Note: This is an archived Handbook entry from 2013.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2013:February, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 hours |
Total Time Commitment:
125 hours total commitment. Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.
Teacher Candidates must meet the minimum academic study requirements for teaching in specialist areas, in accordance with the Victorian Institute of Teaching's Specialist Area Guidelines, for entry into this subject.
|Recommended Background Knowledge:|| |
|Non Allowed Subjects:|| |
|Core Participation Requirements:||
For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.
The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H
CoordinatorMs Jeana Kriewaldt
Education Student Centre
234 Queensberry Street
Phone: +61 3 8344 8285
This subject prepares teacher candidates for teaching secondary school geography in years 7-12. Teacher candidates will use, develop and critically evaluate resources for teaching secondary geography. In particular, they will draw upon and elaborate the mandated geography curriculum guidelines.
Key areas of the course are planning and organisation; teaching and learning; recording and assessment; geographical 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. State and national 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.
Teacher Candidates will use the geography education literature to inform their teaching practices and engage in debates about the nature and purpose of geography and geography education.
On completion of this subject teacher candidates will be able to:
The subject covers a range of the National Professional Standards for Teachers (for Graduate Teachers). In particular, the subject will contribute to students attaining the following standards:
1.2 Understand how students learn
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
7.4 Engage with professional teaching networks and broader communities
There is 1 hurdle requirement:
|Prescribed Texts:|| |
A collection of readings
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
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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