Course coordinator
Ms Jennifer Knight
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 22/11/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 4
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course prepares pre-service teachers to teach Geography in the secondary school. Pre- service teachers will be provided with opportunity to develop knowledge and understanding of relevant curriculum documents. The course will engage pre-service teachers in analysis of recent disciplinary developments in scholarship and professional practice in the teaching of Geography. They will be provided with opportunities to develop the appropriate knowledge and teaching strategies to effectively deal with literacy and numeracy demands and learning opportunities that exist in Geography. Pre-service teachers will demonstrate the ability to (i) design, implement and evaluate learning and teaching sequences and discipline specific assessment tasks that draw on curriculum, assessment, reporting, and ICT knowledge; and (ii) identify and design discipline specific opportunities for professional engagement and communication within the school context, teaching networks and the broader community.
For Semester 1, 2025, the mid-semester break for this course will be relocated to university week 8. In Semester 2, this course commences 1 week before standard Semester 2 classes.
The course will engage pre-service teachers in analysis of recent disciplinary developmentsﾠand changingﾠprofessional practice in the teaching ofﾠGeography subjects.
Course requirements
Assumed background
Students intending to teach Geography would be expected to have an understanding of the knowledge and range of topics included in the Junior and Senior Geography syllabuses. Ideally, this would include knowledge of topics within both Human and Physical Geography, such as Population / Development Geography, Social Geography, Physical Geography, and Environmental Geography.
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC6745, EDUC6810
Restrictions
Restricted to students who are eligible to undertake Bachelor of Education (Secondary) dual program Professional Year
Jointly taught details
This course is jointly-taught with:
Undergraduate and postgraduate students will share lectures and tutorials for this course.
Course contact
Course staff
Lecturer
Ms Jennifer Knight
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
The aim of this course is to give pre-service teachers a thorough understanding of how to teach Geography in both the junior and senior phases of schooling.ﾠPre-service teachersﾠwill learn how to plan for and implement effective learning and teaching strategies in Geography, including how to incorporate the teaching ofﾠliteracy and numeracy. They will also learn how toﾠcreate valid and authentic assessment items,ﾠand provide feedback on student learning.
Pre-service teachers will demonstrate the ability to (i) design, implement and evaluate learning and teaching sequences and discipline specific assessment tasks that draw on curriculum, assessment, reporting, and ICT knowledge; and (ii) identify and design discipline specific opportunities for professional engagement and communication within the school context, teaching networks and the broader community.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate understanding of relevant content and analysis of recent disciplinary developments in scholarship and professional practice in the teaching of Geography.
LO2.
Demonstrate the ability to apply knowledge of how students learn and knowledge of relevant curriculum documents to the development of appropriate discipline based learning goals and teaching strategies for students of varying abilities.
LO3.
Demonstrate the ability to design, implement and evaluate learning and teaching sequences and discipline specific assessment tasks that draw on relevant curriculum documents, a range of effective teaching resources, a range of assessment and reporting strategies, and ICT knowledge that enables teaching strategies that expands learning.
LO4.
Demonstrate knowledge and understanding of literacy and numeracy teaching strategies and their application in Geography.
LO5.
Demonstrate the ability to respond to feedback, and identify and design discipline specific opportunities for professional learning engagement and communication within the school context, teaching networks and the broader community and understand the rationale for this professional practice in relation to improved student learning.
LO6.
Demonstrate clear, fluent and coherent communication skills in English consistent with personal, professional and academic conventions.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Practical/ Demonstration |
Micro teaching
|
20% 25 mins |
1/04/2025 2:00 pm
Due on the date of the scheduled workshop; Presentations to occur within workshops as advised. |
| Product/ Design |
Learning and teaching sequence and assessment task
|
50% 3000 words |
29/07/2025 2:00 pm |
| Paper/ Report/ Annotation, Product/ Design, Reflection | Professional engagement and communication | 30% 10mins + 1500 words |
Presentation and Report 7/10/2025 2:00 pm Responses 14/10/2025
Presentations to occur within scheduled workshops |
Assessment details
Micro teaching
- Team or group-based
- Mode
- Activity/ Performance
- Category
- Practical/ Demonstration
- Weight
- 20% 25 mins
- Due date
1/04/2025 2:00 pm
Due on the date of the scheduled workshop; Presentations to occur within workshops as advised.
