EDUC 4520A - Geography Curriculum & Methodology A (UG)

North Terrace Campus - Semester 1 - 2016

The course aims to present information on a range of methodologies and develop a variety of pedagogical skills to help students to be better prepared for the start of their teaching career.

  • General Course Information
    Course Details
    Course Code EDUC 4520A
    Course Geography Curriculum & Methodology A (UG)
    Coordinating Unit School of Education
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact 2 hours per week, in addition to a 2 hour common lecture focussing on Planning and Teaching
    Available for Study Abroad and Exchange N
    Prerequisites Pass in 6 courses of Geography
    Restrictions Available to B Teaching students only
    Course Description The course aims to present information on a range of methodologies and develop a variety of pedagogical skills to help students to be better prepared for the start of their teaching career.
    Course Staff

    Course Coordinator: Alexandra Piggott

    Please only use the contact details given below as the lecturer is based in a school not at the University.

    Alexandra Piggott
    Pembroke School
    342 The Parade
    Kensington Park
    SA 5068
    Tel: 0883666200
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On Successful completion of this course student will be able:
    #

    Course Learning Outcomes

    APST

    GA Arts
    GA Uni
    Both Semesters
    1
    S1&S2
    Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning. 2.6 & 3.4 1, 2 1, 2
    2
    S1&S2
    Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 3.2 & 3.3 2 2
    3
    S1&S2
    Demonstrate a commitment to work ethically and collaboratively so as to meet the professional expectations required of teachers. 6.2, 6.3, 7.1, 7.2, 7.3 & 7.4 6 6
    4
    S1&S2
    Demonstrate communication skills to present a clear and coherent exposition of knowledge and ideas to a diverse range of students. 3.5, 4.2 & 5.5 3, 5 3, 5
    5
    S1&S2
    Develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 2.1, 2.6, 3.2 & 3.3 2, 3 2, 3
    Semester One
    6
    S1
    Demonstrate thorough knowledge and understanding of the complexity of the discipline and the teaching strategies of the learning area. 2.1, 3.2 & 3.3 1, 2 1, 2
    7
    S1
    Design and sequence unit and lesson plans based on essential content of the subject area, curriculum and assessment principles. 2.2, 2.3 & 3.2 1, 2 1, 2
    8
    S1
    Assemble relevant and appropriate sources of professional learning for teachers including subject professional associations. 6.2, 6.3 & 7.4 4, 6 4, 6
    Semester 2
    9
    S2
    Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.6 & 5.4 3, 4, 6 3, 4, 6
    10
    S2
    Identify and interpret student learning needs and design learning strategies so as to respond to student diversity. 5.1 & 5.2 2, 3, 5 2, 3, 5
    11
    S2
    Formulate a range of feedback and assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning in the subject area and for various curricula eg SACSA, SACE, ACARA, IB. 5.1, 5.2, 5.5 & 7.2 2, 3, 5 2, 3, 5
    12
    S2
    Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning. 5.3, 5.4 & 5.5 2, 3, 5 2, 3, 5
    Note:

    Australian Professional Standards for Teachers (APST):
    http://www.decd.sa.gov.au/hrdevelopment/pages/workforcedevelopment/Standards/?reFlag=1 

    Graduate Attributes: Faculty of Arts Graduate Attributes:
    https://arts.adelaide.edu.au/learning-teaching/

    Graduate Attributes: University of Adelaide Graduate Attributes:
    http://www.adelaide.edu.au/learning/strategy/gradattributes/
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 6, 7
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1, 2, 5, 6, 7, 10, 11, 12
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    4, 5, 9, 10, 11, 12
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    8, 9
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    4, 10, 11, 12
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    3, 8, 9
  • Learning Resources
    Required Resources
    Selected readings will be distributed by the lecturer

    Recommended Resources
    REFERENCES-

    Leading Learning: Making the Australian Curriculum Work for Ushttp:/ / www.acleadersresource.sa.edu.au

    Teaching for Effective Learninghttp:// www.learningtolearn.sa.edu.au  

    Australian Curriculum - Geography http://www.australiancurriculum.edu.au/humanities-and-social-sciences/geography/curriculum/f-10?layout=1

    SACE Board of South Australia Geography Stage 1 & 2 Curriculum Statements, www.saceboard.sa.edu.au

  • Learning & Teaching Activities
    Learning & Teaching Modes
    A variety of teaching and learning modes will be employed. Lectures will be supported by practical activities relating to material covered by the lecturer, group discussion and also skills workshops.

