Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors
from Geography Course Framework 2014 Edition.
Geography
A/T Course
Type 2
Amended to reflect new assessment task type
table and unit grade descriptors from Geography
Course Framework 2014 Edition.
Written under the
Geography Course
Framework 2006.
Accredited from 1 January 2008
to 31 December 2012
Extended to 2017
1
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors
from Geography Course Framework 2014 Edition.
Student Capabilities
All programs of study for the ACT Senior Secondary Certificate should enable students to become:
o creative and critical thinkers
o enterprising problem-solvers
o skilled and empathetic communicators
o informed and ethical decision-makers
o environmentally and culturally aware citizens
o confident and capable users of technologies
o independent and self-managing learners
o collaborative team members
and provide students with:
o
o
o
a comprehensive body of specific knowledge, principles and concepts
a basis for self-directed and lifelong learning
personal attributes enabling effective participation in society
The Student Capabilities (Year 11-12), can be mapped to the Essential Learning Achievements in
Every Chance to Learn: the curriculum framework for ACT Schools (P-10). Student capabilities are
supported through course and unit content, and through pedagogical and assessment practices.
2
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors from
Geography Course Framework 2014 Edition.
Type 2 Course Accreditation/Adoption Form
B S S S
AUSTRALIAN CAPITAL TERRITORY
Choose one of the following:
 adoption of Type 2 course
 small changes from Written Evaluation of Type 2 course
 extension of Type 2 course or units
 modification of Type 2 course
 adoption of additional units for a Type 2 course
Scope: The college is entered on the National Register to award Certificates
delivered by this course  Yes  No (Adoption of V courses only)
College:
COURSE TITLE: GEOGRAPHY
CLASSIFICATION:  A  T  M  V
Unit Title(s)
Fragile Ecosystems and Research Project
Population Dynamics and Urban Places
Oceanography and Land Care
Tourism and Global Geopolitics
GIS and Research Project
Coastal Environments
Ecosystems and Tourism
Marine Geography
Oceanography
Water in the World
Geography Beyond 2050
Population Dynamics
Urban Dynamics
Urban Places
World Cities
Global Geopolitics
Catchment Management
Land Care
Development and Geopolitics
Resource Based Industries
Mining
Earth in Action
Geomorphology
Food for the World
Food – Glorious Food
Natural Hazards
Environmental Hazards
Course Code
Value
(1.0/0.5)
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
0.5
1.0
1.0
0.5
1.0
0.5
1.0
0.5
1.0
0.5
1.0
1.0
0.5
1.0
0.5
1.0
0.5
0.5
1.0
Length
Unit Codes
S
S
S
S
S
S
S
S
Q
S
S
Q
S
Q
S
Q
S
Q
S
S
Q
S
Q
S
Q
Q
S
3
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors from
Geography Course Framework 2014 Edition.
Africa – A Continent in Crisis
Australia and Asia
Australia, Asia/Pacific Links
Fragile Ecosystems
Tourism Perspectives
The Greening of Tourism and Perspectives
The Greening of Tourism
Geomorphology and GIS
Introduction to GIS
Geographic Research Project
Dates of Course Accreditation:
0.5
1.0
0.5
0.5
0.5
1.0
0.5
1.0
0.5
0.5
From
01 / 01 / 2008
Q
S
Q
Q
Q
S
Q
S
Q
Q
To
31 /12 /2017
Accreditation: The course and units named above are consistent with the goals of the Course
Framework and are signed on behalf of the BSSS.
Course Development Coordinator:
Panel Chair:
/
/
/
/
OR (delete box that does not apply)
Adoption/Alteration: The adopting College has the human and physical resources to implement the
course. Written Evaluation for small changes, and details of and reasons for Adoptions, Extensions,
and addition of units are outlined on the Supporting Statement.
Principal:
College Board Chair:
/
/
/
/
4
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors from
Geography Course Framework 2014 Edition.
Type 2 Course Accreditation/Adoption Form
B S S S
AUSTRALIAN CAPITAL TERRITORY
Choose one of the following:
 adoption of Type 2 course
 small changes from Written Evaluation of Type 2 course
 extension of Type 2 course or units
 modification of Type 2 course
 adoption of additional units for a Type 2 course
Scope: The college is entered on the National Register to award Certificates
delivered by this course  Yes  No (Adoption of V courses only)
College:
COURSE TITLE: GEOGRAPHY
CLASSIFICATION:  A  T  M  V
Unit Title(s)
Fragile Ecosystems and Research Project
Population Dynamics and Urban Places
Oceanography and Land Care
Tourism and Global Geopolitics
GIS and Research Project
Coastal Environments
Ecosystems and Tourism
Marine Geography
Oceanography
Water in the World
Geography Beyond 2050
Population Dynamics
Urban Dynamics
Urban Places
World Cities
Global Geopolitics
Catchment Management
Land Care
Development and Geopolitics
Resource Based Industries
Mining
Earth in Action
Geomorphology
Food for the World
Food – Glorious Food
Natural Hazards
Environmental Hazards
Course Code
Value
(1.0/0.5)
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
0.5
1.0
1.0
0.5
1.0
0.5
1.0
0.5
1.0
0.5
1.0
1.0
0.5
1.0
0.5
1.0
0.5
0.5
1.0
Length
Unit Codes
S
S
S
S
S
S
S
S
Q
S
S
Q
S
Q
S
Q
S
Q
S
S
Q
S
Q
S
Q
Q
S
5
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors from
Geography Course Framework 2014 Edition.
Africa – A Continent in Crisis
Australia and Asia
Australia, Asia/Pacific Links
Fragile Ecosystems
Tourism Perspectives
The Greening of Tourism and Perspectives
The Greening of Tourism
Geomorphology and GIS
Introduction to GIS
Geographic Research Project
Dates of Course Accreditation:
0.5
1.0
0.5
0.5
0.5
1.0
0.5
1.0
0.5
0.5
From
01 / 01 /2008
Q
S
Q
Q
Q
S
Q
S
Q
Q
To
31 /12 /2017
Accreditation: The course and units named above are consistent with the goals of the Course
Framework and are signed on behalf of the BSSS.
Course Development Coordinator:
Panel Chair:
/
/
/
/
OR (delete box that does not apply)
Adoption/Alteration: The adopting College has the human and physical resources to implement the
course. Written Evaluation for small changes, and details of and reasons for Adoptions, Extensions,
and addition of units are outlined on the Supporting Statement.
Principal:
College Board Chair:
/
/
/
/
6
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors from Geography
Course Framework 2014 Edition.
Type 2 Course Accreditation/Adoption Supporting Statement
Provides support for information on the Course Accreditation/Adoption Form
B S S S
Written Evaluation for small changes, reasons for Modification or Adoption
of a Type 2 course, or Addition of units to a Type 2 course
For V courses indicate the certificate the college will award.
AUSTRALIAN CAPITAL TERRITORY
College:
Course Title: Geography
Course Code
Course Length and Composition
Number and Length of Units
Which units will your college deliver?
Available Course Patterns
Must be consistent with Table 1.1 in the Guidelines.
Implementation Guidelines
Must be consistent with the original course document.
Compulsory Units
Must remain the same as original document.
Prerequisites for the course or units within the course
Must remain the same as original document.
Arrangements for students who are continuing to study a course in this subject
The adopting college may customise this to suit their individual needs.
Units from other courses
If the original course allows the adopting college must indicate which units can be added. These will be
forwarded to the panel chair for approval.
Additional Units
The adopting college may write additional units to suit their individual needs but within policy 2.3.9.1
and with panel approval. The course should have coherence between units of study (Policy 2.3.9.1).
Suggested Implementation Patterns
This must be in line with the original course document.
Please indicate any specific needs for your college when adopting this course.
For example – if you intend to deliver the course in any delivery time structure other than the way it
has been written (ie 1.0 units instead of 0.5 units) then these must be submitted with this adoption
form.
7
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors
from Geography Course Framework 2014 Edition.
CONTENTS
Course Name ............................................................................................................................ 10
Course Classification ................................................................................................................ 10
Course Framework................................................................................................................... 10
Course Developers ................................................................................................................... 10
Course Length and Composition ............................................................................................. 11
Subject Rationale ..................................................................................................................... 14
Goals......................................................................................................................................... 14
Student Group ......................................................................................................................... 15
Content..................................................................................................................................... 15
Teaching and Learning Strategies ........................................................................................... 16
Assessment .............................................................................................................................. 16
Student Capabilities................................................................................................................. 19
Unit Grades .............................................................................................................................. 20
Bibliography ............................................................................................................................. 27
Proposed Evaluation Procedures ............................................................................................ 29
Fragile Ecosystems and Research Project
Value 1.0 ......................................................... 30
Population Dynamics and Urban Places
Value 1.0 ........................................................... 35
Oceanography and Land Care
Value 1.0.......................................................................... 41
Tourism and Global Geopolitics
Value 1.0 ....................................................................... 46
GIS and Research Project
Value 1.0 ................................................................................. 51
Coastal Environments
Value 1.0 .................................................................................... 57
Ecosystems and Tourism
Value 1.0................................................................................. 61
Marine Geography
Value 1.0 .......................................................................................... 67
Oceanography
Value 0.5 ................................................................................................ 72
Water in the World
Value 1.0 ......................................................................................... 75
Geography Beyond 2050
Value 1.0................................................................................. 79
Population Dynamics
Value 0.5 ...................................................................................... 84
Urban Dynamics
Value 1.0 ............................................................................................ 88
Urban Places
Value 0.5 ................................................................................................ 92
World Cities
Value 1.0 ................................................................................................... 95
Global Geopolitics
Value 0.5 .......................................................................................... 99
Catchment Management
Value 1.0 ............................................................................... 102
Land Care
Value 0.5 ................................................................................................. 106
Development & Geopolitics
Value 1.0 .......................................................................... 109
Resource Based Industries
Value 1.0............................................................................. 113
Mining
Value 0.5 ......................................................................................................... 117
Earth in Action
Value 1.0 .......................................................................................... 121
Geomorphology
Value 0.5 .......................................................................................... 125
Food for the World
Value 1.0........................................................................................ 129
Food – Glorious Food
Value 0.5 .................................................................................... 133
Natural Hazards
Value 0.5 .......................................................................................... 137
Environmental Hazards
Value 1.0 ................................................................................. 141
Africa – A Continent in Crisis
Value 0.5 ......................................................................... 145
8
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors
from Geography Course Framework 2014 Edition.
Australia and Asia
Value 1.0 ........................................................................................ 148
Australia, Asia/Pacific Links
Value 0.5 ........................................................................... 151
Fragile Ecosystems
Value 0.5 ........................................................................................ 153
Tourism Perspectives
Value 0.5 .................................................................................... 157
The Greening of Tourism and Perspectives
Value 1.0 .................................................... 161
The Greening of Tourism
Value 0.5 .............................................................................. 166
Introduction to GIS
Value 0.5 ..................................................................................... 169
Cartography
Value 0.5 .............................................................................................. 173
Geographic Research Project
Value 0.5 ...................................................................... 176
Geomorphology and GIS
Value 1.0 ............................................................................ 179
Appendix 1 Evaluation........................................................................................................... 185
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Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors
from Geography Course Framework 2014 Edition.
Course Name
Geography
Course Classification
A/T
Course Framework
This course is presented under the Geography Course Framework 2006.
Course Developers
Name
Michael Batten
Anne Curran
Claire Jacob
Ann Nott
Paul O’Callaghan
David Wallace
Suzanne Rentsch
Qualifications
Grad Dip Teaching
B Education
B Education
Bachelor of Education, Graduate
Dip Arts.
B A. Grad Dip Sec Ed B Leg S
BA DipEd (Flinders University)
Grad DipCareers Ed (RMIT)
College
Mackillop Catholic College
Merici College
St Clare’s College
Canberra Girls’ Grammar
St Francis Xavier College
Narrabundah College
Radford College
This group gratefully acknowledges the work of previous developers.
Evaluation of Previous Course
The evaluation of the previous course commenced with the discussion with teachers about the
implementation of the course and new areas for development. The type 2 was generally found to be
a successful course and the other type 1 courses from Radford and Canberra Girls Grammar were
also excellent . As a result units from all courses will be incorporated into this new type 2 units to
assist with consistency, moderation and sharing of resources.
Changes from the Geography framework will be incorporated into this new document.
Improvements to the course will be in the areas of :
Updating resources, contacts and technologies
Introducing relevant and current topics
Developing greater flexibility through the use of 0.5 units to enable a variety of 1.0 units to
be created.
Documentation of possible field work locations relevant for each unit
10
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors
from Geography Course Framework 2014 Edition.
How many students completed the course in each of the years of accreditation?
A
Year
2004
2005
2006
T
Year
2004
2005
2006
Minor
F
11
14
16
Minor
F
19
24
20
M
9
2
1
Major
F
11
7
11
M
19
21
22
Major
F
40
54
61
M
15
1
1
Total
F
22
21
27
M
39
49
54
Total
F
59
78
81
Total
M
24
3
2
46
24
29
Total
M
58
70
76
117
148
157
Course Length and Composition
Unit Title
Coastal Environments
Ecosystems and Tourism
Marine Geography
Oceanography
Water in the World
Geography Beyond 2050
Population Dynamics
Urban Dynamics
Urban Places
World Cities
Global Geopolitics
Catchment Management
Land Care
Development and Geopolitics
Resource Based Industries
Mining
Earth in Action
Geomorphology
Food for the World
Food – Glorious Food
Natural Hazards
Environmental Hazards
Africa – A Continent in Crisis
Australia and Asia
Australia, Asia/Pacific Links
Fragile Ecosystems
Tourism Perspectives
The Greening of Tourism and Perspectives
Geomorphology and GIS
The Greening of Tourism
Introduction to GIS
Unit Value
1.0
1.0
1.0
0.5
1.0
1.0
0.5
1.0
0.5
1.0
0.5
1.0
0.5
1.0
1.0
0.5
1.0
0.5
1.0
0.5
0.5
1.0
0.5
1.0
0.5
0.5
0.5
1.0
1.0
0.5
0.5
11
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors
from Geography Course Framework 2014 Edition.
Geographic Research Project
0.5
Available course patterns
Course
Number of standard units to meet course requirements
Minor
Minimum of 2 units
Major
Minimum of 3.5 units
Major Minor
Minimum of 5.5 units
Double Major
Minimum of 7 units
Implementation Guidelines
Compulsory units
Nil
Prerequisites for the course or units within the course
The geographic Research project unit should only be undertaken by students who have completed at
least one semester unit in this course.
Arrangements for students who are continuing to study a course in this subject
Students continuing this course from Year 11 may take any of the units from this course as long as a
similar unit from the previous course has not been previously undertaken.
Units from other courses
Nil
Negotiated Units
Nil
Relationship with other courses
A BSSS accredited Geography minor or major minor may include units from the Geography A/T/M
Type 2 course integrating Australian Curriculum, providing there is no duplication of content. This will
enable students to complete major/minors and double majors in Geography.
12
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors
from Geography Course Framework 2014 Edition.
Suggested Implementation Patterns
There are no suggested patterns. All units may be combined to create a course with the needs of the
students in mind and future directions of post school options.
However, it is advised that care must be taken in selection of units as there is some overlap and
similarities between various units, see table below.
Many 0.5 units are contained in the 1.0 unit, see unit document for details.
Unit
Unit with duplication of
content
Coastal Environment
1.0
This unit may not be
taken by students if
they have completed
Marine Geography
1.0
Urban Dynamics
1.0
This unit may not be
taken by students if
they have completed
World Cities
1.0
Water in the World
1.0
This unit may not be
taken by students if
they have completed
Catchment Management
1.0
Development and
Geopolitics
1.0
This unit may not be
taken by students if
they have completed
Global Geopolitics
0.5
Africa - A Continent in
Crisis
0.5
This unit may not be
taken by students if
they have completed
Development and
Geopolitics
1.0
Geography Beyond
2050
1.0
This unit may not be
taken by students if
they have completed
Development and
Geopolitics
1.0
Geography Beyond
2050
1.0
This unit may not be
taken by students if
they have completed
Population Dynamics
0.5
Geography Beyond
2050
1.0
This unit may not be
taken by students if
they have completed
Africa - A Continent in Crisis
0.5
13
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors
from Geography Course Framework 2014 Edition.
Subject Rationale
Geography is the study of the spatial interrelationships of people, places, and environments. These
spatial concepts provide a unique conceptual structure and framework of ideas for geographic
investigations of natural and human phenomena. Geography has a distinctive, active mode of inquiry
involving fieldwork and problem-solving skills. Furthermore contemporary issues are central to its
study, making the subject dynamic and relevant. With its spatial dimension, Geography enables these
issues to be investigated in a unique way.
Geographers use spatial concepts as tools to investigate, interpret and explain patterns. These
integrated spatial concepts include: location, scale, distance, distribution, region and movement,
spatial change over time, spatial association and spatial interaction. Geography studies diverse
themes at local, regional, national and global scales.
The process of Geographical enquiry takes place inside and outside the classroom as Geographers
seek answers to four key questions:
1. What and where are the issues or patterns being studied?
2. How and why are they there?
3. What are their impacts or consequences?
4. What is being or could be done?
Fieldwork is an essential component of any Geography course. Students use these key questions as a
framework to investigate a variety of learning settings outside the classroom.
Through studying Geography students are well prepared to explore issues as informed citizens in a
changing world. As an integrated discipline, Geography gives students the foundation to pursue a
broad range of careers and educational pathways. They are encouraged to assess information,
outline visions for the future, develop an awareness of sustainable practices and become informed,
critical and active citizens.
Goals
This course should enable students to:

acquire knowledge and understanding of natural and human environments

understand and apply spatial concepts of location; scale, distance, distribution, region,
movement

research, analyse, evaluate and synthesise information from a variety of sources

apply the essential skills and techniques of geographic enquiry in various learning settings

acquire and use essential skills in field work investigations

communicate information effectively and as appropriate to the task and audience

develop a values approach to the study of process and issues to develop a geographical
perspective.
14
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors
from Geography Course Framework 2014 Edition.
Student Group
The course should cater for students with no previous background in geography. The course is
offered at both A, T and M level and caters for students who have an interest in developing their
understanding of Geography and its relevance. It caters for a diverse group of students including:

those seeking tertiary entry by providing opportunities for achieving academic excellence
through independent research

those seeking vocational education and improved employment opportunities

those choosing to study the subject out of personal interest , and/or because of its
relevance to their lives
With all groups, the geography course aims to draw upon the diverse life experiences of students
while developing a variety of analytic , geographic and communication skills.
Content
Essential Concepts

location and the relationships between places and regions

landscapes, both natural and cultural, as the outcome of processes to create spatial
changes;

scale and distribution of features, with the associated patterns and relationships between
them

interaction of physical, political, economic and cultural elements

care for places through ecologically sustainable practices.

