EDCU14033 - Geography
Term 1 - 2017


All details in this unit profile for EDCU14033 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

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

Career Level Undergraduate
Unit Level Level 4
Credit Points 6
Student Contribution Band [not found]
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Prerequisite: EDCU12039

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).

Offerings

Term 1 - 2017
  • Bundaberg
  • Distance
  • Mackay
  • Noosa
  • Rockhampton

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

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 Task Weighting
1. Practical Assessment 50%
2. Practical and Written Assessment 50%

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 Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

On successful completion of this unit, you will be able to:
  1. Evaluate the potential of ICTs for expanding learning opportunities and promoting purposeful engagement with geographical concepts and inquiry processes.
  2. Review practices used to develop and support the safe, responsible and ethical use of digital information, tools and resources,
  3. Critically evaluate professional learning and engagement to improve practice in Geographical education.
  4. Synthesise understandings of the knowledge, practice and dispositions of a Geography educator.

Successful completion of the unit Geography provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 2.1, 2.2, 2.6, 3.4, 3.6, 4.1, 4.5, 6.1, 6.3 and 6.4.

Assessment tasks for this unit may be included in a portfolio and used as evidence of demonstrating the standards at Graduate career stage with artefacts specifically related to teaching and learning in Geography. Unit assessment also provides evidence of competence in meeting the ICT elaborations of these standards.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - Practical Assessment    
2 - Practical and Written Assessment  

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
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      

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Practical Assessment  
2 - Practical and Written Assessment    

Prescribed Textbooks

Teaching Humanities and Social Sciences: History, Geography, Economics & Citizenship in the Australian Curriculum
Author/s: Rob Gilbert & Brian Hoepper (Editors) Year: 2014
Edition: 5th Publisher: Cengage Learning Australia
City: South Melbourne State: Victoria
Country: Australia
View textbooks at the CQUniversity Bookshop
Note:

Students already have this textbook from previous Units.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorMichelle Vanderburg (m.vanderburg@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

What is Geography?

Gilbert & Hoepper pp. 224-226 (248-252)

The place of Geography in the Australian Curriculum

Week 2 13-03-2017

HASS Curriculum - Content Descriptors

Gilbert & Hoepper pp. 227-230 (252-255)

The two-strand model

Week 3 20-03-2017

Geographical concepts

Gilbert & Hoepper pp. 230-234 (255-2257)

Defining a conceptual base

Gilbert & Hoepper pp.165-170 (188-193)

Useful sources for using ICT in HASS

Week 4 27-03-2017

Geographical skills and inquiry - ICT and geography

Gilbert & Hoepper pp. 234-241 (258-266)

Geographical inquiry; Geographical skills

Gilbert & Hoepper pp. 75-79 (79-84)

Learning activities in three stages of inquiry

Week 5 03-04-2017

Developing geographical case studies

Gilbert & Hoepper pp. 241-242 (267-268)

The place of world knowledge

Gilbert & Hoepper pp. 243-244 (269-270)

Perspectives and action in Geography

Gilbert & Hoepper pp. 89 - 92 (95-97)

Active and experiential learning

Vacation Week 10-04-2017

Vacation week - no tutorials

Using ICTs in Geography Due Friday (14 Apr 17) 11:45 PM AEST
Week 6 17-04-2017

The role of a Geography educator

Gilbert & Hoepper pp. 13-16 (17-20)

Becoming a teacher of HASS

Gilbert & Hoepper p. 17 (20-22)

Considering the students

Gilbert & Hoepper pp. 68-71 (75-76)

Worthwhile learning in HASS

Week 7 24-04-2017

Developing Geography units and learning experiences

Gilbert & Hoepper p. 71-74 (76-79)

Developing teaching units and learning experiences in HASS

Gilbert & Hoepper pp. 46-54 (52-70)

Inquiry in the Australian Curriculum

Week 8 01-05-2017

Fieldwork - teaching process

Gilbert & Hoepper pp. 263-268 (289-297)

Fieldwork: real-world geographical thinking

Week 9 08-05-2017

Fieldwork in theory and practice (part 1)

Gilbert & Hoepper pp. 263-268 (289-297)

Fieldwork: real-world geographical thinking

Week 10 15-05-2017

Fieldwork in theory and practice (part 2)

Gilbert & Hoepper pp. 263-268 (289-297)

Fieldwork: real-world geographical thinking

Week 11 22-05-2017

Fieldwork - Working with primary data

Gilbert & Hoepper pp. 269-272 (297-300)

Other ways of exploring geographical thinking

Week 12 29-05-2017

Course Review

Review/Exam Week 05-06-2017
Planning a Field Study Due Monday (05 Jun 17) 11:45 PM AEST
Exam Week 12-06-2017

As this term is a crossover between the 5th and 6th editions of the Gilbert & Hoepper text, page numbers for required readings have been provided for both versions. Page numbers for the 6th edition are in brackets.

1 Practical Assessment

Assessment Title Using ICTs in Geography
Task Description

For this assignment, you will need to find an interactive, geographically-focused, online resource that would enhance student learning in a classroom-based, geographical inquiry.

You will need to evaluate the resource by creating and using a decision making matrix with the following criteria:

  • To which year level/s could this online resource be targeted?
  • Does it link to particular content descriptors of the Geography sub-strand of the HASS curriculum? If so, which ones?
  • Is it appropriate and purposeful in building geographical skills?
  • Can this tool be used at various stages in a geographical inquiry? If so, which stages?
  • Does this tool foster collaborative and inclusive classroom practice?
  • Does it enhance student learning over and above a pencil and paper approach?
  • Is it a safe and ethical online resource?
  • Does this resource allow for differentiation in the classroom?

In addition to the decision making matrix, you will need to submit a justification (1500 words) as to why this online resource better enhances student learning than a print-based resource. Your justification will need to draw on relevant literature and exemplify your answer with specific reference to relevant content descriptors in one particular year level.

Assessment Due Date Vacation Week Friday (14-Apr-2017) 11:45 PM AEST
Return Date to Students 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.
Weighting 50%
Assessment Criteria

Selection of appropriate, geographically-focused, online resource

Demonstrated understanding of use of online resource to enhance knowledge and understanding of Geography content descriptors

Demonstrated understanding of use of online resource to build geographical inquiry skills

Selection and use of resource to support collaborative and inclusive classroom practice

Demonstrated understanding of use of ICTs to enhance student learning

Appropriate use of discipline-specific, academic language and APA referencing

Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Evaluate the potential of ICTs for expanding learning opportunities and promoting purposeful engagement with geographical concepts and inquiry processes.

2. Review practices used to develop and support the safe, responsible and ethical use of digital information, tools and resources,

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence

8. Ethical practice



2 Practical and Written Assessment

Assessment Title Planning a Field Study
Task Description

For this assignment, you will need to select a year level from Foundation to Year 6 and create a field study unit that focuses on one particular Geographic concept (for example: place, space, interconnection or change).

You will need to submit a teacher's plan (approximately 2000 words) that outlines:

  • the year level chosen
  • the specific Geographic concept on which this field trip is focused
  • the specific Knowledge and Understanding content descriptor on which this field trip is focused
  • the specific inquiry skills content descriptor/s from that year level that this field trip will develop
  • understanding of any time or logistical constraints
  • the consent form for parents explaining the nature and purpose of the excursion
  • the risk assessment
  • community resources/experts you could utilise in developing and/or implementing the field study
  • classroom activities that will occur prior to the field trip
  • activities that will be undertaken on the field trip
  • follow up activities once the field trip is completed.

Your planning can be presented in the form of your choice (written, table, concept map, webpage) but must clearly demonstrate your understanding of the role of the teacher in preparation and in building students' geographic knowledge, understanding and skills through fieldwork.

Assessment Due Date Review/Exam Week Monday (05-Jun-2017) 11:45 PM AEST
Return Date to Students Feedback on this final assessment response will be provided following moderation and prior to the Date of Certification of Grades for the term.
Weighting 50%
Assessment Criteria

Demonstrated understanding of the use of fieldwork to enhance students' understanding of geographical concepts

Demonstrated understanding of the links between the field study and the selected elements of the Geography sub-strand of the HASS curriculum

Demonstrated understanding of safe and ethical practice in fieldwork

Appropriate choice of learning experiences prior to, during and after the field study

Demonstrated understanding of the role of a Geography educator

Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

2. Review practices used to develop and support the safe, responsible and ethical use of digital information, tools and resources,

3. Critically evaluate professional learning and engagement to improve practice in Geographical education.

4. Synthesise understandings of the knowledge, practice and dispositions of a Geography educator.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence




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