HAMPTONS TRAINING COLLEGE

GRADUATE TRAINEE CERTIFICATE

GEOGRAPHY

SUBJECT: GEOGRAPHY MAIN STUDY SYLLABUS

DURATION: 220 hours

1.0 PREAMBLE
The syllabus is designed for post graduate trainees pursuing for excellence in Lesson delivery
and media use. The course is structured as follows:
Three years of attachment to all departments in the school that includes academic, sports
arts and culture, clubs, Hostels inspectorate and CDU and lecture attendance. The syllabus
intends to equip the graduate trainee with the requisite skills and knowledge required to
teach Geography.

2.0 AIMS
The aims of the course are to:
2.1 an understanding of location on a local, regional and global scale
2.2 an awareness of the characteristics, distribution and processes affecting
contrasting physical and human
environments
2.3 an understanding of the ways in which people interact with each other and with
their environment
2.4 an awareness of the contrasting opportunities and constraints presented by
different environments
2.5 an appreciation of and concern for the environment
2.6 an appreciation of the earth including its people, places, landscapes, natural
processes and phenomena.

1|Page
 3.0 COURSE OBJECTIVES
By the end of the course, student teachers should be able to:
3.1 the wide range of processes, including human actions, contributing to the
development of
(a) physical, economic and social environments and their effects on the
landscape
(b) spatial patterns and interactions which are important within these
environments
3.2 the relationships between human activity and the environment
3.3 interpret and analyse geographical data
3.4 use and apply geographical knowledge and understanding to maps and in
numerical, diagrammatic, pictorial, photographic and graphical form
3.5 use geographical data to recognise patterns in such data and to deduce
relationships
3.6 reason and make judgements and decisions, including evaluation and
conclusions, which demonstrate, where appropriate.
4.0 CONTENT
Year One
4.1 The Philosophy of Geography Education
4.1.1 Definition, nature, scope, importance/relevance of Geography
Definition:
Geography is the scientific study of the Earth's physical features,
human populations, and the relationships between people and their
environment.
Nature:
1. Interdisciplinary: Combines natural and social sciences.
2. Spatial: Examines relationships between places and regions.
3. Dynamic: Studies changes and processes shaping the Earth's
surface.
Scope:
1. Physical Geography: Climate, landforms, water bodies, ecosystems.
2. Human Geography: Population, culture, economy, politics,
urbanization.
3. Regional Geography: Studies specific regions and their unique
characteristics.
Importance/Relevance:
1. Environmental Understanding: Helps manage natural resources,
mitigate climate change.
2. Sustainable Development: Informs urban planning, economic
growth, and social equity.

2|Page
 3. Global Citizenship: Fosters cultural awareness, international
cooperation.
4. Resource Management: Guides allocation of resources,
conservation efforts.
5. Disaster Response: Enhances preparedness, mitigation, and
recovery.
6. Economic Development: Supports infrastructure planning, trade,
and investment.
7. Social Justice: Addresses inequality, poverty, and human rights.
8. Climate Change: Studies impacts, adaptations, and mitigation
strategies.
4.1.2 How children learn Geography
Formal Education:
1. Classroom instruction
2. Textbooks and educational resources
3. Maps, globes, and geographic tools
4. Project-based learning
5. Field trips and outdoor education
Informal Learning:
1. Family travels and vacations
2. Media and documentaries
3. Online resources (e.g., National Geographic Kids)
4. Games and puzzles (e.g., GeoGuessr)
5. Conversations with others
Experiential Learning:
1. Outdoor exploration and observation
2. Hands-on activities (e.g., mapping, orienteering)
3. Community-based projects
4. Cultural exchange programs
5. Service-learning initiatives
Technology Integration:
1. Geographic Information Systems (GIS)
2. Online mapping tools (e.g., Google Maps)
3. Virtual field trips
4. Educational apps (e.g., GeoBee)
5. Interactive websites (e.g., National Geographic Education)
Effective Teaching Strategies:
1. Storytelling and case studies
2. Real-world applications
3. Hands-on activities

