Course outline. Code: EDU357 Title: Teaching Senior Secondary Geography

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1 Course outline Code: EDU357 Title: Teaching Senior Secondary Geography Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 2 Year: 2017 Course Coordinator: Associate Professor Deborah Heck dheck@usc.edu.au Course Moderator: Dr. Margaret Marshman 1. What is this course about? 1.1 Course description In this course you will explore the Senior Secondary Queensland Geography Curriculum. You will learn how to design and deliver effective senior secondary learning sequence and assessment that engage diverse learners based on your critical reflections of current trends in geography education. Applying your geography content knowledge to pedagogical practices including geographical processes, fieldwork and resources that support teaching and learning in the senior geography classroom are central features of this course. 1.2 Course content Senior Geography curriculum Curriculum design and alignment Geography discipline specific pedagogical content knowledge (PCK) Cross-cultural, Asian and Indigenous perspectives Teaching, learning and assessment strategies Literacy and numeracy competencies in Geography Student engagement through active learning fieldwork, case study, inquiry-based learning, problem solving. 2. Unit value 12 units Semester Recfind File Number: F21503

2 Page 2 3. How does this course contribute to my learning? On successful completion of this course you should be able to: Demonstrate your application of geography content and Senior Secondary Geography curriculum knowledge in developing geographical inquiry sequences, teaching and learning activities and assessment. Apply teaching and learning strategies that support the diversity of learners engaged in senior geography. Apply principles of assessment that measure senior students progress towards achieving standards of achievement in senior Geography and reporting processes. Demonstrate knowledge of planning, resourcing, teaching, and senior geography fieldwork. You will be assessed on the learning outcome in task/s: 1A. Geographical inquiry sequence and lesson plan 1B. Assessment and Reporting Portfolio 2. Exam 1A. Geographical inquiry sequence and lesson plan 1B. Assessment and Reporting Portfolio 2. Exam 1B. Assessment and Reporting Portfolio 2. Exam Completing these tasks successfully will contribute to you becoming: Knowledgeable. Creative and critical thinkers. Creative and critical thinkers Knowledgeable Creative and critical thinkers. Engaged. 2. Exam Creative and critical thinkers. Knowledgeable 4. Am I eligible to enrol in this course? Refer to the Undergraduate Coursework Programs and Awards - Academic Policy for definitions of prerequisites, co-requisites and anti-requisites 4.1 Enrolment restrictions Students must be enrolled in AE304, SE303, EDU315 plus a Geography major or minor 4.2 Pre-requisites Nil 4.3 Co-requisites Nil 4.4 Anti-requisites Nil 4.5 Specific assumed prior knowledge and skills (optional) It is expected that students engaging in this course have undertaken tertiary geography content courses that will be drawn upon to complete this course. 5. How am I going to be assessed? 5.1 Grading scale Standard High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL)

3 Page Assessment tasks Task Assessment Tasks No. 1A Geographical inquiry sequence and lesson plan Assessment and reporting portfolio Individual or Group Weighting % What is the duration / length? Group 20% minutes plus inquiry sequence and lesson plan When should I submit? Week 3 1B Individual 30% 1500 words Friday 4pm Week 7 2 Exam Individual 50% 1500 words Week 10 equivalent 100% Where should I submit it? In tutorial Safe Assign Lecture /Tutorial Assessment Task 1A: Geographical inquiry sequence and lesson plan Goal: Product: Format: The goal of this task is to plan collaboratively a senior geographical inquiry sequence and one lesson plan that you share with your colleagues by teaching a lesson segment. Geographical inquiry, one geographical skill lesson plan and lesson segment implementation You are required develop, collaboratively in pairs, a geographical inquiry for one focus question from the Senior Geography Syllabus (QSA, 2007) selecting from themes 2 and 4. You will then identify one geographical skill that students need to develop during the inquiry sequence and develop a lesson plan that introduces the skill. Develop a presentation that includes all members of the team presenting: the geographical inquiry sequence a component of the lesson segment from the lesson plan Copies of the inquiry sequence and lesson plan will be required to be uploaded to the course site before the commencement of the tutorial. Criteria 1. Knowledge of geography content, skills and curriculum to create a geographical inquiry and lesson plan that caters for diversity. 2. Oral presentation skills to engage your audience of senior students. Written communication and academic literacies including grammar, English expression, APA referencing conventions, and technical accuracy. Generic skill assessed Skill assessment level Communication Collaboration

