Australian Professional Standards for Teachers

Sustainable cities


About this Illustration of Practice

Within a series of lessons that incorporate a key fieldwork trip, the teacher selects and uses teaching strategies that develop students’ knowledge, skills, problem solving and critical and creative thinking. Students make field observations described and recorded in text, numerical and audio-visual format; organise, interpret, present and analyse the data; and evaluate current situations to develop proposals for sustainable futures. The teacher develops strategies that enable students to empathise with others and to relate understanding of local areas to regional and global scales.

Standard 3
Plan for and implement effective teaching and learning
Focus area 3.2
Plan, structure and sequence learning programs
Career stage
Proficient
Descriptor
Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.
Other descriptors
Standard 3
Plan for and implement effective teaching and learning
Focus area 3.3
Use teaching strategies
Career stage
Proficient
Descriptor
Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
Standard 3
Plan for and implement effective teaching and learning
Focus area 3.4
Select and use resources
Career stage
Proficient
Descriptor
Select and/or create and use a range of resources, including ICT, to engage students in their learning.
  1. How can fieldwork be used to enhance students’ conceptual understanding of the real world?
  2. What activities support student learning prior, during and after a fieldwork trip?
  3. In what ways can teachers use fieldwork to foster problem solving and critical and creative thinking?
School
Bacchus Marsh Grammar
Victoria
Year level
Year 9
Year 10
Related subject
Science
Stage of schooling
Secondary
School type
Non Government
School location
Provincial
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Bacchus Marsh Grammar School is an independent pre-Prep to year 12 school in outer western Melbourne. The teacher has developed an activity consisting of a series of sequenced lessons with a core geography fieldwork case study used to relate conceptual development to a real world context. Within each lesson, concept development occurs through an inquiry sequence. Student research data collected during a field trip enables students to reflect on past development, record current patterns and propose changes that support a sustainable future for urban areas.
Content provider
Organisation
Australian Geography Teachers Association (AGTA)

© Australian Institute for Teaching and School Leadership (AITSL), 2012 (except where indicated under acknowledgements). You may use, reproduce and adapt this material for educational purposes until 31 December 2016, provided you retain this notice and all acknowledgements associated with the material.