3|Page
 4. Collaborative learning
5. Differentiated instruction
Year One
4.2 Planning Geography lessons
4.2.1 Structure of the lesson plan and features
I. Lesson Plan Information
1. Title: [Lesson title]
2. Grade Level: [Grade level]
3. Subject: Geography
4. Time: [Duration]
5. Objectives: [Specific learning objectives]
II. Introduction (5-10 minutes)
1. Hook: [Engaging activity or question]
2. Context: [Background information]
3. Preview: [Overview of lesson]
III. Direct Instruction (15-20 minutes)
1. Content Presentation: [Teaching methods, e.g., lecture, video]
2. Examples and Illustrations: [Visual aids, case studies]
3. Guided Notes: [Student note-taking]
IV. Guided Practice (15-20 minutes)
1. Group Activity: [Collaborative task]
2. Map Work: [Map analysis or completion]
3. Data Analysis: [Interpreting geographic data]
V. Independent Practice (15-20 minutes)
1. Individual Task: [Written assignment or project]
2. Research Activity: [Student-led research]
3. Reflection: [Self-assessment and feedback]
VI. Closure (5-10 minutes)
1. Summary: [Review of key concepts]
2. Conclusion: [Final thoughts and questions]
3. Assessment: [Formative or summative assessment]
Features of an Effective Geography Lesson Plan:
1. Clear Objectives: Aligns with learning standards and outcomes.
2. Relevant Context: Connects to real-world issues and applications.
3. Engaging Activities: Incorporates variety and promotes active
learning.
4. Differentiated Instruction: Accommodates diverse learning needs.
5. Technology Integration: Utilizes digital tools and resources.
6. Assessment and Feedback: Regularly monitors student progress.

4|Page
 7. Cultural Sensitivity: Incorporates diverse perspectives and
representations.
8. Spatial Thinking: Develops spatial awareness and reasoning.
Year One
4.3 Effective classroom control for Geography active learning
4.3.1 Effective classroom control is crucial for Geography active learning.
Establishing a Positive Learning Environment
1. Clear expectations: Set and communicate classroom rules and expectations.
2. Respectful atmosphere: Foster a culture of respect among students and
between students and teacher.
3. Encourage participation: Create opportunities for students to engage and
participate.
Classroom Management Strategies
1. Seat plans: Organize seating to facilitate group work and minimize
distractions.
2. Transitions: Use transition activities to maintain momentum and minimize
disruptions.
3. Proximity: Move around the classroom to monitor and assist students.
4. Non-verbal cues: Use non-verbal cues (e.g., hand signals) to maintain order.
Active Learning Strategies
1. Group work: Encourage collaboration through group projects and activities.
2. Discussions: Facilitate debates and discussions on geographic topics.
3. Hands-on activities: Incorporate hands-on activities, such as mapping and
modeling.
4. Technology integration: Utilize digital tools and resources to enhance
learning.
Geography-Specific Strategies
1. Map work: Use maps to facilitate spatial awareness and analysis.
2. Case studies: Use real-world examples to illustrate geographic concepts.
3. Fieldwork: Organize field trips or outdoor activities to apply geographic skills.
4. Debates: Encourage critical thinking through debates on geographic issues.

Year One

4.4 Out of classroom teaching and learning in geography

Out-of-classroom teaching and learning in geography offer unique

opportunities for students to engage with real-world environments,
develop practical skills, and deepen their understanding of geographic
concepts.
Types of Out-of-Classroom Learning:

