Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor
Rod Lane
Contact via Via email
By appointment
Tutor
Susan Caldis
Contact via Via the dialogue tool
C3A 825
By appointment
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
TEP401(S) and TEP425
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Corequisites |
Corequisites
TEP402
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit is an extension of TEP425 but focuses on the teaching of Geography in Years 11 and 12. Building on the base provided by TEP425, this unit provides students with greater depth, especially in terms of the teaching strategies related to Geography's inquiry-based methodology (geographic skills, contemporary issues, fieldwork and the Senior Geography Project). All work in this unit is closely aligned with TEP402.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
The final grade awarded for the unit is based on the TWO assessment tasks. Tutorial attendance is expected and essential of successful completion of assessment tasks..
Some general policies on assessment are:
All assignments will be lodged in SOFTCOPY through Turnitin. 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.
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.
Extensions will be granted only in special circumstances by the tutor. Extensions will only be given if the application has been made BEFORE the due date via AskMQ.
Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit convenors or their delegates after tasks are assessed.
No assessable work will be accepted after the return/release of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.
Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.
There are ONLY two possible grounds for extension a) illness and b) misadventure (circumstances beyond the student’s control, not pressure of accumulated assignments). Professional experience is not an acceptable reason for extensions. If you wish to apply for an extension on the grounds of illness or some other cause beyond your control, you must apply via AskMQ. Supporting evidence must be attached.
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)
In general, there should be no need for extensions except through illness or misadventure that would be categorised as unavoidable disruption according to the University definition of same, and currently available at: https://students.mq.edu.au/study/my-study-program/special-consideration/disruption-to-studies
If you have been granted an extension and cannot submit by the revised date, you must apply 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.
Name | Weighting | Hurdle | Due |
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Overview of an HSC topic | 45% | No | Week 5 |
Evaluate/adapt a L & T program | 55% | No | Week 12 |
Due: Week 5
Weighting: 45%
Students identify core concepts, common student misunderstandings, relevant contemporary resources, appropriate instructional strategies and representations relevant to one HSC topic. Students provide a rationale for the instructional approach based on the relevant literature (500 words).
In this task, you will be assessed on your ability to:
The Task
This task contains 2 parts.
Part A: Overview of an HSC topic (750 words indicative)
You have been asked to choose ONE topic from the HSC Geography course (Ecosystems at Risk; or Urban Places; or People and Economic Activity) and develop an overview to assist teachers in developing a rigorous yet suitable teaching, learning and assessment program that reflects evidence-based practice and meets the needs and interests of a hypothetical student cohort.
Part B: Rationale for an instructional strategy relevant to an HSC topic and student cohort (500 words)
Write a rationale for the instructional strategy decisions you have made.
Due: Week 12
Weighting: 55%
Evaluate the suitability of a L & T program for a hypothetical class of students and adapt the program to better suit the students’ needs. Provide a rationale (linked to the literature) to justify your approach.
Characteristics of the class:
You will be assessed on how well you:
The Task
This task contains 2 parts.
Part A: Annotated Revision of the program (750 words indicative)
You have been asked to modify a learning and teaching program for Stage 6 so that it reflects evidence-based practice and meets the needs and interests of the nominated case study class. Using the Review option on the Word program, (or equivalent), make the necessary revisions, deletions, changes to the unit of work.
Part B: Rationale (750 words)
Write a rationale of the programming decisions you have made.
TEP426 is delivered as a face-to-face 1 x 3 hour workshop each week.
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 table below 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 weekly workshops.
Required texts:
Kleeman, G., Hamper, D., Rhodes, H., & Forrest, J. (2012) Global Interactions 1. 2nd edition, Pearson, Australia (borrow a library copy, the 3rd edition of this text will be available during the second half of 2018)
Kleeman, G., Hamper, D., Rhodes, H., & Forrest, J. (2012) Global Interactions 2. 2nd edition, Pearson, Australia (borrow a library copy, the 3rd edition of this text will be available during the second half of 2018)
Lambert, D. & Balderstone, D. (2010). Learning to teach geography in the secondary school: a companion to school experience, 2nd Edition. Routledge, London
Roberts, M. (2013) Geography Through Enquiry: Approaches to teaching and learning in the secondary school. Geographical Association, Sheffield
Taylor, T., Fahey, C., Kriewaldt, J. & Boon, D. (2012). Place and time: explorations in teaching geography and history. Pearson Education, Frenchs Forest
Relevant documents you will need for tutorials.
It is essential that each student bring a hard copy of the NSW Stage 6 Geography syllabus documents with them to each workshop. This document can be downloaded from http://www.boardofstudies.nsw.edu.au/.
You should also bring a hard copy of the Australian Professional Standards for Teachers to each workshop.
Students should also be familiar with the NSW K-10 Geography syllabus http://syllabus.bos.nsw.edu.au/ . This is important for developing an appreciation about where the students typically will have come from in their geographical learning.
