Course Outline

EDU740 Teaching Senior Secondary Geography

Course Coordinator:Craig Johnston ( School:School of Education and Tertiary Access

2024Semester 2

UniSC Sunshine Coast

UniSC 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 for up to date information on the
teaching sessions and campuses where this course is usually offered.

What is this course about?


The course builds your capacity to apply and explain senior secondary geography content and curriculum in Queensland. You will design and justify lesson plans and learning sequences that engage diverse learners based on your reflections on your critical reflections on current trends in geography education. In addition, you will analyse and evaluate 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?

700 Level (Specialised)

Demonstrating a specialised body of knowledge and set of skills for professional practice or further learning. Advanced application of knowledge and skills in unfamiliar contexts.

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 Apply and explain geography content, inquiry and Senior Secondary Geography curriculum. Knowledgeable
Creative and critical thinker
2.1, 2.2, 3.1, 3.2
2 Apply and explain 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, evaluate 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
2.3, 5.1, 5.2, 5.3, 5.4, 5.5
4 Explain, evaluate and justify planning, resourcing, teaching strategies, ICT, literacy, numeracy and 21-century skills developed through senior geography curriculum including fieldwork. Creative and critical thinker
2.1, 2.2, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4

* Competencies by Professional Body

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”.


Enrolled in Program ED706 and a Geography Teaching area


Not applicable


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%
2200 words
Week 5 Online Assignment Submission with plagiarism check
All 2 Oral and Written Piece Individual 15%
Written - Powerpoint slides
Presentation - 8 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%
2500 words
Week 10 Online Assignment Submission with plagiarism check
All - Assessment Task 1:Planning, assessment and teacher beliefs
The goal of this task is to explore how teacher beliefs and marking student assessment influence planning in senior secondary geography.
Product: Written Piece
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 (2200 words) that explains, evaluates and justifies how your planning for the next topic in senior geography will be influenced by:
a)	the marking, moderation, feedback and assessment of the summative assessment task
b)	your beliefs about teaching geography
No. Learning Outcome assessed
Explanation and justification of how feedback, marking, moderation and assessment apply to planning senior geography
1 2 3
Evaluation and explanation of how teaching beliefs apply to lesson planning.
1 2
Creation of communication using credible sources.
1 2 3
All - Assessment Task 2:Geographical skills content and pedagogical knowledge
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
Submit: Written: Monday 8 am week 7 Presentation: in tutorial week 7-8
As a senior geography teacher, identify a complex geographical skill that students use in unit 4 and explain how the teacher could develop this skill across the two-year study program. Prepare and present an 8-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.
No. Learning Outcome assessed
Application and explanation of senior secondary geography content, inquiry and curriculum
Application and explanation of senior secondary teaching and learning strategies to engage students in achievable challenges in senior secondary geography skills development.
Creation of communication using credible sources
1 2
Application of oral communication skills that demonstrate the capacity to organise activity and provide clear directions.
1 2
All - Assessment Task 3:Portfolio: Curriculum, pedagogy and assessment in senior geography
The goal of this task is to plan, create, evaluate and justify curriculum, pedagogy and assessment in Senior Secondary Geography.
Product: Portfolio
Part 1: A content update based on syllabus and exam paper review (500 words)
Review the current syllabus document and most recent 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 develop 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, use resources and teaching strategies to provide achievable challenges for the variety of senior secondary students. 
Part 4: Explanation, Evaluation and Justification (800 words) 
Explain, evaluate 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 for students, the curriculum and the assessment task for this unit and topic.
No. Learning Outcome assessed
Identification and application of geography content and use resources for senior curriculum and assessment.
1 3
Application of content and teaching strategies to senior geography teaching learning and assessment plans
2 4
Application of geography curriculum and assessment knowledge to lesson sequences that provide achievable challenges for diverse students
1 3
Explanation, evaluation and justification of planning, assessment, resourcing, teaching strategies, ICT, literacy, numeracy and 21-century skills developed through senior geography curriculum.
3 4
Creation of communication using credible sources.
1 2 3 4

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 n/a 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 3 Jacaranda
Recommended Bill Dodd,Mick Law,Iain Meyer,Phil O'Brien 2018 Jacaranda Senior Geography 1 for Queensland Units 1&2 3E EBookPLUS + Print 3 Jacaranda

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?

Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.

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.


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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.

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