Course Outline
EDU357 Teaching Senior Secondary Geography
Course Coordinator:Craig Johnston (cjohnston1@usc.edu.au) School:School of Education and Tertiary Access
2024Semester 2
UniSC Sunshine CoastUniSC Moreton Bay |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
What is this course about?
Description
The course builds your capacity to identify and apply senior secondary geography content and curriculum in Queensland. You will design lesson plans and learning sequences that engage diverse learners based on your reflections on current trends in geography education. In addition, you will explore and analyse a range of pedagogy, assessment and reporting strategies that support senior students, including developing strategies for literacy, numeracy, ICT, spatial technologies and fieldwork in senior geography.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| Learning materials – You are required to engage and interact with asynchronous materials and activities accessed through Canvas modules, course readings and required texts. | 2hrs | Week 1 | 9 times |
| Tutorial/Workshop 1 – A face to face tutorial which involves on-campus activities using technology to engage with and apply course content and outcomes. | 2hrs | Week 1 | 10 times |
Course Topics
- Senior Geography curriculum and the role of Inquiry
- Curriculum design and teacher beliefs
- Geography discipline-specific pedagogical content knowledge (PCK)
- Teaching and, learning strategies that engage senior geography students
- Diagnostic, formative, summative assessment and reporting
- Literacy, numeracy, ICT and 21st-century skills in Geography
- Marking, feedback and moderation in senior Geography
- Interpreting student assessment data to modify teaching
What level is this course?
300 Level (Graduate)
What is the unit value of this course?
12 units
How does this course contribute to my learning?
| Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Australian Institute for Teaching and School Leadership | |
| 1 | Identify and apply geography content, inquiry and Senior Secondary Geography curriculum. |
Knowledgeable Creative and critical thinker |
2.1, 2.2, 3.1, 3.2 |
| 2 | Identify and apply a range of teaching and learning strategies, including ICT, that provide achievable challenges and engage the diversity of students in senior geography. |
Knowledgeable Creative and critical thinker |
2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.5 |
| 3 | Plan, create, explain and justify the principles of assessment, moderation, feedback and reporting that measure senior students' progress towards achievement standards in senior Geography. |
Creative and critical thinker Empowered Engaged |
2.3, 5.1, 5.2, 5.3, 5.4, 5.5 |
| 4 | Explain and justify planning, resourcing, teaching strategies, ICT, literacy, numeracy and 21-century skills developed through senior geography curriculum including fieldwork. |
Creative and critical thinker Ethical Engaged |
2.1, 2.2, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4 |
* Competencies by Professional Body
| CODE | COMPETENCY |
| Australian Institute for Teaching and School Leadership | |
| 2.1 | Content and teaching strategies of the teaching area: Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area |
| 2.2 | Content selection and organisation: Organise content into an effective learning and teaching sequence. |
| 2.3 | Curriculum, assessment and reporting: Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
| 2.5 | Literacy and numeracy strategies: Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
| 2.6 | Information and Communication Technology (ICT): Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
| 3.1 | Establish challenging learning goals: Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
| 3.2 | Plan, structure and sequence learning programs: Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
| 3.3 | Use teaching strategies: Include a range of teaching strategies. |
| 3.4 | Select and use resources: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
| 4.1 | Support student participation: Identify strategies to support inclusive student participation and engagement in classroom activities. |
| 4.2 | Manage classroom activities: Demonstrate the capacity to organise classroom activities and provide clear directions |
| 4.5 | Use ICT safely, responsibly and ethically: Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
| 5.1 | Assess student learning: Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
| 5.2 | Provide feedback to students on their learning: Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning |
| 5.3 | Make consistent and comparable judgements: Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. |
| 5.4 | Interpret student data: Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
| 5.5 | Report on student achievement: Demonstrate understanding of a range of strategies for reporting to students and parents/ carers and the purpose of keeping accurate and reliable records of student achievement |
Am I eligible to enrol in this course?
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Pre-requisites
Enrolled in Program (AE304 and a Geography Major or Geographical Sciences Extended Minor) or (SE303 and a Geographical Sciences Extended Minor) or (ED315 and a Geographical Studies Minor or a Geography Minor)
Co-requisites
Not applicable
Anti-requisites
Not applicable
Specific assumed prior knowledge and skills (where applicable)
It is expected that students engaging in this course have undertaken tertiary geography content courses that will be drawn upon to complete this course.
How am I going to be assessed?
Grading Scale
Standard Grading (GRD)
| High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Details of early feedback on progress
Students will engage with task 1 in small groups to moderate the assessment they identify, and feedback will be provided on Task 1 during these tutorials in preparation for the individual responses submitted in week 5.