differing and changing values that societies and cultural groups and individuals place on
environments

identity, ideologies, heritage, cultural traditions and social conventions

responsible citizenship within local, national and global communities.
Essential skills

acquisition of knowledge, using summarising and recording of data and information,
demonstration of the range and depth of understanding of geographical issues or problems

problem-solving, planning and management strategies involved in resolving issues or
problems

accuracy in observation, research, collection, classification, recording and identification of
relevant data, trends and information from a variety of sources including fieldwork

objectivity and clarity of thought in analysis, evaluation, comparison, and justification of
viewpoints
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Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors
from Geography Course Framework 2014 Edition.

lateral and independent thinking, hypothesising, and testing assumptions

fluency and clarity in communicating, knowledge, ideas and data using a variety of written,
oral and visual techniques

exchange of ideas, sharing and negotiation of tasks, and consultation with others.
Teaching and Learning Strategies

experiential learning

problem-solving; use of consequence wheels, decision trees and diamond ranking exercises

Information and Communication Technologies (ICT)

values clarification

involvement and action

negotiation

questioning

discussion, talk, argumentative communication

research

fieldwork

excursion

practical exercises

reflection

co-operative group work

using community resources

simulations and role plays
Assessment
The purpose of including assessment task types (with examples of tasks) and assessment criteria in
Course Frameworks is to provide a common and agreed basis for the collection of evidence of
student achievement. This collection of evidence enables a comparison of achievement within and
across colleges, through moderation processes. This enables valid, fair and equitable reporting of
student achievement on the Senior Secondary Certificate.
Assessment Criteria (the dimensions of quality that teachers look for in evaluating student work)
provide a common and agreed basis for judgement of performance against unit and course goals,
within and across colleges. Over a course, teachers use all of these criteria to assess students’
performance, but do not necessarily use all criteria on each task. Assessment criteria are to be used
holistically on a given task and in determining the unit grade.
Assessment Rubrics draw on the general course framework criteria to develop assessment criteria
for a task type and a continuum which indicates levels of student performance against each criterion.
Assessment tasks elicit responses that demonstrate the degree to which students have achieved the
goals of a unit (and the course as a whole).
16
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors
from Geography Course Framework 2014 Edition.
Assessment Tasks Types
Assessment Task Types (with weightings) group assessment tasks in ways that reflect agreed shared
practice in the subject area and facilitate the comparison of student work across different
assessment tasks.
Assessment Task Types for A, T and M Courses
Dimension
Geographical Knowledge and Understanding
Geographical Inquiry and Skills
Task Type
Suggested tasks:
Suggested tasks:
 oral
o lecture
o media presentation
o PowerPoint presentation




charting
data analysis
data base
fieldwork techniques
o role play
o field notes
o seminar
o field journal
 tests
o field report
o in-class essay
o topic tests
o Geographic Information System
(GIS)
o unit test
o interview
o mapping
 written
o report
o measuring and testing
o research essay
o questionnaire
o media review
o sketching
o management plan
o survey
o transect
 visual
o annotated visual display
o photographic presentation
 map work
 remote sensing
o multimedia presentation
o webpage design
Suggested word length for
research/essay/written response / in-class
analysis, essay, exhibition review:
T: 800 - 1200
A: 500 - 800
M: 100 minimum
Suggested oral presentation length:
T: 12 - 15 minutes
A: 8 - 12 minutes
M: 2 minutes minimum
Weightings in T
1.0 and 0.5 Units
0 - 55%
0 - 55%
Weightings in A
1.0 and 0.5 Units
0 - 60%
0 - 60%
Weightings in M
1.0 and 0.5 Units
10 - 90%
10 - 90%
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Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors
from Geography Course Framework 2014 Edition.
Additional Assessment Advice
It is advised that 4 to 6 assessment tasks be completed in a standard unit and 2 to 3 tasks for a half
standard unit (term or quadrimester).
Students are required to complete at least 3 different task types in a standard unit and at least 2
different task types in a half standard unit.
It is envisaged that all assessment task types will be used across a course of study.
Assessment Criteria
Students will be assessed on the degree to which they demonstrate:

geographical Inquiry and Skills

geographical Knowledge and Understanding.
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Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors
from Geography Course Framework 2014 Edition.
Student Capabilities
Creative and critical thinkers
Students will be given opportunities to demonstrate their ability to think creatively and critically.
They will be provided with tasks that develop their ability to think laterally, employ analytical and
evaluative skills. Practical activities will be used to promote the use of strategies to interpret data
and information, make predictions and generalisations and justify conclusions. Students will
generate and synthesise ideas in order to solve problems and promote in-depth enquiry and
research.
Enterprising problem-solvers
Students will be provided with opportunities to demonstrate initiative and resourcefulness in using
appropriate tools to develop solutions to a variety of problems. This may involve individual or
collaborative tasks.
Skilled and empathetic communicators
Students will use multimodal methods to effectively communicate ideas for a particular audience.
They will engage in tasks that develop an appreciation and respect for other peoples perspectives
and actions.
Informed and ethical decision-makers
Students will develop objectivity and clarity of thought in analysis, evaluation, comparison and in
justification of patterns and processes. They will focus on hypothesising and testing assumptions
from available evidence.
Environmentally and culturally aware citizens
Students will be involved in field work promoting a hands on understanding of our environment.
They will develop an understanding of the interrelationships between a variety of people, cultures
and environments. Students will investigate the implications of issues on a variety of scales.
Confident and capable users of technologies
Students will have opportunities to become confident and capable in their use of a range of
technologies to enhance their skills of investigation, interpretation and problem solving.
Independent and self-managing learners
The students will develop skills in effective time management. They will develop confidence to
become independent learners by reflecting on the processes involved in undertaking and completing
a variety of tasks.
Collaborative team members
Students will be given the opportunity, through collaborative tasks, to promote skills to function
effectively to satisfy group outcomes.
19
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors
from Geography Course Framework 2014 Edition.
Unit Grades
Awarding Unit Grades
On completion of a unit of study, judgments about student achievement against the criteria outlined
in this framework contribute to the unit grade decision. The unit grade is arrived at by decisionmaking based on the grade descriptors.
The Unit Grade describes the standard achieved by the student over the whole unit and is based on
the student’s portfolio of assessment responses. Evidence of all assessment responses on which the
Unit Grade decision has been made is to be included in the review portfolio presented for
moderation.
Unit Grades range from A to E, with A representing the highest standard and E representing the
lowest standard. A to E grades are awarded on the proviso that the assessment requirements have
been met.
20
Board Endorsed December 2007 – amended July 2013
Achievement Standards for Year 11 T Course
Geographical Inquiry and Skills
Geographical Knowledge and Understanding
A student who achieves an A grade typically
A student who achieves a B grade typically
A student who achieves a C grade typically
A student who achieves a D
grade typically
A student who achieves an E
grade typically
 analyses how processes of change have
spatial consequences in places and
environments at a range of scales, and
explains the role of context
 analyses people, places and
environments, and their geographical
significance and consequences
 explains how processes of change have
consequences in places and environments at a
range of scales and in different contexts
 describes how processes of change
affect places and environments at different
scales
 identifies how change
affects places and environments
with limited reference to scale
 identifies some changes in
places and environments with
little or no reference to scale
 explains people, places and
environments, and their geographical
significance and consequences
 describes people, places and
environments, and their geographical
significance and consequences
 identifies people, places and
environments and their
geographical significance
 analyses patterns and associations at a
range of scales and in different contexts, and
predicts plausible future changes
 explains patterns and associations at a
range of scales and in different contexts
 describes patterns and associations at a
range of scales
 identifies patterns and
associations
 identifies some people,
places and environments with
little or no reference to
geographical significance
 identifies some patterns
 analyses a geographical issue or
challenge and explains how decision making is
informed by interacting environmental,
economic and social factors
 plans and undertakes independent
geographical inquiries to collect and analyse
relevant data and information based on a
critical evaluation of reliable and useful
sources
 selects, constructs and uses appropriate
representations to analyse relationships,
spatial patterns and trends
 explains a geographical issue or
challenge and how decision making is
informed by environmental, economic and
social factors
 plans and undertakes independent
geographical inquiries to collect and analyse
relevant data and information based on an
assessment of reliable and useful sources
 describes a geographical issue or
challenge and how decision-making is
informed by environmental, economic and
social factors
 undertakes geographical inquiries to
collect and analyse data and information
based on a range of appropriate sources
 describes views on a
geographical issue or challenge
 identifies some views on a
geographical issue or challenge
 undertakes guided
geographical inquiries using
limited sources
 undertakes simple guided
inquires on a topic
 selects, constructs and uses appropriate
representations to explain relationships,
spatial patterns and trends
 selects, constructs and uses appropriate
representations to describe relationships,
simple spatial patterns and trends
 uses representations to
describe relationships and identify
simple spatial patterns and trends
 uses simple representations
to describe phenomena
 analyses information and multivariable
data to draw evidence-based conclusions that
identify limitations
 interprets information and multivariable
data to draw evidence-based conclusions
 interprets information and multivariable
data to draw conclusions
 interprets information and
data to draw basic conclusions
 identifies information and
data
 communicates complex ideas and
coherent and sustained explanations, selecting
appropriate language and forms for audience
and purpose
 communicates ideas and coherent
explanations, selecting appropriate language
and forms for audience and purpose
 communicates ideas and explanations
using appropriate language and forms
 communicates ideas and
information using appropriate
language and forms
 communicates information
in a limited range of forms
 uses reasoned criteria to propose and
justify action in response to a contemporary
geographical issue or challenge and analyses
possible outcomes of the action
 uses appropriate criteria to propose and
justify action in response to a contemporary
geographical issue or challenge, and explains a
range of possible outcomes of the action
 uses appropriate criteria to propose
action in response to a contemporary
geographical issue or challenge, and describes
possible outcomes of the action
 proposes action in response
to a contemporary issue, and
identifies some of the possible
outcomes
 proposes action in response
to a contemporary issue with little
or no reference to possible
outcomes
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors from Geography Course Framework 2014 Edition.
Achievement Standards for Year 12 T Course
Geographical Inquiry and Skills
Geographical Knowledge and Understanding
A student who achieves an A grade typically
A student who achieves a B grade typically
A student who achieves a C grade typically
A student who achieves a D grade
typically
A student who achieves an E grade
typically
 describes how processes of
change affect places and
environments at different scales and
identifies the role of context
 describes interconnections
between people, places and
environments, and identifies their
geographical significance and
consequences
 describes spatial distributions,
patterns and associations at a range
of scales and in different contexts
 identifies changes in places and
environments with limited reference
to scale
 describes alternative views on a
geographical issue or challenge, and
identifies the role of environmental,
economic and social factors in making
decisions
 undertakes geographical
inquiries using appropriate sources
 identifies views on a
geographical issue or challenge
 selects, constructs and uses
appropriate representations to explain
relationships and spatial patterns and trends
over time
 explains information and
multivariable data to draw evidence-based
conclusions that describes limitations
 communicates ideas and explanations
clearly, using appropriate language and
forms
 constructs and uses
representations to describe
relationships and spatial patterns and
trends
 describes information and data
to draw conclusions that identifies
limitations
 communicates ideas and
information using appropriate
language and forms
 uses simple representations to
describe relationships and identify
simple patterns and trends
 uses appropriate criteria to propose
plausible action in response to a
contemporary geographical issue or
challenge, and explains possible outcomes
of the action over time
 proposes action in response to
a contemporary issue and describes
the possible outcomes
 proposes action in response to a
contemporary issue and identifies
some of the possible outcomes
 critically analyse how processes of change
have spatial consequences in places and
environments across a range of scales, and evaluates
the role of context
 critically analyses interconnections between
people, places and environments, and evaluates their
geographical significance and consequences
 analyse how processes of change have
spatial consequences in places and
environments at a range of scales, and explains
the role of context
 analyses interconnections between
people, places and environments, and explains
their geographical significance and
consequences
 explains how processes of change
have consequences in places and
environments at a range of scales and
describes the role of context
 explains interconnections between
people, places and environments, and
describes their geographical significance and
consequences
 critically analyses spatial distributions,
patterns and associations at a range of scales and in
different contexts, and makes reasoned predictions
about plausible future changes
 evaluates alternative views on a geographical
issue or challenge, and analyses how decision-making
is informed by interacting environmental, economic
and social factors at a range of scales
 analyses spatial distributions, patterns
and associations at a range of scales and in
different contexts, and predicts plausible future
changes
 analyses alternative views on a
geographical issue or challenge and explains
how decision-making is informed by interacting
environmental, economic and social factors
 plans and undertakes comprehensive,
independent geographical inquiries to collect and
analyse relevant data and information based on a
critical evaluation of a range of reliable and useful
sources using valid methods
 selects, constructs and uses a range of
appropriate representations to critically analyse
change in relationships and spatial patterns and
trends over time and at a range of scales
 evaluates information and multivariable data
to draw evidence-based conclusions that analyses
limitations and anomalies
 communicates complex ideas and coherent
and sustained explanations, selecting appropriate
language and forms for audience and purpose
 plans and undertakes independent
geographical inquiries selecting and using
relevant methods and data and information
based on a critical evaluation of a range of
reliable and useful sources
 selects, constructs and uses appropriate
representations to analyse relationships and
change in spatial patterns and trends over time
and at different scales
 analyses information and multivariable
data to draw evidence-based conclusions that
explains limitations
 communicates complex ideas and
coherent explanations clearly, selecting
appropriate language and forms for audience
and purpose
 uses a range of appropriate criteria to
propose and justify action in response to a
contemporary geographical issue or challenge
and analyses a range of probable outcomes of
the action over time
 explains spatial distributions, patterns
and associations at a range of scales and in
different contexts, and predicts future
changes
 explains alternative views on a
geographical issue or challenge and
describes how decision-making is informed
by environmental, economic and social
factors
 undertakes independent geographical
inquiries, selecting and using relevant
methods and data and information from a
range of appropriate sources
 uses a range of reasoned criteria to propose
and justify action in response to a contemporary
geographical issue or challenge, and critically
analyses probable outcomes of the action over a
range of spatial and temporal scales
 identifies interconnections
between people, places and
environments with limited reference
to their consequences
 identifies spatial distributions,
patterns and associations
 undertakes guided inquiries
using limited sources
 identifies trends or patterns in
data with little or no reference to
limitations
 communicates ideas and
information in a limited range of forms
22
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors from Geography Course Framework 2014 Edition.
Geographical Inquiry and Skills
Geographical Knowledge and
Understanding
Achievement Standards for Year 11 A Course
A student who achieves an A grade typically
A student who achieves a B grade typically
A student who achieves a C grade
typically
A student who achieves a D grade
typically
A student who achieves an E grade
typically
 analyses how processes of change have
spatial consequences in places and
environments at a range of scales, and applies
the role of context
 analyses people, places and
environments, and their geographical
significance and consequences
 explains how processes of change have
consequences in places and environments at
a range of scales and in different contexts
 explains how processes of change
affect places and environments at
different scales
 describes how change affects
places and environments with
limited reference to scale
 identifies changes in places
and environments
 explains people, places and
environments, and their geographical
significance and consequences
 describes people, places and
environments, and their geographical
significance and consequences
 identifies people, places and
environments and their
geographical significance
 analyses patterns and associations at a
range of scales and in different contexts, and
predicts future changes
 explains spatial distributions, patterns
and associations at a range of scales and in
different contexts
 describes spatial distributions,
patterns and associations at a range of
scales
 describes spatial distributions,
patterns and associations
 identifies people, places and
environments with little or no
reference to their geographical
significance
 identifies some spatial
distributions and patterns
 plans and undertakes independent
geographical inquiries to collect and analyse
relevant data and information based on an
assessment of reliable and useful sources
 selects, constructs and uses appropriate
representations to analyse relationships, spatial
patterns and trends
 plans and undertakes independent
geographical inquiries to collect and explains
relevant data and information based on
reliable and useful sources
 selects, constructs and uses
appropriate representations to explain
relationships, spatial patterns and trends
 undertakes geographical
inquiries using limited sources
 undertakes simple guided
inquires on a topic
 uses representations to
identify relationships and simple
spatial patterns and trends
 uses simple representations
to identify phenomena
 analyses information and multivariable
data to draw evidence-based conclusions
 interprets information and
multivariable data to draw evidence-based
conclusions
 undertakes guided geographical
inquiries to collect and describes data
and information based on a range of
appropriate sources
 selects, constructs and uses
appropriate representations to describe
relationships, simple spatial patterns and
trends
 interprets information and
multivariable data to draw conclusions
 interprets information and
data to draw basic conclusions
 identifies information and
data
 communicates ideas and coherent and
sustained explanations effectively, selecting
appropriate language and forms for specific
audiences and purposes
 uses reasoned criteria to propose action
in response to a contemporary geographical
issue or challenge and analyses possible
outcomes of the action
 communicates ideas and coherent
explanations, selecting appropriate language
and forms for audience and purpose
 communicates ideas and
explanations using appropriate language
and forms
 communicates ideas and
information using appropriate
language and forms
 communicates information in
a limited range of forms
 uses appropriate criteria to propose
and action in response to a contemporary
geographical issue or challenge, and explains
a range of possible outcomes of the action
 uses appropriate criteria to
propose action in response to a
contemporary geographical issue or
challenge, and describes possible
outcomes of the action
 proposes action in response
to a contemporary issue, and
identifies some of the possible
outcomes
 proposes action in response
to a contemporary issue
23
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors from Geography Course Framework 2014 Edition.
Achievement Standards for Year 12 A Course
Geographical Inquiry and Skills
Geographical Knowledge and
Understanding
A student who achieves an A grade typically
A student who achieves a B grade typically
A student who achieves a C grade typically
A student who achieves a D
grade typically
A student who achieves an E
grade typically
 analyses how processes of change have
spatial consequences in places and
environments across a range of scales, and
explains the role of context
 analyses people, places and
environments, and explains their geographical
significance and consequences
 analyses spatial distributions, patterns
and associations at a range of scales and in
different contexts and predicts plausible future
changes
 analyses on a geographical issue or
challenge and explains how decision-making is
informed by, interacting environmental,
economic and social factors
 plans and undertakes comprehensive,
independent geographical inquiries to collect
and analyse relevant data and information
based on a range of reliable and useful sources
using valid methods
 selects, constructs and uses a range of
appropriate representations to analyse change
in relationships and spatial patterns and trends
over time and at a range of scales
 analyse information and multivariable
data to draw evidence-based conclusions that
identify limitations
 communicates ideas and coherent and
sustained explanations effectively, selecting
appropriate geographical concepts and terms
for specific audiences and purposes
 explains how processes of change have
spatial consequences in places and
environments at a range of scales, and
describes the role of context
 explains people, places and
environments, and describes their geographical
significance and consequences
 explains spatial distributions, patterns
and associations at a range of scales and in
different contexts and predicts future changes
 describes how processes of change have
consequences in places and environments at a
range of scales and in different contexts
 describes how processes
of change affect places and
environments at different scales
 identifies changes in
places and environments with
limited reference to scale
 describes people, places and
environments, and identifies their geographical
significance and consequences
 describes spatial distributions, patterns
and associations at a range of scales and in
different contexts
 identifies people, places
and environments, and outlines
their geographical significance
 describes spatial
distributions, patterns and
associations at a range of scales
 identifies people, places
and environments
 explains a geographical issue or challenge
and how decision-making is informed by
environmental, economic and social factors
 describes a geographical issue or
challenge and how decision-making is informed
by environmental, economic and social factors
 describes a geographical
issue or challenge
 identifies a geographical
issue or challenge
 plans and undertakes independent
geographical inquiries selecting and using
relevant methods and data and information
based on a range of reliable and useful sources
 undertakes independent geographical
inquiries, selecting and using relevant methods
and data and information from a range of
appropriate sources
 undertakes geographical
inquiries using appropriate
sources
 undertakes geographical
inquiries using limited sources
 selects, constructs and uses appropriate
representations to describe change in
relationships and spatial patterns and trends
over time and at different scales
 explain information and multivariable
data to draw evidence-based conclusions that
identify limitations
 communicates ideas and explanations
clearly, selecting appropriate geographical
concepts and terms for specific audiences and
purposes
 selects, constructs and uses appropriate
representations to describe relationships and
spatial patterns and trends over time
 uses representations to
identify basic trends over time
 uses appropriate criteria to propose
plausible action in response to a contemporary
geographical issue or challenge and analyses
possible outcomes of the action over time
 uses appropriate criteria to propose
plausible action in response to a contemporary
geographical issue or challenge and explains
possible outcomes of the action over time
 uses appropriate criteria to propose
plausible action in response to a contemporary
geographical issue or challenge, and describe
possible outcomes of the action over time
 constructs and uses
representations to outline
relationships and spatial
patterns and trends over time
 interprets simple
information and data to draw
conclusions
 communicates
information, using some
geographical concepts and
terms for specific audiences and
purposes
 proposes action in
response to a contemporary
geographical issue and identifies
some of the possible outcomes
 interprets information and multivariable
data to draw evidence-based conclusions
 communicates ideas and information
clearly, using some appropriate geographical
concepts and terms for specific audiences and
purposes
 identifies spatial
distributions, patterns and
associations
 identifies some patterns
in data
 communicates minimal
information for audience and
purpose
 proposes minimal action
in response to a contemporary
geographical issue and identifies
an outcome
24
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade descriptors from Geography Course Framework 2014 Edition.
Achievement Standards for M Course
Geographical Inquiry and Skills
Geographical Knowledge
and Understanding
A student who achieves an A
grade typically
A student who achieves a B grade
typically
A student who achieves a C grade
typically
A student who achieves a D grade
typically
A student who achieves an E
grade typically
 describes how processes of
change have spatial consequences
in places and environments with
independence
 describes how processes of
change have spatial consequences
in places and environments with
some assistance
 recounts processes of change
have spatial consequences in places
and environments with occasional
assistance
 identifies how processes of
change have spatial consequences
in places and environments with
continuous guidance
 identifies how processes of
change have spatial consequences
in places and environments with
direct instruction
 describes people, places and
environments with independence
 describes people, places and
environments with some assistance
 describes people, places and
environments with occasional
assistance
 describes people, places and
environments with continuous
guidance
 describes people, places and
environments with direct
instruction
 collects relevant data and
information based on reliable and
useful sources with independence
 collects relevant data and
information based on reliable and
useful sources with some
assistance
 collects relevant data and
information based on reliable and
useful sources with occasional
assistance
 collects relevant data and
information based on reliable and
useful sources with continuous
guidance
 collects relevant data and
information based on reliable and
useful sources with direct
instruction
 describes relationships, spatial
patterns and trends with
independence
 describes relationships, spatial
patterns and trends with some
assistance
 recounts relationships, spatial
patterns and trends with occasional
assistance
 identifies relationships, spatial
patterns and trends with
continuous guidance
 identifies relationships, spatial
patterns and trends with direct
instruction
 communicates ideas, selecting
appropriate language and forms
with independence
 communicates ideas, selecting
appropriate language and forms
with some assistance
 communicates ideas, selecting
appropriate language and forms
with occasional assistance
 communicates ideas, selecting
appropriate language and forms
with continuous guidance
 communicates ideas, selecting
appropriate language and forms
with direct instruction
 describes contemporary
geographical issue or challenge
with independence
 describes contemporary
geographical issue or challenge
with some assistance
 recounts contemporary
geographical issue or challenge
with occasional assistance
 identifies contemporary
geographical issue or challenge
with continuous guidance
 describe contemporary
geographical issue or challenge
with direct instruction
25
Board Endorsed December 2007 – amended July 2013
Moderation
Moderation is a system designed and implemented to:

