Effective Geography Program Planning for Senior Students, Years 11-12

This report focuses on the planning of an effective geography program for senior students (Years 11-12) within the Australian education system. It examines the current educational standards and innovative teaching approaches, particularly the integration of Geographic Information Systems (GIS) to enhance student understanding. The report details curriculum modifications, assessment differentiation strategies, and the integration of literacy and numeracy strategies. The program is designed to improve student participation and performance, emphasizing practical knowledge and the application of geographical concepts. It addresses the need for flexible assessment methods to accommodate students from diverse backgrounds and varying socioeconomic levels. The curriculum is structured to provide a balance of theoretical and practical knowledge, incorporating modular assessments to evaluate student understanding. The goal is to provide students with a lasting impression of the subject and enable them to use the acquired geographical concepts in their practical lives. The report concludes by highlighting the importance of adequate funding and resources to implement innovative learning techniques effectively. The program is designed to improve student participation and performance, emphasizing practical knowledge and the application of geographical concepts.

Running head: PROGRAM PLANNING FOR SENIOR STUDENTS
PROGRAM PLANNING FOR SENIOR STUDENTS
Name of the Student
Name of the University
Author Note

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Executive Summary
The report deals with the planning of an effective program for the higher classes of the
Australian school system. The program is to be merged with the educational curriculums of the
students of school years 11-12. The various implications of the current educational systems and
standards of the Australian government authorities have been discussed concerning the program.
The context that has been selected for the study is geography education given to students of the
higher school years. The study has considered the extensive implications of innovative
approaches to teaching and imminent pedagogies concerning school education in the higher
years. The modification areas of curriculum have been identified and subsequently differentiated
and compared against literacy and numeracy strategies. The implications of the study have
pointed towards an increasing scope for more effective teaching oriented approaches in the
school years of 11-12.

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Table of Contents
1. Introduction..................................................................................................................................3
2. Current innovation.......................................................................................................................3
3. Nominated Curriculum................................................................................................................5
4. Assessment Differentiation..........................................................................................................7
5. Literacy and Numeracy................................................................................................................8
6. Conclusion...................................................................................................................................9
References......................................................................................................................................11

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1. Introduction
Educational programs are designed in order to make students develop better concepts in
regards to the field of study. Developing programs for the students of 11-12 school years in the
context of the Australian education system can be a difficult prospect. The educational
framework at this point in the school systems depend greatly on the students’ ability to learn
subjects more deeply and develop extensive understanding. The report will focus on introducing
effective learning programs for the subject of Geography for students of the higher school years
(Keighren et al., 2017). It is important to understand the value of programs that are designed
towards helping students to reach learning outcomes that will leave a lasting impression on their
lives even after graduating from school. The analysis of the innovative approaches towards
educating students in better ways and the subsequent implementation of teaching techniques are
discussed through the study. The study objectives concern obtaining the most relevant and
significant implications.
2. Current innovation
As a subject geography relies on both theory and practical based knowledge in order to
help students develop a deep understanding of the subject. Currently many school curriculums
across the world depend on the implementation of GIS data systems to make students understand
geographical concepts in better ways. GIS refers to Geographic information systems that are
designed in order to acquire, analyze manage and to some extent manipulate geographical data
that is presented spatially (Adagale, 2015). The GIS tools can be used to create interactive
question and answer sessions, map editing and effective presentation of all the following
significant data. Moreover, the GIS system of teaching and learning approach is being

4PROGRAM PLANNING FOR SENIOR STUDENTS
complemented by the use of models. Additionally, the use of problem-solving instruction modes
based on hypothesis are being extensively used across geography classes. The later approaches
are however newer than the GIS system approaches. In many countries GIS systems are being
used for inducing better learning among students (Zhong, Li & Chen, 2016). The systems are
improving student participation levels across geography classes. The implementation of the
system is however not extensively done across various educational institutions. However, the
few places where the technique has been implemented have witnessed a steady growth in both
student participation and performance levels. It is important to consider that as a subject
geography requires learners to understand the various physical features of the world. This
becomes a difficult task considering the currently existing curriculums for the teaching of
geography. It becomes much essential for the better understanding of the subject that actual
representations of geographical data are provided to the students (Savery, 2015). One of the
crucial advantages of the implementation of accurate geographical data is that the students are
able to perceive geographical aspects in better ways.
Spatial memory of the learners are enhanced through the implementation of GIS
technology in classes. Spatial memory is the ability of students to identify with their
surroundings by having a clear conception of the geographical aspects of the given area (Haigh,
Cotton & Hall, 2015). This is much important for students as this also enhances their abilities to
use geographical concepts in their practical lives. For example students can navigate properly
through the application of GIS systems in their cities or residence areas (Brooks, 2015). The
practical applicable knowledge of students can be greatly enhanced due to the implementation of
GIS across classrooms. However, a significant shortcoming of the issue that was identified was
the lack of proper equipment for the implementation of the innovative learning techniques. The

5PROGRAM PLANNING FOR SENIOR STUDENTS
main problem occurs when institutions try to gather hardware and software and integrate the
same towards providing a practical learning environment for the students (Kwadzo Mrs, 2015).
Both the software and hardware gathering part is financially demanding. It is much important
that the educational institutions are financially stable and funded enough to implement GIS in
their geography classes.
3. Nominated Curriculum
A systematic learning plan need to be formed in order to effectively develop a strong
curriculum for teaching geography in schools. The curriculum will be focused towards
increasing the practical knowledge of the students more than that of the knowledge of theoretical
concepts (Savery, 2015). It is important that the curriculum is provided in a way to enhance the
genuine learning outcomes of the student. The curriculum has to be equally divided between
theory and practical in order to make the learning outcomes more effective for the students. The
essential contemporary concepts for teaching geography to students are based on the student’s
understanding of the various geographical concepts (Maude, 2015). The students need to develop
significant concepts for the formation of landmasses and the diverse landforms that can be
witnessed across the world. Moreover, knowledge of geography is not limited to landforms.
Thus, essential importance should also be given towards understanding the water bodies, oceans,
rivers, lakes and also develop a strong concept among students about the geological aspects of
the world. In essence it is a subject that covers the entire world. Hence, it is important to develop
the curriculum based on significant learning outcomes concerning the same.

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The curriculum for the various subjects in Australia have been directed by the education
regulatory authority of the country ACARA (Kelly et al., 2018). The specific curriculum for
geography is focused towards enhancing the capabilities of students to analyze, investigate and
provide explanations in regards to the various places across the world. The curriculum is divided
into two parts. The first part is from school years 7 to 10. The second part is the senior secondary
part. The curriculum will essentially be formed for the senior secondary students that will need to
move on from the concepts learned till the 10th year to understand the greater implications of the
same in the years 11-12 (Ramos et al., 2015). The curriculum will focus on the greater growth of
the geographical concepts of the students.
The implementation of the program will be based on several significant assessment areas
that will test mostly the practical knowledge and understanding of the students. The assessment
points would be divided in accordance with a specific number of chapters that will be related to
each other (Brooks, 2015). For example- there will be a primary assessment after the completion
of the first 3 chapters and so forth. Thus, groups of chapters will be divided into modules and at
the end of all the modular assessments there will be the final assessment based on all the chapters
that have been covered. Both the initial and the final module assessment will be divided equally
between theoretical and practical parts. The program will be of 1 year duration and will be
divided into 6 months for year 11 and 6 months for year 12.
The assessment will be done on the basis of how much the students can relate to
geographical concepts and aspects. Students will be assessed through various models and
representations of geographical features and other aspects (Preston, 2015). Students need to
provide general ideas in their assessment papers. The theory papers will be designed in a way to

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assess the students’ depth of understanding with regards to geography. The assessment will be
designed for the all-round evaluation of the students.

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Month Month
Beginning
Module 1 Module 2 Module 3
1. 1/3 Chapter 1: Basic
Geography
Chapter 2: Australia
LG- Students will be
able to understand
basic concepts and
relate with Australia
Chapter 3: Australian
geographic division
Chapter 4: Australian
topography practical
LG- Students will be
able to understand the
deeper concepts of
geographical divisions
of Australia
Practical 1- Map
pointing
Practical 2-
Topography sheet
presentation
LG- Students will
learn the practical
aspects
2. 1/4 Chapter 5- Australian
Political Divisions
Chapter 6- Australian
state wise
LG- understanding
the physical features
of Australia as per the
region
Chapter 7- Oceania
basic geography
Chapter 8- Oceania
geographical division
LG- Understanding the
position of Australia
between Oceania and
Asia
Practical 3- Oceania
map pointing
Practical 4- Oceania
topography
LG- students will
understand the
geographical features
3. 1/5 Chapter 9- Oceania
political division
Chapter 10- Oceania
geographical division
LG- define the
various features of
the continent
Chapter 11- Asia
political
Chapter 12- Asia
physical festures
LG- find out the
physical features of
Asia and the particular
countries in which they
belong
Practical 5- Using GIS
systems
LG- learn to use to
GIS system

