EDUC 6520B - Geography Curriculum & Methodology B

North Terrace Campus - Semester 2 - 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 6520B
    Course Geography Curriculum & Methodology B
    Coordinating Unit School of Education
    Term Semester 2
    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 Assessment and Reporting
    Available for Study Abroad and Exchange N
    Prerequisites Pass in 6 courses of Geography
    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 Staff

    Course Coordinator: Alexandra Piggott

    Name: Rita Shepherd    
    Location: St Dominic’s Priory College
                    139 Molesworth St
                    North Adelaide 5006
    Telephone: 82673818(w) 0422438309(m) 
    Email: rshepherd@stdominics.sa.edu.au  (please only use this address not my University of Adelaide email)    
    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:
    The Australian Curriculum v6.3 Geography Foundation to Year 10
    www.australiancurriculum.edu.au/Geography/Curriculum/F-10
    ‎SACE  Board of South Australia Geography Stage 1 & 2 Subject Outline, www.saceboard.sa.edu.au
    Online Learning
    Not applicable
  • 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.
    Workload

    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
    APST STANDARDS: 1.5,1.6,2.1,2.2,2.3,2.4
    2.5,1.3,5.1,5.2,5.3,5.4
    3.1,3.2
    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             
    APST STANDARDS: 2.1,2.2,2.3,2.4,2.5,3.1
    3.2,3.3
    Week 3 Developing a teaching program for Stage 2 Geography
    •    Topics and timing
    •    Skills
    •    Valid and reliable assessment
    •    Writing an Assessment Plan
    •    Assessment timing and developing folio assessment tasks
    APST STANDARDS: 1.5,1.6,2.1,2.2,2.3,2.4,2.5
    1.3,1.5, 5.1,5.2,5.3,5.4
    3.1,3.2 
    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
    APST STANDARDS:
    4.1,4.2.4.4,1.1,2.2,2.3 2.6,5.1,5.2,5.3
    Week 5 Professional Leaning Opportunities and Support for beginning teachers
    •    Geography Teachers Association
    •    Conferences
    •    Australian Geography Teachers Association
    •    Mentors
    APST STANDARDS:
    3.3,3.4,3.7,4.1,4.2,4.4
    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
    •    Exemplars  
    •    Resources for teaching GIS
    •    Training and other support available to teacher
    APST STANDARDS:
    3.1,3.2,3.3,2.6,4.5,6.2,6.3,6.1
    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
    APST 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.
    P: 82673818                                                                         

    *** 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
    •    Clickview
    •    Incorporating ICT in student learning
    APST STANDARDS:
    6.1,6.2,6.3,6.4,7.2,7.4
    Specific Course Requirements
    As 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.
  • 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 Learning Outcome
    Preparing an assessment task for Stage 1 or 2 Geography Summative

    Friday, Week 4 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, Week 10 at 5pm 70% Develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT.
    Assessment Related Requirements
    As 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 course coordinator if you are unable to attend a session.
    Assessment Detail
    Assessment Component 1 – Preparing an assessment task for Stage 1 or 2 Geography
    Task:
    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.

    Due date:
    Your assessment task should be submitted by email by 5.00pm on Friday, Week 4 to the course coordinator
    Assessment Component 2 – Developing a Fieldwork/Practical Activity       
    Task:
    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.

    Due Date:
    Your assessment task should be submitted by 5.00pm Friday, Week 8

    (Assessment Rubric available in MyUni)
    Submission
    PRESENTATION AND SUBMISSION OF ASSIGNMENTS

    Assessment Task 1: Please submit the Assessment task by email to the course coordinator
    Assessment Task 2: Post or email your assignments including a cover sheet to the course coordinator

    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.
    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.

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    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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