provide comparability in the system of school-based assessment

form the basis for valid and reliable assessment in senior secondary schools

involve the ACT Board of Senior Secondary Studies and colleges in cooperation and
partnership

maintain the quality of school-based assessment and the credibility, validity and
acceptability of Board certificates
Moderation commences within individual colleges. Teachers develop assessment programs
and instruments, apply assessment criteria, and allocate Unit Grades, according to the
relevant Course Framework. Teachers within course teaching groups conduct consensus
discussions to moderate marking or grading of individual assessment instruments and unit
grade decisions.
The Moderation Model
Moderation within the ACT encompasses structured, consensus-based peer review of Unit
Grades for all accredited courses, as well as statistical moderation of course scores, including
small group procedures, for ‘T’ courses.
Moderation by Structured, Consensus-based Peer Review
Review is a subcategory of moderation, comprising the review of standards and the
validation of Unit Grades. In the review process, Unit Grades, determined for Year 11 and
Year 12 student assessment portfolios that have been assessed in schools by teachers under
accredited courses, are moderated by peer review against system wide criteria and
standards. This is done by matching student performance with the criteria and standards
outlined in the unit grade descriptors as stated in the Course Framework. Advice is then
given to colleges to assist teachers with, and/or reassure them on, their judgments.
Preparation for Structured, Consensus-based Peer Review
Each year, teachers teaching a Year 11 class are asked to retain originals or copies of student
work completed in Semester 2. Similarly, teachers teaching a Year 12 class should retain
originals or copies of student work completed in Semester 1. Assessment and other
documentation required by the Office of the Board of Senior Secondary Studies should also
be kept. Year 11 work from Semester 2 of the previous year is presented for review at
Moderation Day 1 in March, and Year 12 work from Semester 1 is presented for review at
Moderation Day 2 in August.
In the lead up to Moderation Day, a College Course Presentation (comprised of a document
folder and a set of student portfolios) is prepared for each A and T course and any M units
offered by the school, and is sent in to the Office of the Board of Senior Secondary Studies.
The College Course Presentation
The package of materials (College Course Presentation) presented by a college for review on
moderation days in each course area will comprise the following:
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.

a folder containing supporting documentation as requested by the Office of the
Board through memoranda to colleges

a set of student portfolios containing marked and/or graded written and nonwritten assessment responses and completed criteria and standards feedback
forms. Evidence of all assessment responses on which the unit grade decision has
been made is to be included in the student review portfolios
Specific requirements for subject areas and types of evidence to be presented for each
moderation day will be outlined by the Board Secretariat through memoranda and
Information Papers.
Bibliography
References for Curriculum Development
Key documents for course development are:
BSSS, Guidelines for the Development and Accreditation of A, T and M Courses (current
edition)
http://www.decs.act.gov.au/bsss/publicat.htm
The BSSS website also provides the following links:
BSSS Course Frameworks
http://www.decs.act.gov.au/bsss/frameworks.htm
Other state and territory sites and related information
http://www.decs.act.gov.au/bsss/sites.htm
Course Developers should refer to the National Consistency in Curriculum Outcomes project
for science (due for completion late 2005).
Teacher References in Geography
Books
Baker, S et al. 1996, Pathways in Senior Geography, Nelson, Melbourne,Victoria
Bourke, Megan 2005, The Essence of Geography using Spatial Concepts, Geography Teachers
Association of Victoria Inc, Victoria
Kleeman, G 1996, Topographic Mapping Skills for Secondary Students, Hodder Education,
Rydalmere, NSW
Paine, J, et al. 2000, Macmillan Senior Geography 1, Macmillan Education Australia, South
Yarra, Victoria
Paine, J, et al. 2000, Macmillan Senior Geography 2, Macmillan Education Australia, South
Yarra, Victoria
Pashley, R 2000, Excel HSC Geography, Pascal Press, Glebe, NSW
Journals/Indexes
Current Geographical Publications
http://leardo.lib.uwm.edu/cgp/hold/
Geodate. Warringal Publications, Fitzroy, Vic.
Geographical Education. AGTA, Qld.
Interaction. Journal of the Geography Teachers’ Association of Victoria Inc. GTAV,
Camberwell South, Vic.
Issues: All Australian Educational Magazine. ACER Press, Camberwell, Vic.
27
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Internet Resources
American Geographical Society Library
http://www.uwm.edu/Library/AGSL/
Bureau of Meteorology
http://www.bom.gov.au/
Department of Environment and Heritage
http://www.deh.gov.au/index.html
Earth Mapper
http://www.sasi.group.shef.ac.uk/worldmapper/index.html
Earthday Network
http://www.earthday.org/Footprint/index.asp
Geography Association UK
http://www.geography.org.uk/
Geography Education
http://geography.about.com/
Geography Learning for Sustainable Growth
http://www.aag.org/sustainable/
Geographic Organisations Guide. (2003).
http://geography.about.com/cs/geoorganisations/index.html
GeographyIQ
http://www.geographyiq.com/
Geoscience Australia
http://www.ga.gov.au/
Great Barrier Marine Park Authority
http://www.gbmap.gov.au/
Institute of Australian Geographers Inc.
http://www.iag.org.au/
International E journal for Geographers
http://www.acme-journal.org/
The Institute of Australian Geographers Inc. (2003).
http://www.iag.org.au
Spatial Education Australia (SedA) (For GIS)
http://www.deus.nsw.gov.au/
28
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Proposed Evaluation Procedures
Possible questions to consider:

Are the course and Course Framework still consistent?

Were the goals achieved?

Was the course content appropriate?

Were the teaching strategies used successful?

Was the assessment program appropriate?

Have the needs of the students been met?

Was the course relevant?

How many students completed the course in each of the years of accreditation?

What improvements need to be made to the course?
The evaluation procedures which have been found valuable have included:

Unit and course evaluation by completing students

Course evaluation by students who have subsequently gone on to post secondary
studies

Intercollege discussion at moderation day and informal discussions at other
meetings
A course evaluation form is available in appendix 1.
29
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Fragile Ecosystems and Research Project
Value 1.0
Prerequisites
A student must have completed at least one standard unit.
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
 identify a geographic topic, question or
 identify a geographic topic, question or
issue and develop a plan for active
geographical inquiry
 investigate a geographic question or issue
from primary and secondary sources
 use maps, graphs and statistics,
photographs and/or fieldwork to conduct
geographical inquiries
 interpret research data
issue, formulate an hypothesis, and
develop a plan for active geographical
inquiry
 investigate a geographic question or issue
from primary and secondary sources
 use maps, graphs and statistics,
photographs and/or fieldwork to conduct
geographical inquiries, and if relevant,
apply mathematical ideas and techniques
to analyse geographical data
 analyse, interpret and evaluate research
data
 communicate geographical information,
 communicate geographical information,
ideas and issues using appropriate
written/oral/technological/cartographic/
graphic forms
 describe the changing nature, spatial
patterns and interactions of ecosystems
 explain the factors which place
ecosystems at risk and the reasons for
their protection
 describe and explain environmental
management strategies
ideas and issues using appropriate
written/oral/technological/cartographic/
graphic forms
 explain the changing nature, spatial
patterns and interactions of ecosystems
 explain the factors which place ecosystems
at risk and the reasons for their protection
 demonstrate an understanding of the
impacts environmental change on
ecosytems
 evaluate environmental management
strategies in terms of ecological
sustainability
 evaluate the impacts of, and responses of
people to, environmental change
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
30
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Research:
Formal teaching of the research process and research techniques should be undertaken
after which students should independently research a geographical topic, question or issue
in which they are interested. This research may take the form of fieldwork, research based
on primary data or issues-based research of a current topic. The topic, question or issue
must be negotiated with, approved by and the project supervised by the teacher.
The research process

hypothesis development.

formulation of a plan to test the hypothesis;

identification of a research focus for the investigation;

organisation of a plan of investigation;

gathering and processing relevant primary and secondary data;

critically review the plan, the process and the findings of the; and investigation
Research techniques

the use of primary data such as field measurements, observations, surveys,
interviews, statistics and photographs;

the use of secondary data such as published reports, texts, newspaper editorials
and reports, Internet sources, audio-visual productions, graphical and statistical
information; and

the ethical responsibilities of conducting geographical inquiry (e.g. confidentiality,
anonymity, deception or coercion of informants, exposure to physical and/or
emotional risks, permission and trespass, minimising environmental impact, storing
data appropriately, plagiarism, acknowledging sources).
Ecosystems:
Ecosystems and their functioning

What is an ecosystem? classification, productivity, factors affecting the functioning
of ecosystems;

o
o
vulnerability and resilience of ecosystem:
impacts due to natural stress; and
impacts due to human induced modifications to energy flows, nutrient cycling,
and relationships between biophysical components, rate and impact of humaninduced change.
Protection and management of ecosystems

reasons for the protection of ecosystems;

management of fragile ecosystems by indigenous people;

evaluation of traditional and contemporary management; and

management at the local, regional, national and global levels.
31
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Case study of at least one different ecosystems to illustrate their unique characteristics e.g.
coastal dunes, freshwater wetlands, inter-tidal wetlands, coral reefs, arid areas, mallee
woodlands, alpine areas, rainforests, temperate forests.

spatial patterns and dimensions – location, altitude, latitude, size, shape,
continuity;

biophysical interactions – weather/climate, geomorphic and hydrological
processes, adjustments to natural stress;

the nature and rate of change which affects ecosystem functioning;

human impacts (positive and negative); and

traditional and contemporary management practices.
NB. Selected ecosystems should not have been studied in detail elsewhere by
students taking this course.
Teaching and Learning Strategies
The following specific strategies could be included:

illustrate data in diagrammatic, graphic, photographic and cartographic formats
gathered from primary and secondary sources;

conduct interviews, administer surveys/questionnaires, or use field work to gather
and record information; and

listen to and question a guest speaker to identify and appreciate the complexities
of independent research.

solve a problem in teams using a hypothetical scenario to enhance the skills of
listening, questioning, argument, negotiation, oral reporting, group presenting and
responding to questions;

listen to and question a guest speaker e.g. natural resource manager, Dunecare
/Waterwatch /Bushcare /Landcare group member, park ranger (when appropriate
and when available);

undertake field work to gather and record information - to identify ecosystem
characteristics and/or human impact on ecosystems;

listen to and question stakeholders at a local scale to identify and appreciate the
complexities of ecosystem management;

use GIS and/or satellite imagery and/or aerial photographs and/or topographic
maps to analyse relationships within an ecosystem, and to assess the impact of
human activity and the extent of changes over time; and

construct a consequences wheel to analyse the complex impact of physical and
human change in an ecosystems (e.g. immediate, short term, long range).
32
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals








Content








Teaching





Assessment







Specific Unit Resources
Books
Kleeman, G. (2000). A geography of global interactions 1. Port Melbourne: Heinemann.
Paine, J. Hutchison, N, Lanceley, K. and Reeve, R. (2001). Macmillan senior geography 1:
preliminary course. South Melbourne: Macmillan.
Web sites
Geographic Tools and Skills. (2003, 24 August). Available
http://science.uniserve.edu.au/school/curric/stage6/geog/skills.html Online.
(Links to interpreting maps, analysing graphs and statistics, interpreting photographs,
conducting fieldwork)
Geoscience Australia. (2003, 26 August). Available http://ga.gov.au/ Online.
(information on topographic mapping, satellite and remote sensing)
Individual field study hints. (2003, 17 August). Available
http://www.ssabsa.sa.edu.au/support/society/geog/geog-menu.htm Online.
Senior Geography Project. (2003, 13 March). Available
http://science.uniserve.edu.au/school/curric/stage6/geog/project.html Online.
(Links to investigation techniques, oral presentations, multimedia presentations, geographical
inquiry)
Guest Speakers
ACTPLA
Geoscience
Books
Investigating Australian ecosystems. (1996). Cambridge: CUP.
Kleeman, G. (2000). A geography of global interactions 1. Port Melbourne: Heinemann.
33
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Gondwana to greenhouse: Australian environmental geoscience. (2001). Sydney: Geological
Society of Australia.
Paine, J. Hutchison, N, Lanceley, K. and Reeve, R. (2001). Macmillan senior geography 2.
South Yarra: Macmillan.
Parker, B., Lanceley, K. Owens, D. and Reeves, R. (2000). Geography for Australian citizens.
South Yarra: Macmillan.
Journal Articles
Pearce, F. (2003). ‘Arctic faces toxic time bomb’ in New Scientist. No.2380, 1 Feb: 9.
Audio visual Material
The biophysical environment: ecosystems and interactions. (1998). Classroom Video. Video
recording.
Ecosystems. (2002). Sydney: ABC. Video recording.
Introduction to ecosystems. (1995). Sydney: ABC. Video recording.
Lake Baikal: blue eye on Siberia. (nd). Auckland: team Video Pacific. Video recording.
Reef ecosystems. (1998) Sydney : ABC. Video recording.
Web sites
Ecosystems at risk. (2003, 24 August). Available
http://science.uniserve.edu.au/school/curric/stage6/geog/ecosys.html Online.
(extensive links to freshwater wetlands, inter-tidal wetlands, coral reefs, arid areas, coastal
dunes, alpine areas, rainforests, temperate forests)
The Everglades Ecosystem. (2003, 10 March). Available http://www.nps.gov/ever/eco/
Online.
HSC online. (2003, 24 August). Ecosystems at risk: case studies of ecosystems. Available
http://hsc.csu.edu.au/geography/ecosystems/case_studies/ Online.
(case studies of Ha Long Bay Vietnam, Minnamurra Rainforest)
Field work
Minnamurra Rainforest, Budderoo National Park
Black Mountain dry Schlerophyll Forest
34
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Population Dynamics and Urban Places
Value 1.0
Thus unit combines Population Dynamics 0.5 and Urban Places 0.5.
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Geography Beyond 2050
1.0
Urban Dynamics
1.0
World Cities
1.0
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
 demonstrate an understanding of the
dynamic nature of population change
 describe and explain the processes of
population change and the significance of
particular population trends
 demonstrate an understanding of a range of
issues related to population change at local,
national international levels
T Course
This unit should enable students to:
 demonstrate an understanding of the



 demonstrate an understanding of the




inter-related factors which influence
urbanisation, urban function and urban
change;
develop skills of observation in urban field
work;
analyse and interpret observations from
urban field work;
hypothesise about future changes in urban
function;
communicate the results of research and
field work in a variety of ways using maps,
annotated photographs, labelled sketches,
graphs, statistics and written text.

dynamic nature of population change
describe and explain the processes of
population change and the significance of
particular population trends
demonstrate an understanding of a range of
issues related to population change at local,
national international levels
critically evaluate population policies and
demographic planning
demonstrate an understanding of the interrelated factors which influence urbanisation,
urban function and urban change;
 develop skills of observation in urban field
work;
 analyse and interpret observations from
urban field work;
 hypothesise about future changes in urban
function;
 communicate the results of research and
field work in a variety of ways using maps,
annotated photographs, labelled sketches,
graphs, statistics and written text.
35
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
The nature of human population

the main characteristics of past changes and future trends;

distribution and the dynamic nature of population change - growth, decline,
concentration, dispersal, composition, structure;

the main influences on population size and distribution - culture and religion, level
of development, socio-economic pressures, health, education, war and
persecution, physical resources; and

distribution, structure and factors affecting Australia’s indigenous population.
Processes of population change

fertility, mortality, migrations, urbanisation;

the influence of population composition, specifically gender ratio and age
composition; and

the influence of ethnicity and culture on population composition and change.
Responses to population change

the effect of population change on environmental stability and sustainability;

planning, policy making and evaluation, especially of strategies that have been
adopted to manage population growth; and

the role of foreign aid in population management.
The global community

international migration flows and links between countries; and

Australia’s current policy on immigration and the development of an Australian
Population Policy
Urban Places

The process of urbanisation.

Urban functions.

Urban morphology.

Factors which influence function and morphology, including the role of the
planner.

Factors which lead to change over time in such cities as Canberra and Sydney.

Comparisons with other urban places outside Australia, especially in Third World
countries.
36
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

research information from print material, electronic media and the Internet, to
analyse a population issue (e.g. Australia’s immigration policy, China’s “One Child
Policy”);

gather and record data from websites, computer databases and print media to
identify population patterns and trends;

use GIS to construct population distribution maps;

read choropleth and distribution maps from atlases and texts to identify and
describe the spatial distribution of population;

role-play a range of stakeholders using a current population issue to understand
the complexity of positions held, value positions and alternatives;

debate a current population policy or issue (e.g. that Australian foreign aid funds
should not be spent on birth control programs in developing countries); and

solve a problem in teams using a hypothetical scenario to enhance the skills of
listening, questioning, argument, negotiation, oral reporting, group The teaching
and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

Field work, both locally and in Sydney;

A planning exercise will allow students to demonstrate understanding of the
theoretical material covered in class and to appreciate the complexities of problem
solving in an urban environment;
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals






Content






Teaching


Assessment









37
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Specific Unit Resources
Books
Australian Department of Immigration and Multicultural Affairs. (2002). Population flows:
immigration aspects. Belconnen ACT: Dept of Immigration and Multicultural Affairs.
Baker, S., Murray, S., Reid, G., Rousham, W., Shipp, J. and Simpson, N. (2000). Senior
geography: an integrated approach: preliminary course. South Melbourne: Nelson.
Bright, C. (2003). State of the world 2003: a World Watch Institute report on progress
towards a sustainable society. London: Earthscan.
Dodd, B. (2000). Senior geography for Queensland 1. Milton: Jacaranda.
Dodd, B. (2001). Senior geography for Queensland 2. Milton: Jacaranda.
Kleeman, G. (2000). A geography of global interactions 2. Melbourne: Heinemann.
Mazur, L. A. (1998). High stakes: global population and our common future. New York:
Rockerfeller Foundation.
Paine, J. Hutchison, N, Lanceley, K. and Reeve, R. (2000). Macmillan senior geography 1.
South Yarra : Macmillan.
Paine, J. Hutchison, N, Lanceley, K. and Reeve, R. (2001). Macmillan senior geography 2.
South Yarra: Macmillan.
Parker, B., Lanceley, K., Owens, D. and Reeves, R. (2000). Geography for Australian citizens.
South Yarra: Macmillan.
Journal Articles
‘Footprints and milestones: population and environmental change’. (2002). Issues. 59: 3-9.
‘Overpopulation’. (2002). Issues. 59: 29-33.
‘Towards a population policy’. (2002). Issues. 58: 28-30.
Audio Visual Material
Australian experience: populate or perish. (1995). Big picture: ABC. Video recording.
Baby crash. (2002). Cutting edge: SBS. Video recording.
Dodging doomsday: population. (1992). True stories: ABC. Video recording.
From tribes to boat people. (1998). Bendigo Vic: VEA. Video recording.
How many of us? : Australia’s population debate. (2002). Bendigo Vic: VEA. Video recording.
Large cities: Mexico: population pressure and urbanisation: a case study: Mexico City. (1995).
Frenchs Forest NSW: Classroom Video. Video recording.
Migration, multiculturalism and other issues. (1998). Bendigo Vic: VEA. Video recording.
38
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Paul Ehrlich and the population bomb. (1996). Inside story: ABC. Video recording.
World population issues: how many is too many? (1997). Warriewood NSW: Classroom Video.
Video recording.
CD-ROMs
The World Guide 2002/2003. (2003). Uppsala: Hillco Media Group. (Up-dated annually)
Websites
Australian Bureau of Statistics. (2003, 11 March). Year Book Australia 2002 Population: A
century of Population Change in Australia. Available
http://www.abs.gov.au/Ausstats/abs@.nsf/0/0b82c2f2654c3694ca2569de002139d9?Open
Document Online.
GTAV. (1999, 27 April). Geography Hotlinks. Available http://www.agta.asn.au/ Online.
(links to population and development and human rights)
International Institute for Sustainable Development. (2003, 14 August). Interrelationships
between Population, Sustained Economic growth and sustainable development. Available
http://www.iisd.ca/linkages/vol06/0639012e.html Online.
Population Action International. (2003, 17 July). Population Action International Home Page.
Available http://www.populationaction.org Online.
Population Reference Bureau. (2003, August 20). Population Reference Bureau Home Page.
Available http://www.prb.org Online.
United Nations Population Fund. (2003, 24 August). The state of world population 2001.
Available http://www.unfpa.org/swp/swpmain.htm Online.
Books
Kleeman, G. (2000). A geography of global interactions 1. Port Melbourne: Heinemann.
Paine, J. Hutchinson, N., Lanceley, K. and Reeves, R. (2001). Macmillan senior geography 2.
South Melbourne: Macmillan.
Plat, P, (1998). Contemporary Issues In Geography. Australia: Science Press.
Siegel, F. and Rosenberg,, J. (ed). (1998). Urban Society. 1998, USA: Duskin.
Snell, N. (2003). Landscapes and land uses: a geography of Australia. 2nd Edition. Sydney:
McGraw Hill.
Winikoff, T. (ed). (2000). Places and Spaces. Australia: Envirobook.
Audio Visual material
Cities under pressure. (2000, 27 April). Insight: SBS. Video recording.
City: Rio de Janeiro. (1998). Brazil 2000: ABC. Video recording.
Housing in Cajamarca Peru. (2001). Sydney: ABC. Video recording.
39
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Large cities: Mexico: population pressure and urbanisation: a case study: Mexico City. (1995).
French’s Forest: Classroom Video. Video Recording.
Lost in the suburbs. (1998). Malvern Vic: Learning Essentials. Video recording.
Macquarie Fields, (2005) Sydney Channel 9 Sunday
Transport in Erlangen, Germany. (2001). Sydney: ABC. Video recording.
Urban consolidation. (2002). Insight: SBS. Video recording.
Urban development in Shanghai. (2002). Changing China: ABC. Video recording.
Waste in Calcutta, India. (2001). Changing Cities: ABC. Video recording.
CD ROMS
Sim City. (2000). Available http://www.geog.le.ac.uk/cti/catalog/cat_urban.html Online.
Websites
GEO: Global Environment Outlook. (2003, 14 August). Urban Areas. Available
http://www.grida.no/geo/geo3/english/401.htm Online.
NSW HSC Online. (2003, 14 August). Urban Places. Available
http://www.hsc.csu.edu.au/geography?#111009 Online.
Urban Places. (2003, 14 August). Available
http://science.uniserve.edu.au/school/curric/stage6/geog/urban.html Online.
Worldwatch Institute. (2003, 14 August). Available http://www.worldwatch.org Online.
Guest Speakers
National Capital Planning Authority
Planning Institute of Australia (ACT and NSW)
Field Work
Regatta Point
Local Suburb study – urban consolidation (eg. Griffith, Kingston, Narrabundah)
Spatial Exclusion (eg. Jerrabomberra)
Gungahlin urban density
Queanbeyan, Braidwood, Bungendore and Mongarlowe
Sydney Town Hall
Sydney Planning Institute
These were accurate at time of publication.
40
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Oceanography and Land Care
Value 1.0
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Marine Geography
1.0
Catchment Management
1.0
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
 demonstrate an understanding of the main
 demonstrate an understanding of the nature
geographical features and physical and
and significance of the world’s oceans
chemical phenomena of the Earth’s seas and
oceans
 describe marine environments and marine
 describe and explain the processes and
habitats and to discuss the importance of the
landform development in the world’s oceans
oceans in world environment matters
 identify how humans use the oceans and
 identify and assess the resource potential of
seas and to describe the impacts of this use
ocean areas and understand why conflict of
uses arises
 examine the management coastal and ocean  identify the impact that human activities are
environments.
having on the oceans and assess the
strategies for ocean management
 demonstrate an understanding of the
 demonstrate an understanding of the
natural and human processes which shape
natural and human processes which shape
and alter some environments, especially in
and alter some environments, especially in
Australia
Australia
 recognise, research and record (both from
 recognise, research and record (both from
referenced material and in the field)
referenced material and in the field)
examples of selected mid-latitude
examples of selected mid-latitude
environments and land degradation
environments and land degradation
 understand the significance of degradation
 evaluate the significance of degradation
and explain proposed solutions
and analyse proposed solutions
 state their own role in conservation issues
 justify their own role in conservation issues
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
Physical features

origins of the oceans, plate tectonics, sea floor spreading;

characteristics of oceans, salinity, depth, sea floor topography, islands;

marine ecology and life in the oceans and seas;
41
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.

oceanic circulation - currents, El Nino, upwellings; and

role of ocean – atmosphere interactions in the water cycle and their impact on
climate change
Ocean resources

differing perceptions of ocean resources; ownership of, and competition for
resources; and

the economic significance of oceans - international boundaries, fisheries, mineral
exploitation, transport, power, water from desalination.
Management of the world’s oceans

conflict over ownership of ocean resources, Exclusive Economic Zones (EEZs);

management of threats to the world’s oceans: waste disposal, declining fisheries,
habitat destruction; and

laws of the seas and international conventions that protect and regulate use of
oceans and ocean resources.
Natural systems and catchments

Functioning, characteristics and processes operating to produce one or both of the
following natural systems in Australia: Riverine; Arid.

The concept of the catchment in relation to the selected systems.
Humans and catchments

Human land use in catchments - past and present.

Natural resources within catchments.

Changes over time, especially the degradation which has occurred in the
catchment as a result of human use.

Changing attitudes towards environmental degradation.
Managing catchments

Remedying the consequences of human activity within a Total Catchment
Management framework

Aboriginal and European land management techniques.

Comparisons between approaches to land care in Australia and elsewhere.

