Assignment Geography 2

102090 - SECONDARY CURRICULUM 2 GEOGRAPHY My y lay Nguyen - 17644671
ASSIGNMENT 1: PROFESSIONAL TASK

Geography preliminary

My y lay Nguyen – 17644671
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Table of content

Part 1 ................................................................................................................................ 3
Appendix A: Scope and sequence ............................................................................................ 3
Appendix B: Concept map ....................................................................................................... 5
Appendix C: Assessment handbook ......................................................................................... 6
Part two .......................................................................................................................... 14
Stage 6 assessment task ......................................................................................................... 14
Unit outline ............................................................................................................................ 17
Pre Lesson plan ...................................................................................................................... 24
Appendices ............................................................................................................................. 27
Post Lesson plan ..................................................................................................................... 32
Appendices ............................................................................................................................. 34
Justification ............................................................................................................................ 35
References ............................................................................................................................. 39
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Part 1
Appendix A: Scope and sequence
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
BIOPHYSICAL INTERACTIONS
To understand the geographical interactions of the processes between the four components of the biophysical environment. By understanding these process
Term 1
and the impact of the biophysical environment, contributions can be made to more sustainable management strategies. Students will investigate and
communicate geographically and interact between human impacts on the functioning of the atmosphere, hydrosphere, lithosphere and biosphere. The
students will go through a case study one of the issues to show their understanding of the biophysical processes and ways that would contribute to
sustainability.
Outcomes: P1, P2, P3, P6, P7, P8, P9, P10, P12

BIOPHYSICAL INTERACTIONS Cont. Global challenges
Concepts - atmospheric processes, geomorphological,
plants and animals and soil formation, human impacts
To understand the global challenges from a multidimensional
on, the functioning of the atmosphere, hydrosphere,
lithosphere and biosphere. perspective of the social, cultural, political, economic and
Senior geography preparation

Skills - investigate and communicate geographically,
environmental challenges as they will be investigating and
use geographical skills and tools, identify geographical communicating geographically. The student will look into the theory
Group Presentation
methods applicable to, and useful in, the workplace of population geography regarding the the changing nature, rate and
distribution of the world’s population. The students will then be given
Term 2
Tools – maps, graphs and statistics, photographs and

fieldwork to conduct geographical inquiries two studies based on the class interest (Cultural Integration, Political
Geography, Development Geography and Natural Resource Use)
Key questions Outcomes: P1, P4, P5, P6, P7, P8, P9, P10, P12
• What are the biophysical interactions which occur
between components of the biophysical
environment?
• What are the effects of human impacts on the
functioning of the hydrosphere?
• How is the biophysical environment changing in
response to climatic variations?
3


GLOBAL CHALLENGES Cont.
Concepts – Global challenges, demographic changes, cultural, social, environment, economic, inequality, population
distribution, information technology, movement, Cultural Integration, Political Geography, Development Geography, and
Natural Resource Use and migration End of course revision and
Skills – mapping global patterns, applying information technology, understanding of global challenges to a particular
vocation
exam
Term 3
Tools – maps, graphs and statistics, photographs and fieldwork to conduct geographical inquiries,
Key Questions
• how and why is the distribution of the world’s population changing?
• what are the factors responsible for cultural integration? Outcome: P1, P2, P3, P4, P5, P6, P7,
what is the future of the nation-state?
•
P8, P9, P10, P11, P12
• how can spatial inequality be defined?
• what types of conflicts can arise from the ownership and use of natural resources?

Senior geography Project
This project will run in the background
Outcome: P7, P8, P9, P10, P11, P12

4

Appendix B: Concept map

5
Appendix C: Assessment handbook
Canley Vale High School

Year 11 - Geography Preliminary
Wiki
Weight 20%, 6 weeks

Weighting: Research 5
Writing 10
Presentation 5
20

Outcomes
P1 analyses changing demographic patterns and processes
P2 examines the geographical nature of global challenges confronting humanity
P3 identifies the vocational relevance of a geographical perspective
P4 formulates a plan for active geographical inquiry
P5 selects, organises and analyses relevant geographical information from a variety of
sources
P6 applies mathematical ideas and techniques to analyse geographical data
P7 applies geographical understanding and methods ethically and effectively to a
research project
P8 communicates geographical information, ideas and issues using appropriate written
and/or oral, cartographic and graphic forms
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Details
This research assessment requires you to inquire and investigate developmental challenges
based on a country of your choice. The assessment will consist of a wiki page and a
presentation.
You will produce a wiki of 1000 words for submission by the end of week 8 in term 2. In
week 9, students will present a 10-15 minutes’ digital presentation for the rest of the class.
In addition, students are required to hand in a progress log as part of your research mark.
Getting started
Choose a country with a developmental challenge. (You can work in groups to brainstorm)
You will need to compose a focused question on the developmental challenge.
Questions you can ask to assist with the task:

• What issue is the country facing?
• Is it a problem or a phenomenon?
• It is to do with location?
• Why is it there?
• What kind of affect does it have on the people?

You will be given class time to evaluate the question.

Gathering information

Students are to gather information through sources such publication text (books and
published articles), newspaper, magazine articles, government sites and reports, statistical
publication, video and many internet site.

• Avoid using websites that are not reliable. For example, Wikipedia.

Presenting the information

You are to create a wiki page with 1000-1500 words. To add text and edit the wiki, a link will
be provided. The page will be closed closed for editing on the due date.

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Organising your wiki

Just like a Wikipedia page, there are no right or wrong way of presenting your wiki. Titles
and subtitles can be included. However, images and videos can only be included if it is
relevant to the information that you want to present

Presenting your presentation

For the presentation, students are to present a 3-5 minutes’ presentation to the class. There
are a number of ways in which your group can present. The following are examples that can
be used:
• An audio-visual display, using appropriate information technologies and electronic
media.
• An oral presentation
• A pictorial essay

Bibliography

All the information and images that your group used for the assessment must be
referenced. A bibliography should be used in the wiki and presentation. The following is a
format example of referencing information:

Author, Initial(s) Year of publication, Title of article, Name of Publication, volume, issue,
page numbers.

Younger, P 2004, ‘Using the internet to conduct a literature search’, Nursing Standard, vol.
19, no. 6, pp. 45-59.
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Progress log 1 Date:

Name Email address

Country

Brainstorming for your question

Question

Signature:
9
Progress log 2

Date: Time:

References: Main idea

signature:
10
Progress log 3

Wiki Plan
Presentation plan

signature:
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Group work assessment

MARKING CRITERIA (25%)

Wiki Name:
Marks Criteria
• integrates sample studies, statistical trends, geographic models and theoretical perspectives, providing evidence of wide
reading
• explains complex spatial and ecological relationships and processes, establishing cause by providing details of multiple
links
19-20 • applies detailed geographic knowledge and understanding from a variety of case studies at arrange of scales
• evaluates ecological issues and human responses using appropriate, diverse criteria such as socioeconomic and political
factors
• Efficiently communicates in written form characterised by the application of precise and abstract geographic terms and
various graphic forms
• explains spatial and ecological relationships and processes establishing cause by detailing links
• applies geographic knowledge and understanding from relevant case studies at a range of scales
• presents major advantages and disadvantages of complex issues and human responses by outlining major advantages
17-18 and disadvantages
• outlines sample studies, statistical trends, geographic models and perspectives in a structured format
• communicates in written form characterised by use of appropriate text types, application of major technical geographic
terms and the use of graphic forms
• describes spatial and ecological relationships and processes, identifying major causes and impacts
• demonstrates general geographic knowledge through relevant sample studies at different scales
• describes main arguments relevant to major ecological issues and human responses
15-16 • describes sample studies, trends and significant geographic models
• plans and implements descriptive geographic research including fieldwork
• communicates in written form characterised by use of major text types, geographic terms and graphic forms
• describes spatial and ecological features, identifying general interrelationships
• recalls general geographic knowledge of sample studies at different scales
13-14 • identifies some arguments relevant to major ecological issues and human responses
• outlines sample studies and trends and identifies simple geographic models
• communicates in written form characterised by use of some major geographic terms and concepts
10-12 • identifies some spatial and ecological features
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• demonstrates some general geographic knowledge

