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:
  • How do you plan your curriculum in order for students to engage with, explore and practice geography?
  • What place does contemporary subject knowledge have in planning your geography curriculum?
Samples of practice

(a) Backdrop:
In this transcript of a Year 9 lesson, the teacher aims to develop geographical thinking in her students and extend their contemporary knowledge. What mapping method does she use to further develop these students’ spatial thinking?
Sample 1 GEOG01 [1. Lesson summary 00.07.32 – 00.10.11]

(b) Backdrop:
Backdrop:In this post-lesson interview sample the teacher explains why the lesson focused on developing students’ skills in field sketching. He also explains how the lesson is one of a series that will develop similar skills in the students’ subsequent years. How does the teacher show an awareness of the students’ need to engage with and practice geography?  

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(b) Backdrop:
In this pre-lesson interview the teacher explains the tasks which he will be initiating with his year 10 class. He explains how the students will be researching the aid relationships between Australia and five Asian countries using aid agency resources. What method is he using for the students to undertake an enlivening and contemporary study of the Asian countries? Does his approach demonstrate an understanding of the need to ‘spark’ an active interest amongst his students?

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Further links and resources

Description of the challenge to geography teachers:
“The resolution of major issues and problems facing our world requires the full commitment of people of all generations. All of the following issues have a strong geographical dimension:

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)


International Geographical Union Commission on Geographical Education (ICU-CGE) International Charter on Geographical Education.

 
1. Knowing geography and geography curriculum
Accomplished geography teachers: 
2. Fostering geographical inquiry and fieldwork
Accomplished geography teachers:
3. Developing geographical thinking and communication
Accomplished geography teachers:
4. Understanding students and their communities
Accomplished geography teachers:
5. Establishing a safe, supportive and intellectually challenging learning environment

Accomplished geography teachers:


6. Understanding geography teaching – pedagogical practices
Accomplished geography teachers:
7. Planning, assessing and reporting

Accomplished geography teachers:


8. Progressing professional growth and development

Accomplished geography teachers:

9. Learning and working collegially

Accomplished geography teachers: