Standards
7. Planning, assessing and reporting
7.1 design curriculum to develop geographical thinking in their students in such a way as to spark an interest among all students − an interest that is active, contemporary, enlivening and sustained. Focus questions:
Samples of practice(a) Backdrop: (b) Backdrop:
(b) Backdrop: Description of the challenge to geography teachers: Population dynamics, food and hunger, urbanization, socio-economic disparities, illiteracy, poverty, unemployment, refugees and stateless persons, violation of human rights, disease, crime, gender inequalities, migration, extinction of plants and animals, deforestation, soil erosion, desertification, natural disasters, toxic and nuclear waste, climatic change, atmospheric pollution, water pollution, ozone holes, limits of resources, limits to growth, land use, ethnic conflict, war, regionalism, nationalism and globalization on "Spaceship Earth". The conflicts created by these problems and issues present a challenge to geographical educators who are committed to giving all people the hope, confidence and ability to work for a better world. In the endeavor to contribute to peace and justice amongst the people of the world on the one hand and between human beings and the natural world on the other, geographical educators look towards the Universal Declaration of Human Rights…In the context of problems facing humanity, the right to education includes the right to high quality geographical education that encourages both a balanced regional and national identity and a commitment to international and global perspectives.International Geographical Union Commission on Geographical Education (ICU-CGE), (1992). International Charter on Geographical Education. Accessed at: http://www.igu-cge.org/charters_1.htm#Preface (Accessed April 2010) |
Click here to view this video sample- 1. Knowing geography and geography curriculum
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Accomplished geography teachers:
- 2. Fostering geographical inquiry and fieldwork
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Accomplished geography teachers:
- 3. Developing geographical thinking and communication
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Accomplished geography teachers:
- 4. Understanding students and their communities
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Accomplished geography teachers:
- 5. Establishing a safe, supportive and intellectually challenging learning environment
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Accomplished geography teachers:
- 6. Understanding geography teaching – pedagogical practices
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Accomplished geography teachers:
- 7. Planning, assessing and reporting
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Accomplished geography teachers:
- 8. Progressing professional growth and development
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Accomplished geography teachers:
- 9. Learning and working collegially
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Accomplished geography teachers:
- 9.1 build a culture of professional improvement by learning from and with their fellow teachers as well as learning from research; supported by the professional and school community, they create the conditions for teachers to teach each other, support their peers, and deepen their knowledge about their students and their subject;
- 9.2 play an active role in their professional associations, promoting professional learning and talking publicly about their practice and involvement in facilitating learning for other teachers;
- 9.1 build a culture of professional improvement by learning from and with their fellow teachers as well as learning from research; supported by the professional and school community, they create the conditions for teachers to teach each other, support their peers, and deepen their knowledge about their students and their subject;
