understand the meaning of information by transforming, interpreting and extrapolating text or illustrative material identify relationships suggest causes for some of these relationships. 3.3 Decision-making processes Decision-making processes relate to the key question of geographical inquiry: What is being and could be done to sustainably manage these impacts? By the conclusion of the course, students should be able to: recognise the environmental, social, economic and political implications of an issue examine alternative proposals, strategies, solutions and plans apply appropriate criteria make a judgment/decision about the alternatives justify this decision. 3.4 Research and communication Geography requires effective skills in Research and communication. These are to be developed throughout the course at an increasing level of complexity and independence. These skills include gathering information from a variety of sources and presenting information in a variety of ways. By the conclusion of the course, students should have developed research and communication skills in: gathering and recording information and primary data from sources and settings designing research plans relevant to the purpose selecting and organising information referencing and acknowledging sources of information using current conventions establishing the currency, validity and reliability of information communicating and presenting information in a variety of ways devising an appropriate format when presenting research findings demonstrating use of clear written expression and language conventions using maps, diagrams and statistics appropriately. 3.5 Affective objectives By the conclusion of the course, students should have developed: an attitude of concern for the quality of environments, the condition of life and the biosphere as a life support system a willingness to relate to the environment and to participate in actions that ensure a sustainable future a willingness to challenge existing attitudes and values in environmental, social, cultural and economic issues the ability to clarify and develop personal values in relation to environmental, social and cultural questions, issues and problems an interest in learning as a lifelong process.
5.2 Sample course organisation Table 1 provides an example of possible course organisation for a two-year course of study in Geography. The choice of focus and elective units, and case studies, is for illustration purposes only, and should in no way indicate or limit the choices that teachers and students may make. 1: Sample course organisation based on sample teaching units Semester Theme Unit Time Predominant context (scale) Assessment techniques 1 Managing the natural to natural 1 week (national) Short-response test Formative C1 5 (local) Stimulus response essay Formative C2, C3, C4 Managing 2 weeks (regional) Short-response test Formative C1 8 Local catchment (local) Report Formative C2, C3, C4 2 Social Sustaining 6 weeks Local community (local) Practical exercise Formative C2, C3, C4 2 Shanghai, Bosnywash (regional) test Formative C1 people and places 6 weeks Brisbane and the Western Corridor (regional) Report Formative C2, C3, C4 2 Local planning (local) Short-response test Formative C1 3 Resources and the Living with climate 1 6 2 Global (regional) Local energy usage (local) Short-response test Summative C1 Report Summative C2, C3, C4 Sustaining 4 Foja Mts, Island of (regional) Stimulus response essay Summative C2, C3, C4 3 Biomes of (national) Short-response test Summative C1 hazard
4 People and Feeding the world’s people 4 5 Global Central and (regional) Practical exercise Summative C2, C3, C4 Short-response test Summative C1 Verification Exploring the of 2 5 Global Sub-Saharan Africa (regional) Stimulus response essay Summative C2, C3, C4 test Summative C1
Table 2: Sample course organisation for a composite class Year A (see next table for Year B) Semester Theme Unit Time Predominant geographical context (scale) Year 11 assessment techniques Year 12 assessment techniques Year 12 Managing the natural Responding to natural hazards 1 (national) Short-response test Formative C1 Short-response test Summative C1 5 (local) Stimulus response essay Formative C2, Report Summative C2, C3, C4 Managing 2 (regional) Short-response test Formative C1 Stimulus response Summative C2, C3, C4 8 catchment (local) Report Formative C2, Short-response test Summative C1 Social Sustaining 6 Local community (local) Practical exercise Formative C2, Practical exercise Summative C2, C3, C4 1 , 3 , 3 , 3 4 4 4 /
2 Shanghai, Bosnywash (regional) Short-response test Formative C1 test Summative C1 Connecting people and places 6 Brisbane and the Western Corridor (regional) Report Formative C2, Verification 2 Local planning (local) Stimulus response essay Summative C2, C3, C4 test Formative C1 Short-response test Summative C1 , 3 4
Year B Semester Unit Time Predominant geographical context Year 12 assessment techniques Year 11 assessment techniques Year 11 Resources and the Living with climate change 1 6 Global Europe (regional) Local energy usage (local) Short-response test Summative C1 Short-response test Formative C1 2 Report Summative C2, Stimulus response essay Formative C2, C3, C4 Sustaining 4 Foja Mts, Island of (regional) Biomes of (national) Stimulus response Summative C2, Short-response test Formative C1 3 test Summative C1 Report Formative C2, C3, C4 People and Feeding the world’s people 4 5 Global Central and (regional) Practical exercise Summative C2, Practical exercise Summative C2, C3, C4 1 , 3 3 3 ,
Short-response test Summative C1 test Summative C1 Exploring the of disease 2 5 Global Sub-Saharan Africa (regional) Verification Report Formative C2, C3, C4 Stimulus response essay Summative C2, Short-response test Summative C1 Short-response test Formative C1 3
Table 4: Sample unit of work for Focus unit 1: Responding to natural hazards — Bushfires in Key questions for the sample unit Suggested time and scale Thinking skills, linked to common curriculum elements Learning experiences Geographical skills 1. What are natural hazards? What types of hazard are bushfires? What is the pattern of bushfire occurrence in ? 2–3 hours National (e.g. east , Ash fires) Recognising Recalling Visualising View media materials of previous fires — video, newspaper reports Use map data, access GIS data Construct timelines of major fires in Gathering information from media Interpreting maps Constructing maps Constructing timelines 2. What natural processes and human activities cause bushfires? 4–6 hours Compiling results Interpreting Recording Graphing Translating (from one form to another) Explaining to others Research case studies (incl. emphasis, accuracy) Investigate cyclic nature of bushfire disasters Investigate pattern of occurrence and climate/vegetation types in Examine climate data over time Discuss the role of people in contributing intentionally or unintentionally to bushfires Undertake a local field study of a forest area to determine fire hazard risk Constructing flowcharts Sketching Interpreting graphs, tables 3. What are the social, economic, political and physical impacts of bushfires? 4–6 hours Analysing Generalising from information Comparing, contrasting Construct consequences wheel Research case studies Roleplay Research from internet sources Drawing consequences wheels Interpreting aerial photographs Analysing census data 4. What is being done or could be done to predict and minimise their impact? 4–6 hours Judging/evaluating Creating/composing Interview e.g. local fire officer, council officer Examine local/regional management plans Examine school bushfire management plan, if relevant Draw up a school plan for fire hazard reduction and management Interviewing, conducting focus groups Surveying public for awareness of hazard Applying GIS to school
Table 5: Sample unit of work for Focus unit 2: Managing Catchments — The in Key questions for the sample unit Suggested time and scale Thinking skills, linked to common curriculum elements Learning experiences Geographical skills 1. What is a catchment? Where is the catchment? 2–3 hours Regional — to local area catchment — small scale but similar processes Recognising Recalling Visualising View multimedia materials on major world catchments as well as Murray-Darling Use data supplied by local authorities on catchment/water storage, consumption as well as waste water treatment strategies Consider use of the resource over time, e.g. changes in use, increasing of water Gathering information from media Interpreting maps Constructing maps Accessing and manipulating GIS data Constructing timelines 2. What are the natural processes that work or interrelate in a catchment? Compiling results Interpreting Recording Graphing Translating (from one form to another) Explaining to others Research case studies, e.g. cotton growing, irrigation, ’s water supply, salinity in the Investigate the cumulative impacts of salinity, erosion, waste water treatment etc. on the river Consider the natural processes of catchments and how they impact on such localities or issues Constructing flowcharts Sketching Interpreting graphs, tables 3. What are the social, economic, political and physical impacts on catchments? 4–6 Systems approach, variety of differing Analysing Generalising from information Comparing, contrasting Construct consequences wheel Research case study(ies) — short- and long-term responses, e.g. flood mitigation Roleplay stakeholder viewpoints Research internet sources, e.g. are there overseas examples that provide solutions? Drawing consequences wheels Interpreting aerial photographs and satellite images GIS 4. What is being done or could be done to manage, minimise or rectify these impacts? 4–6 hours Local example as well as regional example — management strategies and obstacles to these Judging, evaluating Synthesising Criticising Interview local authority officers, e.g. Landcare, Waterwatch groups Examine local/regional management plans — sustainability Examine water usage in the home and school Visit a local park built on a part of a catchment or visit farms practising effective catchment management Interviewing, conducting focus groups Conducting fieldwork into a local catchment Assessment technique: Report on management of a local creek/river applying criteria 2,3 and 4. eastern
Table 9: Sample unit of work for Focus unit 6: Sustaining biodiversity — Tropical forests in the of . Key questions for the sample unit Suggested time and scale Thinking skills, linked to common curriculum elements Learning experiences Geographical skills 1. What are the characteristics of the tropical forests on the ? 4–6 hours with a focus on in Irian Jaya Recognising Perceiving patterns Locate in Asia-Pacific — examine political boundaries and consider sovereignty Research history of governance of PNG and Irian Jaya Map the main biogeographical regions in NG Examine reports of the December 2005 visit by the Conservation International that discovered numerous new species in Foja Mts Research tropical forest vegetation types, associated fauna and adaptations Undertake fieldwork in a local tropical forest Gathering information from media especially electronic Interpreting Constructing (drawing) maps Field skills (mapping, transects) 2. What processes have contributed to the biogeographical patterns? Why is biodiversity important? 