in response to student feedback

This unit was significantly redesigned at the end of 2013, ready for delivery in 2014. Student feedback indicated the teaching and learning activities prior to and during the workshops, and the assessment tasks were both relevant and rigorous. The fieldwork component was particularly supported. However, on the basis of feedback supplied by students the following adjustment has been made to the unit this year:

• A blog has been incorporated in to the program, accessible via iLearn

Required and Recommended texts and/or materials

The following is a list of recommended reading for this unit. In addition students will need to access all of the commercially available contemporary texts for Geography.  

The readings for each tutorial are listed on the above table and can be accessed through iLearn and the library’s E-reserve catalogue. It is expected that you will have read this material before each week’s tutorial and that the relevant readings will be brought with you to the weekly workshops.

Required texts (this text should be brought with you each week):

Taylor, T., Fahey, C., Kriewaldt, J. & Boon, D. (2012). Place and time: explorations in teaching geography and history. Pearson Education: Frenchs Forest. This text was specifically written for pre-service teachers and teachers new to teaching Geography and/or History.

Kleeman, G. (2005) Topographic mapping skills for secondary students. Cambridge University Press: Melbourne.  This text provides an excellent introduction to the essential skills in Geography.

Killen, R. (2008) Effective Teaching Strategies: Lessons from Research and Practice (4^th ed.).  Thompson: Melbourne. Note: the third edition is in the library LB 1025.3.K55.

Highly recommended:

Killen, R. (2005) Programming and Assessment for Quality Teaching and Learning. Southbank Victoria: Thompson Social Science Press. Special Reserve: LC1031 .K55 2005

Lambert, D. & Balderstone, D. (2010). Learning to teach geography in the secondary school: a companion to school experience, 2nd Edition. London: Routledge

Lambert, D. & Morgan, J. (2010). Teaching Geography 11-18 Maidenhead: The open University & McGraw Hill Education

Roberts, M. (2013). Geography Through Enquiry: Approaches to teaching and learning in the secondary school. Geographical Association: Sheffield

Roberts, M. (2003). Learning Through Enquiry: Making sense of geography in the stage 3 classroom. Geographical Association: Sheffield

Relevant institute of Teachers and Board of Studies documents that you will need for tutorials

It is essential that each student bring a hard copy of the NSW Year 7-10 Geography syllabus documents with them to each workshop. This documents can be downloaded from http://www.boardofstudies.nsw.edu.au/. 

Students will need to be familiar with the ACARA F-10 Australian Curriculum: Geography. This document can be downloaded from  http://www.australiancurriculum.edu.au/humanities-and-social-sciences/geography/curriculum/f-10?layout=1. Additionally, students will  also need to be familiar with the BOSTES draft NSW K-10 Geography syllabus incorporating Australian Curriculum content. This document can be downloaded from http://www.boardofstudies.nsw.edu.au/australian-curriculum/pdf_doc/geography-k-10-draft-syllabus-for-consultation.pdf. Please note the draft status of this BOSTES document. There will be a pdf of both documents available on ilearn.

You should also bring a hard copy of the National Professional Standards for Teachers to each tutorial.

Other useful references:

Access to the journals from Geographical Association UK (Geography; Teaching Geography) and the NSW Geography Teacher’s Association (Geography Bulletin)

Balderstone, D. (2006). (ed) Secondary Geography Handbook. Sheffield:

Best, B. (2011). The Geography Teacher’s Handbook. London: Continuum

Burgess, D. (2012). Teach like a PIRATE. San Diego; Dave Burgess Consulting Inc

Butt, G. (2011). Geography, education and the future. London: Continuum

Caldis, S. (2013). ACARA Update: the Australian Curriculum: Geography. Geography Bulletin, 45(2) 5-6

Caldis, S. (2014). Feedback around the draft K-10 Geography syllabus for BOSTES: A GTANSW response. Geography Bulletin 46(3) 5-12

Caldis, S. (2014). Assessment for Learning in the Geography classroom: Can we bring about change to reflect evidence based practice? Geography Bulletin 46(3) 41-45

Caldis, S. (2014). Influential and interested: the role of a professional association in the development of the F-10 Australian Curriculum: Geography Geographical Education 27 51-59

Gersmehl, P. (2005). Teaching Geography, New York: The Guildford Press

Hutchinson, N. (2011). A geographically informed vision of skills development Geographical Education 24 34-40

Killen, R. (2005) Programming and Assessment for Quality Teaching and Learning. Southbank Victoria: Thompson Social Science Press.