• makes simple reference to a sample study and states a simple trend
• communicates in written form characterised by use of general geographic terms and brief phrases
0-9 • Does not meet the standard requirements

Presentation (one mark for every criterion met)

Execution
Organisation
Creativity
Engagement
Cohesion

Comment:

Teacher: ___________________________________ Date: ____/_____/_____
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Part two

Stage 6 assessment task

Canley Vale High School
Year 11/Stage 6 - Geography Assessment Schedule

Goals of Assessment
Teachers are required to follow a plan of:
• Developing an understanding of the way student learn.
• Continuing to empower students to take responsibility for their own learning.
• Ensuring constant constructive feedback are given to the student’s academic
performance.

Teaching model

Curriculum
Knowledgeable skills and understanding of the curriculum

Teaching
Motivate and encourage students to achieve outcomes

Assessment
Assess students on their understanding of the course content

Feedback
Provide constructive feedback regularly in terms of outcomes

Assessment Task Procedures

• Students must attend 80% of classes to pass the subject

• Students must complete all assessment tasks, classwork and homework
• Assessments must be handed in any time before the due date but no later than the start of
the lesson on the due date.
• If assessments are submitted after the due date, a supporting medical certificate explaining
the reason for absence from school is required or a mark of zero will incur.
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Outcomes P7 formulates a plan for active
geographical inquiry
P1 differentiates between spatial P8 selects, organises and analyses
and ecological dimensions in relevant geographical
the study of geography information from a variety of
P2 describes the interactions sources
between the four components P9 uses maps, graphs and
which define the biophysical statistics, photographs and
environment fieldwork to conduct
P3 explains how a specific geographical inquiries
environment functions in terms P10 applies mathematical ideas and
of biophysical factors techniques to analyse
P4 analyses changing demographic geographical data
patterns and processes P11 applies geographical
P5 examines the geographical understanding and methods
nature of global challenges ethically and effectively to a
confronting humanity research project
P6 identifies the vocational P12 communicates geographical
relevance of a geographical information, ideas and issues
perspective using appropriate written
and/or oral, cartographic and
graphic forms

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Assessment component

Component Weight
Investigating and research 15
Case study 15
Senior Geography Project 30
End of course exam 40

Component Task 1 Task 2 Task 3 Task 4
Investigating Individual Senior End of course
and research report Geogra exam
Weighting phy
Project
Term 1 Mid of End of End of Term
Term 2 term 2 3
P1, 3, 6, 8, P2, 3, 9, P1, ,7, P1, 2, 3, 4, 5,
12 10, 12 8, 9, 10, 6, 7, 8, 9, 10,
11, 12 11, 12
Knowledge and
understanding of course 40% 5 10 5 20
content
Geographical tools and
20% 5 5 10
skills
Geographical inquiry and
research, including 20% 10 5 5
fieldwork
Communication of
geographical information,
20% 5 10 5
ideas and issues in
appropriate forms
Total 100% 20% 20% 25% 35%
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Unit outline
Unit Outline
Subject: Geography Course: Preliminary stage 6 Number of weeks: 12 weeks
Unit title: Global Challenges
Key concepts/Big ideas The importance of this Learning
Population Students will learn to:
• Nature, rate and distribution • investigate and communicate geographically by asking and addressing
• Fertility geographical questions
• Mortality • use geographical skills and tools
• Population Pyramids • identify geographical methods applicable to, and useful in, the
• Population Movements workplace
• Environmental, economic and social issues • communicate an understanding of relevant concepts, features and
related to population issues using appropriate and well-structured oral and/or written and/or
Development Geography multimedia forms including ICT.
• Development and Inequality
• Characteristics of LEDCs/MEDCs
• Economic Development/Economic Growth
• Indicators of Development
• Disparity in Development
Cultural Integration
• Fashion
• McDonaldisation
• Fast food
• Telecommunications
• Technological change
Unit content with scope and sequence Syllabus outcome
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This unit content is taught for year 11 stage 6 P1 differentiates between spatial and ecological dimensions in the study of
preliminary. The unit will run for 12 weeks from term geography
2 to term 3 P2 analyses changing demographic patterns and processes
P3 examines the geographical nature of global challenges confronting
humanity
P4 identifies the vocational relevance of a geographical perspective
P6 selects, organises and analyses relevant geographical information from a
P7 variety of sources
P8 uses maps, graphs and statistics, photographs and fieldwork to conduct
P9 geographical inquiries
P10 applies mathematical ideas and techniques to analyse geographical data
P11 communicates geographical information, ideas and issues using written
P12 and/or oral, cartographic and graphic forms.
Literacy Numeracy ICT Differentiation
• presenting their • Engaging and • Excel work to • Choices and variety of
geographical findings and interpreting statistical formulate and • Field work
understanding in written, data interpreting data • Scaffolding
oral, cartographic and • Applying mathematical • Creating graphs and
graphic forms in class ideas and technique to maps EALD
activities and assessment. conduct geographical • Using multiple • Provide glossary of
• Class debates inquires mediums for terms to assist in
• Group work presentation understanding
• Engaging and interacting • Kahoot for weekly • Scaffolded work sheets
with various text revision • Ensure to use images to
• Google share and demonstrate theories
interactive space for and concepts
collaborative learning
Low SES
• Scaffolded worksheet
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• Provide library use if