4–6 hours Compiling results Interpreting data Recording data Translating data Reaching conclusions Collate and correlate spatial data for of topography, rainfall, temperature, population density and land use Construct transects Identify current and potential resources in the area (timber) and possible stakeholders Investigate value of biodiversity in tropical forests Constructing transects Interpreting graphs, tables Constructing graphs 3. What impact has resource use had within this region? (or could it have in the future?) 4–6 hours Analysing Generalising from information Explaining to others Construct consequences wheel for various land uses Research case studies from the internet Roleplay stakeholders in a resource debate with various scenarios Engage in problem-solving exercises that require listening, empathising, lateral thinking Drawing consequences wheels Interpreting aerial photographs Analysing data Using reasoned argument 4. What is done or could be done by individuals, groups and governments to sustainably manage biodiversity within the tropical forests region? 4–6 hours Local scale at the school Judging, evaluating Extrapolating Criticising Hypothesising Synthesising Creating/devising Investigate ’s position on the extraction of resources such as timber and minerals from tropical forests Interview your federal member of Parliament on ’s role in protecting the forests in Irian Jaya Research alternative plans and options for protecting biodiversity in tropical forests globally Surveying public for awareness Interviewing Decision-making tasks
Table 10: Sample unit of work for Focus unit 7: Feeding the world’s people — Food Issues in Central and Key questions for the sample unit Suggested time and scale Thinking skills, linked to common curriculum elements Learning experiences Geographical skills 1. What are the elements of food production and distribution? What are patterns of food production, distribution and consumption? 4–6 hours Global and regional patterns Interpreting, analysing, generalising, recalling, summarising, perceiving patterns, classifying, collating and recording Define the characteristics of the agricultural system and examine its components Use GIS to map the distribution of food production, consumption and associated indicators food security issues in more- and less-developed countries, particularly in Central and now and over time Creating and interpreting choropleth maps Examining correlations and spatial relationships Accessing and using GIS 2. What historical and current social, economic, political and physical processes cause these patterns? 4–6 Analysis of the food business globally and Interpreting, perceiving patterns, summarising, contrasting and comparing, and collating and recording Use multimedia and audiovisual material to analyse the global food business Use reference material and the internet to examine the processes that have led to current food security trends in the region Collating data in different formats Creating flowcharts 3. What impact do the patterns of food production and consumption have on people, groups of people and nations economically, environmentally, socially and politically? 4–6 hours Regional Analysing, comparing and contrasting, extrapolating, classifying, justifying and synthesising Use current affairs to illustrate some of the social, economic and political issues that occur as a result of current economic and political systems’ responses to food issues, particularly in Central and Use survey instruments to identify current perceptions surrounding food issues Interviewing and surveying 4. What is being done, and what could be done by individuals, groups and governments to achieve greater equity in food production, distribution and consumption? 3–5 hours Regional and global Justifying, analysing, comparing and contrasting, classifying and synthesising Evaluate the effectiveness of current solutions to food problems by a range of organisations via a structured group debate Examine alternative solutions to food problems, particularly recent movements towards redistribution of land and agrarian reform in the region Incorporate the unit’s content to develop a viable solution, encompassing economic, political, social and environmental criteria, to food problems in Central and Presenting information in multimedia formats
Table 11: Sample unit of work for Focus unit 8: Exploring the geography of disease — AIDS in sub-Saharan Key questions for the sample unit Suggested time and scale Thinking skills, linked to common curriculum elements Learning experiences Geographical skills 1. What is a disease that is of global significance? What are the patterns of incidence of HIV/AIDS around the and over time? 4–6 hours Global patterns and of Recognising, recalling, visualising Summarising Recording Graphing, mapping Translating, interpreting, analysing Generalising View media materials of disease issues — video, newspaper reports Interview health professional disease characteristics especially mechanics of transmission Collate, analyse and interpret development indicator data for North and South nations Collate, analyse and interpret development indicator data for sub-Saharan Gathering information from media Interpreting maps, statistics, census data Constructing tables Creating choropleth maps Drawing scatter graphs 2. What are the processes that have caused the pattern of HIV/AIDS? Interpreting Explaining to others Perceiving patterns, generalising Comparing, contrasting Classifying Research case studies of poverty in a country in sub-Saharan Africa and in Investigate contributing factors to differing incidence of the disease Constructing flowcharts Sketching Interpreting graphs, tables 3. What impact has HIV/AIDS had on the of development of countries? 2–3 hours Regional, e.g. Analysing Generalising from information Comparing, contrasting Construct consequences wheel of the effects of HIV/AIDS on the poverty cycle Internet research a case study on consequences for an urban and rural community in a developing country interpretation Drawing consequences wheels 4. What is being done, and what could be done by individuals, local community groups, organisations (NGOs) and governments to minimise the impact of HIV/AIDS on development? 4–6 hours Regional, e.g. Judging, evaluating Creating, composing Extrapolating Justifying Interview a representative from an organisation such as Care Vision Examine case studies of strategies of countries that have had differing success in limiting the spread of the disease, e.g. and , and/or a developing country and Do a plus/minus/interesting exercise on the role of drug companies in disease mitigation Evaluate strategies, e.g. prevention strategies, anti-retroviral vaccination research, in the light of a local community’s needs (by referring to a case study) and/ or needs at a national Interviewing, conducting focus groups Writing reports
Table 14: Standards associated with exit criteria (This table spreads over two pages.) Criterion Standard A Standard B Standard C Standard D 1. Knowledge The student work has the following characteristics: thorough and comprehensive coverage of geographical facts, concepts, key ideas, processes and explanations spatial information is thorough, accurate and relevant The student work has the following characteristics: detailed coverage of the geographical facts, major concepts, key ideas, processes and explanations spatial information is detailed, accurate and relevant The student work has the following characteristics: basic coverage of the geographical facts, major concepts, key ideas, processes and explanations spatial information is accurate and relevant, but has limited detail The student the partial geographical concepts and spatial incomplete with relevance 2. Analytical processes The student work has the following characteristics: in-depth identification and explanation of geographical patterns and processes insightful transformation, interpretation and extrapolation of geographical information accurate identification and thorough explanation of simple and complex relationships, including anomalies The student work has the following characteristics: detailed identification and explanation of geographical patterns and processes effective transformation, interpretation and extrapolation of geographical information mostly accurate identification and significant explanation of simple and complex relationships The student work has the following characteristics: identification and explanation of some geographical patterns and processes some transformation, interpretation and extrapolation of geographical information identification and explanation of simple relationships The student the identification of geographical and processes superficial transformation, interpretation extrapolation of geographical information identification of simple Criterion Standard A Standard B Standard C Standard D 3. Decision- making processes The student work has the following characteristics: comprehensive and thorough evaluation of alternative proposals, strategies, solutions and plans insightful and balanced application of a range of appropriate criteria to the decision well reasoned and logical arguments to justify decisions The student work has the following characteristics: detailed evaluation of alternative proposals, strategies, solutions and plans effective and balanced application of appropriate criteria to the decision supported arguments to justify decisions The student work has the following characteristics: evaluation of alternative proposals, strategies, solutions and plans application of some criteria to the decision justification of decisions The student the some alternative strategies, and plans some factors decisions decisions are without
4. Research and communication The student work has the following characteristics: current, valid and reliable information from a wide variety of sources and settings clear, concise and fluent expression, using accurate language and geographic conventions highly effective organisation and presentation of information with correct use of genre proficient integration of maps, diagrams, statistics and referencing, adhering to geographic conventions The student work has the following characteristics: current, valid and reliable information from a variety of sources and settings clear expression, using appropriate language and geographic conventions effective organisation and presentation of information with mostly correct use of effective integration of maps, diagrams, statistics and referencing, mostly adhering to geographic conventions The student work has the following characteristics: information from relevant sources and settings mostly clear expression, using basic language and geographic conventions appropriate organisation and presentation of information integration of maps, diagrams, statistics and referencing with some adherence to geographic conventions The student the information and recorded restricted settings unclear using restricted language and geographic organisation presentation of information but it is the genre minimal maps, statistics; geographic is inappropriate