Martin, F. (2006). e-geography: using ICT in quality geography, Sheffield, Geographical Association

Morgan, J. (2012). Teaching secondary geography as if the planet matters. London: Routledge

Morgan, J. and Lambert, D. (2005). Geography: Teaching School Subjects 11-19, London, Routledge

Assessment

Ahrenfeld, J. & Watkin, N. (2010) The Exam Class Toolkit.  Continuum International Publishing Group, New York.

Black, P. and Wiliam, D (2001) Inside the Black Box: Raising Standards Through Classroom Assessment

BOSTES Assessment resource centre http://arc.boardofstudies.nsw.edu.au

Butt, G. (2010) Making Assessment Matter. Continuum International Publishing Group, New York.

Howes, N. & Hopkin, J. (2000). Improving formative assessment in geography Teaching Geography 25.3.147-149

Kleeman, G. & Peters, A. (2007). Applying geographical tools and Skills: a Sample Assessment Task  Geography Bulletin, Summer

Lambert, D. (2000). Using Assessment to support learning, in Ashley Kent (ed), Reflective Practice in Geography Teaching Chapman, London pp 131-140

Spendlove, D. (2009) Putting Assessment for Learning into Practice. Continuum International Publishing Group, New York.

Weeden, P & Lambert, D. (2006). Geography inside the black box: Assessment for learning in the geography classroom. Sheffield: Geographical Association.

Weeden, P. & Hopkin, J. (2006). Assessment for Learning in Geography, Chapter 22 in David Balderstone (ed) Secondary Geography Handbook, Sheffield: Geographical Association

Fieldwork

Bliss, S. (2009). Fieldwork the heart of geography. Geography Bulletin Summer

Bliss, S. (2009). Discovering my backyard: fieldwork research Years 7-8 Geography Bulletin 41(1) 14-17

Caldis, S. (2014). The SGP – making it count. Geography Bulletin 46(1) 5-7

Department of Education and Training, Centre for Learning Innovation, NSW. About fieldwork. Retrieved October 2012, from: http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/about_fieldwork/index.htm

Foott, B. (2009). Fieldwork at environmental education centres Geography Bulletin 41.1.20-21

Foskett, N. (2000). Fieldwork and the developing of thinking skills Teaching Geography 25(3), pp. 126–129.

Kleeman, G. (Ed.). (2008). Keys to fieldwork: Essential tools and skills. South Yarra: Melbourne Education Australia.

Lambert, D. & Balderstone, D. (2010).  Fieldwork: A Very Special Practice in D. Lambert, & D. Balderstone (ed). Learning to Teach Geography in the Secondary School London: Routledge

Wilks, J. (2007). A scaffold for the Geography Action plan – Stage 5 geography Geography Bulletin, Summer

Teaching Strategies

Anderson, L & Krathwohl, D. (2000). Eds. Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.

Beghetto, R. A., & and Kaufman, J.C. (2010). Nurturing Creativity in the Classroom. Cambridge University Press (ISBN: 9780521715201)

Brady, L., & Kennedy, K. (2011). Assessment & reporting: Celebrating student achievement (4^th ed.). Pearson Australia (ISBN: 9781442546813)

Burden, P.R., & Byrd, D.M. (2012). Methods for effective teaching: Meeting the needs of all students (6^th ed.).  Pearson Higher Ed USA. (ISBN: 9780132698160)

Borich, G. D. (2013). Effective teaching methods: Research-based practice (8th ed.). Pearson Higher Ed USA (ISBN: 9780132849609)

Connell, R., Welch, A., Vickers, M., Foley, D., Bagnell, N., Hayes, D., Proctor, H., Sriprakash, A., & Campbell, C. (2013). Education, change and society (3rd ed.). Oxford University Press (ISBN: 9780195522273)

Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. (2013). Educational psychology for learning and teaching (4th ed.). Cengage Learning (ISBN: 9780170218610)

Eggen, P. D., & Kauchak, D. P. (2012). Educational psychology: Windows on classrooms: International Edition. (9th ed.). Pearson Higher Ed USA (ISBN: 9780132920858)

Ewing, R. (2013). Curriculum and assessment: storylines (2^nd ed.). Oxford University Press (ISBN: 9780195520132)

Ewing, R., Lowrie, T., & Higgs, J. (2009).  Teaching and communicating: Rethinking professional experience. Oxford University Press (ISBN: 9780195567212)

Gibbs (2012). The reflective practitioner Custom Book. Pearson Custom Books (ISBN: 9781486003372)

Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2011). Teaching challenges and dilemmas (4^th ed.). Cengage Learning. (ISBN: 9780170187619)

Hamper, D. & Lane, R. (2005). Graphic Organisers in the Geography classroom, Geography Bulletin, Spring

Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. Oxford University Press (ISBN: 9780195578430)

Johnson, D.H., & Johnson, F. P. (2012). Joining together: Group theory group skills: International edition (11th ed.). Pearson Higher Ed USA (ISBN: 9780132989794)

Kalantzis, M., & Cope, B. (2012). Literacies. Cambridge University Press (ISBN: 9781107402195)

Killen, R. (2013). Effective teaching strategies: Lessons from research and practice (6th ed.). Cengage Learning (ISBN: 9780170223881)

Kleeman, G. (2007). Things that matter: Poster-based teaching and learning strategies Geography Bulletin Winter

Kleeman, G. (2005). Using Cartoons to investigate geographical issues Geography Bulletin 37.2.3-15

Latham, G., Blaise, M., Dole, S., Faulkner, J., & Malone, K. (2011). Learning to teach: New times, new practices (2nd ed.). Oxford University Press (ISBN: 9780195561791)

Lever-Duffy, J., & McDonald, J. (2014). Teaching and learning with technology. Pearson Higher Ed USA (ISBN: 9780132824903)

Maloy, R. W., Verock-O'Loughlin, R., Edwards, S.A., & Woolf, B.P. (2013). Transforming learning with new technologies (2nd ed.). Pearson Higher Ed USA (ISBN: 9780133155716)

Martin, D. J., & Loomis, K. S. (2014). Building teachers: A constructivist approach to introducing education (2nd ed.). Cengage Learning (ISBN: 9781133943013)

Marsh, C. (2010). Becoming a teacher: knowledge, skills and issues (5th ed.). Pearson Australia  (ISBN: 9781486019069)

Marsh (Compiled by Pittaway, S) (2012). Foundations of teaching: Custom Book. Pearson Custom Books (ISBN: 9781486006298) [For University of Tasmania]

McDevitt, T. M., & Ormrod, J. E. (2012). Child development and education: International Edition (5th ed.). Pearson Higher Education USA (ISBN: 9780132877992)

McDevitt, T. M., Ormrod, J. E., Cupit, G., Chandler, M., & Aloa, V. (2012). Child development and education. Pearson Australia (ISBN: 9781442547391)

McGee, C., & Fraser, D. (2012). The professional practice of teaching (4th ed.). Cengage Learning. (ISBN: 9780170192941)

McInerney, D., & McInerney, V. (2009). Educational psychology with MyEducationLab: Constructing learning (5th ed.). Pearson Australia (ISBN: 9781442515192)

McKenna, T., Cacciattolo, M., & Vicars, M. (2013). Engaging the disengaged:  Inclusive approaches to teaching the least advantaged. Cambridge University Press (ISBN: 9781107627987)

McMillan, J. H. (2013). Classroom assessment: principles and practice for effective standards-based instruction (6^th ed.). Pearson Higher Ed USA (ISBN: 9780133119428)

Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA] (1999). National Goals for Schooling in the Twenty-first Century. http://www.curriculum.edu.au/mceetya/nationalgoals/natgoals.htm

Readman, K., &  Allen, B. (2013). Practical planning and assessment. Oxford University Press (ISBN: 9780195519563)

Roblyer, M. D., & Doering, A. H. (2011). Integrating educational technology into teaching: International Edition (6th ed.). Pearson Higher Education USA (ISBN: 9780132929615)

Robinson-Zanartu, C., Doerr, P., & Portman, J. (2013). Teaching 21 thinking skills for the 21st Century: The MiCOSA Model. Pearson Higher Ed USA (ISBN: 9780132698443)

Woolfolk, A., & Margetts, K. (2012). Educational psychology (3rd ed.). Pearson Australia (ISBN: 9781442549951)

Weaven, M. (2011). Dilemmas of Practice. Pearson Australia (ISBN: 9781442549302)

Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., & Nanlohy, P. (2010). Learning for teaching: Teaching for learning, Australia-New Zealand Edition (2nd ed.). Cengage Learning (ISBN: 9780170181044)

Classroom Management

Arthur-Kelly, M., Lyons,  G., Butterfield, N. and Gordon, C. (2006). Classroom Management (2e). South Melbourne: Thomson.

Arthur, M., Gordon, C., & Butterfield (2003). Classroom management: Creating positive learning environments. Southbank: Thomson.

Charles, C.M. (2013).  Building classroom discipline (11^th ed.). Pearson Higher Ed USA (ISBN: 9780133095319)

Charles, C.M. (2013).  Building classroom discipline: international edition (11^th ed.). Pearson Higher Ed USA (ISBN: 9780133400625)

Hardin, C. J. (2011). Effective classroom management: models and strategies for today's classrooms (3^rd ed.). Pearson Higher Ed USA (ISBN: 9780137055036)

Jones, V. (2010). Practical classroom management. Pearson Higher Ed USA (ISBN: 9780137082117)

Konza, D., Grainger, J. and Bradshaw, K.  (2003). Classroom Management: A Survival Guide. South Melbourne: Social Science Press.

Levin, J., & Nolan, J.F. (2013). Principles of classroom management: A professional decision-making model (7th ed.). Pearson Higher Ed USA (ISBN: 9780132868624)

Lyons, G., Ford, M., & Slee, J. (2014). Classroom management: Creating positive learning environment (4th ed.).  Cengage Learning (ISBN: 9780170233224)

Rogers, W.A. (1989). Making a Discipline Plan – Developing Classroom Management Skills.  Melbourne: Nelson.

Rogers, W.A. (1995). Behaviour Management a whole school approach.  Sydney: Ashton Scholastic.  LB 3011.R64

Curriculum

ACARA Geography http://www.acara.edu.au/geography.html

Australian Academy of Science National Committee for Geography, Australian Geography Teachers’ Association Ltd., Geographical Association of Western Australia Inc., Geographical Society of New South Wales Inc., Geography Teachers’ Association of New South Wales Inc., Geography Teachers’ Association of Queensland Inc., Geography Teachers’ Association of South Australia Inc., Geography Teachers’ Association of Victoria Inc., Institute of Australian Geographers Inc., Royal Geographical Society of Queensland Inc., Royal Geographical Society of South Australia Inc., & Tasmanian Geography Teachers’ Association Inc. (2007) Australians need Geography. Brisbane: Royal Geographical Society of Queensland http://www.science.org.au/natcoms/nc-geography/documents/nc-geography-australians-need.pdf

Balderstone, D. (2006) What’s the point in learning geography? Chapter 1 in David Balderstone (ed.) Secondary Geography Handbook, Sheffield: Geographical Association.

Bednarz, S., Bettis, N., Boehm, R., de Souza, A., Downs, R., Marran, J., Morrill, R. & Salter, C. (1994). Geography for life: National geography standards. Washington D.C.: National Geographic Society.

Berry, R. & Smith, R. (2009). Towards a national geography curriculum for Australia. Brisbane: Australian Geography Teachers’ Association, Institute of Australian Geographers and Royal Geographical Society of Queensland. Brisbane: Royal Geographical Society of Queensland

Biddle, D. (1999) ‘Geography in Schools.’ A report commissioned by the National committee for Geography, Australian Academy of Science, Australian Geographer, 30, 1, 75-92.