needed for certain
activity
• Pairing students from
wide range of
background to ensure
that technology can be
shared
• Providing resources and
technology if needed
Weekly schedule
Syllabus Teaching and Learning Strategies
Week Resources
content (Including assessment for learning)
Population Geography Start off the class with Gapminder test their
knowledge
The changing nature, rate and distribution of the world’s population • http://www.gapminder.org
CIA world Facebook
• Start with Gap minder as a way to understand their knowledge • http://www.kmlfactbook.org/#&db=
• Brainstorm in groups on what they understand about ciafb&table=2002&col=2008&
population Ted talk
Week
• Inquired based learning with an image of the overpopulated • https://www.youtube.com/watch?v
4
Bangladesh =hVimVzgtD6w
• Show a historical population graph and asked the students to Text book
make predictions for future population growth
• Students will watch a ted talk the best stats you've ever seen
• Discuss the syllabus and provide an overview
• Explain assessment task
Kahoot revision at the end of the week
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Spatial patterns of fertility and mortality Youtube

• https://www.youtube.com/watch?ti
• Start the class with a video of 10 countries with the highest birth me_continue=24&v=w06kA5Y1VhY
rate Work sheet
o Question the student on what they have noticed Text book
o Students will analyse video
Week
o discuss
5
• In groups, a scaffolded work sheet will be provided to the
students to show the difference between the results of high and
low fertility. Students can utilise text and internet for sources.
• Individual work, student will fill out a scaffolded worksheet
• Class discussions on the contribution to mortality.
Types, volumes and directions of population movements such as rural- Video
urban migration, labour migration and refugee migration • http://www.sbs.com.au/programs/g
o-back-to-where-you-came-from
• Student to create a population pyramid through ICT learning Work sheet
Week • Mind map: reason for moving? Text book
6 • Case study on the Hukou system in china
• Go back to where you came from video
§ Student will fill out a scaffolded worksheet based
on the video
Issues arising from the changing size and distribution of population Video
including environmental, economic and social impacts. • https://www.youtube.com/watch?v
=jpjN2er8V54
Week • Brainstorm with students on the impact of changing and Text book
7 increasing in population
• Students will watch One planet one child
• Group presentation based on the environmental, economic or
social impacts
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Cultural Integration Nike video

• https://youtu.be/e9ZktmrGGMU
The diffusion, adoption and adaptation of mass consumer culture Worksheets
reflected in media, fashion, brand images, sport, music and religion Game
• http://www.mcvideogame.com/ind
• Brain storm on what the students know about cultural ex-eng.html
integration Text book
• Scaffolded worksheet on what they know about the brands that
Week
they know also covering definition like mass consumer from the
8
text book and internet
• Group task, students will follow the commodity from the sight
of consumption to how it all started.
• Case study on the company Nike with the clip JUST DO IT!
Human trafficking
o Include a scaffolded work sheet with the video
• Play the MacDonald game
Week 9
Week 10
Vacation
the factors affecting cultural integration such as technological change, Work sheet
transnational corporations (TNCs), global media networks, cultural Text book
imperialism and the actions of governments
• Scaffolded sheet for revision

