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 - 2020
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.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student evaluations
More readings to use as references for the assessments would be beneficial
Provide more references and content in Moodle site relevant to assessment tasks.
Feedback from Student evaluations
The overall layout of the online unit was hard to follow
Review the structure of the Moodle 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 this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.6 Information and Communication Technology (ICT)
3.4 Select and use resources
3.6 Evaluate and improve teaching programs
4.1 Support student participation
4.5 Use ICT safely, responsibly and ethically
6.1 Identify and plan professional learning needs
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
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: 6th edn (2017)
Authors: Rob Gilbert & Brian Hoepper (Editors)
Cengage Learning Australia
South Melbourne South Melbourne , Victoria , Australia
ISBN: 9780170369350
Binding: Paperback
Additional Textbook Information
This is that same text that was used for EDCU12041 and EDCU12042. Copies can be purchased from the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
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.
k.menzie-ballantyne@cqu.edu.au
Module/Topic
What is Geography?
Chapter
This unit uses chapters 4, 5, 8, 12 and 13 of the Gilbert and Hoepper Teaching Humanities and Social Sciences text used in EDCU12041 Sustainability through Active Citizenship and EDCU12042 History Curriculum and Pedagogy
Events and Submissions/Topic
Module/Topic
Geographic Knowledge and Understanding
Chapter
Specific readings on Moodle site
Events and Submissions/Topic
Module/Topic
Geographical inquiry and inquiry skills
Chapter
Specific readings on Moodle site
Events and Submissions/Topic
Module/Topic
Using ICTs in Geography
Chapter
Specific readings on Moodle site
Events and Submissions/Topic
Module/Topic
Inclusive and collaborative practice in Geography
Chapter
Specific readings on Moodle site
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Assessment task 1 due Friday
Using ICT in Geography Due: Vacation Week Monday (13 Apr 2020) 11:45 pm AEST
Module/Topic
The role of a Geography educator
Chapter
Specific readings on Moodle site
Events and Submissions/Topic
Module/Topic
Developing Geographical learning experiences
Chapter
Specific readings on Moodle site
Events and Submissions/Topic
Module/Topic
Understanding fieldwork
Chapter
Specific readings on Moodle site
Events and Submissions/Topic
Module/Topic
Fieldwork in theory and practice (part 1)
Chapter
Specific readings on Moodle site
Events and Submissions/Topic
Module/Topic
Fieldwork in theory and practice (part 2)
Chapter
Specific readings on Moodle site
Events and Submissions/Topic
Module/Topic
Fieldwork - Working with primary data
Chapter
Specific readings on Moodle site
Events and Submissions/Topic
Module/Topic
Unit review
Chapter
Events and Submissions/Topic
Assessment task 2 due Friday
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Practical Assessment
For your assessments in this unit, you will be developing a Geographic inquiry that includes the use of ICTs and a field study. You will therefore need to identify an appropriate ‘place’ in your local area that would be suitable for a field excursion. It can be a natural or built environment.
The two assessments in this unit can be undertaken individually or in a pair. If you choose to work in a pair, you will receive the same grade for your assignments.
Your inquiry will follow the process outlined in the Inquiry and Skills strand of the HASS Curriculum. You have a choice to develop a Year 1 OR a Year 5 inquiry as follows:
Year 1: Key question: How can we care for places? Geographic concept: Environment
Knowledge and Understanding content descriptor: The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHASSK031 - Scootle )
Year 5: Key question: How do people influence the human characteristics of places and the management of spaces within them? Geographic concept: Environment
Knowledge and Understanding content descriptor: The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113 - Scootle )
Geography assessment 1
For this assignment, you will be examining appropriate ICTs to expand learning opportunities and promote engagement with the relevant Geographic content; the conceptual understanding of ‘environment’; as well as developing understanding of inquiry and fostering inquiry skills.
You will need to provide sufficient description (in words and/or pictures) of your ‘place’ to give the marker context.
You will need to find six ICTs that may be useful in promoting the knowledge and understanding and/or skills relevant to your inquiry. You will then use the decision-making matrix, provided on the Moodle site, to make a final selection of three. You will then justify your selection (1000 words), using appropriate academic literature, in terms of the ICTs’ ability to:
· enhance understanding of the relevant content and concept;
· develop relevant inquiry skills;
· support collaborative and inclusive classroom practice;
· as well as demonstrating your understanding of the safe and ethical use of online resources.
Vacation Week Monday (13 Apr 2020) 11:45 pm AEST
Week 8 Tuesday (5 May 2020)
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.
Appropriate selection of ICTs to build Geographic content and conceptual knowledge
Appropriate selection of ICTs to develop Geographic inquiry skills
Appropriate selection of ICTs for collaborative and inclusive classroom practice
Demonstrated understanding of the safe and ethical use of ICTs in classrooms
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
You wish to undertake a field study excursion next term to your identified ‘place’ as part of the Geographic inquiry you developed in the last assignment. You need your Principal’s permission for this so will have to justify its relevance and logistics.
To do this, you will need to undertake the proposed excursion yourself and evaluate the planned activities in terms of:
· their relevance in promoting understanding of the relevant content and the conceptual understanding of ‘environment’;
· their ability to develop understanding of Geographic inquiry and inquiry skills;
· and considerations of the logistics of the excursion, including a risk assessment.
You will need to submit your email to the Principal (1500 words) seeking permission based on your evaluation, including contextual photographs and the risk assessment.
You will also need to attach a field study booklet, including activities that would be undertaken before, during, and after the excursion and a marking guide outlining appropriate responses to the activities.
Review/Exam Week Monday (8 June 2020) 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 develop Geographic content and conceptual knowledge
Demonstrated understanding of the use of fieldwork to develop understanding of Geographic inquiry and inquiry skills
Demonstrated understanding of safe and ethical practice in fieldwork
Appropriate choice of learning activities before, 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.