Bliss, S. (2008) Geography: The world is its laboratory, Chapter 13 in Colin Marsh Studies of Society and Environment: Exploring the Teaching Possibilities, 5th Edition. Frenchs Forest: Pearson (library reserve)

Bliss, S. (2003). Global Education in the Geography Curriculum Geographical Education 16.30-36

BOS 7-10 Geography: syllabus, support documentation http://www.boardofstudies.nsw.edu.au/syllabus_sc/geography.html

BOS HSC Geography: syllabus, assessment and examination material, support document http://www.boardofstudies.nsw.edu.au/syllabus_hsc/geography.html

Brady, L. & Kennedy, K. (2010). Curriculum construction (4^th ed.). Pearson Australia (ISBN: 9781442527454)

de Blij, H. (1999) National Council for Geographic Education Opening Session, Gardner Auditorium, Massachusetts State House, Wednesday, November 3. Retrieved from http://geography.about.com/library/misc/bldeblij1.htm  30 January 2010

Erebus International (2008). Study into teaching Geography in Years 3–10 Final Report.  Sydney: Erebus International.

Hutchinson, N. (2006). ‘Geography in Australian Schools: A View from the AGTA Chair’. International Research in Geographical and Environmental Education, 15, 2, 196-197

Geographical Association, (2009). A different view: a manifesto from the Geographical Association. Sheffield: Geographical Association. Retrieved from http://www.geography.org.uk/resources/adifferentview 30 January, 2010

International Geographical Union Commission on Geographical Education (IGU-CGE) (2006). The International Charter on Geographical Education, First Draft, Revised 2006 Edition

Lambert, D. and Balderstone, D. (2010). Role, Purpose and Philosophy: So Why Teach Geography? Chapter 1 in Learning to teach geography in the secondary school, 2nd Edition, London: Routledge.

McInerney, M (2009). National Geography Curriculum: An unprecedented opportunity for geography, Geographical Education, 22. 9-11

Marsh, C. (2011). Teaching the social sciences and humanities in the Australian curriculum (6th ed.). Pearson Australia (ISBN: 9781442533615)

Massey, D. (2006) The geographical mind. Chapter 4 in David Balderstone (ed.) Secondary Geography Handbook, Sheffield: Geographical Association.

Maude, A. (2010) What does Geography contribute to the education of young Australians? Geographical Education 23.14-22

Maude, A. (2009). Re-centering Geography: a school-based perspective on the nature of the discipline’, Geographical Research, December, 47(4), 368–379.

Miles, D. and Ward, M. (2008) Geography: essential learning Its place in the Victorian curriculum, Melbourne: GTAV.

Morgan, J. (2009). Introduction – part 2: Why living geography now?’ In David Mitchell (Ed.). Living geography: exciting futures for teachers and students, Chris Kington : London.

Pritchard, B. and Hutchinson, N. (2006) True Blue geography? an Op-ed article, Geographical Education, 19. 8-10.

Concepts

Hutchinson, N. (2012). Place Writing: narratives, experience and identities Geography Bulletin 44.1.

Hutchinson, N. (2012). Space: moving beyond spatial science to engage Australian students with Asian Geography Geography Bulletin 44.1.

Hutchinson, N. (2012). ‘Crouching Tiger, Hidden Dragon’: uncovering some questions about sustainable livelihoods in Southeast Asia Geography Bulletin 44.3.

Lane, R. & Coutts, P. (2012). Students’ alternative conceptions of tropical cyclone causes and processes. International Research in Geographical and Environmental Education, 21(3), pp. 205–222.

Lane, R. (2008). Students' alternative conceptions in geography. Geographical Education, 21, pp. 43–52.