- Learning outcomes
- L01, L02, L05, L06
Task description
Using the senior Geography curriculum you are to present a lesson segment in pairs/or groups of three (depending on cohort numbers).
Your group is required to submit the following in one document via Blackboard prior to your presentation (only one group member needs to upload this):
- A brief unit overview (using TLAP Teaching, Learning and Assessment Plan template)
- A full lesson plan for the chosen micro-teaching segment (lesson length of 60-70 minutes)
- Any resources used within the micro-teaching simulation, such as PowerPoint slides, handouts, graphic organisers, quizzes created.
Your group presentation should consist of the following:
- a 20-minute micro-teaching simulation of the chosen lesson segment that allows demonstration of a range of teaching strategies. Please note: You are not required to present the full lesson in the workshop, only a 20-minute segment of the lesson.
Individually you are to submit to Blackboard a reflection (of no more than 700 words) outlining:
- what was learnt about compiling a unit plan and what was done well and,
- what will need to improve when unit planning next time (in your planning of the unit overview and/or in working with others in professional settings)
- outline why continuing professional learning/professional development is important for teachers to improve student learning and professional practice.
Please Note: In your reflection you should refer to relevant Australian Professional Standards for Teachers (APST) and/or curriculum documents. Academic references are encouraged where appropriate.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Learning and teaching sequence and assessment task
- Mode
- Written
- Category
- Product/ Design
- Weight
- 50% 3000 words
- Due date
29/07/2025 2:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L01, L02, L03, L04, L06
Task description
To ensure that the learning intents of the syllabus are delivered effectively, teachers need to plan their learning sequences and ensure that assessment tasks meet the requirements of the instrument specific marking guides (ISMGs).
The Task: Individually create a unit of work (approximately 25 lessons) based on the Year 11 and 12 SATE Geography curriculum.
Your submission needs to include the following:
A) Building on assessment 1, provide a unit overview, using the QCAA Teaching Learning and Assessment Plan (TLAP) framework, which outlines:
- Learning goal/intent and Success Criteria
- Key content/vocab/terminology/cognitive verbs to be addressed
- Key teaching, reporting and learning strategies
- Literacy and/or numeracy activities
- Resources required
- Differentiation/behaviour management considerations
- Consolidation (exit) activities and/or homework
- Assessment strategies (e.g., informal, formal, diagnostic, formative, summative)
B) Prepare two detailed lesson plans within your unit plan and provide all resources digitally such as PowerPoint slides, worksheets, graphic organisers, quizzes created etc., (if you are using physical resources, take a photo and include it with your submission). You need to ensure that at least one of the lessons demonstrate the use of ICTs, specifically the use of spatial technologies, such as GIS (Geographical Information Systems). You may build upon the lesson plan submitted in assessment 1 and incorporate feedback for improvement as one of the detailed lesson plans.
C) Create an assessment task and select/modify the appropriate criteria (ISMG) for the unit that reflects the requirements of the syllabus document.
In your written justification:
- Describe and justify two teaching strategies/approaches used within the unit plan (with academic references). In this section you must refer to relevant learning theory.
- Explain how in your unit you have incorporated strategies to differentiate teaching to meet the specific learning needs of students across the full range of abilities.
- Justify how ICT strategies used in the unit and/or lesson plans expand curriculum learning opportunities and 21st century skills for students, specifically the use of spatial technologies, such as GIS (Geographical Information Systems).
