Didactics of Geography in Primary School 1 Field of study: Geography
Programme code: W2-S1GF19.2023

knows and understands: the place of geography and nature in the framework curricula at the primary school stage [W01]

knows and understands: the core curriculum of geography and nature, the objectives of education and teaching content at the primary school stage, the structure of knowledge in the field of geography and nature as well as key competences and their development as part of primary school education [W02]

knows and understands: intra- and inter-subject integration; issues related to the curriculum - creation and modification, analysis, evaluation, selection and approval as well as the principles of designing the educational process and the distribution of material for geography and nature in primary school [W03]

knows and understands the substantive, didactic and educational competences of a primary school geography and nature teacher, including the need for professional development, also with the use of information and communication technology, and adapting the way of communication to the level of students' development and stimulating students' cognitive activity, including creating teaching situations ; the importance of the teacher's authority and the principle of student-teacher interaction in the course of the lesson; moderating student interactions; the role of the teacher as a disseminator of knowledge and the importance of the teacher's cooperation in the didactic process with the students' parents or guardians, school employees and the extracurricular environment [W04]

knows and understands: conventional and unconventional teaching methods, including activating methods and the project method, the process of learning by doing, discovery or scientific inquiry and student's research work, as well as the rules for the selection of teaching methods typical for teaching-learning geography and nature at school primary [W05]

knows and understands: the methodology of implementing individual content of education in the field of geography and nature in primary school - substantive and methodological solutions, good practices, adapting interactions to the needs and abilities of students or groups of students with different potential and learning styles, typical for the subject or type of classes students' mistakes, their role and ways of using them in the didactic process [W06]

knows and understands: the organization of work in the classroom and groups: the need to individualize teaching, the issue of interdisciplinary teaching, forms of work specific to geography and nature in primary school: trips, field activities, experiments and competitions, and issues related to homework [W07]

knows and understands: methods of organizing classroom space, taking into account the principles of universal design: teaching aids (textbooks and educational packages), teaching aids - selection and use of educational resources, including electronic and foreign languages, educational applications of media and information and communication technology; computational thinking in solving problems in the field of (name of the school subject taught in the field of study) in primary school; the need to search, adapt and create electronic educational resources and multimedia design [W08]

knows and understands: the initial diagnosis of a group of students and each student in the context of teaching geography and nature in primary school and ways to support the cognitive development of students; the need to shape concepts, attitudes, practical skills, including problem solving, and the use of knowledge; effective learning methods and techniques; methods of structuring knowledge and the need to repeat and consolidate knowledge and skills in the field of geography and nature in primary school [W09]

knows and understands: the importance of developing students' personal and socio-emotional skills: the need to shape students' cooperation skills, including group problem solving and building a system of values and developing students' ethical attitudes, as well as shaping communication skills and cultural habits in the field of geography and nature at school primary [W10]

can identify typical school tasks with learning objectives, in particular with the general requirements of the core curriculum, and with key competences in the field of geography and nature in primary school [W11]

is able to choose the methods of class work and teaching aids, including in the field of information and communication technology, activating students and taking into account their diverse educational needs (at the primary school level) [W12]

is able to recognize pupils' errors typical of geography and nature in primary school and use them in the didactic process [W13]

he is ready to shape students' cooperation skills, including group problem solving [W14]

he is ready to develop students' curiosity, activity and cognitive independence as well as logical and critical thinking [W15]

is ready to develop the habit of systematic learning and the use of various sources of knowledge, including the Internet [W16]

reviewing literature, documentation, tools and materials as well as the specifics of the syllabus and the range of activities indicated in it as required for full participation in classes

reading the literature indicated in the syllabus; reviewing, organizing, analyzing and selecting source materials to be used in class

activities involving the repetition, refinement and consolidation of practical skills, including those developed during previous classes or new skills necessary for the implementation of subsequent elements of the curriculum (as preparation for class participation)

agreeing on materials complementary to those indicated in the syllabus, supporting the implementation of tasks resulting from or necessary for class participation

developing, preparing and assessing the usefulness of tools and materials (e.g. aids, scenarios, research tools, equipment, etc.) to be employed in class or as an aid when preparing for classes

reading through the syllabus and getting acquainted with its content

consulting the content of the syllabus, possibly in the presence of the year tutor or members of the class group, and, if necessary, reassessing the provisions concerning special conditions for class participation, e.g., space and time requirements, technical and other requirements, including conditions for participation in classes outside the walls of the university, classes organized in blocks, organized online, etc.

getting acquainted with the class schedule, possibly in the presence of the year tutor, in order to optimize participation in classes, including those supplementary to the core subjects listed in the pursued study programme

devising a task implementation strategy embracing the division of content, the range of activities, implementation time and/or the method(s) of obtaining the necessary materials and tools, etc.

exploring the studied content, inquiring, considering, assimilating, interpreting it, or organizing knowledge obtained from the literature, documentation, instructions, scenarios, etc., used in class as well as from the notes or other materials/artifacts made in class

a set of activities aimed at performing an assigned task, to be executed out of class, as an obligatory phase/element of the verification of the learning outcomes assigned to the course

reading through the academic teacher’s comments, assessments and opinions on the implementation of the task aimed at checking the level of the achieved learning outcomes

reviewing and selecting tasks and activities enabling the elimination of errors indicated by the academic teacher, their verification or correction resulting in completing the task with at least the minimum passing grade

an analysis of the portfolio of documentation obtained during internship, including professional internship, and other practical classes and studio sessions, as well as the documentation developed in order to obtain credit for such classes; verification of the description, necessary attachments, opinions and grades before submitting the portfolio for acceptance

a set of activities undertaken independently and on the student's own initiative, aimed at expanding the depth and scope of knowledge and skills, their revision and repetition, retention or verification, also activities carried outside the university, e.g., in a culture promoting or educational institution, a laboratory, in the open air, etc.; also self-education

a set of activities carried out to disseminate (out of class) the effects of scholarly research, artistic, creative, project, construction, experimental work, etc., in the form of a classic presentation, exhibition, concert, projection, poster presentation, media mediated publication, in the digital form and as part of other activities; dissemination using various forms and tools

research, artistic, social and other activities not indicated in the curriculum, undertaken on the student’s own initiative as a way of supplementing, enriching or extending the content and activities indicated in the module curriculum, intensifying the achievement of learning outcomes