Standards
1. Knowing geography and geography curriculum1.2 Assist students to understand that geography draws from the physical sciences, the social sciences and the humanities. Focus question:
Further questions:
Samples of practice(a) Backdrop: (b) Backdrop: In this sample, the teacher engages the students in a wide ranging discussion about the cyclone (Nargis) which devastated southern Burma on 2nd May 2008. During a series of questions she establishes a broad social and political background which is relevant to the disaster. To what extent does she demonstrate comprehensive disciplinary knowledge and make connections with physical sciences, the social sciences and the humanities? How is this knowledge actually put into effect?
(c) Backdrop: In this post-lesson interview, the teacher explains why he viewed the brainstorming lesson on the social, economic and environmental factors affecting Australia’s population growth, as achieving varying degrees of success. To what extent does he demonstrate comprehensive disciplinary knowledge? What population concepts does he use to make connections with physical sciences, the social sciences and the humanities?
Further links and resourcesDescription of geography: |
- 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;
