Overview
In this unit you will develop your professional knowledge and skills as a Geography educator. This involves interpreting and using relevant resources, including Geography curriculum, to extend your pedagogical content knowledge. You learn how Geography creates a bridge between the natural and social sciences. Your understanding of Geographical Inquiry as a key pedagogical approach to examine patterns and relationships within and between places is developed using integrative reflections to further improve both your teaching and student learning. The unit enhances your development as a beginning professional, and consolidates key aspects of your substantive professional knowledge, skills and dispositions.
Details
Pre-requisites or Co-requisites
Prerequisite: EDCU12039
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2017
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
- Evaluate the potential of ICTs for expanding learning opportunities and promoting purposeful engagement with geographical concepts and inquiry processes.
- Review practices used to develop and support the safe, responsible and ethical use of digital information, tools and resources,
- Critically evaluate professional learning and engagement to improve practice in Geographical education.
- Synthesise understandings of the knowledge, practice and dispositions of a Geography educator.
Successful completion of the unit Geography provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 2.1, 2.2, 2.6, 3.4, 3.6, 4.1, 4.5, 6.1, 6.3 and 6.4.
Assessment tasks for this unit may be included in a portfolio and used as evidence of demonstrating the standards at Graduate career stage with artefacts specifically related to teaching and learning in Geography. Unit assessment also provides evidence of competence in meeting the ICT elaborations of these standards.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Practical Assessment - 50% | ||||
| 2 - Practical and Written Assessment - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Practical Assessment - 50% | ||||||||||
| 2 - Practical and Written Assessment - 50% | ||||||||||
Textbooks
Teaching Humanities and Social Sciences: History, Geography, Economics & Citizenship in the Australian Curriculum
Edition: 5th (2014)
Authors: Rob Gilbert & Brian Hoepper (Editors)
Cengage Learning Australia
South Melbourne South Melbourne , Victoria , Australia
ISBN: 9780170228367
Binding: Paperback
Additional Textbook Information
Students already have this textbook from previous Units.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
m.vanderburg@cqu.edu.au
Module/Topic
What is Geography?
Chapter
Gilbert & Hoepper pp. 224-226 (248-252)
The place of Geography in the Australian Curriculum
Events and Submissions/Topic
Module/Topic
HASS Curriculum - Content Descriptors
Chapter
Gilbert & Hoepper pp. 227-230 (252-255)
The two-strand model
Events and Submissions/Topic
Module/Topic
Geographical concepts
Chapter
Gilbert & Hoepper pp. 230-234 (255-2257)
Defining a conceptual base
Gilbert & Hoepper pp.165-170 (188-193)
Useful sources for using ICT in HASS
Events and Submissions/Topic
Module/Topic
Geographical skills and inquiry - ICT and geography
Chapter
Gilbert & Hoepper pp. 234-241 (258-266)
Geographical inquiry; Geographical skills
Gilbert & Hoepper pp. 75-79 (79-84)
Learning activities in three stages of inquiry
Events and Submissions/Topic
Module/Topic
Developing geographical case studies
Chapter
Gilbert & Hoepper pp. 241-242 (267-268)
The place of world knowledge
Gilbert & Hoepper pp. 243-244 (269-270)
Perspectives and action in Geography
Gilbert & Hoepper pp. 89 - 92 (95-97)
Active and experiential learning
Events and Submissions/Topic
Module/Topic
Vacation week - no tutorials
Chapter
Events and Submissions/Topic
Module/Topic
The role of a Geography educator
Chapter
Gilbert & Hoepper pp. 13-16 (17-20)
Becoming a teacher of HASS
Gilbert & Hoepper p. 17 (20-22)
Considering the students
Gilbert & Hoepper pp. 68-71 (75-76)
Worthwhile learning in HASS
Events and Submissions/Topic
Module/Topic
Developing Geography units and learning experiences
Chapter
Gilbert & Hoepper p. 71-74 (76-79)
Developing teaching units and learning experiences in HASS
Gilbert & Hoepper pp. 46-54 (52-70)
Inquiry in the Australian Curriculum
Events and Submissions/Topic
Module/Topic
Fieldwork - teaching process
Chapter
Gilbert & Hoepper pp. 263-268 (289-297)
Fieldwork: real-world geographical thinking
Events and Submissions/Topic
Module/Topic
Fieldwork in theory and practice (part 1)
Chapter
Gilbert & Hoepper pp. 263-268 (289-297)
Fieldwork: real-world geographical thinking
Events and Submissions/Topic
Module/Topic
Fieldwork in theory and practice (part 2)
Chapter
Gilbert & Hoepper pp. 263-268 (289-297)
Fieldwork: real-world geographical thinking
Events and Submissions/Topic
Module/Topic
Fieldwork - Working with primary data
Chapter
Gilbert & Hoepper pp. 269-272 (297-300)
Other ways of exploring geographical thinking
Events and Submissions/Topic
Module/Topic
Course Review
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
As this term is a crossover between the 5th and 6th editions of the Gilbert & Hoepper text, page numbers for required readings have been provided for both versions. Page numbers for the 6th edition are in brackets.