Week
• Brain storm on what they know about communication
1
• Group work on a case study on evolution of phones
• Excursion to the powerhouse museum. (Interface exhibition)
• Scaffolded work sheet on definition and the effects of the
following;
o Transnational corporations (TNCs)
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o Global media networks

o Cultural imperialism
o Actions of governments
the effects of cultural integration such as homogenised landscapes, Text book
economic dominance and dependence, threats to cultural diversity and
sovereignty, and shrinking time/space.
Week • Field work to a suburb on a mixed culture diversity

2 o Provided an excursion booklet
• Class debate on cultural integration, good or bad?
o What does cultural integration mean to you and
everyone?
Development Geography Videos
• https://www.youtube.com/watch?v
the nature of development =X1xBpBaBbrA
• https://www.youtube.com/watch?v
• Brainstorm on their understanding of development geography =OF4-97hb3pM&t=84s
Week • Scaffolded work sheets on what does life means to you. work sheets
3
• Show the “what is the quality of life?” video Text book
• Show the “What Does 'Third World Country' Mean?” video
• Scaffolded worksheet on the characteristics of LEDC and MEDC
• Class discuss economic growth and economic development
the use of indicators to illustrate spatial variations in the level and rate Text book
of development at a global scale
Week
4 • Brainstorm on indicators
o Quantitative
o Qualitative
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• Discuss on both types of measures and their limitation

• Class lesson on composite indicators
• Class lesson on GDP
• Group work: students to explore GDP for a selected country and
list down the possible reason for their figures

issues arising from these spatial patterns of development such as Video
access to food, shelter, social support, health and educational • https://www.youtube.com/watch?v
opportunities =yYNjXRVFnTc&t=2s
Textbook
• Start off with the video When it comes to quality of life, what
Week matters to you?
5 • Discuss the disparity of development
o food, shelter, social support, health and educational
• Brain storm on government initiative
• Excursion to Pyrmont, framing the idea of urbanisation

equity issues related to ethnicity, class and gender, and ecologically Text book
sustainable development.
Week
• Case study on a non developing nation
6
o equity issues related to ethnicity, class and gender, and
ecologically sustainable development.
Week Overview and Revision for the module

7
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Pre Lesson plan

Class: Year 11/preliminary Time: 75 Minutes
Syllabus reference:
Focus Area: Global challenges
Content: Inquire based lesson
Outcome:
P4 analyses changing demographic patterns and processes
P5 examines the geographical nature of global challenges confronting humanity

Materials: 27 copies each of the assessment, the marking criteria, exemplar and image analysis worksheet

Language focus: photo analysis, report writing, evaluating and analysing

Time
Aim Resources
frame
Class settles in Before the students are seated, place students according to their hobby or
interest. The student will sit next to their interest buddy.
• Read books
5
• Play games
• Play a sport
Mark the roll
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Class participation mind mapping on global Using the white board, the students will mind map their understanding of a
10
challenges global challenges.
Get the students think about the housing Teacher to put the house image on the screen.
condition image • Questions that the teacher can ask the students
o Describe what you can see in this photograph?
10
o Why are people forced to live in such conditions?
o Where do you think the photograph was taken?
o What can be done to address the issue?
Image analysis In groups of 3, students will work together and search for an image with a
10 global challenge issue.
Teacher to hand out the image analysis question sheet
Presentation Each group will spend one minute explaining their choice of image to the
10
class.
Assessment task Give assessment task to the students.
Go through the assessment task with them.
• Explain the structure of their writing task
o Introduction
o Body
§ Discuss PEEL techniques
15 • POINT
• EVIDENCE
• EXPLANATION
• LINK
o Conclusion
o Quality of research
o Go through the marking criteria
Mark exemplar Explain to the students that they will mark the paper.
10 They will also need to provide a score of what they think the paper deserve
Discuss their reason for the marks given
5 Wrap up class Ask each students one thing they learnt in class today
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Reflection

