Note: This is an archived Handbook entry from 2008.Search for this in the current handbook
|Dates & Locations:|| |
This subject is not offered in 2008.
|Time Commitment:||Contact Hours: 36 hours |
Total Time Commitment: 125 hours total commitment
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:||None|
|Core Participation Requirements:||
For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.
It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability
|Subject Overview:|| |
The subject will develop teacher candidates understanding of the purposes, approaches and issues of teaching geography in the secondary classroom. The key areas of the course are planning and organisation; teaching and learning; recording and assessment; geographic skills; and resources for learning. The key concepts of geography will be studied with an emphasis placed on how each concept can be learned by 11 to 18 year olds.
The course includes a detailed study of senior geography including practical and theoretical issues in planning units of work from VCE Geography Study Design. State curriculum policy documents will be used to explore ways that geography can be organised to meet the different learning needs of students in the middle years of schooling.
Pedagogical approaches will include those that advance critical thinking, metacognition, inquiry and spatial literacy. Topics include the value and place of different kinds of geography and their links to other disciplines; the development of geographical skills and concepts; the relationship between geographical knowledge and participatory citizenship; the pursuit of respect and valuing of diversity; and a focus on the rights of all people; social justice and sustainability.
|Assessment:||There are 3 assessment tasks: Annotated Lesson Plans (800 words) due early semester (20%) Team Presentation (1200 words equivalent) as scheduled (30%) Negotiated project (2000 words) due late semester (50%) There are 2 hurdle requirements: Lesson Plan due early semester 80% attendance|
|Prescribed Texts:||A collection of readings. Board of Studies, VCE Study Design for Geography. 2005 (available online)|
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
|Generic Skills:|| |
On completion of this subject teacher candidates will be able to:
Demonstrate competency in the use of concepts, knowledge and skills in Geography and develop coherent learning sequences in accordance with current curriculum frameworks
Foster developmentally appropriate and socially just curriculum and model learning strategies which develop inquiry and curiosity about the world
On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:
Master of Teaching (Secondary) |
Master of Teaching (Secondary)
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