5|Page
 1. Fieldwork: On-site data collection and observation.
2. Field trips: Guided excursions to geographic locations.
3. Outdoor education: Hands-on learning in natural environments.
4. Service learning: Community-based projects integrating geography.
5. Experiential learning: Direct experience and reflection.
Benefits:
1. Enhanced spatial awareness
2. Practical skills development (e.g., mapping, surveying)
3. Real-world application of geographic concepts
4. Interdisciplinary connections (e.g., science, culture)
5. Increased student engagement and motivation
6. Development of critical thinking and problem-solving skills
7. Opportunities for community engagement and service
Examples of Out-of-Classroom Activities:
1. Conducting a river study to investigate fluvial processes.
2. Mapping urban landscapes to analyze land use patterns.
3. Participating in a beach clean-up to understand coastal
management.
4. Visiting a national park to study ecosystems and conservation.
5. Conducting a geographic information systems (GIS) project in a
local community.
Tools and Resources:
1. GPS and GIS technology
2. Mobile apps (e.g., GeoTag, Fieldwork)
3. Cameras and photography equipment
4. Field equipment (e.g., compass, clinometer)
5. Online platforms (e.g., Google Earth, National Geographic)

Year One
4.5 Differentiation in Geography

Differentiation in Geography involves tailoring instruction to meet the

diverse needs, interests, and abilities of students. Here are strategies
to differentiate geography instruction:
Content Differentiation
1. Tiered assignments: Offer varying levels of complexity.
2. Learning centers: Provide multiple activities for different learning
styles.
3. Text accommodations: Use visual, auditory, and kinesthetic
resources.
4. Multilingual support: Provide resources in students' native
languages.
Process Differentiation
1. Flexible grouping: Pair students by interest, skill, or learning style.

6|Page
 2. Learning menus: Offer choices in research topics or presentation
formats.
3. Technology integration: Utilize digital tools for research and
presentation.
4. Project-based learning: Encourage student-led inquiries.
Product Differentiation
1. Diverse presentation formats: Oral, written, visual, or multimedia.
2. Authentic assessments: Mirror real-world applications (e.g., policy
briefs).
3. Student-led conferences: Encourage self-assessment and reflection.
4. Peer review and feedback: Foster critical thinking and
collaboration.
Environment Differentiation
1. Flexible seating: Accommodate different learning styles.
2. Visual and auditory supports: Use maps, graphs, and multimedia.
3. Fieldwork and outdoor education: Provide hands-on experiences.
4. Inclusive classroom culture: Foster respect and empathy.
Assessment Differentiation
1. Formative assessments: Regularly monitor student progress.
2. Summative assessments: Evaluate student learning at unit's end.
3. Self-assessment and reflection: Encourage metacognition.
4. Peer assessment and feedback: Develop critical thinking.

Year one
4.6 Group work in geography

Group work in geography promotes collaborative learning, problem-

solving, and critical thinking. Here are benefits, types, and tips for
effective group work:
Benefits:
1. Encourages teamwork and collaboration
2. Develops communication and interpersonal skills
3. Fosters critical thinking and problem-solving
4. Enhances creativity and innovation
5. Prepares students for real-world applications
6. Promotes peer-to-peer learning and feedback
7. Develops time management and organization skills
Types of Group Work:
1. Collaborative research projects
2. Case studies and presentations
3. Debates and discussions
4. Map work and spatial analysis
5. Fieldwork and data collection
6. Role-playing and simulations
7. Problem-based learning (PBL) activities

7|Page
 Tips for Effective Group Work:
Pre-Group Work:
1. Establish clear objectives and expectations
2. Define roles and responsibilities
3. Ensure diverse group composition
4. Provide necessary resources and guidance
During Group Work:
1. Encourage active participation and engagement
2. Foster open communication and feedback
3. Monitor progress and provide guidance
4. Encourage critical thinking and problem-solving
Post-Group Work:
1. Debrief and reflect on the process
2. Evaluate outcomes and provide feedback
3. Celebrate successes and address challenges

Year one

4.7 Assessments in Geography

Assessments in Geography evaluate student learning, understanding,

and application of geographic concepts, skills, and knowledge. Here
are various assessment types, tools, and strategies:
Formative Assessments
1. Quizzes
2. Class discussions
3. Map identification
4. Fieldwork observations
5. Reflective journals
Summative Assessments
1. Unit tests
2. Research papers
3. Presentations
4. Projects (e.g., GIS, case studies)
5. Final exams
Authentic Assessments
1. Real-world applications (e.g., policy briefs)
2. Service-learning projects
3. Community-based research
4. Debates and discussions
5. Geographic information systems (GIS) analysis
Technology-Enhanced Assessments
1. Online quizzes and tests
2. Digital portfolios

