Outline

Overview

This is the second unit of study in a suite of concurrent Geography curriculum units. In this unit, students will develop further skills in Human Society and its Environment pedagogy. The unit will emphasise the integration of knowledge within and across the discipline and consider the role teachers play in facilitating curriculum pedagogy that consider the subject and connect to students’ lives. This unit will provide students with the practical and theory-informed knowledge required to respond to the needs of diverse learners in Geography.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	24 credit points including EDMT5608 and EDMT5676
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Claire Golledge, claire.golledge@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Annotated assessment task Develop an assessment task with associate explanation/ annotation	20%	Week 04 Due date: 27 Aug 2025 at 23:59	1000 words total	AI allowed
Outcomes assessed:
Presentation	Individual presentation Presentation to the class - critically evaluate the use of AI in Geography	20%	Week 10 Due date: 19 Oct 2025 at 23:59	500 words in total	AI allowed
Outcomes assessed:
Written work	Program of Work Develop a program of work for one topic in the Geography Syllabus	60%	Week 13 Due date: 07 Nov 2025 at 23:59	3000 words total	AI allowed
Outcomes assessed:
= hurdle task ?

Assessment summary

Task 1: Annotated assessment. Develop an assessment task (not an exam) for Staeg 4/5 Geography. Include a voice memo or screencast which explains your key decision making in relation to your design of the assessment task to cater to a range of learners.
Task 2: Develop a program of work for a nominated are of the Syllabus (see Canvas for more details). Include a 500-750 word reflection on how you have integrated learning across the curriculum in both activities and resources.
Task 3: A 4 minute 'TeachMeet' style presentation to the class critically evaluating the use of AI in the Geography classroom.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	NSW Quality Teaching Framework	Lecture and tutorial (2 hr)
Week 01	NSW Quality Teaching Framework in Assessment	Seminar (2 hr)
Week 02	Formative Assessment & Feedback practices in Geography	Lecture and tutorial (2 hr)
Week 02	Summative Assessment & Feedback practices in Geography	Seminar (2 hr)
Week 03	Effective feedback – marking and reports	Lecture and tutorial (2 hr)
Week 03	Planning for differentiated learning	Seminar (2 hr)
Week 04	Planning for differentiated Asssessment	Lecture and tutorial (2 hr)
Week 04	Preparation for practicum placements and Teaching about Environmental Change and Management	Seminar (2 hr)
Week 09	Technologies in Geography Select one geospatial technology tool that you could integrate in the Geography classroom. Provide a short review of the tool, a demonstration of what it can do and an example of how you would use it with a Stage 5 class (with links to syllabus content and outcomes).	Independent study (4 hr)
Week 09	Teaching about sustainable biomes	Seminar (2 hr)
Week 10	Reflective practice (incl practicum debrief)	Lecture and tutorial (2 hr)
	Planning engaging fieldwork and excursion opportunities in Geography (group showcase)	Lecture and tutorial (2 hr)
	Teaching about Changing Places	Seminar (2 hr)
Week 11	Presentations - Task 3	Lecture and tutorial (2 hr)
Week 11	Teaching about Human Wellbeing	Seminar (2 hr)
Week 12	Planning engaging fieldwork and excursion opportunities in Geography	Lecture and tutorial (2 hr)
Week 12	Being a Geography teacher – collaboration, professional learning and career trajectory	Lecture and tutorial (2 hr)
Week 13	Exploring Elective Geography	Seminar (2 hr)
Week 13	Teaching about changing places	Seminar (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Organise discipline and curriculum knowledge into effective lesson plans, sequences, and assessments that take account of students’ varying learning styles and abilities
LO2. Collect and evaluate teaching resources that account for the literacy and numeracy requirements in their specific discipline and curriculum areas
LO3. Design student-centred, inclusive, creative and challenging learning experiences that cater for students from a range of cultural, social, and ethnic backgrounds
LO4. Demonstrate familiarity with current educational theories regarding discipline and curriculum including cross curriculum priorities

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2. Professional Knowledge: Standard 2 - Know the content and how to teach it
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 4. Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments 5. Professional Practice: Standard 5 - Assess, provide feedback and report on student learning
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 4. Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.1		(Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.3.1		(Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
1.6.1		(Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.2.1		(Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.3.1		(Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
7.1.1		(Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.2.1		(Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
7.3.1		(Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.
7.4.1		(Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This unit was successfully taught in 2021. A greater emphasis has been placed upon differentiation and catering for the full range of learners for 2022 to enable trainees to more effectively address these challenges in their teaching.

Additional information

Asynchronous learning activity.

All course members are to contribute to the creation of a Sydney University Geography skills booklet 2021, that they will subsequently all be able to utilise in their teaching.

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDMT5658: Geography Curriculum 2

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links