Community organisations involved in caring for the land eg Land Care
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

gather and record data from websites, audiovisual material, print media to identify
characteristics of oceans and/or issues associated with human use of oceans;

map the global distribution of ocean resources or of a group of resources to
distinguish spatial patterns;

listen to and question a guest speaker to identify and appreciate the complexities
of the management of ocean resources (when appropriate and when available);
42
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.

construct a consequences wheel to analyse the complex impact of physical and
human change in marine/ocean ecosystems (e.g. immediate, short term, long
range);

compare and contrast values underlying maritime controversies to analyse the
contexts of resource management issues;

debate the ownership of deep ocean resources; and

solve a problem in teams using a hypothetical scenario to enhance the skills of
listening, questioning, argument, negotiation, oral reporting, group presenting and
responding to questions.

fieldwork, both as a class and by individual students, in single or double lessons

one or two day extended field trips

comprehensive field report gives students opportunities to learn to select,
organise, analyse and display information.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals






Content



Teaching






Assessment







Specific Unit Resources
Books
Atlas of the oceans. (1996). London: Chancellor.
Day, T. (1999). Oceans. New York: Facts on File.
Gross, M.G. (1996). Oceanography: a view of earth. Upper Saddle River: Prentice Hall.
Journal Articles
Brown, S. and Joske, R. (2003). ‘Taking stock’ in Habitat Australia. June, 31 (3): 11-15.
Healy, G. (2002). ‘The devil or the deep blue sea?’ in Australasian Science. May, 23 (4): 2629.
Audiovisual Material
El Nino. (2000). Australian eye of the storm: ABC. Video recording.
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Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Empty oceans, empty nets. (2003). Sydney: SBS. Video recording.
Fisheries: beyond the crisis. (1999). Nature of things: SBS. Video recording.
Open oceans. (2001). Blue Planet: ABC. Video recording.
Waters of South America. (2003). Sydney: ABC. Video recording.
Websites
Australian Institute of Marine Science. (2003, 21 August). AIMS Home Page. Available
http://www.aims.gov.au Online.
Geoscience Australia. (2006, May 8). Marine and coastal geoscience. Available
http://www.ga.gov.au Online.
GTAV. (1999, 27 April). Geography Hotlinks. Available http://www.agta.asn.au/ Online.
(Links to oceans, oceanography, and marine life)
Guest Speakers
Sea Power Centre – Fairbain, ACT
Field work
Sydney beaches
Sydney Aquarium
Ulladulla
Neringillah Ecology Centre
Jervis Bay
Lands Edge
Books
Camm E, Camm J, O’Neill P Interaction and Change
Longman, Melbourne 1995
Sale C Our Wonderful World Longman, Melbourne 1996
Websites
Murray Darling Basin – http://www.mdbc.gov.au/
Guest Speakers
ACTEWAGL
Lower Molonglo Water Treatment Works
Geoscience
Bureau of Meteorology
Australian Mining Council
Field work
Illoura Community Horse Holding Paddocks, Environment Walking Trail (trail guide)
Landcare Tour de Creek, Ginninderra Creek, (booklet)
Sullivans Creek
Snowy Mountains Catchment Area
Dicks Creek
Bendorra Dam, Googong Dam, Cotter Dam
44
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Jerrabomberra Wetlands
These were accurate at time of publication.
45
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Tourism and Global Geopolitics
Value 1.0
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
The Greening of Tourism and Perspectives
1.0pt
The Greening of Tourism
0.5pt
Development and Geopolitics 1.0pt
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
 demonstrate an understanding of the
T Course
This unit should enable students to:
 demonstrate an understanding of the
concepts of tourism and leisure and the
links between work, leisure and tourism
 demonstrate an understanding of how
tourism can cause changes in a host
community

 investigate issues related to the location

and impacts of tourism using local,
national or global examples
 examine the decision-making processes
associated with the planning and
development of tourism at particular
places


 identify areas of conflict and of war at a






variety of sites at various locations around
the world;
distinguish the scale of the conflict- global,
regional, national or local;
describe the physical and human
characteristics of areas and discuss the
effects these may have on causing conflict
demonstrate the ability to analyse the
political, religious, demographic,
geographic, economic or historic reasons
for conflict;
identify the views of conflicting groups and
learn to recognise bias;
demonstrate mapping and graphing skills
in presenting complex information.
identify alternative methods that are
available in the resolution of conflict and
tension on local, national and international







concepts of tourism and leisure and the
links between work, leisure and tourism
demonstrate an understanding of how
tourism can cause social/cultural, economic
and/or biophysical changes in a host
community
investigate issues related to the location
and impacts of tourism using local, national
and global examples
examine the decision-making processes
associated with the planning and
development of tourism at particular
places
critically evaluate the environmental
sustainability of particular types of tourism
identify areas of conflict and of war at a
variety of sites at various locations around
the world;
distinguish the scale of the conflict- global,
regional, national or local;
describe the physical and human
characteristics of areas and discuss the
effects these may have on causing conflict
demonstrate the ability to analyse the
political, religious, demographic,
geographic, economic or historic reasons
for conflict;
interpret the views of conflicting groups
and learn to recognise bias;
demonstrate mapping and graphing skills in
presenting complex information.
identify and evaluate the alternative
methods that are available in the
resolution of conflict and tension on local,
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Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
levels
national and international levels
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
The geographical nature of tourism

location and distinctive local features as factors in the development of tourism;

spatial variations in tourism within and beyond Australia;

patterns of tourist activities on a local scale, a national scale and a global scale;

changing patterns of tourist activities and the impact of technology; and

changing patterns of work, leisure and recreation.
The impact of tourism

environmental impacts - processes that shape the environment;

social, cultural, and economic changes that result from tourism;

indigenous people and tourism - opportunities and conflicts;

government involvement and decision-making process; and

changes to values and beliefs as a result of tourism development.
Managing tourism

spatial variations in marketing;

decision-making processes at local levels and beyond;

sustainable practices, responsible developers and travellers;

tourism and developing countries; and

evaluation and planning approaches to tourism

vulnerability of the tourism industry due to the success of the resource industry
and the fluctuation in exchange of interest rates.
Cultural and environmental tourism

current and future patterns of development and management; and

guidelines for cultural and ecotourism.
Political tension and conflict

the nature and distribution of political tension and conflict; and

global geopolitics.
The causes and political impacts of political tension and conflict

the causes of political tension and conflict - political ideology, ethnicity, contact of
different cultures, access to wealth and resources, disputes over territory and land
use, border changes, rights of indigenous peoples; and
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Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.

the geographical impact of political tension and conflict.
The resolution of political conflict

the level of conflict - UN involvement, Superpower and International alliances;

clarifying the nature of political tension and conflict; and

conflict resolution at local, regional and international levels.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

research information from print material, electronic media and the Internet, to
analyse issues pertaining to the content of the unit (e.g. the impact of SARs or the
2002 Bali bombing on tourism);

gather and record data from websites, computer databases and print media to
identify tourism patterns and trends;

listen to and question a guest speaker e.g. an eco-tourism operator, indigenous
tourism operator, travel agent (when appropriate and when available);

examine statistical data on tourist numbers and destinations and present the
information using graphing techniques or chloropleth or flow maps;

debate or role-play a range of stakeholders using a tourism issue to understand the
complexity of positions held, value positions and alternatives (e.g. that tourists
should no longer be permitted to climb Uluru); and

use futures strategies (e.g. construction of a consequences or futures wheels,
decision-making trees, alternative pathways exercises) to analyse the impacts of
tourism (e.g. immediate, short term, long range).

revision and extension of many mapping techniques as it will be important in this
unit. GIS techniques could be used here;

a study of one or two examples of conflict in class time with each student also
pursuing one individual study;

the use of two speakers with two very opposed view points to alert the student to
differences in perception;
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals

Content

Teaching

Assessment













48
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Specific Unit Resources
Books
Hall, C. (2003). Introduction to Tourism. Melbourne: Longman.
‘Local case study: Sheraton hotels and resorts’. (2000). In Kleeman, G., A geography of global
interactions 2. Port Melbourne: Heinemann.
Manuel, M. (1996). Tourism. Cambridge: CUP.
McPherson, D. (1999). Tourism: a cultural process. Auckland: Longman.
Paine, J. Hutchison, N, Lanceley, K. and Reeve, R. (2001). Macmillan senior geography 2.
South Yarra: Macmillan.
Parker, B., Lanceley, K. Owens, D. and Reeves, R. (2000). Geography for Australian citizens.
South Yarra: Macmillan.
‘Tourism as an economic activity’. (2000). In Kleeman, G., A geography of global interactions
2. Port Melbourne: Heinemann.
Journal Articles
Malkin, R. (1999). ‘The pioneers’, in The UNESCO Courier. Jul/Aug: 24-25.
Audio Visual Material
Cultural collisions. (1996). World of difference: ABC. Video recording.
Ecotourism. (1995). TV Ed: SBS. Video recording.
Eco-tourism and marine life. (1995). Seaworld Services Australia. Video recording.
Ecotourism: an experience with nature. (1994). Bendigo: VEA. Video recording.
Nha Trang, Vietnam. (2001). Place and people: Asia Pacific: ABC. Video recording.
Tourism. (2000). A fork in the road: SBS. Video recording.
Zimbabwe: tourism along the Zambezi River. (1995). Geographical eye over Africa: ABC. Video
recording.
Websites
Barossa Valley: a region in change (the vines, the tourists, and the locals). (2003, 24 August).
Geography support materials. Available
http://www.ssabsa.sa.edu.au/support/society/geog/geog-menu.htm Online.
Lonely Planet Online. (2003, 24 August). Available http://www.lonelyplanet.com/index.cfm
Online.
NSW HSC Online ((2003, 24 August). Tourism. Available
http://hsc.csu.edu.au/geography/activity/local/tourism/ Online.
(links to contemporary tourism issues, rural tourism, ecotourism in Australia, wildlife
tourism)
49
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Schaller, D. (2003, 24 August). Indigenous ecotourism and sustainable development: the case
of Rio Blanco, Ecuador. Available
http://www.eduweb.com/schaller/RioBlancoSummary.html Online.
Tasmania online. (2003, 24 August). Available
http://www.tas.gov.au/Nav/Topic.asp?subjectcategory=T&Topic+Tourism Online.
Guest Speakers
Australian Tourism Commission
Field Work
Bicentennial Park, Homebush Olympic Park
Taronga Zoo
Jervis Bay
National Zoo and Aquarium
Tidbinbilla
National Museum
Questacon
Lanyon Homestead
AIS
These were accurate at time of publication.
50
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
GIS and Research Project
Value 1.0
This unit combines Introduction to GIS (0.5) with Geographic Research Project (0.5)
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
 demonstrate an understanding of GIS
(Geographic Information Systems)
concepts and terminology and to develop
basic GIS skills
 use GIS to undertake a Spatial Inquiry from
data sets that have been provided to them
T Course
This unit should enable students to:
 demonstrate an understanding of GIS


 identify a geographic topic, question or

issue and develop a plan for active
geographical inquiry
 investigate a geographic question or issue
from primary and secondary sources
 use maps, graphs and statistics,
photographs and/or fieldwork to conduct
geographical inquiries


 interpret research data

 communicate geographical information,

ideas and issues using appropriate
written/oral/technological/cartographic/
graphic forms
(Geographic Information Systems)
concepts and terminology and to develop
basic GIS skill
use GIS to undertake a Spatial Inquiry from
data sets that have been provided to them
undertake an investigation to acquire
original data, construct original maps,
analyse this spatial information, draw
conclusions and present their findings
identify a geographic topic, question or
issue, formulate an hypothesis, and
develop a plan for active geographical
inquiry
investigate a geographic question or issue
from primary and secondary sources
use maps, graphs and statistics,
photographs and/or fieldwork to conduct
geographical inquiries, and if relevant,
apply mathematical ideas and techniques
to analyse geographical data
analyse, interpret and evaluate research
data
communicate geographical information,
ideas and issues using appropriate
written/oral/technological/cartographic/
graphic forms
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
An introduction to geographic tools

familiarisation with maps (including topographic maps and map projections), aerial
photographs, satellite imagery, spatial concepts and general map skills; and

GIS principles and processes, GIS terminology (e.g. buffer intersection, inclusion,
exclusion etc)
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Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.

introduction to spheroids
Development of basic GIS skills in ArcView or MapInfo

orientation to the program, world thematic maps, composite map development,
selection map creation, building query maps, developing thematic maps;

use of GIS to explore a global topic (e.g. global patterns of water use, supply,
quality, waste water) and analyse patterns; and

GIS theory involving introduction of spatial data and GIS concepts such as
adjacency, proximity, buffering, and overlaying).
Expanded focus using GIS - enhanced thinking and decision-making inquiry

use of GIS principles and skills to capture, manage and manipulate data to create a
map;

advanced GIS skills involving data entry, registering and manipulating aerial
photographs and topographic maps, and GPS (Global Positioning Systems) work;
and

application of GIS skills to carry out Spatial Inquiries.
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
Formal teaching of the research process and research techniques should be undertaken
after which students should independently research a geographical topic, question or issue
in which they are interested. This research may take the form of fieldwork, research based
on primary data or issues-based research of a current topic. The topic, question or issue
must be negotiated with, approved by and the project supervised by the teacher.
The research process

hypothesis development.

formulation of a plan to test the hypothesis;

identification of a research focus for the investigation;

organisation of a plan of investigation;

gathering and processing relevant primary and secondary data;

critically review the plan, the process and the findings of the; and investigation
Research techniques

the use of primary data such as field measurements, observations, surveys,
interviews, statistics and photographs;

the use of secondary data such as published reports, texts, newspaper editorials
and reports, Internet sources, audio-visual productions, graphical and statistical
information; and

the ethical responsibilities of conducting geographical inquiry (e.g. confidentiality,
anonymity, deception or coercion of informants, exposure to physical and/or
emotional risks, permission and trespass, minimising environmental impact, storing
data appropriately, plagiarism, acknowledging sources).
52
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

use a range of maps and aerial photographs (or satellite images), with different
purposes and scales (e.g. topographic, atlas) to reinforce skills related to map
interpretation and analysis, and to reinforce understanding of map conventions
and spatial concepts;

use world data sets and maps with GIS as a tool to aid investigation to add layers,
join data tables, practise layouts, make simple queries;

produce different maps (thematic/choropleth, multiple scale, query maps);

visit a workplace where GIS is used or listen to and question a guest speaker to
identify and appreciate the uses of GIS in the workplace and career opportunities
available in GIS (when appropriate and when available);

undertake field activities using GPS to record spatial data and to enter it into a GIS
project; and

work in teams to collect data and create customised maps, analyse patterns, and
present map-based findings and conclusions.

illustrate data in diagrammatic, graphic, photographic and cartographic formats
gathered from primary and secondary sources;

conduct interviews, administer surveys/questionnaires, or use field work to gather
and record information; and

listen to and question a guest speaker to identify and appreciate the complexities
of independent research.
53
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals







Content







Teaching







Assessment







Specific Unit Resources
Books
Audet, R. and Ludwig, G. (2000). GIS in Schools. USA: ESRI Press.
Davis, D.E. (2001). GIS is for everyone. 2nd Edition. USA: ESRI Press.
Malone, L., Palmer, A. and Voigt, C. (2002). Mapping Our World: GIS Lessons for Educators.
USA: ESRI Press.
Kleeman, G. (2000). A geography of global interactions 1. Port Melbourne: Heinemann.
Paine, J. Hutchison, N, Lanceley, K. and Reeve, R. (2001). Macmillan senior geography 1:
preliminary course. South Melbourne: Macmillan.
Journal Articles
AGTA Geographical Education. (1999). 11.
Kempson, S. (2000). “Gone are the days of the hand-drawn map!” in AGTA Geographical
Education. 13: 18-24.
Audio visual Material
ESRI Geography Matters. (nd). (CD-Rom - free and contains useful information on What is
GIS? GIS industry applications, useful short videos)
The GIS for Schools and Libraries CD Version 5. (nd). (CD-Rom - sent out free to schools from
ESRI or see ArcVoyager listed in Web site addresses for free download)
McInerney, M. (2002). GIS in the Geography Classroom.
(CD-Rom available directly from Malcolm McInerney at TechGeog Fax: 08 8269 2419 or Email:
manning@chariot.com.au)
TechDiffusion. (Australian GIS projects) (CD-Rom - gives step-by-step GIS applications used by
Australian teachers, available late in 2003)
54
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Web sites
ArcVoyager. (2003, 17 August). Available http://www.esri.com/arcexplorer Online.
(to download a free copy of ArcVoyager)
Census data from the Bureau of Statistics. (2003, 17 August). Available http://www.abs.gov.au
Online.
Geography support materials. (2003, 17 August). Available
http://www.ssabsa.sa.edu.au/support/society/geog/geog-menu.htm Online.
(extensive links to GIS activities and resources)
Geoscience Australia. (2003, 26 August). Topographic mapping. Available
http://www.ga.gov.au/nmd/mapping/ Online.
MapInfo Net Data Portal. (2003, 17 August). Available http://www.mapinfo.com.au Online.
South Australian Atlas, Government of South Australia. (2000). Available
http://www.atlas.sa.gov.au Online.
(electronic version of the SA Atlas with data on land management, population features, natural
features at state, regional and local scales)
UNESCO. (2003, 17 August). Available http://www.uis.unesco.org/en/stats/stats0.htm Online.
(for global data)
Where is? (2003, 17 August). Available http://whereis.com.au Online.
(for online street directory maps)
Geographic Tools and Skills. (2003, 24 August). Available
http://science.uniserve.edu.au/school/curric/stage6/geog/skills.html Online.
(Links to interpreting maps, analysing graphs and statistics, interpreting photographs,
conducting fieldwork)
Geoscience Australia. (2003, 26 August). Available http://ga.gov.au/ Online.
(information on topographic mapping, satellite and remote sensing)
Individual field study hints. (2003, 17 August). Available
http://www.ssabsa.sa.edu.au/support/society/geog/geog-menu.htm Online.
Senior Geography Project. (2003, 13 March). Available
http://science.uniserve.edu.au/school/curric/stage6/geog/project.html Online.
(Links to investigation techniques, oral presentations, multimedia presentations, geographical
inquiry)
Guest Speakers
Geoscience
PSMA (Public Service Mapping Agency)
Field Work
In the local area using GPS for data logging
55
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
These were accurate at time of publication.
56
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Coastal Environments
Value 1.0
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Marine Geography
1.0
Prerequisites
Nil
Specific Unit Goals
This unit should enable students to:
A Course
T Course
 demonstrate an understanding of the
 demonstrate an understanding of the
nature and significance of coastal
nature and significance of coastal
environments
environments
 describe and explain the processes and
 describe and explain the processes and
landform development in coastal
landform development in coastal
environments
environments
 identify the resource potential of coastal  identify and critically assess the resource
environments
potential of coastal environments
 demonstrate an understanding of the
 demonstrate an understanding of the
options for and constraints on the
options for and constraints on the
lifestyles of people living in or visiting
lifestyles of people living in or visiting
coastal environments
coastal environments
 demonstrate an understanding of why
 demonstrate an understanding of why
conflict between different coastal uses
conflict between different coastal uses
arises
arises
 identify the impact that human activities  identify and critically assess the impact
are having on coastal environments
that human activities are having on coastal
environments
 Demonstrate an understanding of coastal  critically evaluate coastal management
management strategies
strategies
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
The coast as a location

types of coasts, their extent; and

significant characteristics of coasts as boundaries, coastal zonation.
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Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Coastal processes

different coasts as interactive systems;

sub-aerial processes and the action of waves, wind and tides in coastal erosion,
transportation and deposition;

a detailed investigation into at least TWO widely occurring coastal systems,
selecting from:
o
sand beach / sand dune system;
o
rock platform / shingle beach / cliff system; or
o
mud or sand flat / mangrove / marsh system.
Coasts as a resource

the resource qualities of coasts; the attraction of coasts for people;

the multiple use of coasts, and competition for the use of particular coastal places;

the importance of accessibility to coasts, and the significance, including
responsibilities, of ownership of coastal land; and

indigenous occupancy and use of coastal areas.
Issues affecting coastal environments

the sensitivity of coastal areas to stress and differing rates of change;

local and global significance of sea level changes;

coastal management policies, planning, appropriate implementation and
evaluation of strategies;

future options for a particular coast e.g. South Coast NSW; and

ways that individuals can participate in coastal conservation.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

use data in diagrammatic, graphic, photographic and cartographic formats
gathered from primary and secondary sources to identify geographic processes and
patterns relating to coastal environments;

listen to and question guest speakers e.g. coastal geomorphologist, Dunecare
groups, urban planners (when appropriate and when available);

field work to gather and record information to identify coastal processes and
landforms and/or human impact on coasts and/or current issues;

use Geographic Information Systems and/or satellite imagery and/or aerial
photographs to analyse relationships within coastal environments;

view and analyse topographic maps and/or aerial photographs to identify coastal
landforms, and to assess the impact of human activity and the extent of changes
over time;

debate of coastal management issues; and
58
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.

construct a consequences wheel to analyse the complex impact of physical and
human change (e.g. immediate, short term, long range).
Assessment
Refer to pages 16-17
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals






Content



Teaching






Assessment







Specific Unit Resources
Books
Baker, S., Murray, S., Reid, G., Rousham, W., Shipp, J. and Simpson, N. (2000). Senior
geography - an integrated approach: Preliminary course. South Melbourne: Nelson.
Bird, E. (2001). Coastal geomorphology: an introduction. Brisbane: Wiley.
Kleeman, G. (2000) A geography of global interactions 1. Port Melbourne: Heinemann.
Managing the natural environment: coasts. (2002). Albany: Stereo Aids. (Map set).
Messelink, G. (2003). Introduction to coastal processes and geomorphology. Oxford: OUP
Sale, C. (1994). Our wonderful world. Second edition. Melbourne: Cheshire.
Journal Articles
Toich, J. and Amos, J. (2002.) ‘Moreton Bay aquaculture: is it avarice or prescient?’ Wildlife
Australia. Spring 39 (3): 16-19.
Audiovisual Material
The coast: a question of balance. (1999). Melbourne: VC Media. Video recording.
Coasts. (2001). Sydney: ABC. Video recording.
Great barriers. (1984). Blue planet: ABC. Video recording.
The money fish. (2001). Big Picture: ABC. Video recording.
The shoreline doesn’t stop here anymore. (1995). Sydney: SBS. Video recording.
Waves, beaches and coasts. (1994). Earth revealed: ABC. Video recording.
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Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
CD-ROMS
Australian coastal vulnerability assessment case studies: climate change program. (1996).
Canberra: Dept of Environment Sport & Territories.
Auswatch: data sets for the study of landcover change. (1993). Canberra: COSSA.
Jarman, D. (c1998). The dynamic coast: processes, landforms and human impacts. Bendigo Vic:
VEA.
Web sites
Australia Department of Environment and Heritage. (2006, November 26). Coasts and
Oceans. Available http://www.environment.gov.au/coasts/index.html Online.
Chicago Academy of Sciences. (1996). Virtual Exhibit: The Laflin Building Nature Dioramas.
Available http://www.chias.org/www/diorama/intro.html Online.
Coastal geography revision notes. (2003, 24 August). Available http://www.revisionnotes.co.uk/A_Level?Geography/Physical_Geography/Coastal_Geo Online.
Geoscience Australia. (2006, May 8). Marine and coastal geoscience. Available
http://www.ga.gov.au Online.
Kay, C. (2000, 19 May). Coastal Management Web. Available
http://www.coastalmanagement.com/ Online.
These were accurate at time of publication.
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descriptors from Geography Course Framework 2014 Edition.
Ecosystems and Tourism
Value 1.0
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
The Greening of Tourism and Perspectives
1.0
The Greening of Tourism
0.5
This unit combines Fragile Ecosystems 0.5 and Tourism Perspectives 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
 describe the changing nature, spatial
 explain the changing nature, spatial
patterns and interactions of ecosystems
 explain the factors which place
ecosystems at risk and the reasons for
their protection
 describe and explain environmental
management strategies
patterns and interactions of ecosystems
 explain the factors which place ecosystems
at risk and the reasons for their protection
 demonstrate an understanding of the
impacts environmental change on
ecosystems
 demonstrate an understanding of the
concepts of tourism and leisure and the
links between work, leisure and tourism
 demonstrate an understanding of how
tourism can cause changes in a host
community
 investigate issues related to the location
and impacts of tourism using local,
national or global examples
 examine the decision-making processes
associated with the planning and
development of tourism at particular
places
 evaluate environmental management
strategies in terms of ecological
sustainability
 evaluate the impacts of, and responses of
people to, environmental change
 demonstrate an understanding of the




concepts of tourism and leisure and the
links between work, leisure and tourism
demonstrate an understanding of how
tourism can cause social/cultural, economic
and/or biophysical changes in a host
community
investigate issues related to the location
and impacts of tourism using local, national
and global examples
examine the decision-making processes
associated with the planning and
development of tourism at particular
places
critically evaluate the environmental
sustainability of particular types of tourism
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descriptors from Geography Course Framework 2014 Edition.
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
Ecosystems and their functioning


what is an ecosystem? classification, productivity, factors affecting the functioning
of ecosystems;
vulnerability and resilience of ecosystem:
o
impacts due to natural stress; and
o
impacts due to human induced modifications to energy flows, nutrient cycling,
and relationships between biophysical components, rate and impact of humaninduced change.
Protection and management of ecosystems

reasons for the protection of ecosystems;

management of fragile ecosystems by indigenous people;

evaluation of traditional and contemporary management; and

management at the local, regional, national and global levels.
Case study of at least one different ecosystems to illustrate their unique characteristics e.g.
coastal dunes, freshwater wetlands, inter-tidal wetlands, coral reefs, arid areas, mallee
woodlands, alpine areas, rainforests, temperate forests.

spatial patterns and dimensions – location, altitude, latitude, size, shape,
continuity;

biophysical interactions – weather/climate, geomorphic and hydrological
processes, adjustments to natural stress;

the nature and rate of change which affects ecosystem functioning;

human impacts (positive and negative); and

traditional and contemporary management practices.
The geographical nature of tourism
•
location and distinctive local features as factors in the development of tourism;
•
spatial variations in tourism within and beyond Australia;
•
patterns of tourist activities on a local scale, a national scale and a global scale;
•
changing patterns of tourist activities and the impact of technology; and
•
changing patterns of work, leisure and recreation.
The impact of tourism
•
environmental impacts - processes that shape the environment;
•
social, cultural, and economic changes that result from tourism;
•
indigenous people and tourism - opportunities and conflicts;
•
government involvement and decision-making process; and
•
changes to values and beliefs as a result of tourism development.
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descriptors from Geography Course Framework 2014 Edition.
Managing tourism
•
spatial variations in marketing;
•
decision-making processes at local levels and beyond;
•
sustainable practices, responsible developers and travellers;
•
tourism and developing countries; and
•
evaluation and planning approaches to tourism
•
vulnerability of the tourism industry due to the success of the resource industry and
the fluctuation in exchange of interest rates.
Cultural and environmental tourism
•
current and future patterns of development and management; and
•
guidelines for cultural and ecotourism.
NB. Selected ecosystems should not have been studied in detail elsewhere by
students taking this course.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

solve a problem in teams using a hypothetical scenario to enhance the skills of
listening, questioning, argument, negotiation, oral reporting, group presenting and
responding to questions;

listen to and question a guest speaker e.g. natural resource manager, Dunecare
/Waterwatch /Bushcare /Landcare group member, park ranger (when appropriate
and when available);

listen to and question a guest speaker e.g. an eco-tourism operator, indigenous
tourism operator, travel agent (when appropriate and when available);

undertake field work to gather and record information - to identify ecosystem
characteristics and/or human impact on ecosystems;

listen to and question stakeholders at a local scale to identify and appreciate the
complexities of ecosystem management;

use GIS and/or satellite imagery and/or aerial photographs and/or topographic
maps to analyse relationships within an ecosystem, and to assess the impact of
human activity and the extent of changes over time; and

construct a consequences wheel to analyse the complex impact of physical and
human change in an ecosystems (e.g. immediate, short term, long range).

research information from print material, electronic media and the Internet, to
analyse a tourism issue (e.g. the impact of SARs or the 2002 Bali bombing on
tourism);

gather and record data from websites, computer databases and print media to
identify tourism patterns and trends;

examine statistical data on tourist numbers and destinations and present the
information using graphing techniques or chloropleth or flow maps;
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Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.

debate or role-play a range of stakeholders using a tourism issue to understand the
complexity of positions held, value positions and alternatives (e.g. that tourists
should no longer be permitted to climb Uluru); and

use futures strategies (e.g. construction of a consequences or futures wheels,
decision-making trees, alternative pathways exercises) to analyse the impacts of
tourism (e.g. immediate, short term, long range).
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals








Content








Teaching





Assessment






Specific Unit Resources
Books
Investigating Australian ecosystems. (1996). Cambridge: CUP.
Kleeman, G. (2000). A geography of global interactions 1. Port Melbourne: Heinemann.
Gondwana to greenhouse: Australian environmental geoscience. (2001). Sydney: Geological
Society of Australia.
Paine, J. Hutchison, N, Lanceley, K. and Reeve, R. (2001). Macmillan senior geography 2.
South Yarra: Macmillan.
Parker, B., Lanceley, K. Owens, D. and Reeves, R. (2000). Geography for Australian citizens.
South Yarra: Macmillan.
Hall, C. (2003). Introduction to Tourism. Melbourne: Longman.
‘Local case study: Sheraton hotels and resorts’. (2000). In Kleeman, G., A geography of global
interactions 2. Port Melbourne: Heinemann.
Manuel, M. (1996). Tourism. Cambridge: CUP.
McPherson, D. (1999). Tourism: a cultural process. Auckland: Longman.
Paine, J. Hutchison, N, Lanceley, K. and Reeve, R. (2001). Macmillan senior geography 2.
South Yarra: Macmillan.
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Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Parker, B., Lanceley, K. Owens, D. and Reeves, R. (2000). Geography for Australian citizens.
South Yarra: Macmillan.
‘Tourism as an economic activity’. (2000). In Kleeman, G., A geography of global interactions
2. Port Melbourne: Heinemann.
Journal Articles
Pearce, F. (2003). ‘Arctic faces toxic time bomb’ in New Scientist. No.2380, 1 Feb: 9.
The biophysical environment: ecosystems and interactions. (1998). Classroom Video.
Audio visual Material
The biophysical environment: ecosystems and interactions. (1998). Classroom Video. Video
recording.
Ecosystems. (2002). Sydney: ABC. Video recording.
Introduction to ecosystems. (1995). Sydney: ABC. Video recording.
Lake Baikal: blue eye on Siberia. (nd). Auckland: team Video Pacific. Video recording.
Reef ecosystems. (1998) Sydney : ABC. Video recording.
Malkin, R. (1999). ‘The pioneers’, in The UNESCO Courier. Jul/Aug: 24-25
Web sites
Ecosystems at risk. (2003, 24 August). Available
http://science.uniserve.edu.au/school/curric/stage6/geog/ecosys.html Online.
(extensive links to freshwater wetlands, inter-tidal wetlands, coral reefs, arid areas, coastal
dunes, alpine areas, rainforests, temperate forests)
The Everglades Ecosystem. (2003, 10 March). Available http://www.nps.gov/ever/eco/
Online.
HSC online. (2003, 24 August). Ecosystems at risk: case studies of ecosystems. Available
http://hsc.csu.edu.au/geography/ecosystems/case_studies/ Online.
(case studies of Ha Long Bay Vietnam, Minnamurra Rainforest)
Barossa Valley: a region in change (the vines, the tourists, and the locals). (2003, 24 August).
Geography support materials. Available
http://www.ssabsa.sa.edu.au/support/society/geog/geog-menu.htm Online.
Lonely Planet Online. (2003, 24 August). Available http://www.lonelyplanet.com/index.cfm
Online.
NSW HSC Online ((2003, 24 August). Tourism. Available
http://hsc.csu.edu.au/geography/activity/local/tourism/ Online.
(links to contemporary tourism issues, rural tourism, ecotourism in Australia, wildlife
tourism)
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descriptors from Geography Course Framework 2014 Edition.
Schaller, D. (2003, 24 August). Indigenous ecotourism and sustainable development: the case
of Rio Blanco, Ecuador. Available
http://www.eduweb.com/schaller/RioBlancoSummary.html Online.
Tasmania online. (2003, 24 August). Available
http://www.tas.gov.au/Nav/Topic.asp?subjectcategory=T&Topic+Tourism
Guest Speakers
Australian Tourism Commission
Field Work
Bicentennial Park, Homebush Olympic Park
Taronga Zoo
Jervis Bay
National Zoo and Aquarium
Tidbinbilla
National Museum
Questacon
Lanyon Homestead
AIS
Minnamurra Rainforest, Budderoo National Park
Black Mountain dry Schlerophyll Forest
These were accurate at time of publication.
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descriptors from Geography Course Framework 2014 Edition.
Marine Geography
Value 1.0
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Oceanography
0.5
Coastal Environments
1.0
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
 demonstrate an understanding of the main
 demonstrate an understanding of the main
geographical features and physical and
geographical features and physical and
chemical phenomena of the Earth’s seas and
chemical phenomena of the Earth’s coastal
oceans
areas and oceans
 describe marine environments and marine
 examine marine environments and marine
habitats and to discuss the importance of the
habitats and to discuss the importance of the
oceans in world environment matters
oceans in world environment matters
 identify how humans use the oceans and
 identify the resource potential of coastal and
seas and to describe the impacts of this use
ocean areas and understand why conflict of
uses arises
 examine the management coastal and ocean  identify the impact that human activities have
environments.
on coastal and oceanic environments and
assess the strategies for coastal and ocean
management.
 understand the main geographical features  understand the main geographical features of
of coastal environments;
coastal environments;
 examine and evaluate land use in, and
 examine and evaluate land use in, and
management, of a coastal environment;
management, of a coastal environment;
 take an informed and interested part in and  take an informed and interested part in and
demonstrate understanding of community
demonstrate understanding of community
debate on coastal issues including
debate on coastal issues including
development and access.
development and access.
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
The nature of marine environment

the origin of oceans

the main features of the oceans – salinity, currents, upwellings, continental shelves
and deep ocean floors, geology, geomorphology and physical environment, islands

coastal geomorphology and processes
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descriptors from Geography Course Framework 2014 Edition.