    There will be an emphasis on practical hands-on activities where possible to develop key skills for students as they begin their careers.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The University expects full-time students (i.e. those taking 12 units per semester) to devote a total of 48 hours per week to their studies. A subject worth 3 points, therefore, should take 12 hours (incl 2 hours of formal classes) during the teaching weeks of the course. Students in this course are expected to attend regularly throughout the semester. Please refer to Access Adelaide for your timetable and enrolment details. http://www.adelaide.edu.au/access/
    Learning Activities Summary
    Schedule
    Week 1 The nature of Geography  A picture of what a classroom representing quality teaching and learning in Geography looks like.  (APST STANDARDS 2.1,3.1)

    Key concepts, skills, attitudes and values in Geography 

    1. Discussion on what distinguishes Geography from other disciplines and what value is there for students in studying Geography.

    2. What is the key knowledge that students should definitely acquire?
    What skills attitudes and values in Geography should students take with them into their lives?
    What are some of the ways that these things can be learnt/taught?

    3. How is the subject relevant?

    Week 2
     Strategies that can be used in Geography teaching and learning  (APST Standards-1.3,1.5,1.6, 3.3,3.4, 4.1, 4.2)
    1. De Bono’s 6 Thinking Hats
    2. Utilizing Blooms Taxonomy in Geography
    3. Identifying and planning learning using Gardner’s Multiple Intelligences
    4. Use of the Question Matrix
    5. Thinking skill strategies of David Leat
    Week 3  Developing conceptual understanding in Geography
    (APST Standards-3.2,3.4,3.5,4.1,4.2,4.4,4.5,5.1,5.2)
    Methodology to support conceptual  development
    Week 4
    No Class Good Friday
    Week 5 Teaching a concept exercise
    (APST Standards-3.2,3.4,3.5,4.1,4.2,4.4,4.5,5.1,5.2)

    Teacher presentations
    Students are allocated a concept that they must teach to the tutorial group.

    Decide on the strategies that you will use.

    Prepare a lesson plan

    Prepare resources to use

    What assumptions will you make about the learner?

    Undertake the teaching

    How will you know if learning has occurred?

    Evaluate and reflect on the experience 
    Week 6

    Teaching a concept exercise
    (APST Standards-3.2,3.4,3.5,4.1,4.2,4.4,4.5,5.1,5.2)

    Teacher presentations continue

    Week 7 Australian Geography Curriculum Years 8-10
    (APST Standards: 2.2,2.5,3.2,3.3,3.4,5.1,5.2,5.3)
    ·  Learning outcomes
    ·  Planning learning activities
    ·  Criteria based assessment
    ·  Examples of units of work
    ·  Useful strategies for assisting student learning
    Week 8 Unit and lesson planning
    (APST Standards-3.1,3.2,3.3,3.4)
    ·       Writing lesson plans
    ·       Writing unit plans
    Week 9-13 Teaching Practicum weeks 9-13.
    Specific Course Requirements
    As indicated in the detailed course outline, some sessions may be held off campus. Some sessions may extend 20 minutes beyond the scheduled time for this tutorial. This will be negotiated with students prior to the relevant tutorial.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Due Weighting Course Learning Outcomes
    Teaching a concept to the tutorial group

     Summative

    Friday, during first mid-semester break at 5.00pm

    50% 1. Demonstrate deep knowledge and understanding of the complexity of the discipline and the teaching strategies of the learning area.

    3. Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning.

    4 Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT.