8|Page
 3. Multimedia presentations
4. Virtual field trips
5. Geographic information systems (GIS) software
Performance Tasks
1. Map skills assessment
2. Geographic data analysis
3. Case study presentations
4. Research proposals
5. Policy briefs
Project-Based Assessments
1. Regional studies
2. Sustainable development plans
3. Climate change investigations
4. Urban planning proposals
5. Environmental impact assessments
Rubrics and Criteria
1. Content knowledge
2. Critical thinking
3. Spatial reasoning
4. Communication skills
5. Collaboration and teamwork
Year one
4.8 Digital technologies in Geography
Digital technologies in Geography enhance teaching, learning, and
research. Here are key digital tools, applications, and trends:
Key Digital Tools:
1. Geographic Information Systems (GIS)
2. Online mapping tools (e.g., Google Maps, OpenStreetMap)
3. Remote sensing and satellite imagery
4. Global Positioning System (GPS)
5. Digital elevation models (DEMs)
6. Geospatial analysis software (e.g., ArcGIS, QGIS)
7. Virtual field trips and 3D visualization
8. Mobile apps (e.g., GeoTag, Fieldwork)
Applications:
1. Spatial analysis and mapping
2. Environmental monitoring and management
3. Urban planning and development
4. Climate change research and modeling
5. Natural resource management
6. Emergency response and disaster management
7. Transportation planning and logistics
8. Location-based services (LBS)
Trends:
1. Big data and geospatial analytics
2. Artificial intelligence (AI) and machine learning (ML)
9|Page
 3. Cloud computing and collaborative platforms
4. Internet of Things (IoT) and sensor networks
5. Virtual and augmented reality (VR/AR)
6. Mobile and web-based mapping
7. Open-source and participatory GIS
8. Cyberinfrastructure and high-performance computing
Educational Resources:
1. National Geographic Education
2. ESRI's GeoInquiries
3. Google Earth for Education
4. NASA's Earth Observations
5. Open Educational Resources (OER) repositories
6. GeoGebra
7. GIS Lounge
8. Spatial Reserves
Digital Literacy Skills:
1. Spatial thinking and reasoning
2. Data analysis and interpretation
3. Mapping and visualization
4. Programming languages (e.g., Python, R)
5. Database management
6. Cloud computing and collaboration
7. Critical thinking and problem-solving
8. Communication and presentation
Challenges and Limitations:
1. Data quality and accuracy
2. Digital divide and accessibility
3. Cybersecurity and data protection
4. Information overload and complexity
5. Limited funding and resources
6. Rapid technological changes
7. Interoperability and compatibility
8. Ethical considerations and bias

4.9 Use of Media in Geography

The use of media in Geography enhances teaching, learning, and
research. Here are various media types, applications, and benefits:
Types of Media:
1. Audio-visual media (videos, documentaries, podcasts)
2. Images (photographs, infographics, diagrams)
3. Maps (digital, interactive, 3D)
4. Virtual field trips (360° panoramas, virtual reality)
5. Social media (Twitter, Instagram, Facebook)
6. Online articles and blogs
7. Educational videos (Khan Academy, Crash Course)
8. Podcasts (Geography Podcast, The World in Words)
10 | P a g e
 Applications:
1. Teaching and learning resources
2. Research and data visualization
3. Communication and dissemination
4. Community engagement and outreach
5. Fieldwork and data collection
6. Virtual labs and simulations
7. Online courses and distance learning
8. Public awareness and education
Benefits:
1. Enhanced engagement and motivation
2. Improved understanding and retention
3. Increased accessibility and inclusivity
4. Real-world applications and relevance
5. Collaborative learning and discussion
6. Visual representation of complex concepts
7. Authentic and up-to-date information
8. Cost-effective and efficient
Media Tools for Geography:
1. Google Earth
2. ArcGIS StoryMaps
3. National Geographic Education
4. GeoGebra
5. MapBox
6. Flickr (for geotagged images)
7. YouTube (for educational videos)
8. SoundCloud (for podcasts)
Media Literacy Skills:
1. Critical thinking and analysis
2. Information evaluation and verification
3. Visual literacy and interpretation
4. Communication and presentation
5. Digital citizenship and ethics
6. Data analysis and visualization
7. Spatial thinking and reasoning
8. Collaboration and teamwork
Challenges and Limitations:
1. Information overload and quality
2. Digital divide and accessibility
3. Copyright and intellectual property
4. Bias and perspective
5. Technical issues and compatibility
6. Time management and distraction
7. Limited funding and resources
8. Rapid technological changes
Best Practices:
11 | P a g e
 1. Integrate media into curricula
2. Evaluate media sources and quality
3. Use media to enhance teaching
4. Encourage critical thinking and analysis
5. Provide media literacy training
6. Ensure accessibility and inclusivity
7. Address ethical and social implications
8. Stay updated with emerging media trends

By incorporating media into Geography education, educators can

create engaging, interactive, and effective learning experiences that
prepare students for the digital age.
4.10 Effective feedback in Geography
Effective feedback in Geography is crucial for student learning and
development. Here are key principles, strategies, and tools:
Principles of Effective Feedback:
1. Timely: Provide feedback promptly after assessment.
2. Specific: Focus on specific aspects of performance.
3. Clear: Use understandable language and avoid jargon.
4. Constructive: Emphasize improvement and progress.
5. Relevant: Align feedback with learning objectives.
6. Actionable: Provide concrete suggestions for improvement.
Feedback Strategies:
1. Verbal feedback: One-on-one or group discussions.
2. Written feedback: Comments on assignments or tests.
3. Peer review: Students review and provide feedback on each other's
work.
4. Self-assessment: Students reflect on their own performance.
5. Technology-enhanced feedback: Audio or video recordings, online
quizzes.
Digital Tools for Feedback:
1. Learning Management Systems (LMS) like Canvas, Blackboard.
2. Online grading tools like Grademark, Turnitin.
3. Audio feedback tools like Kaizena, AudioNotetaker.
4. Video feedback tools like Screencastify, (link unavailable)
5. Collaborative document tools like Google Docs, Microsoft Teams.
Geography-Specific Feedback Ideas:
1. Map critique: Provide feedback on map design and spatial analysis.
2. Case study review: Evaluate student case studies and provide
feedback.
3. Fieldwork debrief: Discuss student fieldwork experiences and
provide feedback.
4. Geographic information systems (GIS) project review: Evaluate
student GIS projects.

12 | P a g e
 Benefits of Effective Feedback:
1. Improved student performance and achievement.
2. Enhanced student motivation and engagement.
3. Increased student confidence and self-awareness.
4. Better understanding of geographic concepts and skills.
5. Developed critical thinking and problem-solving skills.
Challenges and Solutions:
1. Time constraints: Prioritize feedback and focus on key areas.
2. Limited resources: Leverage digital tools and peer review.
3. Diverse learning needs: Adapt feedback to individual needs.
4. Ensuring feedback quality: Provide training and support for
educators.
Best Practices:
1. Regularly provide feedback throughout the course.
2. Encourage student reflection and self-assessment.
3. Use multiple feedback strategies and tools.
4. Focus on progress and improvement.
5. Document and track student feedback.
4.11 Data response questions in Geography
Data response questions in Geography require analysis and
interpretation of data to answer specific questions. Here are some
tips and examples:
Types of Data Response Questions:
1. Map-based questions: Analyze and interpret maps to answer
questions.
2. Statistical data questions: Interpret and analyze statistical data
related to geographic phenomena.
3. Graph-based questions: Analyze and interpret graphs to
understand geographic trends.
4. Table-based questions: Interpret and analyze data presented in
tables.
5. Image-based questions: Analyze and interpret images (e.g., satellite
images, photographs).
Tips for Answering Data Response Questions:
1. Read the question carefully and identify the key data required.
2. Analyze the data provided (maps, statistics, graphs, tables, images).
3. Identify patterns, trends, and relationships in the data.
4. Use geographic concepts and terminology to explain findings.
5. Support answers with evidence from the data.
6. Organize answers clearly and concisely.
Examples of Data Response Questions:
1. Analyze the population distribution map of a country and explain
the factors influencing settlement patterns.
2. Interpret the climate graph for a specific region and discuss its
implications for agriculture.