1 Practical Assessment
For this assignment, you will need to find an interactive, geographically-focused, online resource that would enhance student learning in a classroom-based, geographical inquiry.
You will need to evaluate the resource by creating and using a decision making matrix with the following criteria:
- To which year level/s could this online resource be targeted?
- Does it link to particular content descriptors of the Geography sub-strand of the HASS curriculum? If so, which ones?
- Is it appropriate and purposeful in building geographical skills?
- Can this tool be used at various stages in a geographical inquiry? If so, which stages?
- Does this tool foster collaborative and inclusive classroom practice?
- Does it enhance student learning over and above a pencil and paper approach?
- Is it a safe and ethical online resource?
- Does this resource allow for differentiation in the classroom?
In addition to the decision making matrix, you will need to submit a justification (1500 words) as to why this online resource better enhances student learning than a print-based resource. Your justification will need to draw on relevant literature and exemplify your answer with specific reference to relevant content descriptors in one particular year level.
Vacation Week Friday (14 Apr 2017) 11:45 pm AEST
Feedback on this assessment will be provided in sufficient time to allow for academic support and advice as necessary to inform students’ responses to the next assessment task.
Selection of appropriate, geographically-focused, online resource
Demonstrated understanding of use of online resource to enhance knowledge and understanding of Geography content descriptors
Demonstrated understanding of use of online resource to build geographical inquiry skills
Selection and use of resource to support collaborative and inclusive classroom practice
Demonstrated understanding of use of ICTs to enhance student learning
Appropriate use of discipline-specific, academic language and APA referencing
- Evaluate the potential of ICTs for expanding learning opportunities and promoting purposeful engagement with geographical concepts and inquiry processes.
- Review practices used to develop and support the safe, responsible and ethical use of digital information, tools and resources,
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Ethical practice
2 Practical and Written Assessment
For this assignment, you will need to select a year level from Foundation to Year 6 and create a field study unit that focuses on one particular Geographic concept (for example: place, space, interconnection or change).
You will need to submit a teacher's plan (approximately 2000 words) that outlines:
- the year level chosen
- the specific Geographic concept on which this field trip is focused
- the specific Knowledge and Understanding content descriptor on which this field trip is focused
- the specific inquiry skills content descriptor/s from that year level that this field trip will develop
- understanding of any time or logistical constraints
- the consent form for parents explaining the nature and purpose of the excursion
- the risk assessment
- community resources/experts you could utilise in developing and/or implementing the field study
- classroom activities that will occur prior to the field trip
- activities that will be undertaken on the field trip
- follow up activities once the field trip is completed.
Your planning can be presented in the form of your choice (written, table, concept map, webpage) but must clearly demonstrate your understanding of the role of the teacher in preparation and in building students' geographic knowledge, understanding and skills through fieldwork.
Review/Exam Week Monday (5 June 2017) 11:45 pm AEST
Feedback on this final assessment response will be provided following moderation and prior to the Date of Certification of Grades for the term.
Demonstrated understanding of the use of fieldwork to enhance students' understanding of geographical concepts
Demonstrated understanding of the links between the field study and the selected elements of the Geography sub-strand of the HASS curriculum
Demonstrated understanding of safe and ethical practice in fieldwork
Appropriate choice of learning experiences prior to, during and after the field study
Demonstrated understanding of the role of a Geography educator
- Review practices used to develop and support the safe, responsible and ethical use of digital information, tools and resources,
- Critically evaluate professional learning and engagement to improve practice in Geographical education.
- Synthesise understandings of the knowledge, practice and dispositions of a Geography educator.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
