EDUC 6520A - Geography Curriculum & Methodology A
North Terrace Campus - Semester 1 - 2014
General Course Information
Course Code EDUC 6520A Course Geography Curriculum & Methodology A Coordinating Unit School of Education Term Semester 1 Level Postgraduate Coursework 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 Prerequisites Pass in 6 semesters of Geography courses - in certain circumstances students with 4 semesters of Geography courses may be accepted Restrictions Available to GradDipEd 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 ShepherdPlease only use the contact details given below as the lecturer is based in a school not at the University. Rita Shepherd Lecturer/ Tutor St Dominics Priory College 139 Molesworth St North Adelaide 5006 email@example.com Phone: 82673818 (w) 0422 438 309 (m)
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Know students and how they learn
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1.5 Differentiate teaching to meet the specific learning needs across the full range of abilities
1.6 Strategies to support full participation of students with disability
2 Know the content and how to teach it
.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/carers in the educative process
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
5.2 Provide feedback to students and their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
6 Engage in professional learning
6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
7 Engage professionally with colleagues, parents/ carers and the community
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and organisational requirements
7.3 Engage with the parents/carers
7.4 Engage with professional teaching networks and broader communities
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. AITSL Standard 1, 2,3 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. AITSL Standard 2,3,5 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. AITSL Standard 3,4,6 Skills of a high order in interpersonal understanding, teamwork and communication. AITSL Standard 4,6, 7 A proficiency in the appropriate use of contemporary technologies. AITSL Standard 2.6 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. AITSL Standard 6 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. AITSL Standard 7 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. AITSL Standard 1
Required ResourcesSelected readings will be distributed by the lecturer
Learning & Teaching Activities
Learning & Teaching ModesA 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.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
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 Establishing your “mission statement” as a Geography teacher The nature of Geography teaching
Key concepts, skills, attitudes and values in Geography
Week 2 Developing a teaching tool kit. Strategies that can be used in Geography teaching and learning Week 3 Geographical Concepts Developing conceptual understanding in Geography
Methodology to support conceptual development
Week 4 Teaching a concept exercise Individual student presentations
Teaching a concept exercise
Students are allocated a concept that the 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 5 Teaching a concept exercise Individual student presentations Week 6 Field work in Middle School Geography Ideas for incorporating and developing Field work Skills.
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
Week 7 Australian Geography Curriculum Years 8-10 · 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 · Writing lesson plans
· Writing unit plans
Week 9 Teaching Practicum weeks 9-13.
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 Teaching a concept to the tutorial group Summative
Friday 11th April at 3.00pm
Writing a unit plan for a 4 week geography unit for Year 8-10 Summative Monday 23rd June at 5.00pm 50% 2.1,2.2,3.1,3.4,5.1
Assessment Related RequirementsIt is expected that students in this course will attend regularly and a minimum of 80% of sessions. Please contact Rita Shepherd if you are unable to attend a session.
Assessment DetailAssessment Component 1 – Teaching a concept to the tutorial group
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 28 March and Friday 4 April.
Submission details: The written reflection is due to be submitted by email by Friday 11 April to firstname.lastname@example.org OR Handed up in class on Friday 11 April.
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:
Less than 50%
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
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
unclear and lacking in logical sequence.
Learning outcome not achieved.
In corporation 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
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
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 SACSA SOSE Curriculum or the Australian Geography Curriculum. The topic may be one that you are teaching in your first
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 23 June 5.00pm
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 SACSA or Australian Curriculum draft documents A high level of research and use of SACSA or Australian Curriculum draft documents Evidence of
sound research and use of SACSA
or Australian Curriculum draft documents
An adequate level of research into SACSA or Australian Curriculum requirements Little evidence of links to SACSA or Australian Curriculum
Scope and sequence of lessons
Content and skills Included
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
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
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
Limited variety in the type of resources to be Utilized.
Details may be lacking
identified in the unit plan
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.
assessment task appropriate to the unit.
assessment task included but may only partly link to unit outcomes.
No summative assessment task included in plan Methodology
More than three different and appropriate methodologies included that cater for
different learning styles.
different and appropriate methodologies included.
different and appropriate methodologies included
type of methodology identified
reference to methodology on unit plan
SubmissionPRESENTATION 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 April 12th or email it to email@example.com
Assessment Task 2: Please submit the unit plan by email to firstname.lastname@example.org
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. Students who do not receive a pass grade may negotiate with the lecturer to resubmit the assessment task.
Extensions may be negotiated by contacting Rita Shepherd at the email above or by phone:
8267 3818 (w), 8269 6029 (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.
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.