EDUC 4520B - Geography Curriculum & Methodology B (UG)
North Terrace Campus - Semester 2 - 2015
General Course Information
Course Code EDUC 4520B Course Geography Curriculum & Methodology B (UG) Coordinating Unit School of Education Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact 2 hours per week, in addition to a 2 hour common lecture focussing on Assessment and Reporting Available for Study Abroad and Exchange N Prerequisites Pass in 6 semesters of Geography courses - in certain circumstances students with 4 semesters may be accepted 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 Coordinator: Rita ShepherdName: Rita Shepherd
Location: St Dominic’s Priory College
139 Molesworth St
North Adelaide 5006
Telephone: 82673818(w) 0422438309(m)
Email: firstname.lastname@example.org (please only use this address not my University of Adelaide email)
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
On Successful completion of this course student will be able:
AQF7/8 GA Both Semesters 1
Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning. 2.6 & 3.4 Application 2, 4, 5, 8 2
Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 3.3 & 3.2 Skills 2,3,5 3
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 Knowledge, Skills & Application 3,4,8 4
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 Knowledge, Skills & Application 2,4 Semester Two 5
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.6 & 5.4 Knowledge 1,2,6 6
Identify and interpret student learning needs and design learning strategies so as to respond to student diversity. 5.1 & 5.2 Skills & Application 1, 2, 3, 4, 8 7
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 SACE, Australian Curriculum, IB. 5.1,5.2,5.5 & 7.2 Knowledge, Skills & Application 1,4,5
Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning. 5.3, 5.4 & 5.5 Knowledge 1,2 Note:
Australian Professional Standards for Teachers (APST):
Australian Qualifications Framework (AQF):
Graduate Attributes: University of Adelaide Graduate Attributes:
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) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 3,4,5,6 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1,2,3,4,6,7 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2,4,7 Skills of a high order in interpersonal understanding, teamwork and communication. 1,4,5,7,8 A proficiency in the appropriate use of contemporary technologies. 1,2,5 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 3 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1,4,7
Required ResourcesSelected readings witll be distributed by the lecturer
The Australian Curriculum v6.3 Geography Foundation to Year 10
SACE Board of South Australia Geography Stage 1 & 2 Subject Outline, www.saceboard.sa.edu.au
Online LearningNot applicable
Learning & Teaching Activities
Learning & Teaching ModesA varienty 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.
No information currently available.
Learning Activities Summary
Schedule Week 1 Developing a teaching program for Stage 1 Geography
• Developing a program rationale taking into account background of students, ability range if known, interests of students, location, resources available.
• Selecting content, skills attitudes and values
• Teaching and learning strategies – links to curriculum statement
• Issues: plagiarism, deadlines, student absence
• Assessment using performance standards
AITSL STANDARDS: 1.5,1.6,2.1,2.2,2.3,2.4
Week 2 Field work in Middle School Geography
Guest Presenter: Andrew Penny - SOSE Co-ordinator, Pedare College
• Why develop fieldwork skills?
• Examples of in school and off campus fieldwork activities
• Planning fieldwork
• Practical example of a fieldwork activity
AITSL STANDARDS: 2.1,2.2,2.3,2.4,2.5,3.1
Week 3 Developing a teaching program for Stage 2 Geography
• Topics and timing
• Valid and reliable assessment
• Writing an Assessment Plan
• Assessment timing and developing folio assessment tasks
AITSL STANDARDS: 1.5,1.6,2.1,2.2,2.3,2.4,2.5
Week 4 Developing a teaching program for Stage 2 Geography - part 2
• The individual Field Study Report
• The Geographical Enquiry Report
• Assessment using performance standards
Week 5 Professional Leaning Opportunities and Support for beginning teachers
• Geography Teachers Association
• Australian Geography Teachers Association
Week 6 Spatial Technology
Venue: Findon High SchoolDrummond Avenue Findon
– Please sign in and meet at the front office.
Workshop presenter: Scott Hill
• The role of GIS in developing spatial literacy and encouraging inquiry based learning
• GIS compulsory component in stage 1 – planning and developing activities
• Resources for teaching GIS
• Training and other support available to teacher
Week 7 Indigenous perspectives in Geography and environmental education.
Guest speaker- Robert Shepherd – Principal, Le Fevre High School
• The connection of Kaurna people with the land and their environment
• Raising interest amongst students in indigenous perspectives
• Incorporating indigenous perspectives into Australian Curriculum geography
AITSL STANDARDS: 2.4,1.4 Week 8 Venue: St Dominic’s Priory College 139 Molesworth St North Adelaide
- Please sign in and meet at the front office at 1.10pm
Catch Bus 251,253 or 254 from Parliament House to stop 5 in Hill St. Turn left into Molesworth St. Meet at the front office of the school at 139 Molesworth St.
*** Please note that it may be necessary to alter the order of the topics in weeks 5-8 but students will be advised the week before if this is to be the case.
Fieldwork, excursions, camps, guest speakers
Ideas, planning, incorporation into the curriculum
Current useful resources for Geography Teaching
• Text books
• Online resources
• Incorporating ICT in student learning
Specific Course RequirementsAs indicated in the detailed course outline, some sessions will be held off campus. Students will be expected to make their own way to these sessions.
Some off campus sessions may have slightly altered start and finish times. This will be negotiated with students prior to the relevant class.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Due Weighting Learning Outcome Preparing an assessment task for Stage 1 or 2 Geography Summative
Fri 21 August at 5pm
30% 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. Developing a field work/ practical activity Summative Friday 16 October at 5pm 70% Develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT.
Assessment Related RequirementsAs there are only eight sessions in this course, students must attend a minimum of six of these. Without these sessions you will be poorly prepared for your practicum.
Please contact Rita Shepherd if you are unable to attend a session.
Assessment DetailAssessment Component 1 – Preparing an assessment task for Stage 1 or 2 Geography
Devise an assessment task for either Stage 1 or Stage 2 Geography that meets the requirements of the SACE subject outline. The Stage 1 task may fit any of the assessment type categories. The stage two task cannot be the Geographical Inquiry Report or the Individual Fieldwork Report. It should be a folio task that relates to the Core Topic. You may select appropriate assessment design criteria from the Subject Outline. Make it clear in the title of the task, to what part of the Core Topic the task relates.
Write up the task in the form of a task sheet that you would give to students. It should be very clear what students are expected to do, and the format/s that they may choose to present their work in. A word limit or equivalent and a due date should be included. Attach an assessment rubric that utilizes the relevant performance standards for that task.
Your assessment task should be submitted by email by 5.00pm on Friday 21 August 2015 to: email@example.com
Assessment Component 2 – Developing a Fieldwork/Practical Activity
Imagine that you would like to take a class of secondary students to whom you are teaching Geography or a Geography based SOSE unit on an excursion or field work activity. The school at which you are teaching, requires that a proposal must be presented to the Faculty Coordinator for any activity that requires the students to leave the school grounds
1. Document your proposal to the Faculty Coordinator in a rationale
• You must include the year level that you intend to take, give details of the group such as ability level, background they have in the subject as well as details of the excursion: location, duration, cost, transport and a description of the activities that will be undertaken.
• Explain where this excursion fits in the teaching and learning program for the unit you will be teaching• What is the value of this activity?
• What outcomes are you hoping to achieve? (make sure these come from the relevant curriculum statement)
2. Prepare a task sheet/work sheet that students must complete based on this excursion. Your worksheet should be well presented, specify the criteria for assessment, the weighting for the task and include provision for a due date.This assignment should be word processed.
Your assessment task should be submitted by 5.00pm Friday 16 October 2015
(Assessment Rubric available in MyUni)
SubmissionPRESENTATION AND SUBMISSION OF ASSIGNMENTS
Assessment Task 1: Please submit the Assessment task by email to firstname.lastname@example.org
Assessment Task 2: Post your assignments including a cover sheet to:
St Dominic’s Priory College
139 Molesworth St
North Adelaide 5006
Or email to: email@example.com
Please include an address for assignments to be posted back to you.
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. Extensions may be negotiated by contacting Rita Shepherd at the email above or by phone: 82673818 (W) 82696029 (H) or 0422 438 309 (m). 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 posted back to students so a return address must be provided when submitting work.
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.
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.
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
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