This lesson was focused on provided a framework for their assessment. I started off with an inquiry-based learning with the images as a way to
get the students to formulate their own investigative thinking. Through the implicit teaching of getting the students to do a presentation is a
way to also preparing them for the assessment. It is equally important that I structured the lesson to guide the students for success through
explaining the expectations and exemplar marking. I believe that I have created an effective lesson as a baseline for the assessment.
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Appendices
Image analysis

27
Scaffolding worksheet for student
28

High achieving exemplar

29
30
Page 4 of their assessment handout

31
Post Lesson plan

Class: Year 11/preliminary Time: 75 Minutes
Syllabus reference:
Focus Area: Global challenges
Content: Re-evaluating their assessment task
Outcome:
P8 selects, organises and analyses relevant geographical information from a variety of sources
P12 communicates geographical information, ideas and issues using appropriate written and/or oral, cartographic and graphic forms

Materials: 27 copies reflection sheet

Language focus: Understanding the marking criteria, reflection, evaluating

Time
Aim Resources
frame
5 Class settles in Teacher marks the roll
5 Re-evaluate the process Go through writing process
Students will reflect with their Tell the students to close their eyes and spend about a minute thinking about everything
eyes close. that they have been through.
• Teacher will direct their thoughts with the following
10
o Go back to when you first gotten your assessment
o What was going through your head
o Think about the groups and the process
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o Think about all the things do did leading up to the report writing
o Think about the process leading up to the presentation
Think about the moment you have completed everything.
Ask the students two things. Each student will have to provide one challenging part and one fun part of the process.
10 Their most challenging part and
the most fun part.
Student will do a reflective task With the reflective thoughts fresh in their head, students will write down their reflection
from the sheet that will be given.
• Provide the students the scaffolded reflection work sheet.
20
• Remind kids to be as honest as possible and that it is ok to make it
personal.
A reflection is about the true self
Discuss their marks Discuss with the class on parts that stood out and did well, and on common mistakes.
10 • Ensure to reinforce the students of the hard work they have put into the
assessment
Give back the student’s paper Teacher to give back assessment paper
10 • Tell the students to go over their paper and to read their comments.
• Students are given a chance to dispute their marks if they have a problem
Wrap up class Ask each student one thing they learnt in class today
5
Reflection:
This class was focused on allowing students to reflect on their assessment task. I think that the lesson is effective because it provides an
opportunity for students to evaluate their progress as a way inform their understanding so that they can improve for future assessment. Not only
that reflecting on their learning will also encourage them to continually reflect in all aspects of their life. I think this lesson is an overall well-
planned lesson with a purpose.
33
Appendices