Highly recommended text and journals:
Lambert, D. & Morgan, J. (2010). Teaching Geography 11-18 Maidenhead: The open University & McGraw Hill Education
Geography Bulletin (GTANSW publication, available through the university databases or membership to the professional association)
Geographical Education (AGTA publication, available online via http://www.agta.asn.au/Resources/GeographicalEducation/index.php)
Australian Geographer (Geographical Society of NSW publication)
Geographical Research (Institute of Australian Geographers' publication)
Teaching Geography (Geographical Association UK publication)
Geography (Geographical Association UK publication)
https://global-factiva-com.simsrad.net.ocs.mq.edu.au/ga/default.aspx (HSC Geography advice in the Sydney Morning Herald supplementary section)
Other useful references:
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. (2014). The senior geography project – making it count!. Geography Bulletin, 46(1), 7-9
Caldis, S. (2015). Geography comes alive through fieldwork. Geography Bulletin 47(1), 19-23
Caldis, S. (2015) Reflection: HSC Geography via regional NSW and Central Australia. Geography Bulletin 47(1), 14-18
Caldis, S. (2015) Biophysical Interactions: snoitcaretnI lacisyhpoiB, Trialling a flipped approach to teaching, learning and assessment. Geography Bulletin 47(3), 23-30
Caldis, S. (2015) Reflection: Institute of Australian Geographers Conference 2015 Geography Bulletin 47(3) 11 - 12
Davidson, G. (2009) GTIP Think Piece - Geographical Enquiry. Retrieved October 2012 from http://www.geography.org.uk/gtip/thinkpieces/geographicalenquiry
Hargraeves, A. and Shirley, D. (2009). The Fourth Way: The inspiring future for educational change. Hawker Brownlow Education, Victoria
Hattie, J. (2012). Visible learning for teachers: maximizing impact on learning. Routledge, London
Hutchinson, N. (2013). Empowering the next generation to make their own world. Geographical Education, 26, 7-8
Hutchinson, N. (2011). A geographically informed vision of skills development. Geographical Education, 24 34-40
Kerr, S.M., Gibson, C., & Klocker, N. (2018). Parenting and neighbouring in the consolidating city: The emotional geographies of sound in apartments. Emotion, Space and Society, 26, 1-8
Killen, R. (2005) Programming and Assessment for Quality Teaching and Learning. Southbank Victoria: Thompson Social Science Press.
Killen, R. (2008) Effective Teaching Strategies: Lessons from Research and Practice (4th ed.). Thompson: Melbourne. Note: the third edition is in the library LB1025.3.K55.
Kleeman, G. (2014). Global cruise industry. Geography Bulletin, 46(1), 28-32
Kleeman, G. (2011). Evolution rather than extinction: The future of the geography textbook. Geographical Education, 24, 8-14
Kriewaldt, J. and Hutchinson, N. (2009). Improving understanding of accomplished teaching in school geography through an examination of learners’ perspectives. Geographical Education 22, 28-39
Lane, R. & Coutts, P. (2012). Students’ alternative conceptions of tropical cyclone causes and processes. International Research in Geographical and Environmental Education, 21(3), 205–222.
Lane, R. (2011). Exploring the content knowledge of experienced geography teachers. Geographical Education, 24, 51-63
Lane, R. (2008). Students' alternative conceptions in geography. Geographical Education, 21, 43–52.
McLean, J., Lonsdale, A., Hammersley, L., O'Gorman, E., & Miller, F. (2018). Shadow waters: Making Australian water cultures visible. Transactions of the Institute of British Geographers, 1 - 5
City Road Podcasts, an initiative of Dallas Rogers, Program Director of the Master of Urbanism, School of Architecture, Design and Planning at the University of Sydney https://cityroadpod.org/
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.
Hattie, J. (2007). The power of feedback. Review of Educational Research 77(1), 81-112
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
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
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
Classroom Management
Charles, C.M. (2013). Building classroom discipline (11th ed.). Pearson Higher Ed USA (ISBN: 9780133095319)
Charles, C.M. (2013). Building classroom discipline: international edition (11th ed.). Pearson Higher Ed USA (ISBN: 9780133400625)
Hardin, C. J. (2011). Effective classroom management: models and strategies for
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.
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)
Module |
Topic |
Assessment schedule |
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Professional experience Weeks 1-2 |
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1
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Overview of TEP426 Where can Geography take me beyond the HSC exam? How can I meaningfully promote Geography to my students?
Content taught: Review of key elements covered in TEP425. The importance of geographical concepts, tools and skills in Geography. The importance of geographical literacy and capabilities in the context of content, curriculum and pedagogical knowledge for effective Geography teaching at Stage 6 level. Activities: Visible Thinking Routine, group discussion and construction of a visual representation that defines Geography as a subject in schools and its pathway in to tertiary education (including the academic study of Geography such as Urban Planning) and avenues of employment. Reflection and feedback on a demonstration lesson drawing from academic journal articles, the GeoCapabilities project and related podcasts from academic Geography/geographical research |
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2
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Teaching, learning and assessment for the Preliminary Course (part 1) Where are dimensions of physical and environmental geography represented in this course? What is the significance of biophysical interactions? Where does geographical research appear?
Use the syllabus documents to show links with the K-12 continuum; key concepts; teaching strategies and modes of enquiry; opportunities for connections to Biology and Earth and Environmental Science; opportunities to integrate tools and skills, including spatial technologies Content taught: Syllabus structure, links within Stage 6 Geography and from the K – 10 Continuum, conceptual development. Program and lesson planning goals with appropriate sequencing of content and focus on concepts, tools, skills and fieldwork for Stage 6 with emphasis on physical and environmental geography. Differentiating instruction strategies Activities: Group discussion and feedback about syllabus alignment and classroom usability of an existing resource focused on physical and environmental geography. Small group identification of syllabus elements and construction of a scope and sequence that emphasises geographical research in a physical or environmental geography context. Shared, discussed and peer assessed in rotational-small groups. |
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3
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Teaching, learning and assessment for the Preliminary Course (part 2, i and ii) Part 2i Where are dimensions of human geography (political, economic, development) represented in this course? What is the significance of demographic studies? Where does geographical research appear?
Part 2ii What is the Senior Geography Project? Why is it important to the study of Geography? How can it be implemented?
Use the syllabus documents to show links with the K-12 continuum; key concepts; teaching strategies and modes of enquiry; opportunities for connections to Modern History or Society and Culture; integration of tools and skills including spatial technologies Introduction to Task 1. Preparing an HSC topic overview Content taught: Syllabus structure, links within Stage 6 Geography and from the K – 10 Continuum, conceptual development. Program and lesson planning goals with appropriate sequencing of content and focus on concepts, tools, skills and fieldwork for Stage 6 with emphasis on human geography. Differentiating instruction strategies Activities: Group discussion and feedback about syllabus alignment and classroom usability of an existing resource focused on human geography. Small group identification of syllabus elements and construction of a scope and sequence that emphasises geographical research in a human geography context. Shared, discussed and peer assessed in rotational-small groups. |
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4
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Teaching, learning and assessment for the HSC Course (part 1) What does ‘at risk’ mean? What are processes of change associated with physical and environmental geography? How effectively can the ‘risk’ be managed in specific ecosystems to create a sustainable future?
Use the syllabus documents to show links with the K-12 continuum; key concepts; teaching strategies and modes of enquiry; connections back to the Preliminary course; integration of tools and skills including spatial technologies Content taught: Defining geoliteracies and multiliteracies including text types and genres. The use of concepts, tools, skills and fieldwork in developing deeper understanding about physical and environmental geography such as in Ecosystems At Risk. Representation of physical and environmental geography within each section of the HSC Geography examination Activity: Apply the lens of geoliteracies and multiliteracies to existing resources, HSC sample responses and lesson plans for a unit in the HSC course. Group discussion and annotations to diagnose areas of literacy and numeracy suitability and need in the context of unit in focus |
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5 |
Teaching, learning and assessment for the HSC Course (part 2) How can fieldwork and geographical research be implemented effectively in the HSC Course?
This module will be taught through a fieldwork experience around Epping and North Ryde. Use the syllabus documents to show links with the K-12 continuum; key concepts; teaching strategies and modes of enquiry; connections back to the Preliminary course; integration of tools and skills including spatial technologies Introduction to Task 2. Programming and evaluation of suitability with a 500 word rationale Content taught: The role of fieldwork in a Stage 6 context, modelled and applied through experiential learning to a human geography focused unit Activity: This is fieldwork-oriented module to teach pedagogy and content using the context of the local area to connect with key themes from a human geography focused unit such as Urban Places |
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6 |
Teaching, learning and assessment for the HSC Course (part 3) How are is Australian connected to the rest of the world through human geography (such as political influences and economic activities) ?
Use the syllabus documents to show links with the K-12 continuum; key concepts; teaching strategies and modes of enquiry; connections back to the Preliminary course; integration of tools and skills including spatial technologies Content taught: Revisiting the definition of geoliteracies and multiliteracies including ICT, text types and genres. The influences on and influencers of economic activities and economic enterprises. The use of concepts, tools, skills and fieldwork in developing deeper understanding about human geography such as People and Economic Activity. Representation of the chosen unit within each section of the HSC Geography examination Activity: Apply the lens of geoliteracies, multiliteracies and the use of technology to existing programs, HSC sample answers and lesson plans for human geography and the chosen unit. Individual redevelopment of a chosen lesson plan, share, peer assessment and annotations in response to areas of literacy and numeracy need, and geographical focus on concepts, tools and skills. |
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7 |
How can I effectively program, assess and report in Geography?
Content taught: Principles of backward mapping, and of effective assessment in Geography – assessment for and of learning, peer assessment options, incorporation of ICT, providing appropriate timely feedback, writing marking criteria in the context of the HSC Activities: Evaluation and annotations on an existing assessment task and sample HSC responses in response to alignment, clarity, connection to syllabus, appropriate geographical focus (concepts, tools, skills, fieldwork). |
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Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
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This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
A number of changes to the unit have been made for this session's offering: