By the end of the module in year two, students will:
• Evaluate the impact of a range of teaching and learning strategies and consolidate knowledge of the link between students learning needs and different methodologies and approaches.
• Engage in a critical exploration of the impact of context on teaching through a comparative analysis of the two different school placements- students will focus here on three themes i.e. methodologies, student engagement and school culture and organization
• Extend their use of linkage between different components in the Geography syllabus and engage in cross-curricular work between Geography and at least two other subject areas.
• Engage in planning with the Mathematics department and the literacy link teacher to further consolidate their ability to integrate literacy and numeracy components into their subject pedagogy
• Refine knowledge of the content in the subject specialism in order to extend and develop the range of teaching and assessment strategies used.
• Indicate a sophisticated knowledge in planning, pedagogy and assessment
• Critically integrate scholarship in their subject specialisms and apply this knowledge to their reflective evaluations of pedagogy
• Extend the repertoire of teaching strategies to enrich student participation in their own learning
• Synthesise key issues in classroom pedagogy and assessment and school organisation and demonstrate this knowledge in their evaluations and in their capstone professional dissertation
. Examine the role of Geography in Global Citizenship Education and Education for Sustainable Development.

Indicative Reading List
-Teach Like a Champion 3.0, Doug Lemov
-Closing the Vocabulary Gap, Alex Quigley
-Roshenshine’s Principles in Action, Tom Sherrington
-Sweller’s Cognitive Load Theory in Action, Oliver Lovell
-The Feedback Pendulum, Michael Chiles
-The Sweet Spot, Michael Chiles
-William and Leahy’s Formative Assessment Strategies in Action, Kate Jones
-Teach to the Top: Aiming High for Every Learner, Megan Mansworth
-Retrieval Practice: Research and Resources for Every Classroom, Kate Jones
-Organising Ideas, Oliver Caviglioli and David Goodwin
-Understanding How We Learn, Yana Weinstein, Megan Sumeracki, and Oliver Caviglioli
-Why Don’t Students Like School, Daneil T. Willingham
-The Writing Revolution, Judith C. Hochman,and Natelie Wexler
-Fiorella and Mayer’s Generative Learning in Action, Zoe and Mark Enser
-Shaun Lin, Nimble at work: Equipping students with first-order and second-order thinking.
-Tim Hall and Niamh-Moore Cherry: Negotiating applied and critical perspectives within the geography curriculum.



Indicative Module Content
1. Introduction, LC Syllabus, Paper Structure & Plate Tectonic Theories
2. Geographic Literacy: Writing Through Endogenic Forces
3. Practical Lesson Planning Through Exogenic Forces
4. Checking for Understanding: Formative Through Regional Economic Processes
5. Checking for Understanding: Summative Through Regional Human Processes
6. Classroom Principles Through Fluvial Processes
7. Fieldwork Investigation: Fluvial
8. Concepts, Sequences & Modelling Through OS Maps
9. Global Citizenship Education through the Economic Elective. To be confirmed World Wise Global Schools Introduction via Representative. Development Perspectives.
10. Developing Positive Behavioural Relationships Through the Human Elective. TBC – Dependent on time restrictions.
11. Developing Coherency in Geographic Writing Through Geoecology
12. Metacognition and Reflective Practice through the lens of Geographic of Principles

Not applicable to this module.

• Feedback individually to students, post-assessment
• Peer review activities
• Self-assessment activities

Opportunities will be provided for self and peer-review strategies throughout the module and individual feeback will be provided post-assessment.