Scaffolding for reflection task

34
Justification
As a pre-service teacher, understanding the syllabus and implementing assessments for learning
is important before applying it in a classroom setting. This professional task was to demonstrate
my interpretation of the syllabus and the criteria that are needed to implement in documenting
curriculum content. The structure of stage 6 preliminary for geography, leave plenty of room for
your own interpretation and judgement on what is considered ideal for the students to learn.
Using my best judgement, I had to consider the different types of strategies when designing my
lessons and an assessment that would challenge and educate students, while constantly
simulating them (Board of Studies, 2009). It is my duty as a teacher to foster their learning
abilities (Board of Studies, 2009).
I began with designing the Scope and Sequence section. Within this section, it was important to
consider the placements of each module and how it would affect the student’s outcomes. I
believe that I have given enough time for students to grasp the heavy content load. Given that the
unit is 54 indicative hours, I have chosen a total of approximately 49 hours in total for per module,
which does not include the senior geography project module that the students will have in class.
It is important that teachers are providing sufficient amount of time for students to take in the
information and understand the content in a deep and meaningful way rather than having an
extraneous overload of content (Board of Studies, 2009; Saada-Robert, 1999).
The next section was to create an assessment that would explore the challenges and issues of a
developing country. While creating the assessment, I had to think about the strategies that would
assist students to acquire in-depth knowledge of the module Global Challenges. The requirement
for the assessment is to get the students to construct their own question. This approach allows
students to instruct their learning and also motivate them because they are doing something that
35
interests them (Board of Studies, 2009). Although the assessment is self-instructed, it is important
to scaffold the assessment so that it creates a student inquiry-based assessment leaving room for
them to critically think about the issue and evaluate their findings (Board of Studies, 2009; Simons
& Klein, 2007). Due to the nature of geography as an inquiry-based subject and as part of the
syllabus, it is important to assess all stages of their assessment process rather than just assessing
for outcomes (Board of Studies, 2009; Cornish & Gardner 2009).
The third section that I had to focus on was the unit outline. The unit outline had to demonstrate
strategies that would challenge the student’s own understanding of the content that is being
taught (Board of Studies, 2009). Many lessons are structured around baseline learning type
strategies like mind mapping and class discussion as a way to frame their understanding of the
content (Davies, 2011). In addition to the baseline learning strategy, I have created a lot of
scaffolding (Simons, & Klein, 2007). Scaffolding derived from Vygotsky’s model of zone of
proximal development where it is about providing a teacher-guided questioning to assist in their
learning (Vygotsky, 1987). By questioning the students as a problem base learning approach, it
will frame their understanding more critically and analytically (O’Neill & McMahon, 2005). It is
more focussed towards a student-centred learning approach where they will direct their own
learning through questioning rather standing at the front of the class and present the lesson
(Gallavan & Kottler, 2012). The approach to this strategy is to promote more “formative
assessment” type that will allow me to better understand the student’s progress (Cornish &
Gardner, 2009, p.312). In addition, the use of technology in the classroom is a way to promote
more motivational learning environment (Bitner & Bitner 2002; Board of Studies, 2009).
The forth section of this assessment was the pre-lesson planning. Most of the time, teachers are
too focused on content that they forget about the relational building among students (Rayner &
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Devi, 2001). It is important for teachers to consider strategies that can promote a positive
environment. So how can we consider a class that will promote, inclusiveness? Due to this reason,
I have started the class with seating the students according to their interest. This approach stems
from the circle solution approach as a successful way of mixing up students (Rayner & Devi, 2001).
While this lesson is a pre-lesson for the assessment task, it is important to get the students to
think critically due to the nature of the assessment that I have designed. Using the inquiry based
approach; I have started off with an image where the students will come up with their own
questions. This essentially should frame the basis of their assessment as it is important that the
students are formulating their own inquiries as a geographer (Board of Studies, 2009). After that I
wanted the students to work in groups to direct the task to a more collaborative type of learning,
as it will allow students to create responses from one another (Gokhale, 1995). After they have
completed their task, their assessment task is given to the students where a full explanation and
the expectations that the students must meet. In addition to this, I have given a high achieving
exemplar for the students to mark. This approach frames the expectation for students to achieve
without setting them up to fail (Cornish & Gardner, 2009). At the end of the lesson, I ensure to ask
them about what they have learnt in class as a way to assess their understanding (Cornish &
Gardner, 2009). It is important that the constant assessing of students promote their learning as it
does not always have to be formal assessing (Cornish & Gardner, 2009).
The last section of this assessment is the post lesson. This lesson is about the students reflecting
on the process. To assist in their reflection, I have provided a scaffolded sheet to enhance their
reflective process (Boyd & Fales, 1983). Before the process, the students are given time to
process everything they have done. It is a way to clear their mind and to really delve into their
thought process so they can create more genuine responses. This approach is to assist their
37
understanding for future assessments, especially with the mandatory senior project. Essentially,
the lessons are attempting to promote a divergent learning environment.
38
References
Bitner, N., & Bitner, J. (2002). Integrating technology into the classroom: Eight keys to
success. Journal of technology and teacher education, 10(1), 95-100.
Board of Studies. (2009). Geography Stage 6 Syllabus. Retrieved March 24, 2017 from
https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/geography-st6-syl-
from2010.pdf
Boyd, E. M., & Fales, A. W. (1983). Reflective learning: Key to learning from experience.
Journal of Humanistic Psychology, 23(2), 99-117.
Cornish, L., & Gardner, J. (2009). Assessment. In Promoting student learning (2nd ed., pp.
308-357). Frenchs Forest, Australia: Pearson Education.
Davies, M. (2011). Concept mapping, mind mapping and argument mapping: what are the
differences and do they matter?. Higher education, 62(3), 279-301.
Gallavan, N. P., & Kottler, E. (2012). Advancing social studies learning for the 21st century
with divergent thinking. The Social Studies, 103(4), 165-170.
Gokhale, A. A. (1995). Collaborative learning enhances critical thinking.
O’Neill, G., & McMahon, T. (2005). Student-centred learning: What does it mean for
students and lecturers.
Rayner, S. G., & Devi, U. (2001). Self-esteem and self-perceptions in the classroom: Valuing
circle time. International perspectives on individual differences, 2, 171-208.
Saada-Robert, M. (1999). Effective means for learning to manage cognitive load in second
grade school writing: a case study. Learning and Instruction, 9(2), 189-208.
Simons, K. D., & Klein, J. D. (2007). The impact of scaffolding and student achievement levels
in a problem-based learning environment. Instructional Science, 35(1), 41-72.
39
Vygotsky, L. (1987). Zone of proximal development. Mind in society: The development of
higher psychological processes, 5291, 157.
40