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Figure 1: Conceptual Framework
Source- (As developed by Author)
Evaluative
Assessment
Geographical
Concepts
Learning
outcomes
Knowledge
development
Practical
Application

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4. Assessment Differentiation
All the students that will be evaluated through the assessment will not have the same
learning capabilities or backgrounds. Thus, it will be important to design the assessment and
evaluative framework in ways that will be flexible enough for all the students. In some cases
assessment differentiation might be needed in order to provide better learning value for the
diverse number of students (Mälkki & Paatero, 2015). Usually in Australian schools there are
students from various cultural, ethnic and linguistic backgrounds. It is important that students are
able to identify with the course despite their cultural, religious, socio-economic or religious
backgrounds. Primarily the essential way of differentiating will be to develop significant
strategies to communicate with the students in a way of pre assessment. The special classes for
the modules will be considering the area or ethnicity specific geographical models as modes to
make students of diverse cultural background to relate with the course in some way or the other.
The learning needs of students from different backgrounds will be given much
importance. It will be one of the major aspects of the innovative framework of the program. It is
important that the various cultural aspects are considered before implementing the program.
Integrative learning technique will be used through which the students from various cultural and
ethnic backgrounds will be made familiar with each other’s geographical heritage. Geography is
all about understanding the world. Thus, cultural assimilation can be easily stressed upon while
teaching the subject. The module will focus towards providing knowledge in such ways that the
various differences of the students can be easily overcome by the vastness of geographical
aspects that are present on earth (Mitchell, 2016). There will be students from lower socio-
economic positions. These students will be offered special assistance with regards to their
assessments. Students with lower levels of cognition will be taught with the help of models and

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other essential practical exercises (Mälkki & Paatero, 2015). Through initial assessments these
types of students will be identified. The students will be given special classes if required and the
focus will be towards the enhancement of their learning abilities. More emphasis will be given
towards generating a multicultural environment for the program that will continue throughout the
rest of the 11-12 school years.
5. Literacy and Numeracy
It is much important to be familiar with the basic concepts of geography for the students.
Geographical literacy is much important for students as it is the basis of understanding the world
around them. Hence, the course will focus towards making all the participants geographically
literate concerning all the essential aspects that will be understood through the learning
outcomes. It becomes important to also understand the importance of numeracy towards gaining
better practical knowledge in the subject. Geography to some extent requires mathematical
knowledge (Maude, 2014). This is mainly because the subject requires a person to understand the
number of various geographical aspects that are present in the specific area. Since the study is
aimed towards senior students it becomes much important to generate higher levels of literacy
and numeracy among them.
The introduction will be made in a way to re-generate interest in the concepts already
known by the students. It will essentially be a background check for the students where the
concepts they were already familiar with will be re stated or re-visited. This will make sure that
an effective background is created for the students to understand deeply the following concepts
that will be studied. The rest of the program will be focused towards building literacy on the
subject through the further enhancement of the previously known concepts of geography. The
students will be made literate about the various geographical aspects that are present in the

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region, the country and the world. It is important to understand the number of geographical
features that are present in Australia. Like the number of lakes, rivers, mountains, plateaus and
other areas. The geographical diversity of Australia and the world would be essentially made
known to the students. The basic need to know the geographical variations of the region, country
and the world will be effectively managed though the program (Maude, 2014). One of the very
basic requirement for the program will be to make the students literate in the subject.
6. Conclusion
The program will be focused towards enhancing the course learning objectives for the
particular subject of geography for the senior students. This will be helpful for the students to
understand geography in a better way and at the same time develop a significantly good base
knowledge of the subject if they want to continue with the same after graduating. The program
will take into consideration the prevalent regulations and directives that are present in the
country with respect to educational standards and try to combine the same with innovative
teaching approaches to make the students learn better. In all the program will be much effective
towards establishing an optimal level of understanding of the geographical concepts among the
students in order to help them enhance their much required knowledge concerning the subject of
geography. It will be optimally beneficial for the development of the senior students.

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References
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Keighren, I. M., Crampton, J. W., Ginn, F., Kirsch, S., Kobayashi, A., Naylor, S. N., &
Seemann, J. (2017). Teaching the history of geography: Current challenges and future
directions. Progress in Human Geography, 41(2), 245-262.
Kelly, N., Dawes, L., Wright, N., Kerr, J., & Robertson, A. (2018). Co-Design for Curriculum
Planning (CDCP): A white paper on the co-design approach to developing teachers' 21st
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Kwadzo Mrs, G. (2015). Awareness and usage of electronic databases by geography and
resource development information studies graduate students in the University of Ghana.
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14PROGRAM PLANNING FOR SENIOR STUDENTS
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