13 | P a g e
 3. Examine the table showing migration patterns between countries
and explain the push and pull factors involved.
4. Describe the land use changes evident in the satellite image of a
city and discuss the environmental implications.
5. Analyze the statistical data on urbanization rates in a region and
explain the social and economic consequences.
Geography-Specific Data Response Questions:
1. Analyze the impact of climate change on sea level rise using data
from the Intergovernmental Panel on Climate Change (IPCC).
2. Interpret the data on global food production and discuss the
geographic factors influencing food security.
3. Examine the data on urban air pollution and explain the spatial
patterns and health implications.
4. Discuss the geographic factors influencing the distribution of
natural resources (e.g., water, minerals).
5. Analyze the data on migration patterns and discuss the push and
pull factors influencing human movement.

4.12 Structured questions in Geography

Structured questions in Geography require students to provide

detailed and organized responses to specific questions. Here are some
examples and tips:
Types of Structured Questions:
1. Describe and explain questions
2. Compare and contrast questions
3. Analyze and evaluate questions
4. Cause and effect questions
5. Problem-solving questions
Examples of Structured Questions:
1. Describe the physical features of a savanna ecosystem and explain
its climate. (10 marks)
2. Compare and contrast the economic development of two
contrasting countries. (15 marks)
3. Analyze the impact of urbanization on the environment in a specific
city. (20 marks)
4. Explain the causes and effects of desertification in Africa. (15
marks)
5. Evaluate the effectiveness of sustainable tourism practices in a
selected region. (25 marks)
Tips for Answering Structured Questions:
1. Read the question carefully and identify the key components.
2. Plan your response using a mind map or outline.
3. Use geographic concepts and terminology.
4. Provide relevant examples and case studies.
5. Organize your response into clear paragraphs.
14 | P a g e
 6. Use evidence-based reasoning and argumentation.
7. Address all parts of the question.
Marking Criteria:
1. Knowledge and understanding (40%)
2. Application and analysis (30%)
3. Evaluation and synthesis (20%)
4. Communication and presentation (10%)
Year two and Three
4.13 Mathematical skills in geography

4.9.1 add, subtract, multiply and divide

4.9.2 understand map scale and the use of the scale line and representative
fractions
4.9.3 understand the terms mean and range
4.9.4 use averages, decimals, fractions, percentages and ratios
4.9.5 recognise positive and negative relationships shown by scatter graphs
4.9.6 draw and interpret graphs from given data for the types of graphs
listed in the syllabus
4.9.7 use a ruler and protractor

Year Two and three

4.14 Mapping skills

4.14.1 4 and 6 figure reference

4.14.2 Direction and bearing
4.14.3 Distance and gradient
4.14.4 Relief, drainage and vegetation
4.14.5 Settlement.
Year Three
4.15 Geography practical’s
4.15.1 Hypothesis formulation
4.15.2 Data collection methods
4.15.3 Data presentation
4.15.4 Data analysis and evaluation

15 | P a g e
 5.0 APPROACHES

5.1 Discussions

5.2 project based

5.3 Problem solving

5.4 Peer group teaching

5.5 Co-teaching

5.6 Distance Learning

5.7 Multimedia

6.0 ASSESSMENT

6.1 COURSEWORK WEIGHTING 20%

Assignments will be given each term. There is continuous assessment in each

area.

6.2 EXAMINATION WEIGHTING 80%

A paper with two sections. Section A is compulsory and section B has options.
The student is required to pass each component separately.

16 | P a g e