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
Pre-requisites or Co-requisites
Prerequisite: EDCU12039
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2024
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).
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 Grading
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 Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Staff feedback
Update the unit to V9 of the Australian Curriculum.
Update the Moodle site to reflect Version 9 of the Australian Curriculum.
Feedback from Student feedback
Zoom Tutorial time
Consistency with the scheduling of the Zoom tutorial.
- Evaluate the potential of ICTs for expanding learning opportunities and promoting purposeful engagement with geographical concepts and inquiry processes
- Review practices used to develop and support the safe, responsible and ethical use of digital information, tools and resources
- Critically evaluate professional learning and engagement to improve practice in Geographical education
- Synthesise understandings of the knowledge, practice and dispositions of a Geography educator.
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.6 Information and Communication Technology (ICT)
3.4 Select and use resources
3.6 Evaluate and improve teaching programs
4.1 Support student participation
4.5 Use ICT safely, responsibly and ethically
6.1 Identify and plan professional learning needs
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Practical Assessment - 50% | ||||
| 2 - Practical and Written Assessment - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| 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 | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Practical Assessment - 50% | ||||||||||
| 2 - Practical and Written Assessment - 50% | ||||||||||
Textbooks
Teaching Humanities and Social Sciences: Teaching and learning across Australia
Edition: 7th edn (2020)
Authors: Rob Gilbert, Libby Tudball & Peter Brett (Editors)
Cengage Learning Australia
South Melbourne South Melbourne , Victoria , Australia
ISBN: 9780170424165
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
k.menzie-ballantyne@cqu.edu.au
Module/Topic
What is Geography?
Chapter
Set Text
Chapter 12 Geography as a learning area
Chapter 13 Teaching Geographical inquiry
Events and Submissions/Topic
Module/Topic
Geographic Knowledge and Understanding
Chapter
Set Text
Chapter 12 Geography as a learning area
Chapter 13 Teaching Geographical inquiry
Events and Submissions/Topic
Module/Topic
Geographical inquiry and inquiry skills
Chapter
Set Text
Chapter 12 Geography as a learning area
Chapter 13 Teaching Geographical inquiry
Chapter 4 Planning for critical inquiry
Events and Submissions/Topic
Module/Topic
Using ICTs in Geography
Chapter
Set Text
Chapter 12 Geography as a learning area pp. 312 to 314
Chapter 9 Using Information and Communication Technologies
Events and Submissions/Topic
Module/Topic
Inclusive and collaborative practice in Geography
Chapter
Set Text
Chapter 5 Planning for student learning
Events and Submissions/Topic
Module/Topic
No class
Chapter
Events and Submissions/Topic
Module/Topic
The role of a Geography educator
Chapter
Set Text
Chapter 12 Geography as a learning area
Chapter 13 Teaching Geographical inquiry
Events and Submissions/Topic
Module/Topic
Developing Geographical learning experiences
Chapter
Set Text
Chapter 13 Teaching Geographical inquiry
Events and Submissions/Topic
Module/Topic
Understanding fieldwork
Chapter
Set Text
Chapter 12 Geography as a learning area pp. 309 to 312
Events and Submissions/Topic
Module/Topic
Fieldwork in theory and practice (part 1)
Chapter
Set Text
Chapter 12 Geography as a learning area pp.309 to 312
Examples on Moodle site
Events and Submissions/Topic
Module/Topic
Fieldwork in theory and practice (part 2)
Chapter
Set Text
Chapter 12 Geography as a learning area pp.309 to 312
Examples on Moodle site
Events and Submissions/Topic
Module/Topic
Fieldwork - Working with primary data
Chapter
Examples on Moodle site
Events and Submissions/Topic
Module/Topic
Unit review
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Please note this unit has been updated to align with Version 9 of the Australian Curriculum: HASS F-6
1 Practical Assessment
For your assessments in this unit, you will be developing a Geographic inquiry that includes the use of ICTs and a field study. You will therefore need to identify an appropriate 'place' in your local area that would be suitable for a field excursion. It can be a natural or built environment.
This task must be undertaken individually.
Your inquiry will follow the process outlined in the Inquiry and Skills strand of the HASS Curriculum.
You have a choice to develop a Year 1 OR a Year 5 inquiry based on the following:
Year 1: Key question: What events, activities and places do I care about? Why? HASS concept: Interconnections
Knowledge and Understanding content descriptor: How places change and how they can be cared for by different groups including First Nations Australians (AC9HS1K04)
Year 5: Key question: How do people influence environments, and how do consumers and citizens contribute to a sustainable Australia? HASS concept: Interconnections
Knowledge and Understanding content descriptor: The influence of people, including First Nations Australians and people in other countries, on the characteristics of a place (AC9HS5K04)
Geography assessment 1
For this assignment, you will be examining appropriate ICTs to expand learning opportunities and promote engagement with the relevant Geographic content descriptor; the conceptual understanding of 'interconnections'; as well as developing understanding of inquiry and fostering inquiry skills.
You will need to provide sufficient description (in words and/or pictures) of your 'place' to give the marker context. You will need to find four ICTs that may be useful in promoting the knowledge and understanding and/or skills relevant to your inquiry. You will then use the decision-making matrix, provided on the Moodie site, to make a final selection of two.
You will then justify your selection (1000 words). using appropriate academic literature, in terms of the ICTs' ability to:
• enhance understanding of the relevant content and concept;
• develop relevant inquiry skills;
• support collaborative and inclusive classroom practice;
• as well as demonstrating your understanding of the safe and ethical use of online resources.
Week 5 Friday (5 Apr 2024) 11:55 pm AEST
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.
Appropriate selection and justification of ICTs to build Geographic content and conceptual knowledge
Appropriate selection and justification of ICTs to develop Geographic inquiry skills
Appropriate selection and justification of ICTs for collaborative and inclusive classroom practice
Demonstrated understanding of the safe and ethical use of ICTs in classrooms
Appropriate use of discipline specific, academic language and APA referencing
- Evaluate the potential of ICTs for expanding learning opportunities and promoting purposeful engagement with geographical concepts and inquiry processes
- Review practices used to develop and support the safe, responsible and ethical use of digital information, tools and resources
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Ethical practice
2 Practical and Written Assessment
This assessment is a continuation of the inquiry you developed for assignment 1. You must use the same 'place', year level, content descriptor and HASS concept: interconnections. Depending on feedback from your first assignment, you may modify your inquiry question if required.
You wish to undertake a field study excursion next term to your identified 'place' as part of your Geographic inquiry. You need your Principal's (or similar) permission for this excursion and therefore you will have to justify the field study's relevance and logistics.
To do this, you will need to undertake the proposed excursion yourself and evaluate the planned activities in terms of:
• their relevance in promoting understanding of the relevant content and the conceptual understanding of 'interconnections';
• their ability to develop the students' Geographic inquiry skills;
• and the logistics of the excursion, including a risk assessment.
You will need to submit your email to the Principal (or similar) (1500 words) seeking permission based on your evaluation, including contextual photographs/information and the risk assessment. Your email should be in the form of a justification supported by appropriate reference to the curriculum, any relevant policies, and academic literature.
You will also need to attach a field study booklet, including activities that would be undertaken before, during, and after the excursion and a marking guide for teachers outlining appropriate responses to the activities.
Though your engagement with the process of planning a field trip, you are required to identify your professional learning needs to improve practice in Geographical education. As part of this reflection, you need to make explicit links to the Australian Professional Standards for Teachers.
Week 12 Friday (31 May 2024) 11:55 pm AEST
Feedback on this final assessment response will be provided following moderation and prior to the Date of Certification of Grades for the term.
Demonstrated understanding of the use of fieldwork to develop Geographic content and conceptual knowledge
Demonstrated understanding of the use of fieldwork to develop understanding of Geographic inquiry and inquiry skills
Demonstrated understanding of safe and ethical practice in fieldwork
Appropriate choice of learning activities before, during and after the field study
Demonstrated reflection on professional learning needs to improve practice in Geographical education with explicit links to the Australian Professional Standards for Teachers
Demonstrated understanding of the role of a Geography educator
- Review practices used to develop and support the safe, responsible and ethical use of digital information, tools and resources
- Critically evaluate professional learning and engagement to improve practice in Geographical education
- Synthesise understandings of the knowledge, practice and dispositions of a Geography educator.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
