1. Knowing geography and geography curriculum


1.4 Locate geography within a wider educational context, making connections with other curricular and co-curricular areas.

Focus question:
  • How does knowledge of the wider educational context ensure that students learn worthwhile and relevant geography?
Further questions:
  • How did the school curriculum evolve into its present form? When considering the school geography curriculum, does it matter? If yes, why? If no, why not?
Samples of practice

(a) Backdrop:
In this sample, the teacher prepares a year nine class for a lesson on regional centres by introducing the handout. She also explains that in years eleven and twelve the students will use a range of resources called ‘geographic media’ and they will be tested on the ways to present geographic information. What skills and resources does she introduce to the students that connect with the study of geography in future years?

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(b) Backdrop:
 In this post-lesson interview the teacher explains the significance of geography field work in terms of a longer view, that is, when students are studying year twelve they will be utilizing knowledge and skills that have been developed over several years. How is this teacher’s understanding of, the advantages of undertaking field work over several years, actually put into effect?  

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(c) Backdrop:
In this pre-lesson interview the teacher explains his intention that the lesson would ultimately assist year twelve students to prepare for the final exam. They are using topographic map extracts from previous exams and the teacher is extending their knowledge and skills through the use of these resources and extra questions. To what extent does his preparation demonstrate an understanding of the wider educational context?

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Further links and resources

Description of a wider educational context:
“The national curriculum will detail what teachers are expected to teach and students are expected to learn for each year of schooling. The curriculum will describe the knowledge, understandings, skills and dispositions that students will be expected to develop, in sequence, for each learning area across the years of schooling” National Curriculum Board (2009) The Shape of the Australian Curriculum. Canberra: Commonwealth of Australia, p. 9.

 
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: