Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

This is the second of three complementary units to be taken in the Social Education stream. This unit has been designed specifically to prepare you for a professional role as a teacher of Geography in the senior years of secondary school. It will build on the planning and teaching strategies developed in your first curriculum studies unit. In this unit, you will explore in depth theories that influence a variety of teaching and learning strategies in your classroom. You will be encouraged to begin integrating theory and practice to a greater extent, planning lessons, to term units. You will evaluate resources and consider the ways in which these resources are used to influence learning.

Aims

The aim of the unit is to provide you with an opportunity to develop an understanding of teaching and learning in Geography. The significance of criteria based assessment will be discussed. You will develop an understanding of senior school pedagogical approaches to teaching and learning in Geography.

Objectives

On completion of this unit, you should be able to:

1. Select and use teaching and learning strategies, and resources that meet specified learning goals, curriculum requirements, learning needs and learning styles [QCT Standard One]
2. Gather information from a range of sources to evaluate learning activities using this information to improve teaching, learning and assessment strategies and resources. [QCT Standard One]
3. Identify and implement teaching activities that involve higher order thinking skills [QCT Standard Three]
4. Work in partnership with other pre service teachers to plan, implement and assess learning programs for individual and groups of students [QCT Standard Ten]

Content

This unit will cover the following topics and contribute to your developing Professional Learning Profile.

This unit provides an introduction to the teaching of Geography. It examines the spirit and purpose of Geography at the senior level of education and provides an in-depth analysis of the Senior Geography syllabus. Teaching methodologies, strategies and learning experiences appropriate in the Geography classroom, are well developed as well as practical classroom resources. Examples of some topics which will be studied in this module are: catering for different learners, levels of thinking, criteria based assessment, route to Geographic inquiry, and role of field work in Geography. These will all be incorporated into the development of work program writing. Planning for assessment and designing of assessment instruments will also be discussed.

Approaches to Teaching and Learning

Internal Mode

As an internal student you will experience a range of teaching strategies including, lectures, tutorials, group work, demonstrations and self-directed learning.

External mode

As an external student you will have access to the Unit Outline, Study Guide and selected readings via the Bb site. Email will be an important means of maintaining contact with your supervisor and with other students. Appropriate library and web-based activities may also be used.

Assessment

Formative assessment is provided through feedback in tutorial sessions and/or e-mail discussions and through written comments on initial assignment work.

Summative Assessment for both internal and external students:

Assessment name: Programm development
Description: Development of specific components of a senior Geography work programme.
Length: 3500 word equivalent
Relates to objectives: 1, 3, & 4
Weight: 60%
Internal or external: Both
Group or individual: Individual
Due date: Mid semester

Assessment name: Assessment plan and instrumen
Description: Development of an assessment plan and instrument
Length: 1500 word equivalent
Relates to objectives: 1, 2, & 4
Weight: 40%
Internal or external: Both
Group or individual: Individual
Due date: End of semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Lambert, D., & Balderstone, D. (2000). Learning to teach geography in the secondary school. London: Routledge.
Queensland Studies Authority (1999). Geography senior syllabus years 11-12. Brisbane: Author.
Queensland Studies Authority (2000). Studies of society and environment. Years 1 to 10 syllabus with years 9 and 10 optional subject syllabuses. Brisbane
IGU Journal International Research in Geographic and Environmental Education, Channel View Publications, Great Britain Dictionary of Geography
Course Materials Database (CMD) Readings. Unit Online Learning and Teaching (OLT) site, QUT

Risk assessment statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 29-Oct-2012