4 Page 4 Assessment Task 1B: Assessment and reporting portfolio Goal: Product: Format: The goal of this task is to demonstrate your understanding of summative assessment in senior Geography. Portfolio You are required to develop an assessment and reporting portfolio that connected with the focus unit and inquiry sequence you developed in task 1A. Note task 1B is an individual task. You will need to submit the following as part of your portfolio: Geographical inquiry sequence from task 1A (this can be redeveloped based on the feedback provided) Stimulus-response test task sheet, stimulus sheet and criteria sheet and standards Description of how you will prepare students to undertake the assessment. Justify using academic literature, curriculum and policy: - Alignment of the task with the inquiry sequence - Alignment with syllabus and assessment practices Criteria 1. Knowledge of Geography content and skills, curriculum, pedagogy, assessment and resources. 2. Justification of summative feedback procedure. 3. Reference skills to locate credible evidence and sources. 4. Written communication and academic literacies including grammar, English expression, APA referencing conventions, and technical accuracy. Generic skill assessed Skill assessment level Organisation Problem solving Assessment Task 2: Exam Goal: Product: Format: Criteria The goal of this task is to demonstrate your knowledge of the course content. Exam An exam will provide students with the opportunity to provide evidence of their engagement with course content. Including the following core topics: Geography and inquiry learning curriculum and planning Senior geography in Queensland and Australian curriculum contexts Assessment, moderation, feedback and reporting Fieldwork risk assessment, planning, preparation and assessment geographical skills in senior geography Resource selection including ICT literacy and numeracy in the Geography classroom Respecting Aboriginal and Torres Strait Islander culture and perspectives Geography pedagogical and content knowledge for senior secondary classroom practice The exam will be 1.5 hours long with a 10 minute perusal time. The exam will consist of short answer, scenario questions and short essays on the course content. You can bring two A4 pages of notes and an annotated copy of the syllabus document as reference materials during the exam. 1. Knowledge and understanding of: Geography curriculum pedagogical and content knowledge fieldwork planning, design and risk assessment

5 Page 5 assessment planning and design respect for Aboriginal and Torres Strait Islander culture and perspectives resources to support student learning 2. Use of evidence and sources and academic referencing. 3. Written communication skills and academic literacies including grammar, English expression, APA referencing conventions, and technical accuracy. Generic skill assessed Skill assessment level Organisation Problem solving 5.3 Additional assessment requirements As a student enrolled in this course you will have access to course information on the site. You are strongly recommended to log onto the course site on a regular basis. All course announcements, course changes, posting of course materials and grades (via My Interim Results) will be accessed through. It is your responsibility to ensure you have adequate internet access (either off campus or oncampus) in order to access regularly and to complete required assessment tasks. Safe Assign In order to minimise incidents of plagiarism and collusion, this course may require that some of its assessment tasks are submitted electronically via Safe Assign. This software allows for text comparisons to be made between your submitted assessment item and all other work that Safe Assign has access to. If required, details of how to submit via Safe Assign will be provided on the site of the course. Eligibility for Supplementary Assessment A student s eligibility for supplementary assessment in a course is dependent of the following conditions applying: a) The final mark is in the percentage range 47% to 49.4% b) The course is graded using the Standard Grading scale c) The student has not failed an assessment task in the course due to academic misconduct 5.4 Submission penalties Late submission of assessment tasks will 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 24 hours prior to the due date for the assessment task. 6. How is the course offered? 6.1 Directed study hours 2 hour lecture, 2 hour tutoriall