Indigenous education

Harrison, N. (2011). Teaching and learning in Aboriginal education (2nd ed.). Oxford University Press (ISBN: 9780195574593)

Price, K. (Ed). (2012). Aboriginal and Torres Strait Islander education: An introduction for the teaching profession. Cambridge University Press (ISBN: 9781107685895)

Inclusive Education

Ashman, A., & Elkins, J. (2011). Education for inclusion and diversity (4^th ed.). Pearson Australia (ISBN: 9781442540262)

Forman, P. (2011). Inclusion in action (3^rd ed.). Cengage Learning (ISBN: 9780170187626)

Friend, M. (2013). Special Education: Contemporary perspectives for school professionals Loose Leaf Version (4_th ed.).  Pearson Higher Ed USA (ISBN: 9780132836746)

Friend, M., & Bursuck, W. D. (2011). Including students with special needs: A practical guide for classroom teachers (6^th ed.). Pearson Higher Ed USA (ISBN: 9780132179720)

Hyde, M., Carpenter, L., & Conway, R (2013). Diversity, inclusion and engagement (2^nd ed.). Oxford University Press (ISBN: 9780195522235)

Literacy References

Bull, G. & Anstey, M. (eds.). (2000). The Literacy Lexicon. (2nd ed.) Frenchs Forest, NSW: Pearson Education

Cope, B. & Kalantzis, M. (eds.). (2000). Multiliteracies: Literacy learning and the design of social futures. Melbourne: Macmillan.

Crystal, D. (1992). The Cambridge Encyclopedia of Language. Cambridge, UK: Cambridge Uni Press.

Emmitt, M. & Pollock, J. (1997). Language and Learning. An Introduction for Teaching. (2nd ed.) South Melbourne: Oxford Uni Press.

Finders, M. & Hynds, S. (2003). Literacy lessons: teaching and learning with middle school students. N.J.: Merrill/Prentice Hall.

Fisher, D., & Frey, N. (2007). Improving adolescent literacy: Strategies at work (2nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

*Gunning, T. G (2012), Building Literacy in Secondary Content Area Classrooms. Upper Saddle River, NJ: Pearson

Housden, E. (2008). Senior Text Types: A Writing Guide for Students. Wilston: Farr Press.

Kalantzis, M., & Cope, B. (2012). Literacies. Cambridge University Press (ISBN: 9781107402195)

Knapp, P. & Watkins, M. (2005). Genre, Text, Grammar. Technologies for teaching and assessing writing. Sydney: UNSW Press.

Tompkins (2013) Literacy for the 21st Century: Custom Book. Pearson Custom Books (ISBN: 9781486016891) [For Southern Cross University]

Tompkins (2012) Literacy and learning: Custom Book. Pearson Custom Books (ISBN: 9781486008865) [For MQ University]

Wray, D. (1999) 'Teaching literacy: The foundations of good practice', Education 3-13, 27: 1, 53 — 59.

Teaching and Learning Strategies

This unit will be taught through the adoption of various methodologies: lecture and tutorial including workshop.  Participation in small group work is an aspect of most classes.

Students are expected to critique different teaching methodologies and to have an awareness of current developments in education. There will also be set readings and activities for each week’s tutorial.

Unit Assessment and Grading

 Rationale for modes of assessment

The assessment tasks in this unit are designed to provide students with the opportunity to apply the theory and skills that they have developed during the weekly workshops. The tasks address a range of skill areas and enable students to demonstrate their level of competency against the National Professional Standards for Teachers.

Completing this unit satisfactorily

Quality of work produced

It is a requirement of this course that all assignments are completed on time and to a satisfactory standard. In order pass this unit students are required to demonstrate knowledge, skills, values and attitudes consistent with the National Professional Standards for Teachers.  Students who have not demonstrated these benchmarks will be required to resubmit assignment work until these minimum standards are met.

Attendance

Tutorial attendance is compulsory and a requirement of the unit. Any absence needs to be explained with appropriate medical documentation.

This unit was significantly redesigned at the end of 2013, ready for delivery in 2014. Student feedback indicated the teaching and learning activities prior to and during the workshops, and the assessment tasks were both relevant and rigorous. The fieldwork component was particularly supported. However, on the basis of feedback supplied by students the following adjustment has been made to the unit this year:

• A blog has been incorporated in to the program on iLearn