| CODE | MSG5007 | ||||||||||||
| TITLE | Geography Education and Policy Frameworks | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Mathematics and Science Education | ||||||||||||
| DESCRIPTION | This study-unit focuses on specific themes in geography education that explores its educational value through the role of the teacher as the curriculum maker. The role of the teacher shifts from delivering the subject content as cataloguing or description of processes to becoming the curriculum maker where the subject content is the resource to address the complex changes in the contemporary world. Reference is made to education policies, specifically the National Curriculum Framework and the Learning Outcomes Framework. The unit will appraise the role of powerful knowledge in geography to address moral dilemmas from the local to the global scale. This will include issues related to intercultural education, sustainable development and the concept global citizenship. The role of the teacher as curriculum maker will include exploring different assessment strategies and the use of ICT and various literary sources including issues from current affairs to address the subject as ‘living geography’. Study-Unit Aims: The study-unit aims to: - Lead students to put in practice the role of the teacher as a curriculum maker with reference to specific themes/issues. - Critically reflect on the role of school geography as a resource to address broader educational objectives. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Debate how and why the subject knowledge is powerful disciplinary knowledge. - Appraise how subject content is a means to discuss moral issues. - Recognise the variety of sources that makes the subject a relevant and living experience to the pupils. - Discuss different assessment for learning strategies. 2. Skills: By the end of the study-unit the student will be able to: - Appraise the role of school geography to discuss moral issues at different scales. - Critically reflect on the use of different sources as a means to develop the pupils higher order thinking skills to address intercultural education through school geography. - Develop different strategies that lead to assessment for learning. - Identify different sources to provide a living experience of the subject to the pupils (living geography). Main Text/s and any supplementary readings: Main Text: - Lambert, D. and Jones, M., (2013), Debates in Geography Education, Routledge, London. Supplementary Readings: - Young, M., Lambert, D., (2014), Knowledge and the Future School. Bloomsbury, Pub. Inc. - Biddulph, M., Lambert, D., Balderstone, D., (2015) Learning to Teach Geography in the Secondary School: A companion to school experience. Routledge, London. - Fisher, C., and Binns, T., (2000). Issues in Geography Teaching. RoutledgeFalmer, London. Websites: - http://education.gov.mt/en/Documents/A%20National%20Curriculum%20Framework%20for%20All%20-%202012.pdf - http://www.schoolslearningoutcomes.edu.mt/en/ Other specific reading material will be suggested in the course of the study-unit. |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Glorianne Borg Axisa |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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