Geography – Stage 4 and 5
Integrating sustainability education in your subject
The NSW Department of Education and Communities’ (DEC) is committed to sustainability
education through the: Environmental Education Policy for Schools and the integration integration
of Sustainability and Environment in revised NSW syllabus documents (Learning across the
Curriuclum).
Together these aim to provide a understanding, skills and values that develop the capacity to live
more sustainably. Schools should provide sustainability education programs and experiences that:
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are interdisciplinary and systematically programmed, taught and evaluated as part of the
curriculum K-12
progressively build knowledge and skills through the stages of schooling that allow students to
use the school site and other built and natural environments to investigate, plan and take
action for biodiversity and the natural environment
allow students to consider a range of viewpoints and to make judgements based on evidence,
their personal values and social justice
provide students with opportunities to learn about, and from, Aboriginal peoples’ relationship
with country, land use, heritage and culture, preferably through engagement with members of
their local Aboriginal community
allow students to explore their relationship with their community and the environment and to
explore, design and where possible implement responses to sustainability solutions
promote collaboration and partnerships within the community
Further information and guidance on how education for sustainability may be structured to support a
progression of learning from Kindergarten to Year 10 can be found in the Sustainability Curriculum
Framework published by the Department of the Environment, Water, Heritage and the Arts. This
document sets out three dimensions to learning for sustainability: Sustainability Action Process,
Knowledge of Ecological and Human Systems and Repertoires of Practice.
The three above three dimensions can be applied in all curriculum areas. The following pages
provide lnks to learning resources that support student development in each of these three
dimensions..
Sustainability Education policy for schools - Support document - Geography Stage 4 and 5
Geography, Stage 4 and 5
Sustainability Curriculum Framework
Sustainability Action Process
Knowledge of Ecological and Human
Systems
Repertoires of Practice
Sustainability Education Policy
 allow students to experience, value and take action to protect biodiversity and the
natural environment
 allow students to use the school site, other built environments and their local area
to investigate, plan and take action to improve sustainability
 promote collaboration and partnerships within the community
 are systematically programmed, taught and evaluated as part of the curriculum K12
 are interdisciplinary; applying, connecting and progressively building knowledge
and skills from across learning areas and through the stages of schooling
 provide students with opportunities to learn about, and from, Aboriginal peoples’
relationship with country, land use, heritage and culture, preferably through
engagement with members of their local Aboriginal community
 allow students to consider a range of viewpoints and to make judgements based on
evidence, their personal values and social justice
 allow students to explore their relationship with the environment and to explore,
design and where possible implement responses to sustainability challenges for
both natural and built environments
 include different spatial scales (local to global, home to community).
Stage 4/5 unit of work
Sustainability and Climate Change
Students investigate the problem of climate change and understand the relationship between the economy and sustainability, and
individual lifestyle choices and the environment.
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© State of New South Wales through the NSW Department of Education and Communities, 2011
Sustainability Education policy for schools - Support document - Geography Stage 4 and 5
Geography
Sustainability Action
Process
1. Making the case for change
Outcomes Skills
Learning for Sustainability
4/5.1
Identifies, gathers and evaluates geographical
information
2. Defining the scope
4/5.2
Analyses, organises, interprets and
synthesises geographical information
Community Enterprise
Homelessness: 3 Points of View
Fieldwork
Tools for Fieldwork
Fish Stocks: 2 Points of View
My Future Community
Paradise Island
Showing Evidence Tool
Making Decisions
Visual Ranking
Talk it Out
Seeing Reason Tool
Using Google Sketch-Up
Digital Story Telling
Agreement by Consensus
Visual Ranking
3. Developing the proposal
4/5.3
Selects and uses an appropriate range of
written, oral and graphic forms to communicate
geographical information
Persuasive Writing
Writing a Discussion
Mind Mapping
Writing a Project Brief
Seeing Reason Tool
Decision Making Techniques
Tuning Protocols
Communication Checklist
Effective Communication
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© State of New South Wales through the NSW Department of Education and Communities, 2011
Sustainability Education policy for schools - Support document - Geography Stage 4 and 5
4. Implementing the proposal
4/5.4
Selects and uses an appropriate range of
geographical tools
5.10
Applies geographical knowledge,
understanding and skills with knowledge of
civics to demonstrate informed and active
citizenship
Making a Difference
Xpeditions
Taking Responsibility
5. Evaluating and reflecting
Knowledge of Ecological and
Human Systems
Living things
Major forms of life
Biochemistry
Ecosystem and ecosystem
relationships
Focus
Area
4G1
4G1
5A1
Knowledge and Understanding
4G1
The nature of Geography
Our world
Global Environments
The changing nature of the world
Global geographical issues
Physical Characteristics that make Australia
unique
Geographical issues
4G2
4G3
4G4
5A1
5A3
Evolution of life and the
biosphere
Biosphere processes
5A1
4G1
4G2
The nature of Geography
The nature of Geography
Physical Characteristics that make Australia
unique
Physical Characteristics that make Australia
unique
The nature of Geography
Global Environments
Learning for Sustainability
Down to Earth Paleotraveller
Threatened Habitats
Biodiversity Investigation
Microclimates
Global Environments
Antarctic Issues
Virtual Antarctica
Virtual Mangrove Field Trip
Australian Alps
Australian Ecosystems
Rainforests
Biodiversity
Air Watch
Australian Environmental Issues
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© State of New South Wales through the NSW Department of Education and Communities, 2011
Sustainability Education policy for schools - Support document - Geography Stage 4 and 5
4G3
4G4
5A3
The changing nature of the world
Global geographical issues
Geographical issues
Methods of mapping,
4G1
monitoring and assessing living
systems
4G3
4G4
5A1
5A3
Our World
Geographical research
Global inequalities
Global geographical issues
Natural Hazards
Geographical issues
Forces and energy
5A3
Geographical issues
Structure of the Earth
4G2
5A1
Global Environments
The Australian continent
5A1
5A3
Physical Characteristics that make Australia
unique
Geographical issues
The nature of Geography
Global Environments
The changing nature of the world
Solar system
Climate
Social systems and culture
4G1
4G2
4G3
Migrants on the Move
The World’s Biomes
Case Studies - Migration
Case Studies - Migration
Murder Under the Microscope
My Environment
Fire Challenge
Issues effecting Australia’s
Environments
Measuring Ecological Footprints
Technology Challenging Poverty
The Mekong River
Wind Farm
Cool Solutions
Pros & Cons
Down to Earth
Earth Sciences Australia
Landforms
Plate Tectonics
The Virtual Cave
Passage of a Cold Front
Climate Change
Safe Climate
My Future Community
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© State of New South Wales through the NSW Department of Education and Communities, 2011
Sustainability Education policy for schools - Support document - Geography Stage 4 and 5
4G4
5A1
5A2
5A4
Sub systems
4G1
4G2
4G3
4G4
5A2
5A3
5A4
Methods of assessing
ecological sustainability
4G1
4G3
Global inequalities
Global organisations
Global geographical issues
Physical Characteristics that make Australia
unique
Human characteristics that make Australia
unique
Types of communities
Factors causing change in Australian
communities
Australia’s regional & global links
World Heritage sites
Global Environments
The changing nature of the world
Global inequalities
Global organisations
Global geographical issues
Human characteristics that make Australia
unique
Types of communities
Factors causing change in Australian
communities
Geographical issues
Australia’s regional & global links
Future challenges for Australia
Geographical research
World Heritage sites
The changing nature of the world
Global inequalities
Global organisations
Sample Program- Changes
Australia’s Place in the World
Australia’s Place in the World
Regional & Global Links
Consumption Atlas
How Eco-Friendly Are You?
Steps to Sustainable Tourism
If Australia only had 100 people
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© State of New South Wales through the NSW Department of Education and Communities, 2011
Sustainability Education policy for schools - Support document - Geography Stage 4 and 5
5A2
5A3
5A4
Historical evaluation and
processes of historical change
4G2
4G3
4G4
5A2
5A4
Civics and citizenship
4G1
4G2
4G3
4G4
5A2
5A3
5A4
Ownership and property rights
4G3
4G4
Factors causing change in Australian
communities
Geographical issues
Australia’s regional & global links
Future challenges for Australia
Global Environments
The changing nature of the world
Global inequalities
Global organisations
Global geographical issues
Human characteristics that make Australia
unique
Types of communities
Factors causing change in Australian
communities
Australia’s regional & global links
Future challenges for Australia
World Heritage sites
Global Environments
Global organisations
Global geographical issues
Types of communities
Factors causing change in Australian
communities
Geographical issues
Australia’s regional & global links
Future challenges for Australia
The changing nature of the world
Global inequalities
Global geographical issues
Issues effecting Australia’s
Environments
Australia’s Place in the World
Indigenous Contrasts
Regional & Global Links
Surf Aid
Australia’s Place in the World
Making a Difference
Australia’s Place in the World
Regional & Global Links
Case Study - Aid
Change the World
How Can You Change the World?
Mining Indigenous Land
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© State of New South Wales through the NSW Department of Education and Communities, 2011
Sustainability Education policy for schools - Support document - Geography Stage 4 and 5
5A2
5A3
Economic systems and costs
4G1
4G3
4G4
5A1
5A2
5A3
5A4
Water technologies
4G3
5A2
5A3
Materials and production
4G1
4G3
4G4
The changing nature of the world
Global inequalities
Global organisations
Types of communities
Factors causing change in Australian
communities
Geographical issues
The nature of Geography
World Heritage sites
The changing nature of the world
Global inequalities
Global organisations
Global geographical issues
Natural hazards
Types of communities
Factors causing change in Australian
communities
Geographical issues
Australia’s regional & global links
Future challenges for Australia
Global inequalities
Global geographical issues
Types of communities
Factors causing change in Australian
communities
Geographical issues
The nature of Geography
The changing nature of the world
Global inequalities
Global geographical issues
Going Global
International India
Water: Asia’s Next Challenge
Issues effecting Australia’s
Environments
Australia’s Place in the World
Regional & Global Links
Water Quality Testing
Waterworks
Water Education
Water Science for Schools
Consumption Atlas
Green Home
Everything About Waste
Purchasing
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© State of New South Wales through the NSW Department of Education and Communities, 2011
Sustainability Education policy for schools - Support document - Geography Stage 4 and 5
5A2
5A3
Built environment technologies
4G1
4G3
4G4
5A2
5A3
Transport
5A2
5A3
Agriculture and food production 4G1
4G3
4G4
5A2
Information and
communication technologies
Repertoires of Practice
World viewing
4G3
Systems thinking
4/5.10
Types of communities
Factors causing change in Australian
communities
Geographical issues
The nature of Geography
The changing nature of the world
Global inequalities
Global geographical issues
Types of communities
Factors causing change in Australian
communities
Geographical issues
Types of communities
Factors causing change in Australian
communities
Geographical issues
The nature of Geography
Global inequalities
Global geographical issues
Types of communities
Factors causing change in Australian
communities
The changing nature of the world
Outcomes Values and Attitudes
5.8
Accounts for differences within and between
Australian communities.
Explains and applies geographical knowledge,
Your Rubbish Pile
Impacts on a Coastal Town:
Overdevelopment
Off Road Vehicles
Water Sports
Fresh Water Use
Coastal Protection
Urban Growth & Decline
Food and Water
Kangaroo
Salinity
Learning for Sustainability
Balancing the Options
The Bar
A Yankunytjatjara Elder’s View
Global Perspectives
Stage 5 Action Research project:
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© State of New South Wales through the NSW Department of Education and Communities, 2011
Sustainability Education policy for schools - Support document - Geography Stage 4 and 5
understanding and skills combine with
knowledge of civics to contribute to informed
citizenship.
Futures and design thinking
5A4
Future challenges for Australia
Other Resources
Year 7 & 8 Assessment & Work Samples
Year 9 & 10 Assessment & Work Samples
Action Research Template
Spatial Inequality in Tamworth
Airwatch
Air Quality & Urban Growth and
Decline
A Case Study of the Lower
Clarence River Catchment
Future World
What If?
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© State of New South Wales through the NSW Department of Education and Communities, 2011
Sustainability Education policy for schools - Support document - Geography Stage 4 and 5
Change for the Good of All – Sustainability and Climate Change
Key learning area: Human Society and its Environment
Year level: Lower/Middle Secondary
Lesson duration: 150 minutes (3 lessons)
Unit topic: For the Good of All: Understanding the Common Good in Australian Democracy
Lesson Topic: Change for the Good of All – Sustainability and Climate Change
Overall aim
For students to investigate a significant civics and citizenship education issue, and apply their understanding of the ‘common good’
to the challenges of climate change and sustainability.
Student learning outcomes
Knowledge:
Students investigate the problem of climate change and understand the relationship between the economy and sustainability, and
individual lifestyle choices and the environment.
