Details for Curriculum Studies – Geography: Part B

This subject, building upon CRS222 Curriculum Studies - Geography: Part A, prepares Teacher Education Students to teach Geography Years 11-12 syllabi developed by NESA and ACARA.  It is designed to advance knowledge in the areas of curriculum, pedagogy and assessment for senior secondary school Geography students. The subject aims to develop Teacher Education Students’ understanding and skills in critically analysing and evaluating contemporary theory, concepts and issues in Geography as applied in the classroom context, including curriculum design and evaluation- assessment, examination and reporting. It examines the Teacher Education Student’s own ideologies about ways of reading the landscape and cultural and historical perspectives, which may have impacted on the syllabus and how they will interpret it for the students. Using the local area as a research resource and fieldwork are integral parts of this subject.


Quick Info

  • Currently offered by Alphacrucis: Yes
  • Course code: CRS332
  • Credit points: 10
  • Subject coordinator: Jim Twelves

Prerequisites

The following courses are prerequisites:

Awards offering Curriculum Studies – Geography: Part B

This unit is offered as a part of the following awards:

Unit Content

Curriculum Objective

This subject, building upon CRS222 Curriculum Studies - Geography: Part A, prepares Teacher Education Students to teach Geography Years 11-12 syllabi developed by NESA and ACARA.  It is designed to advance knowledge in the areas of curriculum, pedagogy and assessment for senior secondary school Geography students. The subject aims to develop Teacher Education Students’ understanding and skills in critically analysing and evaluating contemporary theory, concepts and issues in Geography as applied in the classroom context, including curriculum design and evaluation- assessment, examination and reporting. It examines the Teacher Education Student’s own ideologies about ways of reading the landscape and cultural and historical perspectives, which may have impacted on the syllabus and how they will interpret it for the students. Using the local area as a research resource and fieldwork are integral parts of this subject.

Outcomes

  1. Demonstrate understanding of Australian and State educational policies and priorities and how they inform ‘best practice’ teaching strategies, which along with engaging resources, enable teachers to fulfil the aims of the ACARA Geography curriculum 11-12 and NSW Geography syllabi (Stages 6);
  2. Critically analyse the Geography curriculum in its organisation, the teacher’s role involving student support, mentoring, professional development goals, curriculum administration, WHS, and engaging with parents, professional and external community organisations in the teaching of Years 11-12 Geography in Christian and alternate school contexts.
  3. Develop student-centred innovative and well-designed Geography learning activity sequences that include (a) geographical content [concepts, substance and structure, tools, and skills]; (b) language, literacy and numeracy demands arising from the content; and (c) ways of addressing the Australian Curriculum’s General Capabilities (GCs) and Cross-Curriculum Priorities (CCPs).  The lesson plans should also include provisions to identify, apply and assess age-appropriate and differentiated strategies for the full range of student abilities [supporting their well-being and safety] and diverse backgrounds [multilingual and sociocultural];
  4. Design and critically reflect upon units of work, lesson sequences, and curriculum materials using threshold concepts and skills development, knowledge acquisition and signature pedagogies that incorporate ICT, Quality Teaching Framework, and Great Teaching Inspired Learning using Understanding by Design within a high stakes environment.
  5. Prepare, trial test and critically review using student data a variety of assessment instruments using ‘best practice’ that demonstrate understanding of assessment-generated statistical information (including assessment moderation) and its application to evaluate student learning achievement so as to be able to report reliably to parents/carers.

This course may be offered in the following formats

  • Face to Face (onsite)
  • E-learning (online)
  • Intensive
  • Extensive 

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis College.

Assessment Methods

  • Fieldwork (40%)
  • Lesson Plan Sequence (30%)
  • Assessing a Unit of Work (30%)