The written justification should seek to incorporate academic references to justify teaching, learning, and assessment approaches throughout parts 1-3.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Professional engagement and communication
- Mode
- Written
- Category
- Paper/ Report/ Annotation, Product/ Design, Reflection
- Weight
- 30% 10mins + 1500 words
- Due date
Presentation and Report 7/10/2025 2:00 pm
Responses 14/10/2025
Presentations to occur within scheduled workshops
- Learning outcomes
- L01, L02, L05, L06
Task description
After completing your micro teaching task in Semester One and throughout your professional experience placement, you will have reflected on your own personal professional goals in Geography Curriculum Studies to improve your teaching and student outcomes.
The Task
You are to individually select a personal professional goal based on feedback you have received to date:
To complete this task you will:
Prepare and submit to TurnItIn a 1500-word report that outlines:
- Your personal professional goal and an overview of why continued professional learning is essential for teachers;
- Background explaining why you identified this goal and how it is linked to feedback you have received from supervisors and teachers;
- Conduct research into how students learn and the implications for teaching which will help you achieve growth towards your personal professional goal in Geography CS
- Academic research on strategies to use;
- Classroom interventions and practical tips;
- Expected impact on teaching and learning;
- An overview of how you plan to work with professional associations and community representatives to build your professional knowledge and contribute to enhance teaching practices;
- Upload an abstract of your presentation to the discussion board on Blackboard (250 words) for student discussion.
After submission:
- In the workshop, facilitate a 10 minute discussion to share what you have learnt with the class.
- Respond to at least two students’ abstract submissions on ELearn Blackboard suggesting an alternative/complementary approach for using these strategies in your own teaching to improve student outcomes. Discussions will be due one week post final presentations.
Australian Professional Standards for Teachers:
Focus / Descriptor
1.2 Understand how students learn Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
6.3 Engage with colleagues and improve practice Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
6.4 Apply professional learning and improve student learning Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
7.4 Engage with professional teaching networks and broader communities Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: No evidence of ability to apply theories and principles of teaching and learning to classroom contexts. No understanding of the role of the syllabus in supporting learning, teaching and assessment. No use of materials to support teaching, learning and assessment in Geography. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Limited evidence of understanding and application of theories and principles of teaching and learning toﾠGeography classroom contexts. Limited understanding of the role of the syllabus in supporting learning, teaching and assessment inﾠGeography demonstrated. Very limited or inappropriate use of materials to support teaching, learning and assessment in Geography. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Superficial or incomplete understanding of theories and principles of teaching and learning and inconsistencies in application to theﾠGeography classroom context. Demonstrates limited understanding of the use of syllabus documents to support teaching, learning and assessment in theﾠGeography classroom context. Limited understanding of the design of appropriate resources to support teaching, learning and assessment in Geography. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Adequate understanding and application of teaching and learning principles and theories to theﾠGeography classroom context. Justifies/evaluates reasoning adequately. Adequate understanding demonstrated of the role of syllabus to support teaching and learning. Demonstrated adequate understanding of the syllabus in design of assessment for Geography. Justifications for reasoning supported by an appropriate selection of academic sources. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Substantial understanding of theories, principles, policy and practice and their implications for teaching and learning inﾠGeography contexts. Substantial justifications/evaluations of reasoning supported by a range of resources. Demonstrated substantial understanding of the syllabus in design of assessment, resources and lessons for Geography. Some errors in communication. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrated a good understanding of theories, principles, policy and practice and their implications for teaching and learning inﾠGeography contexts. Explicit justifications/evaluations of reasoning supported by a wide range of academic sources. Demonstrated substantial understanding of the syllabus in design of assessment, resources and lessons for Geography. Fluent, logical and coherent communication with minor errors only. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrated a comprehensive understanding of theories, principles, policy and practice and their implications for teaching and learning in Geography contexts. Comprehensive justifications/evaluations of reasoning fully supported by a comprehensive range of academic sources. Demonstrated comprehensive understanding of the syllabus in design of assessment, resources and lessons for Geography. Fluent, logical and coherent communication free of errors. |
Additional course grading information
Determining final grades: The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.