Skills:
Students employ cooperative learning abilities; research the relationship between economies and the environment; synthesise
information on climate change; analyse the relationship between their own lifestyles and the ideal of sustainability; understand
causal relationships between phenomena and demonstrate their understanding of the ‘common good’ in developing solutions to the
issue of climate change.
Values:
Students will demonstrate empathy for others and respect for different perspectives. Students will also consider individual choice
and its relationship to the public good.
Resources:
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© State of New South Wales through the NSW Department of Education and Communities, 2011
Sustainability Education policy for schools - Support document - Geography Stage 4 and 5
1. Internet Access
2. Cause and Consequence Chart
3. Flow Chart
4. Plus, Minus Interesting Chart
5. KWHL Chart
6. SWOT Chart
Introduction
Students will examine the issues of climate change and sustainability through websites and online media reports. In particular, they
will consider the issues of energy use (carbon emissions) and water consumption and draw conclusions for sustainability. They will
be asked to calculate their own ecological footprint and provide insights into ways that individuals and communities can live in more
environmentally sustainable ways before being asked to consider sustainability as a ‘common good’.
Change for the Good of All – Activity One
Introductory activity
1. In a Think, Pair and Share exercise, ask students to create a concept map of the term sustainable, and to use it in a
sentence in relation to the environment.
2. In a whole of class exercise, use the information from students’ concept maps to arrive at a class definition of the term.
3. Have students revise their definitions if need be, and ask them to illustrate their concept maps with illustrations or images
that support their definition of environmental sustainability
Change for the Good of All – Activity Two
Research activity
Focus question:
What are the causes of climate change, and what can be done to slow the rate of climate change?
1. Ask students to read one news article and to visit a website listed under the category ‘Climate Change General’ in the
‘Resources’ section, and to explain, using a Cause and Consequence Chart, the causes of climate change.
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© State of New South Wales through the NSW Department of Education and Communities, 2011
Sustainability Education policy for schools - Support document - Geography Stage 4 and 5
2. Using a Plus, Minus and Interesting Chart, ask students, in the light of what they have read, to make a list of all the ways
they think they positively and negatively impact on the environment. Once students have completed their lists, have them
compare their list with a colleague’s.
3. Once students’ individual lists have been compiled introduce them to the ‘Ecological Footprint’ website and encourage them
to calculate their impact on the environment. Once students have established the size of their footprint, ask them to check
their list and to highlight both the areas for improvement and their achievements.
4. Ask students to do one of the following to consolidate their research:
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Write a 200–300 word piece on what individuals and communities can do to slow the rate of environmental change.
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Use a Flow Chart, with images, to show how communities can lessen their impact on the environment.
Research activity
Focus question:
How can communities live in more environmentally sustainable ways, and is widespread change possible?
1. Divide students into even numbers of groups, and allot each group the task of researching sustainable energy or water use in
relation to the focus question for this activity. Resources with which to begin their research have been provided in the
‘Resources’ section.
2. Once students have consulted these resources, asked them to complete a KWHL Chart, and then to use their completed
chart to further their research.
3. Combine two groups that focused on different topics, and ask them to compare their findings. This can be done as
presentations, or the information can be exchanged in a fishbowl exercise. Students should record the information in
response to the focus question
Debating climate change
Focus question:
Is environmental sustainability just an ideal or an achievable common good which society can work towards? Note: If students have
not completed the lesson ‘Understanding the Common Good in Australian Democracy’, it should be used as an introductory
exercise to this activity.
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© State of New South Wales through the NSW Department of Education and Communities, 2011
Sustainability Education policy for schools - Support document - Geography Stage 4 and 5
1. Using the combined groups, instruct students to conduct a SWOT analysis of the climate change issue. Students should
record the strengths, weaknesses, opportunities and threats in communities achieving a sustainable relationship with the
environment.
2. Inform the class that they will debate the focus question for this activity, with representatives from half the groups taking the
affirmative and the other half the negative. They should use their SWOT analyses to bolster their respective positions and to
counter their opponents.
3. Students not directly participating in the debate should agree on the design of a scoring sheet which awards points to the
debaters. The debaters should be made aware of the criteria before the debate. Points should be awarded for the strength of
research, correct use of concepts, wider knowledge and the structure of the arguments and the countering of opposing
arguments
Resources:
http://www.civicsandcitizenship.edu.au/cce/climate_change_resources,22520.html
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© State of New South Wales through the NSW Department of Education and Communities, 2011