    7. Demonstrate communication skills to present a clear and coherent exposition of knowledge and ideas to a diverse range of students
    Writing a unit plan for a 4 week geography unit for Year 8-10 Summative Monday, Swot Week at 5.00pm 50% 4 Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT.

    2 Design and sequence unit and lesson plans based on essential content of the subject area, curriculum, including effective assessment principles.
    Assessment Related Requirements
    It is expected that students in this course will attend regularly and a minimum of 80% of sessions. Please contact course coordinator if you are unable to attend a session.

    Assessment Detail
    Assessment Component 1 – Teaching a concept to the tutorial group

    Task:
    You will be allocated a geographical concept that you will teach to the tutorial group. You must decide on the strategy/ies you will use. You will also be making some assumptions about the learner such as their age, level of literacy, geographical background. Make sure you have considered these assumptions prior to your planning. Prepare your ‘mini lesson’ including
    a lesson plan any resources you will use. Make sure to incorporate one of the strategies covered in week 2.
    Your lesson should be no longer than 20 minutes. Once you have presented your lesson, you are required to write a personal reflection of 500-800 words evaluating your ‘mini lesson’.

    Due Date:                     Presentations will be in class on Friday, Week 5 and Friday, Week 6.
    Submission details:     The written reflection is due to be submitted electronically as a pdf via MyUni submission portal,  by Friday, during first mid-semester break to the course coordinator
                                        All supporting resources used for the lesson should be submitted as well as a lesson plan.

    1.3.1.  Assessment Criteria/Rubrics
    Assessment Component 1 – Teaching a Geographical Concept

    Performance in this assessment component will be judged by the following criteria:
    85% +
    High Distinction
    75-84%
    Distinction
    65-74%
    Credit
    50-64%
    Pass
    Less than 50%
    Fail
    Preparation and planning -30% of the total mark An outstanding level of  research in planning and  preparing resources A high level of  research in planning and preparing resources Evidence  of sound research in planning and
    preparing  resources
    An adequate level of research in planning and preparing resources Little evidence of prior preparation and planning
    Presentation of the concept  to the small group – 30% of the total mark Highly skilled presentation, Learning outcome clearly reached Skilled presentation, Learning outcome reached Concept communicated successfully and learning outcome reached. Satisfactory
    communication of the concept but learning outcome may have only been partially
    achieved.
    Presentation
    unclear and lacking in logical sequence. 
    Learning outcome not achieved.
    Incorporation of thinking skills into the lesson – 10% of the total mark Thinking skill/s identified and  a high level of
    skill demonstrated in  incorporation  into teaching strategy
    Thinking
    skill/s identified and well  incorporated
    into teaching strategy
    Thinking skill/s identified and soundly incorporated into teaching strategy Thinking skill/s mentioned and some integrated No incorporation of thinking skills into the lesson plan
    Personal reflection on the teaching and learning process- 30% of the total mark Lesson critically evaluated and outstanding level of  reflection and introspection of the learning process Lesson critically evaluated and high level of reflection and introspection of the learning process Lesson evaluated examined and sound  level of
    reflection and introspection of the learning process
    Some critical  evaluation, reflection and introspection of the learning process Very limited critical evaluation, reflection and introspection  of the learning process.

    Assessment Component 2 – Developing a unit plan
    Task:
    Plan a unit of work for a class of Geography students in Year 8, 9 or 10. It may vary from 3-4 weeks in duration. A plan for a longer unit should be negotiated with the tutor. The unit plan may use one of the formats that will be shown to students in the tutorial or be developed by the student themself. The choice of the topic is up to you but should relate to the Australian Geography Curriculum. The topic may be one that you are teaching in your first
    practicum.

    It should include details of learning outcomes to be addressed, resources that have been researched (eg include URLs, books, games, videos) and at least one summative assessment task. There is no need to submit the assessment task sheet but the detail on the plan should be sufficient to make it clear what the students will be expected to do.

     Due Date:                Monday, Swot Week, 5.00pm
    Submission details: Please submit your unit plan as a pdf electronically via the MyUni portal.