6 Page Teaching semester/session(s) offered Sippy Downs: Semester Course activities Teaching What key concepts/content Week / will I learn? Module Module 1: Senior Geography Inquiry Module 2: senior geography skills Course expectations and course assessment The Senior Geography Syllabus and Queensland Curriculum the importance of curriculum alignment Selecting suitable resources literacy and numeracy skills in the geography classroom Information and communication skill in geography What activities will I engage in to learn the concepts/content? Directed Study Activities Independent Study Activities a geographical Prepare for assignment task: inquiry sequence 1A Planning teaching and learning sequences to support geographical inquiry Geography lesson planning Key skills in geography: working with maps, topographic maps, photographs, statistics and graphs, diagrams and technology Module 3: Assessment in senior geography Using criteria to make decisions Exploring geography assessment approaches including Stimulusresponse tests, Practical tests, Short response tests assessment tasks. Prepare for assignment task 1B Module 4: Fieldwork and senior geography Module 5: Curriculum, planning development and reporting Planning field trips Embedding Aboriginal and Torres Strait Islander culture, histories, perspectives, behaviour and protocols into fieldwork Fieldtrip reports in senior geography Risk management fieldwork skills data gathering and analysis Curriculum alignment - Designing work programs Recording student performance Evaluating student performance to modify teaching practice Verification and moderations processes for senior secondary Reporting to student and parents Evaluating fieldtrips and exploring documentation and connection to the curriculum. Evaluating work programs that meet the requirements of the senior Queensland geography curriculum, Please note that the course activities may be subject to variation. Prepare for assignment task 2 Prepare for assignment task 2

7 Page 7 7. What resources do I need to undertake this course? 7.1 Prescribed text(s) Please note that you need to have regular access to the resource(s) listed below: Author Year Title Publisher Australian Geography Teachers Association 2016 Geography skills unlocked Australian Geography Teachers Association 7.2 Required and recommended readings Lists of required and recommended readings may be found for this course on its site. These materials/readings will assist you in preparing for tutorials and assignments, and will provide further information regarding particular aspects of your course. 7.3 Specific requirements Nil 7.4 Risk management There is minimal health and safety risk in this course. It is your responsibility to familiarise yourself with the Health and Safety policies and procedures applicable within campus areas. 8. How can I obtain help with my studies? In the first instance you should contact your tutor, then the Course Coordinator. Additional assistance is available to all students through Peer Advisors and Academic Skills Advisors. You can drop in or book an appointment. To book: Tel: or studentcentral@usc.edu.au 9. Links to relevant University policies and procedures For more information on Academic Learning & Teaching categories including: Assessment: Courses and Coursework Programs Review of Assessment and Final Grades Supplementary Assessment Administration of Central Examinations Deferred Examinations Student Academic Misconduct Students with a Disability Faculty specific information General Enquiries In person: Sippy Downs - Student Central, Ground Floor, Building C USC SouthBank - Student Central, Building B, Ground floor (level 1) USC Gympie - Student Central, 71 Cartwright Road, Gympie USC Fraser Coast - Student Central, Building A Tel: studentcentral@usc.edu.au

8 Page 8 The assessment tasks in this course support pre-service teachers to explicitly demonstrate the following Australian Professional Standards for Teachers (Graduate): Assessment Task Task 1A: Geographical inquiry sequence Task 1B: Assessment and Reporting Portfolio Task 3: Exam Australian Professional Standards for Teachers (Graduate) 1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2 Organise content into an effective learning and teaching sequence. 3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3 Include a range of teaching strategies. 3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement 2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2 Organise content into an effective learning and teaching sequence. 2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.3 Include a range of teaching strategies. 3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement 5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages 2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.7 Describe a broad range of strategies for involving parents/carers in the educative process. 5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgments of student learning. 5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 5.5 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.