Assessment tasks
| Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
| All | 1 | Written Piece | Individual | 40% | 2000 words |
Week 5 | Online Assignment Submission with plagiarism check |
| All | 2 | Oral and Written Piece | Individual | 15% | Written - Powerpoint slides Presentation - 6 Minutes in the tutorial using submitted Powerpoint slides |
Refer to Format | Online Assignment Submission with plagiarism check and in class |
| All | 3 | Portfolio | Individual | 45% | 2200 words |
Week 10 | Online Assignment Submission with plagiarism check |
| All - Assessment Task 1:Planning, assessment and teacher beliefs | |
| Goal: | The goal of this task is to explore how teacher beliefs and marking student assessment influence planning in senior secondary geography. |
| Product: | Written Piece |
| Format: | Identify a group you can work with to discuss the moderation of at least two student pieces of work. The whole group should identify a sample task and student responses for a summative investigation - either fieldwork or data report - to participate in the tutorial activities in weeks 2-4. You will explore: • senior assessment practices: marking, moderation and feedback and how these can influence lesson sequence planning in senior geography • how teacher beliefs about teaching impact lesson sequence planning in senior geography Prepare an individual reflection based on your group work (2000 words) that identifies, describes and justifies how planning for the next topic in senior geography will be influenced by: a) the marking, moderation, feedback and assessment of the summative assessment task your group has engaged in b) your beliefs about teaching senior geography |
| Criteria: |
|
| All - Assessment Task 2:Geographical skills content and pedagogical knowledge | |
| Goal: | The goal of this task is to identify and apply senior geography content, curriculum and teaching strategies to a professional audience. |
| Product: | Oral and Written Piece |
| Format: | Submit: Written: Monday 8 am Week 7 Presentation: tutorial week 7-8. As a senior geography teacher, identify one geographical skill students use in unit 4 and explain how the teacher could develop this skill across the two-year program. Prepare and present a 6-minute PowerPoint presentation for geography teachers. Explain the geographical skill and the range of teaching strategies and resources you could use to support inclusive student participation and engagement in classroom activities. Use a specific school site of your choice as context for this task. The PowerPoint slides will form the written submission for this task. You should reference course materials, curriculum documents and academic literature throughout the slides, including a reference list as the final slide. |
| Criteria: |
|
| All - Assessment Task 3:Portfolio: Curriculum, pedagogy and assessment in senior geography | |
| Goal: | The goal of this task is to plan, create, explain and justify curriculum, pedagogy and assessment in Senior Secondary Geography. |
| Product: | Portfolio |
| Format: | Part 1: A content update based on syllabus and exam paper review (400 words) Review the current syllabus document and most recent external exam paper to identify gaps in your own knowledge and understanding of the unit 4 topic 2 content. Identify one aspect that you find challenging or new and research this topic to extend your own knowledge base. Identify three sources that could be used with secondary geography students. Note this content should be the focus of your three-lesson sequence in Part 3. Part 2 Create a Teaching learning and assessment plan (500 words - words directly copied from the syllabus are not counted and should be highlighted). Create a teaching-learning and assessment plan for Unit 4 topic 2 based on the concepts, substance and structure of the content and teaching strategies for senior geography. Part 3: Create a three-lesson learning sequence (700 words) The lesson sequence should illustrate your ability to set learning goals, organise classroom activities, and use resources and teaching strategies to provide achievable challenges for a variety of senior secondary students. Part 4: Explanation and Justification (600 words) Explain and justify using academic literature and curriculum documents how the teaching-learning and assessment plan and lesson sequence you have created: • applies learning goals, geographical inquiry, a range of teaching strategies and pedagogy that engage students in achievable challenges. • applies literacy, numeracy and ICT strategies and uses a range of resources relevant to students, the curriculum and the assessment task for this unit and topic. |
| Criteria: |
|
Directed study hours
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
What resources do I need to undertake this course?
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Prescribed text(s) or course reader
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
| Required? | Author | Year | Title | Edition | Publisher |
| Required | Malcolm McInerney,Susan Caldis,Stephen Cranby,John Butler,Alaric Maude,Susanne Jones,Michael Patrick Law,Rebecca Nicholas | 2021 | Teaching Secondary Geography | 1 | Cambridge University Press |
| Recommended | Bill Dodd,Mick Law,Iain Meyer,Phil O'Brien | 2019 | Jacaranda Senior Geography 2 for Queensland Units 3&4 3E EBookPLUS + Print | n/a | Jacaranda |
| Recommended | Dodd, B., Law, M., Meyer, I., & O’Brien, P. | 2019 | Jacaranda Senior Geography for Queensland 1 Units 1 & 2 (3rd ed.) | n/a | John Wiley & Sons Australia |
Specific requirements
It is expected that you will require Internet access and a personal computer. Recommendations from information and technology services are available via the Student Portal if you search for computer specifications. Bring Your Own Device (BYOD) is necessary for each class session. Access to a mobile device with a camera and microphone is recommended for participation in online sessions.
How are risks managed in this course?
What administrative information is relevant to this course?
Assessment: Academic Integrity
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Assessment: Additional Requirements
Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
Assessment: Submission penalties
Late submission of assessment tasks may be penalised at the following maximum rate: - 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. - 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. - A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.
SafeUniSC
UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.
The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.
Study help
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.
Wellbeing Services
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.
AccessAbility Services
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.
Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
- Assessment: Courses and Coursework Programs
- Review of Assessment and Final Grades
- Supplementary Assessment
- Central Examinations
- Deferred Examinations
- Student Conduct
- Students with a Disability
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Student Charter
UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.
General Enquiries
-
In person:
- UniSC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
- UniSC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
- UniSC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
- UniSC Gympie - Student Central, 71 Cartwright Road, Gympie
- UniSC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
- UniSC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
- Tel:+61 7 5430 2890
- Email:studentcentral@usc.edu.au