Assignment Geography 2

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Informasi Dokumen

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Hak Cipta

Format Tersedia

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Assignment Geography 2

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Format Tersedia

102090 - SECONDARY CURRICULUM 2 GEOGRAPHY My y lay Nguyen - 17644671

ASSIGNMENT 1: PROFESSIONAL TASK

Appendix A: Scope and sequence ............................................................................................ 3

Appendix B: Concept map ....................................................................................................... 5

Appendix C: Assessment handbook ......................................................................................... 6

Part two .......................................................................................................................... 14

Stage 6 assessment task ......................................................................................................... 14

Unit outline ............................................................................................................................ 17

Pre Lesson plan ...................................................................................................................... 24

Post Lesson plan ..................................................................................................................... 32

Senior geography preparation

Tools – maps, graphs and statistics, photographs and

Appendix C: Assessment handbook

Canley Vale High School

You will need to compose a focused question on the developmental challenge.

Questions you can ask to assist with the task:

Organising your wiki

Group work assessment

• demonstrates some general geographic knowledge

• Students must attend 80% of classes to pass the subject

• Provide library use if

Spatial patterns of fertility and mortality Youtube

Cultural Integration Nike video

• Scaffolded sheet for revision

o Global media networks

Week • Field work to a suburb on a mixed culture diversity

• Discuss on both types of measures and their limitation

Kahoot revision at the end of the week

Kahoot revision at the end of the week

Week Overview and Revision for the module

Pre Lesson plan

Focus Area: Global challenges

Content: Inquire based lesson

P4 analyses changing demographic patterns and processes

P5 examines the geographical nature of global challenges confronting humanity

P7 formulates a plan for active geographical inquiry

Scaffolding worksheet for student

Page 4 of their assessment handout

Post Lesson plan

Focus Area: Global challenges

Content: Re-evaluating their assessment task

planned lesson with a purpose.

abilities (Board of Studies, 2009).

extraneous overload of content (Board of Studies, 2009; Saada-Robert, 1999).

for outcomes (Board of Studies, 2009; Cornish & Gardner 2009).

proximal development where it is about providing a teacher-guided questioning to assist in their

the lessons are attempting to promote a divergent learning environment.

success. Journal of technology and teacher education, 10(1), 95-100.

Journal of Humanistic Psychology, 23(2), 99-117.

308-357). Frenchs Forest, Australia: Pearson Education.

differences and do they matter?. Higher education, 62(3), 279-301.

with divergent thinking. The Social Studies, 103(4), 165-170.

Gokhale, A. A. (1995). Collaborative learning enhances critical thinking.

students and lecturers.

circle time. International perspectives on individual differences, 2, 171-208.

in a problem-based learning environment. Instructional Science, 35(1), 41-72.

Vygotsky, L. (1987). Zone of proximal development. Mind in society: The development of

higher psychological processes, 5291, 157.

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