Standards
2. Fostering geographical inquiry and fieldwork
2.1 Encourage students to carry out a range of geographical inquiries, from structured to more open-ended and active investigations, from prearranged problem-solving and discovery to negotiated inquiry. Through these inquiries, students identify topics, generate questions, evaluate the quality of evidence, process and analyse data, select presentation methods to communicate the research findings effectively, think creatively about geographical issues, propose individual or group action in response to the research findings and, where appropriate, take such action. Focus question:
Further questions:
Samples of practice(a) Backdrop:
(b) Backdrop: Further links and resourcesDescription of the importance of geographical inquiry: |
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- 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;