An exemplar to show calculation of the final grade:
All three assignments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Assignment 1 (Micro teaching demonstration - 20%), received a 6 = 6 x 0.20
Assignment 2 (Learning and teaching sequence and assessment task - 50%), received a 5 = 5 x 0.50
Assignment 3 (Professional engagement and communication task - 30%), received a 6 = 6 x 0.30
So... A1 (1.2) + A2 (2.5) + A3 (1.8) = 5.5
The final grade would be rounded up to the nearest whole number; in this case the grade would be 6.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy,, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct..
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Workshop |
Workshop One Introducing and exploring Geography curriculum documents (Years 7-10 and Years 11-12). This includes the Queensland approach to senior syllabus, curriculum, assessment and reporting. Introducing Assessment 1 task requirements. Learning outcomes: L01, L02, L03 |
Week 2 (03 Mar - 09 Mar) |
Workshop |
Workshop Two Exploring the Geography curriculum documents (Years 7-10 and Years 11-12) continued. FOCUS: Understanding how students learn, and developing pedagogical knowledge. Assessment 1 focus. Learning outcomes: L01, L02 |
Week 3 (10 Mar - 16 Mar) |
Workshop |
Workshop Three Workshop Three (Workshop): Planning (unit and lesson design) - scoping, sequencing and resourcing, with a focus on Assessment 1. Establishing learning goals and success criteria. FOCUS: Incorporating a range of resources, including ICT and spatial technologies, and planning for Inquiry learning. Assessment 1 workshopping. Learning outcomes: L01, L02, L03, L04 |
Week 4 (17 Mar - 23 Mar) |
Workshop |
Workshop Four Senior Assessment design and development: including informal and formal, diagnostic, formative and summative approaches to assess student learning. FOCUS: SATE Assessment Years 11-12 and Assessment 1 workshopping. Learning outcomes: L03 |
Week 5 (24 Mar - 30 Mar) |
Workshop |
Workshop Five Presentations - Assessment 1. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 8 (14 Apr - 20 Apr) |
No student involvement (Breaks, information) |
Mid-semester Break |
Multiple weeks From Mid-sem break (first semester) To Week 13 |
No student involvement (Breaks, information) |
Break for Professional Experience |
Week 14 (28 Jul - 03 Aug) |
Workshop |
Workshop Six Reflection on the placement. Sharing successes and resources. SATE Assessment design and development: including informal and formal, diagnostic, formative and summative approaches to assess student learning. FOCUS: Evaluating assessment and providing feedback and using criteria to formulate judgements. FOCUS: Assessment 2. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Multiple weeks From Week 16 To Week 21 |
No student involvement (Breaks, information) |
Break for Professional Experience |
Week 22 (22 Sep - 28 Sep) |
Workshop |
Workshop Seven SATE Assessment design and development: including informal and formal, diagnostic, formative and summative approaches to assess student learning. FOCUS: Evaluating assessment and providing feedback and using criteria to formulate judgements. FOCUS: Assessment 2. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Mid-sem break (second semester) (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
Mid-semester break |
Week 23 (06 Oct - 12 Oct) |
Workshop |
Workshop Eight Incorporating ICTs in Geography meaningfully. Preparing for the placement. FOCUS: ICT use in the geography classroom, specifically the use of GIS technologies. Assignment 3 and Reflective Practices. Learning outcomes: L02, L03 |
Week 24 (13 Oct - 19 Oct) |
Workshop |
Workshop Nine Focus: Reflection on Placement. Assignment 3 and reflective practices - workshopping assessment ideas. FOCUS: Explicit teaching - Skill work in the Geography classroom. Graphing as a planned, directed study. Learning outcomes: L02, L03, L04 |
Week 25 (20 Oct - 26 Oct) |
Workshop |
Workshop Ten Presentations. Learning outcomes: L01, L02, L05, L06 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.