    Assessment Component 2 – Developing a Unit plan
    Performance in this assessment component will be judged by the following criteria:
    85% +High Distinction 75-84%Distinction 65-74%Credit 50-64%Pass Less than 50%Fail
    Unit plan relates to a recognized Geography curriculum framework 10% An outstanding level of  research and use of Australian  Curriculum draft documents A  high level of research and use of Australian Curriculum draft documents Evidence  of 
    sound research  and use of  Australian Curriculum draft documents
    An adequate level of research into Australian Curriculum requirements Little evidence of links to Australian Curriculum

    Scope and sequence of lessons
    Content and skills Included

    40%

    Very high level of planning of scope and sequence of lessons appropriate to the year
    level of students

    Content very well selected  and skills clearly identified
    High level of planning of scope and sequence Clear links to learning outcome.

    Content well selected and skills clearly identified
    Scope and sequence successfully planned to allow and learning outcome/s to be reached.

    Content and skills appropriate
    for students
    Satisfactory planning of the unit. Scope and sequence
    may have some omissions or require some re-organizing.

    Content mainly appropriate. Some skills identified
    Plan unclear and lacking in logical sequence.

    Content sketchy and skills not identified
    Selection of resources to support teaching and
    learning

    20%
    Resources
    are current, there is great variety in
    type, evidence of thorough research of details and availability.
    Several different types of resources are included. Details such as title, URL’s,
    You-tube titles, chapter names in books are cited
    Sound variety in the type of resources to be utilized. Most details of resources are
    included
    Limited variety in the type of resources to be Utilized.
    Details may be lacking
    No resources
    identified in the unit plan
    Summative assessment

    10%
    Summative task is well timed, links clearly with outcomes and allows
    students with different abilities and learning styles to meet the outcome/s
    at a variety of levels.
    Summmative assessment task
    Is appropriately timed and links clearly to learning outcome/s and allows most
    students to meet the outcomes.
    Summative
    assessment task appropriate to the unit.
    Summative
    assessment task included but may only partly link to unit outcomes.
    No summative assessment task included in plan
    Methodology
    20%
    More than three different and appropriate methodologies included that cater for
    different learning styles.
    Three
    different and appropriate methodologies included.
    Two
    different and appropriate methodologies included
    One
    type of methodology identified
    No
    reference to methodology on unit plan
    Submission
    PRESENTATION AND SUBMISSION OF ASSIGNMENTS
    Assessment Task 1: Please hand up your reflection, lesson plan and any resources you
    produced (eg worksheet, power point) at the tutorial on on the day you present your mini-leson. the reflection should be uploaded via the MyUni portal.

    Assessment Task 2: Please submit via MyUni.

    1.     Students must retain a copy of all assignments submitted.
    2.    All individual assignments must be attached to an Assignment Cover Sheet which must be signed and dated by the student before submission. Lecturers will withhold student’s results until such time as the student has signed the Assignment Cover Sheet.
    3. Late submission of work: requests for extensions will be considered only if they are made three days before the due date for which the extension is being sought. In the interests of fairness to all students, in this subject work submitted without an extension approved, will attract a penalty  for each day it is late as follows:     
    5% of the total mark possible will be deducted for every 24 hours or part thereof that it is late, including each day on a weekend. For example, an essay that is submitted after the due
    date and time but within the first 24 hour period, and that has been graded at 63%, will have 5% deducted, for a final grade of 58%. An essay that is more than 24 hours late will lose 10%, etc. Hard copy submissions made after 5.00pm on a Friday will be assumed to have been submitted on the next business day and will be penalised 5% per day for every day including weekend days and public holidays.  This penalty may be increased where the assignment is to be completed in a period of less than a week.
    4.     Students who do not receive a pass grade may negotiate with the lecturer to resubmit the assessment task.

    Extensions may be negotiated by contacting the course coordinator.
    This should occur at least 3 days prior to the due date unless there are extenuating circumstances.

    RETURN OF ASSIGNMENTS AND FEEDBACK

    Assignments will be returned to students
    within 4 weeks of the due date with written feedback.  Assignments will be available on MyUni.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.