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Considerations when planning a programme

Questions to consider when planning a geography programme:

  • What are the students’ pre-existing knowledge and understandings?
  • What are the strengths and weaknesses of this pre-existing knowledge?
  • What digital information literacy skills do students have or need to develop to be successful in geography?
  • What principles, key competencies, values in the NZC can be developed in a geography programme?
  • What contexts will allow students to learn about peoples and places within and beyond New Zealand?
  • What geographic knowledge and skills will enable students to better understand, participate in, and contribute to the local, national and global communities in which they live?
  • What EOTC experiences can I plan for? What risk management requirements will I need to meet?
  • Is my programme exciting, motivating, accessible, challenging, and relevant for each of my students? How does it tap into the cultural knowledge and experience of diverse students?
  • Does my programme provide a coherent experience? Will it help my students to make links and connections between different contexts and concepts?
  • Have I constructed a balanced approach to the local, national, and global dimensions of geography?
  • How can I include students in designing tasks and choosing contexts that engage and motivate them and give them ownership of their learning?

Digital information literacy

Digital information literacy (DIL) is the ability to recognise the need for, to access, and to evaluate electronic information. The digitally literate can confidently use, manage, create, quote and share sources of digital information in an effective way.

The way in which information is used, created and distributed demonstrates an understanding and acknowledgement of the cultural, ethical, economic, legal and social aspects of information. The digitally literate demonstrate openness, the ability to problem solve, to critically reflect, technical capability and a willingness to collaborate and keep up to date prompted by the changing contexts in which they use information.

Last updated July 5, 2012