AGTA Conference 2021: Workshop and half-day Fieldtrip abstracts
Wednesday 29 September 2021
1.a) Where in the world is Carmen Sandiego? - an augmented landforms and landscapes learning adventure - Dana Quick and Gaby Barford - Chatswood High School
A digital unit that fosters personalised learning as students explore Landscapes and Landforms (and Interconnections) leveraging gamification to promote student mastery. The session will cover the curation of digital content as well as utilising digital classrooms and collaborative documents to support teachers in providing feedback that moves student learning forward. Presenters will cover the experience of course delivery across a large and complex faculty and to meet a range of student needs, including: Gifted and High Potential, EAL/D and students with identified learning needs.
1.b) Geography and A Career Perspective - Greg Calvert - TGTA and Rowan Harris - Hobart College
AGTA has recently created a website with new career resources. This presentation looks at the Career Resources on the website and how they can be used to promote Geography to students and parents, especially at transition conjunctions (years 8-9 and 10-11 and 12 to further education and/or training) when elective or optional choices are being made. Career pathways relating to Geography will also be drawn on. Strategies of how you can promote Geography in your school or institution and how this can be linked with the ‘GoWithGeo’ campaign will be discussed.
1.c) Practical strategies for meaningful differentiation - Sandra Duncanson - Jacaranda (Wiley)
This session will provide practical tips for differentiation in Years 7-10 Geography classes. There will be two main areas of focus:
1. planning and scaffolding curriculum delivery to build student achievement standards
2. gaining deeper insights into student performance and learning behaviours.
Specifically, we will look at examples from the Jacaranda learnON platform to show how teachers can create individual learning pathways and collect detailed quantitative data on their students' knowledge, engagement, and application of skills (both thinking and geographical). We will also explore ways of documenting units of work, learning outcomes and success criteria that take student differences into account to build more effective pedagogical practices.
1.d) Modernising Geography: using spatial technology to improve student outcomes - Brett Dascombe - Wavell SHS
This session will highlight the benefits of using spatial technology as an interactive assessment platform for Senior geography in Queensland. Award winning senior assessment in the Queensland Excellence Planning awards and showcased student work for the IA3 will be presented as the future of interactive reports in geography.
1.e) Realising the potential of sustainability in secondary school Geography - Jeana Kriewaldt - University of Melbourne and Susan Caldis - Macquarie University
This workshop will share some best practices for teaching sustainability in secondary school geography, particularly across Years 7 – 10. In so doing, the workshop will explore how teachers can increase opportunities to strengthen students’ sustainability knowledge. We can now see that the critical issues of this decade focus on the imperative to respond to the climate crisis, its extreme weather events and accelerated species extinctions. Geography teachers are at the forefront of supporting students to understand these critical issues.
So, it is timely to address what is happening in schools and in the curriculum; what is possible; what are the opportunities and barriers to implementing sustainability; and how teachers can enrich teaching and learning about sustainability in Geography classes.
1.f) Graphicacy and Geography – Rebecca Nicholas – Brisbane State High School
This workshop will explore the important role of maps, graphs and tables to represent data in Geography. Bec will catalogue the different ways data, graphical and visual elements can be constructed and used in the classroom and provide examples of effective incorporation into the subject of geography.
2.a) How young children perceive their world and research into early spatial mapping - David Boon – ACARA
While the local area is utilised for student learning, little research has been done into how students actually perceive that environment in a spatial sense. My experience as a primary classroom teacher and working with teachers in a number of support and professional learning roles is that students sometimes have greater awareness and perception of their surroundings than the adults teaching them. Teachers tend to focus attention on what it is they want students to learn. Students however don’t organise their perceptions into neat curriculum boxes, nor do they limit their observations to just what the teacher wants them to. This paper explores my teaching experiences and my leadership of professional learning which challenge traditional notions of how to utilise the local area. It suggests how we might better utilise student perceptions of the environment to engage them as learners and deepen their understanding of both the curriculum and their local area.
2.b) Topography, Photography, and Drone Imagery: Building Perceptions for Contemporary Geographers - Susan Martin - Geography Education Consultant
In this teacher-orientated session, the aim will be to demonstrate the powerful combination of traditional topographic skills, photography competencies and drone footage techniques. This powerful concoction will give teachers the tools to address topical geographical issues. These combined skills, provided through work-shop materials and embedded in a critical thinking structure, can powerfully capture the interest and imagination of high-school students of all ages to empower their conceptualization and subsequent tackling of geographical challenges. Examples at different scales will be used, relevant to the national curriculum and they can also be used to supplement the argument that Geography is partially a STEM-related subject.
2.c) Disempowering emotions: The role of educational experiences in social responses to climate change - Charlotte Jones - University of Tasmania
The process of learning about climate change is not simply cognitive. It is also an emotional encounter that may have enduring effects. To date, little research has attended to the emotional significance of childhood learning experiences of climate change in adult lives and in social responses to climate change. This presentation will report the results of a recent study that speaks to this gap in research and will facilitate reflections and discussions with delegates of their experiences of the significance of climate change content within schooling. The presentation will speak to the affective turn within recent pedagogical thought and embrace the dialectic of emotion and reason within the context of learning about climate change.
2.d) Using World Cafes to facilitate sustainability action planning – Kim Beasy - School of Education, University of Tasmania and Jenny Dudgeon - Department of Education Tasmania
In this workshop, we share our experiences of delivering a Tasmanian-wide program that takes nominated student leaders on a journey of collaborative, virtual sustainability action planning with other students using World Cafes. World Cafes are interactive, inclusive group processes that encourage conversation-like discussion of things that matter and are a useful method for developing strategic goals because they emphasise participation and inclusivity of everyone. The program supports students in developing skills in writing and discussing compelling questions, analysing information using qualitative data analysis approaches, action planning, and presenting and communicating. Attendees will participate in a World Cafe during the session.
The program is well connected to CCP Sustainability through building student capacity to engage with, reflect on and make sense of the diverse perspectives of others in service of building a better future - critical to the third organising idea Futures.
2.e) Reshaping Fieldwork Experiences with Immersive Technologies - A case study using ForestVR in the Geography classroom - Beth Welden - Forest Learning and Matthew Hill - Overnewton Anglican Community College
A Virtual Fieldwork Experience (VFE) is an inquiry-based teaching tool that lets you bring a field site to the classroom. Virtual Fieldwork Experiences, by design, are flexible and can be approached in many ways. They provide data about a field site and allow students to explore and engage, and through the additional benefit of immersive, 360 degree experiences and photos, can provide students with a virtual tour and experiences of locations that otherwise would be inaccessible, or impossible to achieve in a single field trip.
This workshop unpacks, and allows hands on experiences, for the newly launched teaching and learning ForestVR toolkit for schools produced and developed by ForestLearning and the Geography Teachers Association Victoria for years 8 and 10.
- YEAR 8 | ACHGS0570, ACHGK048
A Unit of work for Level 8 Geography: Forest Landscapes
- YEAR 10 | ACHGK070, ACHGK072, ACHGK073, ACHGK074, ACHGK075, ACHGS076, ACHGS077, ACHGS078, ACHGS080
A unit of work for Level 10 Environmental Change and Forest Management
Teachers at the workshop will experience ForestVR using a variety of VR headsets and other technology options currently being used in schools. Teachers will also take away the full Geography toolkit for years 8 and 10 on USB comprising student workbook, teacher guide, PowerPoint presentations for each lesson and links to the ForestVR app, free to download on IOS, Android devices or Oculus Go headsets.
2.f) The best ten tools for your geospatial toolbox – Mick Law – Contour Education
Review the best tools to use in your secondary or primary geospatial program with Mick from Contour Education. This session will showcase the essential tools that you need to have in your geospatial toolbox to impress your students and teaching colleagues! Hazards, weather/climate, place/urbanisation, vegetation and many more topics will be covered in this session. We'll also showcase a tool to allow your students to map their own data very easily.
3.a) Making it Memorable: Retrieval Practice in Geography - Anna Hind - Good Shepherd Lutheran College
Our students tend to forget what we teach them. Remembering knowledge is a skill that can be taught and practiced in our Geography classrooms. This workshop will introduce teachers to the strategy of retrieval practice which encourages knowledge and skills retention in our students. It is an introduction to applying the theory and practice, ready to go in your own lessons.
3.b) Transitioning into the profession and Transformation of pedagogical practice - Susan Caldis - AGTA and GTANSW&ACT
This session reports on a longitudinal qualitative doctoral study that explored how ideas about and enactment of pedagogical practice in Geography can be transformed as teacher education students transition into the profession.
Pedagogy, together with reflection and reflexive practice conceptualise the research; the data analysis occurred in response to Archers’ Theory of Reflexivity. Reflexivity theory is understood to be the ‘bending-back’ of thought to stimulate an iteratively progressive cycle of inner dialogue, reflection and action about the influences affecting self in a specific context. The influences can be enabling or constraining and are related to three emergent properties: personal, structural and cultural.
The participants for the study were five purposefully sampled teacher education students from the same university. At the time of recruitment, participants were completing their final year of candidature in an initial teacher education program and enrolled in a Geography methodology course. By the end of the study, the participants had completed their first 12 – 18 months of teaching, depending when they gained employment.
Data generation occurred in three phases, including during COVID-19. There are important implications arising from this study to consider for the role of a Geography methodology course in Initial Teacher Education Programs, the professional experience placement, and those who employ and mentor graduate teachers as they enter the profession and their early-career years.
3.c) Smart agriculture & sustainable food production in the digital age - Lee Hancock - St. Paul's College Kempsey
Innovative solutions to solve the world’s growing food security challenges abound locally and internationally. As a recipient of the NSW Premier's Teachers Scholarship for New and Emerging Technologies, in 2020 I was to engage in a scholarship tour to investigate the innovative methods producers are adopting to ensure sustainability, yet also meet the increasing demand for food in the near future. Although my travel plans have been delayed, I’m excited to deliver a workshop that will investigate how a practical “Design Thinking” approach may encourage students to collaborate, ideate and prototype solutions to this burgeoning food security issue.
3.d) Practical guide to Disaster Resilience Education in the classroom - Owen Ziebell – Australian Institute for Disaster Resilience
Disaster resilience education (DRE) equips young Australians with the skills and confidence to take protective action before, during and after an emergency or disaster. DRE offers a vision of young Australians who are empowered to participate as active members in skilled and resilient communities, working to reduce the risk of disaster. This workshop provides an overview of DRE in school settings and will unpacks AIDR’s newly developed lesson plans for upper primary and lower secondary geography, classroom resources, the DRANZSEN professional network, and the Resilient Australia School Award.
3.e) Using student voice and STEM pathways to develop transdisciplinary capabilities in Stage 5Geography students - Debra Owens and Liam Hume - Pymble Ladies' College
The workshop will provide an overview of our action research, which focuses on promoting student voice and STEM pathways in Stage 5 Geography to build transdisciplinary capabilities in Geography. The application of our research to a real world partnership with Celestino (the company responsible for planning and implementing the new Sydney Science Park in Western Sydney) has provided us with a unique case study for our research. We aim to promote student capacity and future pathways through the implementation of our research findings into the study of
Sustainable Places in Stage 5 Geography.
3.f) Will child trafficking education change our world? - Dave Cross - ZOE Australia
Teachers have a powerful voice to bring long term change. The Australian Curriculum, and its focus on interconnection, gives teachers an opportunity to explore some of the big issues facing our world. There are currently 40.3 million people in slavery. To see change will require something from all of us. In this session we will explore holistic approaches that look at the connection between ‘prevention’ (in both Australia and overseas) ‘rescue’ (the role of law enforcement and government) and ‘restoration’. We will highlight some free resources available to help teachers guide their students through the issue of ‘modern day slavery’ and consider practical applications for students.
Thursday 30 September 2021
4.a) Focus on Fieldwork Skills - Stephen Cranby - Geography Education Consultant
Fieldwork is the epitome of our role as teachers to enable students to look at the world "through the eyes of a geographer". It is through the skills, tools and techniques students are exposed to during fieldwork that this is achieved. What exactly are these skills we try to develop in students and what makes them geographic? Participants will have the opportunity to consider and share ideas on the role of fieldwork in students wider learning and in developing their geographic thinking. They will examine a range of identifiable geographic fieldwork skills and clarify the distinction between skills, techniques, and tools.
4.b) Celebrating being a 'Climate Clever' school in the tropics - Lisa Newton - Trinity Bay High
Cairns is ground zero for climate change impacts with bleaching to the Great Barrier Reef leading to 50-60% mortality (Reichelt, 2016). This has been the motivation for our Senior Geography students running our Climate Clever project. Inspired by the United Nation’s Paris Agreement, our students ambitiously set a target of 50% carbon emission reduction on 2019 levels at our school. Using measurable indicators from school power bills in the ‘Climate Clever App’ and ‘Solar Schools’ carbon calculator, we measured and delivered actions across the school to reduce our school's emissions by 50%. We will show you how we did it!
4.c) Using StoryMaps to create interactive Senior Geography fieldwork and investigative reports - Brett Dascombe Wavell SHS
In 2020, Wavell SHS provided senior geography students the opportunity to present their Investigative report (IA3) using StoryMaps creating interactive assessment. These StoryMaps were then recorded and submitted to the confirmation process. Two 25/25 results and a highly commended assessment in the Queensland Planning Excellence Awards.
4.d) Engaging E-Learning resources for your Geography classroom – Chris Higgins Education Perfect
Education Perfect is a digital ecosystem designed to magnify the value of a teacher in the classroom, and empower students through an engaging and personalised learning experience. EP has over 35,000 curriculum-aligned lessons across Languages, Maths, English, Science and Humanities designed by teachers and written by our in-house experts. Our Geography content contains over 1,000 lessons and assessments aligned to Years 7 to 10 Australian Curriculum, all of which can be fully customised by teachers. The platform provides a truly differentiated and engaging learning experience for students while providing teachers with data insights and evidence to support their practice. Education Perfect is currently used by over 1.2 million students in over 4,000 schools.
4.e) COVID-19 and the tourism industry - Trish Douglas - Eltham College
This session aims to look at the impact of COVID-19 on tourism at a global and national scale. A variety of examples and data will be used. This session links to Australian Curriculum Year 9 Geographies of Interconnections as well as VCE Unit 2, WA Unit 2, SACE Stage 1, SACE Tourism.
5.a) Teaching in the COVID-19 City: Investigating the reflexive lived experience of Geography teachers in a time of lockdown - Susan Caldis - AGTA and GTANSW&ACT
Teaching in the COVID-19 City is a short podcast in a collective urban geographies project Listening to the City in a Global Pandemic. Although urban-focused and urban-produced, 'Teaching in the COVID-19 City' is the only podcast in the suite to focus specifically on education in schools. This presentation focuses on the story of the podcast and considerations resulting from its development. Teaching in the COVID-19 City captures the lived experience of ten Geography teachers from NSW during March 2020; and frames the messaging around Reflexivity Theory. The Geography teachers were asked three questions at the beginning of lockdown and they generously share their experience of quickly pivoting their practice from teaching face-to-face to teaching fully online. Analysis of such lived experience reveals the strength of personal values, beliefs and convictions about teaching when responding to a structural or externally created problem that yields few options and choices. Agility and adaptive practice characterise the work of the ten Geography teachers. Analysis also reveals important implications to consider for Initial Teacher Education and the provision of Teacher Professional Learning. Although the podcast is beyond the immediate scope of work in Susan’s PhD, there are important points to consider about developing self and pedagogical practice as a result of being a reflexive practitioner.
5.b) From booklet to report - a platform for success in senior geography fieldwork - Paul Rogers - Box Hill High School
A session focusing on the preparation for and writing of senior Geography fieldwork as well as practical strategies to scaffold students towards being able to successfully communicate findings from an investigation into human and natural environments. This session will involve the presentation of documents used to assist students in collecting fieldwork data, strategies for communicating findings through a variety of mediums, and creative pre/post fieldwork exercises designed to engage and excite students for the topics they are studying. Teachers will be exposed to tips and tricks in assisting students to generate high quality fieldwork reports and a fieldwork marking guide.
5.c) Graphics and Visual Geography - Michael Pretty - Salisbury East High School
This presentation will go through some of the different graphics and formats readily available on your computer that can enhance your PowerPoints, assignment sheets or to be used with students for tasks and assignments. We will also show you some other ways of thinking in relation to how you can present your knowledge, expertise and understandings that relate to children and teenagers through varying multimodal formats. Finally, we will also run through some ideas on how to do tangible learning exercises that are interactive, fun but most importantly illustrate real world issues.
5.d) Fieldwork Simplified – Kathy Jones - Fieldwork Connections
From my observations too many Geography teachers do not enjoy the fieldwork component of the syllabus. Some due to lack of understanding of physical geography and some because of the logistical nightmare that off-site excursions bring. Fieldwork is important and should not be avoided and my aim is to make it enjoyable and accessible to teachers.
During this workshop I will share my ideas of simple, accessible and meaningful fieldwork for Geography teachers. Teachers will be shown simple fieldwork ideas around biophysical processes and how to incorporate these into a one hour lesson on their school grounds for their class. I believe that many geography teachers shy away from undertaking their own fieldwork for many reasons including lack of understanding for biophysical interactions, sometimes due to the high number of out-of-field Geography teachers. This workshop will simplify and make the fieldwork experience more accessible and relevant while teachers learn through inquiry to then have a deeper understanding when running the investigation with their class.
During the workshop teachers will be shown how to use simple, accessible geographical tools for collecting data and gain an understanding of what the data means for their school context when considering the impacts of an urban environment on the biophysical environment. This workshop can specifically link to Fieldwork in Geographical tools but also works well with Stage 4 Landscapes and Landforms to gain a good foundational knowledge of the biophysical environment.
5.e) Ideas for Embedding the Aboriginal and Torres Strait Islander Histories and Cultures in the Australian Geography Curriculum - Leonie Brown - Victorian Curriculum and Assessment Authority
Embedding the cross curriculum priority of Aboriginal and Torres Strait Islander Histories and Cultures in the F-10 Australian Geography Curriculum.
This is a an area where teachers are often hesitant to explore. This workshop will provide discussion and ideas to move forward in this very important aspect of the Australian Curriculum.
Session 6 Workshops/mini fieldtrips
6.a) “Delving into data … that fascinating geographic kind” - Jared Richardson - Rose Bay High School
This tool is about helping teachers and students to see that data is not scary and, with practise, should be a powerful way to teach Geography and, for students, an easy approach to understanding patterns and implications evident in maps, graphs and charts.
6.b) Challenges Facing Geography Teachers – unpacking the challenges – Vishnu Prahalad & Julie Davidson University of Tasmania
We will provide a brief introduction to our study, synthesizing existing literature on 'the opportunities and barriers for enabling students to pursue geography at higher-secondary and tertiary levels'. This will frame the focus-group discussions based on the lived experiences of the teachers present. These discussions will help us collect real time data on why students are not pursuing geography at higher-secondary and tertiary levels, and what enablers need be considered for encouraging higher studies in geography.
6.c) ‘The Orb’ Indigenous content in the Geography Curriculum – Sarah Lackey
6.e) Forest Landscapes - Protection, Cycles, Connections and Choices - Kate Battishall & Darcy Vickers -Forest Education Foundation
Visit local forest areas surrounding Hobart and explore how forests can be used as a focus for teaching and learning across the geography curriculum (Grade 7-12). Participants will explore the concept of forest literacy and steps towards building environmental maturity amongst students through interactive, field-based activities and discussion. Please note this trip will require participants to be equipped for short walks through different field sites.
6.f) The Hobart Rivulet and its Impact on the Settlement of Hobart - Greg Calvert – TGTA
Hobart is well known for being sited on the Derwent River. Lesser known is the significance of the Hobart Rivulet to the development of Hobart as a source of fresh water (originally for the Mouheneener Aboriginal people), the site of the first industry in Hobart (as evidenced by the Cascade Brewery being sited on its banks in 1824 and the Female Factory in 1828) and basis for the development of the morphology of the city.
This fieldtrip will provide an insight into the growth of the CBD of Hobart and the continuing impact of the Hobart Rivulet through its water catchment. The fieldtrip will traverse part of the rivulet. Some parts of the rivulet are now underground in the city centre. The rivulet as it enters the CBD is now part of the Hobart City Linear Park.
More recently in 2016 the rivulet banks gave way and “Lake Myer” was formed on the Myer Department store construction site and in 2018 flooding from the rivulet in part contributed to a Hundred Million Dollar damage bill for Hobart.
Participants should note walking is required. The fieldtrip is subject to weather conditions.
The fieldtrip will relate to Geography in the Australia Curriculum Years 7 'Water in the world’ and ‘Place and liveability’ and Year 11 & 12 Unit 1: Natural and ecological hazards and Unit 2: Sustainable places.
6.g) Using Drones for Geography Fieldwork - Brett Dascombe - Wavell SHS
Fieldwork is a large component of the junior and senior geography curriculum. Drones are more affordable and accessible today and this will continue to be the case as they become more accessible. Using drones allows students to gain skills and data for real world projects whether it is on campus or at a field work site. It is important to know which apps can help you achieve these goals and help your students become 21st Century learners and safe operators.
6.h) Marine and Antarctic Science - Marcus Haward - Institute for Marine and Antarctic Studies
Visit to IMAS in Castray Esplanade - presentations(s) and discussion(s) on marine science , environmental protection, the Blue Economy and Antarctic physical sciences - ice core climate records, as well as IMAAs undergraduate education program. IMAS's three core research area are all ranked the top 10 of all universities worldwide.
Please note, while correct at time of publication, this program may be subject to change. Updates will be published on the conference website.
Ensure you register your interest in attending the conference with the link below so that you will be informed of latest announcements.