the role of the ocean – atmosphere interactions in the water cycle and their impact
on climate change

marine ecology and life in the seas and oceans

tomorrow’s marine environment, ocean technology and exploration.
The resource potential of marine environments

the exploitation of life in the seas and oceans eg. fisheries, whaling

physical resources of the ocean – minerals, water, shoreline, transport corridors,
power generation, reefs

food resources of the ocean

differing perceptions of marine resources

case study - communities whose livelihoods depend on the sea and its resources
e.g. indigenous occupancy and use of coastal waters, Polynesians and the Islanders
migration.
Management of marine environments

management of the coastal zone and current issues;

management of the world’s seas and oceans: threats, waste disposal, declining
fisheries, habitat destruction; and

Exclusive Economic Zones (EEZs), laws of the seas, international conventions and
legislation.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

use data in diagrammatic, graphic, photographic and cartographic formats
gathered from primary and secondary sources to identify geographic processes and
patterns relating to marine environments;

listen to and question guest speakers e.g. oceanographers, marine biologists,
coastal geomorphologist, Dunecare groups, (when appropriate and when
available);

undertake field work to gather and record information to identify coastal and
marine processes and landforms and/or human impact on coasts and/or current
issues;

use Geographic Information Systems and/or satellite imagery and/or aerial
photographs to analyse relationships within marine environments;

view and analyse topographic maps and/or aerial photographs to identify coastal
landforms, and to assess the impact of human activity and the extent of changes
over time;

debate issues of coastal and/or ocean management; and

construct a consequences wheel to analyse the complex impact of physical and
human change on marine environments (e.g. immediate, short term, long range).
68
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Assessment
Refer to pages 16-17.
69
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals






Content



Teaching






Assessment







Specific Unit Resources
Books
Bird, E. (2001). Coastal geomorphology: an introduction. Brisbane: Wiley.
Cousteau. J. (1996). Atlas of Oceans. London: Beazley, Mitchell.
Day, T. (1999). Oceans: Ecosystems. New York: Facts on File.
Gross, M.G. (1996). Oceanography: a view of earth. Upper Saddle River: Prentice Hall.
Kleeman, G. (2000). A Geography of Global Interactions 1. Port Melbourne: Heinemann
Moffatt, B. (1995). Marine Studies. Ashmore, Qld: Wet Paper.
Sammis, F. (2000). Oceans and Skies. London: Marshall Cavendish.
Journal Articles
Brown, S. and Joske, R. (2003). ‘Taking stock’ in Habitat Australia. June, 31 (3): 11-15.
Healy, G. (2002). ‘The devil or the deep blue sea?’ in Australasian Science. May, 23 (4): 2629.
Audiovisual Material
The coast: a question of balance. (1999). Melbourne: VC Media. Video recording.
El Nino. (2000). Australian eye of the storm: ABC. Video recording.
Empty oceans, empty nets. (2003). Sydney: SBS. Video recording.
Fisheries: beyond the crisis. (1999). Nature of things: SBS. Video recording.
Great Barrier Reef (June 2003). Cutting Edge: ABC. Video recording.
Open oceans. (2001). Blue Planet: ABC. Video recording.
The Swirling Seas. (nd). Spaceship Earth. Video recording
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Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Waters of South America. (2003). Sydney: ABC. Video recording.
CD ROMS
The Coast. (1998) Melbourne: VEA Multimedia.
Jarman, D. (c1998). The dynamic coast: processes, landforms and human impacts. Bendigo
Vic: VEA.
Websites
Australian Institute of Marine Science. (2003, 21 August). AIMS Home Page. Available
http://www.aims.gov.au Online.
Coastal geography revision notes. (2003, 24 August). Available http://www.revisionnotes.co.uk/A_Level?Geography/Physical_Geography/Coastal_Geo Online.
Geoscience Australia. (2006, May 8). Marine and coastal geoscience. Available
http://www.ga.gov.au Online.
GTAV. (1999, 27 April). Geography Hotlinks. Available http://www.agta.asn.au/ Online. (Links
to oceans, oceanography, and marine life)
United Nations. (2003). Available http://www.un.org/Depts/los Online.
Guest Speaker
Sea Power Centre – Fairbain, ACT
Field Work
Sydney beaches
Sydney Aquarium
Ulladulla
Neringillah Ecology Centre
Jervis Bay
Lands Edge
These were accurate at time of publication.
71
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Oceanography
Value 0.5
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Marine Geography
1.0
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
 demonstrate an understanding of the main
 demonstrate an understanding of the nature
geographical features and physical and
and significance of the world’s oceans
chemical phenomena of the Earth’s seas and
oceans
 describe marine environments and marine
 describe and explain the processes and
habitats and to discuss the importance of the
landform development in the world’s oceans
oceans in world environment matters
 identify how humans use the oceans and
 identify and assess the resource potential of
seas and to describe the impacts of this use
ocean areas and understand why conflict of
uses arises
 examine the management coastal and ocean  identify the impact that human activities are
environments.
having on the oceans and assess the
strategies for ocean management
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
Physical features

origins of the oceans, plate tectonics, sea floor spreading;

characteristics of oceans, salinity, depth, sea floor topography, islands;

marine ecology and life in the oceans and seas;

oceanic circulation - currents, El Nino, upwellings; and

role of ocean – atmosphere interactions in the water cycle and their impact on
climate change
Ocean resources

differing perceptions of ocean resources; ownership of, and competition for
resources; and

the economic significance of oceans - international boundaries, fisheries, mineral
exploitation, transport, power, water from desalination.
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descriptors from Geography Course Framework 2014 Edition.
Management of the world’s oceans

conflict over ownership of ocean resources, Exclusive Economic Zones (EEZs);

management of threats to the world’s oceans: waste disposal, declining fisheries,
habitat destruction; and

laws of the seas and international conventions that protect and regulate use of
oceans and ocean resources.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

gather and record data from websites, audiovisual material, print media to identify
characteristics of oceans and/or issues associated with human use of oceans;

map the global distribution of ocean resources or of a group of resources to
distinguish spatial patterns;

listen to and question a guest speaker to identify and appreciate the complexities
of the management of ocean resources (when appropriate and when available);

construct a consequences wheel to analyse the complex impact of physical and
human change in marine/ocean ecosystems (e.g. immediate, short term, long
range);

compare and contrast values underlying maritime controversies to analyse the
contexts of resource management issues;

debate the ownership of deep ocean resources; and

solve a problem in teams using a hypothetical scenario to enhance the skills of
listening, questioning, argument, negotiation, oral reporting, group presenting and
responding to questions.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals






Content



Teaching






Assessment







73
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Specific Unit Resources
Books
Atlas of the oceans. (1996). London: Chancellor.
Day, T. (1999). Oceans. New York: Facts on File.
Gross, M.G. (1996). Oceanography: a view of earth. Upper Saddle River: Prentice Hall.
Journal Articles
Brown, S. and Joske, R. (2003). ‘Taking stock’ in Habitat Australia. June, 31 (3): 11-15.
Healy, G. (2002). ‘The devil or the deep blue sea?’ in Australasian Science. May, 23 (4): 2629.
Audiovisual Material
El Nino. (2000). Australian eye of the storm: ABC. Video recording.
Empty oceans, empty nets. (2003). Sydney: SBS. Video recording.
Fisheries: beyond the crisis. (1999). Nature of things: SBS. Video recording.
Open oceans. (2001). Blue Planet: ABC. Video recording.
Waters of South America. (2003). Sydney: ABC. Video recording.
Websites
Australian Institute of Marine Science. (2003, 21 August). AIMS Home Page. Available
http://www.aims.gov.au Online.
Geoscience Australia. (2006, May 8). Marine and coastal geoscience. Available
http://www.ga.gov.au Online.
GTAV. (1999, 27 April). Geography Hotlinks. Available http://www.agta.asn.au/ Online.
(Links to oceans, oceanography, and marine life)
Guest Speakers
Sea Power Centre – Fairbain, ACT
Field work
Sydney beaches
Sydney Aquarium
Ulladulla
Neringillah Ecology Centre
Jervis Bay
Lands Edge
These were accurate at time of publication.
74
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Water in the World
Value 1.0
Prerequisites
Nil
Specific Unit Goals
A Course
 demonstrate an understanding of the
functioning of the water cycle and the role
water plays in the atmosphere, biosphere
T Course
 Identify and demonstrate an
understanding of the functioning of the
water cycle and the role water plays in
the atmosphere, biosphere
 describe and explain the fluvial processes and  describe and explain the fluvial
landform development
processes and landform development
 identify the impact of human activity on
 Critical analyse the impact of human
drainage basins/catchments
activity on drainage basins/catchments
 understand the strategies that have been
 critically examine the merit of strategies
adopted to manage and minimise human
that have been adopted to manage and
impact on the water cycle
minimise human impact on the water
cycle
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
Water in the atmosphere

the water cycle as a system of storages and flows: inputs, outputs and key
processes; and

global patterns of insolation, temperature and air pressure and the relationship to
evaporation and precipitation.
Water in the biosphere

soil moisture budgets; and

the relationship between vegetation and availability of soil moisture.
Water in the lithosphere

the catchment/drainage basin as the basic unit of fluvial systems;

the role of water in weathering and soil formation;

run-off as the major agent of erosion, transportation and deposition;

the development of fluvial landforms; and

the water budget in Australia, surface and underground water.
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descriptors from Geography Course Framework 2014 Edition.
Human impact on the hydrosphere

resource potential of water, global availability of and access to fresh water;

water supply and waste water disposal, especially in the ACT;

modifications to the water cycle and catchments through activities such as
deforestation, tree planting, damming, fencing, catchment monitoring and flood
mitigation.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

illustrate data in diagrammatic, graphic, photographic and cartographic formats
gathered from primary and secondary sources to identify geographic processes and
patterns relating to the water cycle and catchments;

listen to and question a guest speaker e.g. meteorologist, hydrologist, Landcare or
Waterwatch groups (when appropriate and when available);

conduct field work to gather and record information to identify fluvial processes
and landforms and/or human impact on catchments and/or current issues;

use Geographic Information Systems and/or satellite imagery and/or aerial
photographs and/or computer simulation (e.g. CD-Rom Exploring the Nardoo) to
analyse relationships within catchments;

view and analyse topographic maps and/or aerial photographs to identify fluvial
landforms, and to asses the impact of human activity and the extent of changes
over time; and

role-play stakeholders involved in a catchment management issue and/or debate
of catchment management issues.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals


Content








Teaching
Assessment










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descriptors from Geography Course Framework 2014 Edition.
Specific Unit Resources
Books
Bliss, S. (1997). Pathways to geography: biophysical studies. South Melbourne: Nelson.
Fullerton, T. (2001). Watershed: deciding our water future. Sydney: ABC Books.
Gondwana to greenhouse: Australian environmental geoscience. (2001). Sydney: Geological
Society of Australia.
Kleeman, G. (ed.). (2000). A geography of global interactions 1. Port Melbourne:
Heinemann.
Kleeman, G. (ed.). (2000). A geography of global interactions 2. Port Melbourne:
Heinemann.
Sale, C (1994). Our wonderful world. Second Edition. Melbourne: Cheshire.
Thomas, J.F. (1999). Water and the Australian economy. Parkville Vic: Australian Academy of
Technological Sciences & Engineering.
White, M. E. (1997). Listen our land is crying: Australia’s environment problems and
solutions. Kenthurst NSW: Kangaroo Press.
White, M. E. (2000). Running down: water in a changing land. Kenthurst NSW: Kangaroo
Press.
Journal Articles
‘Do or die: the people versus development in the Narmada Valley’. (2001). New
Internationalist. No.336 July.
‘Water: every drop counts’. (2003). New Internationalist. No.354 March.
Audiovisual Material
AUSRIVAS: assessing the health of our rivers. (1997). Canberra: Fine Films. Video recording.
The body and soul. (2002). Water: the drop of life: SBS. Video recording.
Crisis in the Basin: the problems facing the Murray Darling. (1999). VEA. (58mins). Video
recording.
Flooded dreams. (1998). Sydney: SBS. Video recording.
Nigeria: dammed water. (1995). Geographical eye over Africa: ABC. Video recording.
Rivers. (1994). Earth revealed: ABC. Video recording.
Running water: landscape evolution. (1994). Earth revealed: ABC. Video recording.
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descriptors from Geography Course Framework 2014 Edition.
Water. (2002) Landline: ABC. Video recording
Water surprise. (2003). Landline: ABC. Video recording.
CD ROMS
Exploring the Nardoo: an imaginary river environment to investigate, maintain and improve.
(1996). Wollongong NSW: Interactive Multimedia.
Web sites
Chang, H.H. (1988). Fluvial processes in river engineering. Available
http://chang.sdsu.edu/book.html Online.
These were accurate at time of publication.
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descriptors from Geography Course Framework 2014 Edition.
Geography Beyond 2050
Value 1.0
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Conflict and Geopolitics
0.5
Development and Geopolitics
1.0
Population Dynamics
0.5
Africa – A Continent in Crisis
0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
 demonstrate an understanding of the




changes that are occurring in the physical
and human ecosystems of the world and to
suggest management strategies that should
occur to achieve sustainable development
and an ecologically sustainable future
examine likely changes in technology,
transport systems and communication and
their impact on society
describe political changes that have occurred
in recent times and the impact they are likely
to have
describe the differences in standards of living
between nations and predict their likely
future based on present day trends
describe population trends and human
development and to suggest the likely impact
of these changes in the next century
 demonstrate an understanding of the changes




that are occurring in the physical and human
ecosystems of the world and to suggest
management strategies that should occur to
achieve sustainable development and an
ecologically sustainable future
examine likely changes in technology,
transport systems and communication and
their impact on society
explain political changes that have occurred in
recent times and the impact they are likely to
have
explain the differences in standards of living
between nations and predict their likely
future based on present day trends
explain population trends and human
development and to critically access the likely
impact of these changes in the next century
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descriptors from Geography Course Framework 2014 Edition.
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
Patterns of Development and Growth

levels of economic development throughout the world, comparing trends.
case studies from industrial, poor and rapidly industrialising nations;
the challenges that confront countries at different levels of development;
a greater commitment to a world which aims at greater social equity aimed at
reducing poverty; and
o
sustainable development through changes in economic, human, environmental
and technological dimensions.
o
o
o


The impact of changing political systems on the economies, services,
environmental management and technology of some regions of the world e.g.
Central and Eastern Europe; effective regulations and laws;
World population
a demographic transition which aims at reducing human population to no more
than twice the level of today;
o
long range trends;
o
the impact on future standards of living, health and sustainable development;
and
o
growing global consensus.
o


global trends in food and agriculture and factors which are undermining
production;
o
future directions to achieve sustainable agriculture; and
o
alternative agricultural systems.
What will cities be like in the 21st century?
How can we help shape, secure and sustain environments without resorting to
violent action?
o
What are the alternatives and improvements that need to be made to achieve
eco-city concepts?
o
Managing Resources

the importance of biological diversity and the threats to this by the loss of natural
ecosystems;
o
policy reforms and new policies that promote conservation; and
o
the involvement of local people;

people as resources;
o
development of humans as a resource by raising levels of literacy, standards of
living and life expectancy; and
o
children's health and its implications for the future;

pressures on natural resources such as soil, forests and rangelands;

Management schemes such as agro-forestry and the preservation of forests;

the rising trend in the use of energy resources;
o
implications for the environment;
o
the need for energy efficiency to address this problem; and
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descriptors from Geography Course Framework 2014 Edition.
o

and future directions;
The condition of the world's freshwater supplies including the need for cooperation in managing the world's river basins.
Sustainable Futures

the development of the idea that a sustainable future will mean a change from
today's intensive use of resources and pollution-prone technologies to a new
generation that places less stress on the environment;

the belief that governments and individuals can achieve environmental security by
institutionalising sustainable policies; the importance of investing in science and
technology to a greater degree than in the past to achieve a sustainable future;

the impact of Information Technology now and in the future.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable
for this unit. In addition the following specific strategies could be included:

research many of the non-government and government organisations in Canberra
committed to achieving a better standard of living for urban and rural communities
throughout the world;

listen to and question visiting speakers. This will lead to the development of the
key competencies of collecting, analysing information, communicating ideas,
working with others, solving problems and cultural understanding;

research print and electronic media, videos and computer programs, individually
or in small groups or pairs, to further assist the development of work-related
competencies;

undertake fieldwork in local rural and urban areas as a means of highlighting
present policies and how they could be improved upon in the future. Fieldwork
activities could include a pollution analysis of waterways, an examination of the
architecture and town planning in the area, soil degradation surveys;

use futures strategies (e.g. construction of a consequences or futures wheels,
decision-making trees, alternative pathways exercises) to analyse the impact of
change in cities (e.g. immediate, short term, long range); and

employ decision-making and problem-solving strategies to identify possible
solutions to ecological, environmental or social problems.
Assessment
Refer to pages 16-17.
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descriptors from Geography Course Framework 2014 Edition.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals







Content

Teaching



Assessment









Specific Unit Resources
Books
Buckley, R. (2002). World Fishing – Beyond Sustainability., Cheltenham, England: Understanding
Global Issues Ltd.
Healey, J. (2000). Genetically Modified Food., Balmain, Australia: Spinney 2000
Keen, J. (2003). Planet Chocking on Waste., North Mankato, USA: Smart Apple Media.
Morgan, S. (2001). Genetic Engineering: The Facts. London, England: Evans.
Morgan, S. (2002). Genetic Modification of Food. Oxford, England: Heinemann
Torr, J. (2001). Genetic Engineering: Opposing Viewpoints., San Diego, USA: Greenhaven.
Journal Articles
‘Footprints and milestones: population and environmental change’. (2002). Issues. 59: 3-9.
‘Overpopulation’. (2002). Issues. 59: 29-33.
‘Towards a population policy’. (2002). Issues. 58: 28-30.
Audio Visual Material
The Battle for Progress. (2000). ABC, Sydney, Australia. Video recording.
Future harvest: case studies in sustainable agriculture. (1998). Bendigo: VEA. Video recording
plus notes.
World population issues: how many is too many? (1997). Warriewood NSW: Classroom Video.
Video recording.
CD-ROMS
The World Guide 2002/2003. (2003). Uppsala: Hillco Media Group. (Up-dated annually)
Websites
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descriptors from Geography Course Framework 2014 Edition.
International Institute for Sustainable Development. (2003, 14 August). Interrelationships
between Population, Sustained Economic growth and sustainable development. Available
http://www.iisd.ca/linkages/vol06/0639012e.html Online.
Guest Speakers
Professor John Clark, ANU, Head of Sustainability School.
These were accurate at time of publication.
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descriptors from Geography Course Framework 2014 Edition.
Population Dynamics
Value 0.5
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Geography Beyond 2050
1.0
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
 demonstrate an understanding of the
 demonstrate an understanding of the
dynamic nature of population change
 describe and explain the processes of
population change and the significance of
particular population trends
 demonstrate an understanding of a range of
issues related to population change at local,
national international levels
dynamic nature of population change
 describe and explain the processes of
population change and the significance of
particular population trends
 demonstrate an understanding of a range of
issues related to population change at local,
national international levels
 critically evaluate population policies and
demographic planning
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
The nature of human population

the main characteristics of past changes and future trends;

distribution and the dynamic nature of population change - growth, decline,
concentration, dispersal, composition, structure;

the main influences on population size and distribution - culture and religion, level
of development, socio-economic pressures, health, education, war and
persecution, physical resources; and

distribution, structure and factors affecting Australia’s indigenous population.
Processes of population change

fertility, mortality, migrations, urbanisation;

the influence of population composition, specifically gender ratio and age
composition; and

the influence of ethnicity and culture on population composition and change.
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descriptors from Geography Course Framework 2014 Edition.
Responses to population change

the effect of population change on environmental stability and sustainability;

planning, policy making and evaluation, especially of strategies that have been
adopted to manage population growth; and

the role of foreign aid in population management.
The global community

international migration flows and links between countries; and

Australia’s current policy on immigration and the development of an Australian
Population Policy.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

research information from print material, electronic media and the Internet, to
analyse a population issue (e.g. Australia’s immigration policy, China’s “One Child
Policy”);

gather and record data from websites, computer databases and print media to
identify population patterns and trends;

use GIS to construct population distribution maps;

read choropleth and distribution maps from atlases and texts to identify and
describe the spatial distribution of population;

role-play a range of stakeholders using a current population issue to understand
the complexity of positions held, value positions and alternatives;

debate a current population policy or issue (e.g. that Australian foreign aid funds
should not be spent on birth control programs in developing countries); and

solve a problem in teams using a hypothetical scenario to enhance the skills of
listening, questioning, argument, negotiation, oral reporting, group presenting and
responding to questions.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals






Content






Teaching


Assessment









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descriptors from Geography Course Framework 2014 Edition.
Specific Unit Resources
Books
Australian Department of Immigration and Multicultural Affairs. (2002). Population flows:
immigration aspects. Belconnen ACT: Dept of Immigration and Multicultural Affairs.
Baker, S., Murray, S., Reid, G., Rousham, W., Shipp, J. and Simpson, N. (2000). Senior
geography: an integrated approach: preliminary course. South Melbourne: Nelson.
Bright, C. (2003). State of the world 2003: a World Watch Institute report on progress
towards a sustainable society. London: Earthscan.
Dodd, B. (2000). Senior geography for Queensland 1. Milton: Jacaranda.
Dodd, B. (2001). Senior geography for Queensland 2. Milton: Jacaranda.
Kleeman, G. (2000). A geography of global interactions 2. Melbourne: Heinemann.
Mazur, L. A. (1998). High stakes: global population and our common future. New York:
Rockerfeller Foundation.
Paine, J. Hutchison, N, Lanceley, K. and Reeve, R. (2000). Macmillan senior geography 1.
South Yarra : Macmillan.
Paine, J. Hutchison, N, Lanceley, K. and Reeve, R. (2001). Macmillan senior geography 2.
South Yarra: Macmillan.
Parker, B., Lanceley, K., Owens, D. and Reeves, R. (2000). Geography for Australian citizens.
South Yarra: Macmillan.
Journal Articles
‘Footprints and milestones: population and environmental change’. (2002). Issues. 59: 3-9.
‘Overpopulation’. (2002). Issues. 59: 29-33.
‘Towards a population policy’. (2002). Issues. 58: 28-30.
Audio Visual Material
Australian experience: populate or perish. (1995). Big picture: ABC. Video recording.
Baby crash. (2002). Cutting edge: SBS. Video recording.
Dodging doomsday: population. (1992). True stories: ABC. Video recording.
From tribes to boat people. (1998). Bendigo Vic: VEA. Video recording.
How many of us? : Australia’s population debate. (2002). Bendigo Vic: VEA. Video recording.
Large cities: Mexico: population pressure and urbanisation: a case study: Mexico City. (1995).
Frenchs Forest NSW: Classroom Video. Video recording.
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descriptors from Geography Course Framework 2014 Edition.
Migration, multiculturalism and other issues. (1998). Bendigo Vic: VEA. Video recording.
Paul Ehrlich and the population bomb. (1996). Inside story: ABC. Video recording.
World population issues: how many is too many? (1997). Warriewood NSW: Classroom Video.
Video recording.
CD-ROMs
The World Guide 2002/2003. (2003). Uppsala: Hillco Media Group. (Up-dated annually)
Websites
Australian Bureau of Statistics. (2003, 11 March). Year Book Australia 2002 Population: A
century of Population Change in Australia. Available
http://www.abs.gov.au/Ausstats/abs@.nsf/0/0b82c2f2654c3694ca2569de002139d9?Open
Document Online.
GTAV. (1999, 27 April). Geography Hotlinks. Available http://www.agta.asn.au/ Online.
(links to population and development and human rights)
International Institute for Sustainable Development. (2003, 14 August). Interrelationships
between Population, Sustained Economic growth and sustainable development. Available
http://www.iisd.ca/linkages/vol06/0639012e.html Online.
Population Action International. (2003, 17 July). Population Action International Home Page.
Available http://www.populationaction.org Online.
Population Reference Bureau. (2003, August 20). Population Reference Bureau Home Page.
Available http://www.prb.org Online.
United Nations Population Fund. (2003, 24 August). The state of world population 2001.
Available http://www.unfpa.org/swp/swpmain.htm Online.
These were accurate at time of publication.
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descriptors from Geography Course Framework 2014 Edition.
Urban Dynamics
Value 1.0
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
World Cities
1.0
Urban Places
0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
 describe how cities develop over time and
 analyse and examine the size and scale of
predict how they might develop in the future
settlements in the past, present and future
 describe and explain the relationship between  identify the spatial relationships between
cities and other geographical features
settlements and other geographical features
 identify the differences between cities of the
 compare and contrast cities in the
developed and developing worlds
 demonstrate an understanding of the inter-
developing world with those of the
developed world
 identify the nature of urban change and
dependent nature of cities and the natural
order of occurrences upon the earth
 demonstrate an understanding of the ways
envisage future cities and ecologically
sustainable cities
 demonstrate an understanding of the inter-
that cities are planned and managed
dependent nature of cities and the natural
order of occurrences upon the earth
 critically assess urban management and
planning processes
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
The growth and decline of cities

the history and growth of urban settlements;

factors affecting the distribution of settlements - site, topography, agriculture,
transport, politics, history, impact of colonisation;

features and structure of cities in the developed and developing world;

case study: a comparative study of an Asian city compared to an Australian city;
and

the impact of technological change on urban growth and development.
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descriptors from Geography Course Framework 2014 Edition.
Urban Planning and management of cities

management and use of local, natural and manufactured resources to improve
urban life;

urban planning in Australia – changing land use, city blight, infilling,
decentralisation, Aboriginal and Torres Strait housing and policies; and

planning for the future - Geotecture, gentrification, infrastructures, rural-urban
migration and environmental issues that impact on the urban landscape.
City Issues

multiculturalism and its impact on the nature of settlements and urban lifestyles in
Australia;

patterns of household income, living conditions, patterns of ethnicity, age
distribution, aboriginality;

aboriginal land rights and the Australian urban landscape; and

sustainable cities.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

listen to and question a guest speaker e.g. urban planner, PALM spokesperson,
(when appropriate and when available);

examine town and city plans and maps;

undertake field work activities to identify aspects of the urban environment;

analyse census data and maps of urban social patterns (e.g. social atlases);

study topographic maps and/or aerial photographs to establish the physical
location, site characteristics and situation of cities, and to assess the growth of
cities;

debate urban management issues;

use of computer generated urban simulations for the purposes of analysis and
problem solving;

use futures strategies (e.g. construction of a consequences or futures wheels,
decision-making trees, alternative pathways exercises) to analyse the impact of
change in cities (e.g. immediate, short term, long range); and

employ decision-making and problem-solving strategies to identify possible
solutions to ecological, environmental or social urban problems.
Assessment
Refer to pages 16-17.
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Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware
citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content Teaching


















Assessment








Specific Unit Resources
Books
Kleeman, G. (2000). A geography of global interactions 1. Port Melbourne: Heinemann.
Paine, J. Hutchinson, N., Lanceley, K. and Reeves, R. (2001). Macmillan senior geography 2.
South Melbourne: Macmillan.
Plat, P, (1998). Contemporary Issues In Geography. Australia: Science Press.
Siegel, F. and Rosenberg,, J. (ed). (1998). Urban Society. 1998, USA: Duskin.
Snell, N. (2003). Landscapes and land uses: a geography of Australia. 2nd Edition. Sydney:
McGraw Hill.
Winikoff, T. (ed). (2000). Places and Spaces. Australia: Envirobook.
Audio Visual Material
Cities under pressure. (2000, 27 April). Insight: SBS. Video recording.
City: Rio de Janeiro. (1998). Brazil 2000: ABC. Video recording.
Housing in Cajamarca Peru. (2001). Sydney: ABC. Video recording.
Large cities: Mexico: population pressure and urbanisation: a case study: Mexico City. (1995).
French’s Forest: Classroom Video. Video Recording.
Lost in the suburbs. (1998). Malvern Vic: Learning Essentials. Video recording.
Macquarie Fields, (2005) Sydney Channel 9 Sunday
Transport in Erlangen, Germany. (2001). Sydney: ABC. Video recording.
Urban consolidation. (2002). Insight: SBS. Video recording.
Urban development in Shanghai. (2002). Changing China: ABC. Video recording.
90
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Waste in Calcutta, India. (2001). Changing Cities: ABC. Video recording.
CD ROMS
Sim City. (2000). Available http://www.geog.le.ac.uk/cti/catalog/cat_urban.html Online.
Websites
GEO: Global Environment Outlook. (2003, 14 August). Urban Areas. Available
http://www.grida.no/geo/geo3/english/401.htm Online.
NSW HSC Online. (2003, 14 August). Urban Places. Available
http://www.hsc.csu.edu.au/geography?#111009 Online.
Urban Places. (2003, 14 August). Available
http://science.uniserve.edu.au/school/curric/stage6/geog/urban.html Online.
Worldwatch Institute. (2003, 14 August). Available http://www.worldwatch.org Online.
Guest Speakers
National Capital Planning Authority
Planning Institute of Australia (ACT and NSW)
Field Work
Regatta Point
Local Suburb study – urban consolidation (eg. Griffith, Kingston, Narrabundah)
Spatial Exclusion (eg. Jerrabomberra)
Gungahlin urban density
Queanbeyan, Braidwood, Bungendore and Mongarlowe
Sydney Town Hall
Sydney Planning Institute
These were accurate at time of publication.
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descriptors from Geography Course Framework 2014 Edition.
Urban Places
Value 0.5
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Urban Dynamics
1.0
World Cities
1.0
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
 demonstrate an understanding of the
inter-related factors which influence
urbanisation, urban function and urban
change;
develop skills of observation in urban field
work;
analyse and interpret observations from
urban field work;
hypothesise about future changes in urban
function;
communicate the results of research and
field work in a variety of ways using maps,
annotated photographs, labelled sketches,
graphs, statistics and written text.




T Course
This unit should enable students to:
 demonstrate an understanding of the interrelated factors which influence urbanisation,
urban function and urban change;
 develop skills of observation in urban field
work;
 analyse and interpret observations from
urban field work;
 hypothesise about future changes in urban
function;
 communicate the results of research and
field work in a variety of ways using maps,
annotated photographs, labelled sketches,
graphs, statistics and written text.
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.

The process of urbanisation.

Urban functions.

Urban morphology.

Factors which influence function and morphology, including the role of the
planner.

Factors which lead to change over time in such cities as Canberra and Sydney.

Comparisons with other urban places outside Australia, especially in Third World
countries.
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descriptors from Geography Course Framework 2014 Edition.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable
for this unit. In addition the following specific strategies could be included:

Field work, both locally and in Sydney;

A planning exercise will allow students to demonstrate understanding of the
theoretical material covered in class and to appreciate the complexities of problem
solving in an urban environment;
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals



Content






Teaching

Assessment






Specific Unit Resources
Books
Kleeman, G. (2000). A geography of global interactions 1. Port Melbourne: Heinemann.
Paine, J. Hutchinson, N., Lanceley, K. and Reeves, R. (2001). Macmillan senior geography 2.
South Melbourne: Macmillan.
Plat, P, (1998). Contemporary Issues In Geography. Australia: Science Press.
Siegel, F. and Rosenberg,, J. (ed). (1998). Urban Society. 1998, USA: Duskin.
Snell, N. (2003). Landscapes and land uses: a geography of Australia. 2nd Edition. Sydney:
McGraw Hill.
Winikoff, T. (ed). (2000). Places and Spaces. Australia: Envirobook.
Audio Visual material
Cities under pressure. (2000, 27 April). Insight: SBS. Video recording.
City: Rio de Janeiro. (1998). Brazil 2000: ABC. Video recording.
Housing in Cajamarca Peru. (2001). Sydney: ABC. Video recording.
Large cities: Mexico: population pressure and urbanisation: a case study: Mexico City. (1995).
French’s Forest: Classroom Video. Video Recording.
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descriptors from Geography Course Framework 2014 Edition.
Lost in the suburbs. (1998). Malvern Vic: Learning Essentials. Video recording.
Macquarie Fields, (2005) Sydney Channel 9 Sunday
Transport in Erlangen, Germany. (2001). Sydney: ABC. Video recording.
Urban consolidation. (2002). Insight: SBS. Video recording.
Urban development in Shanghai. (2002). Changing China: ABC. Video recording.
Waste in Calcutta, India. (2001). Changing Cities: ABC. Video recording.
CD ROMS
Sim City. (2000). Available http://www.geog.le.ac.uk/cti/catalog/cat_urban.html Online.
Websites
GEO: Global Environment Outlook. (2003, 14 August). Urban Areas. Available
http://www.grida.no/geo/geo3/english/401.htm Online.
NSW HSC Online. (2003, 14 August). Urban Places. Available
http://www.hsc.csu.edu.au/geography?#111009 Online.
Urban Places. (2003, 14 August). Available
http://science.uniserve.edu.au/school/curric/stage6/geog/urban.html Online.
Worldwatch Institute. (2003, 14 August). Available http://www.worldwatch.org Online.
Guest Speakers
National Capital Planning Authority
Planning Institute of Australia (ACT and NSW)
Field Work
Regatta Point
Local Suburb study – urban consolidation (eg. Griffith, Kingston, Narrabundah)
Spatial Exclusion (eg. Jerrabomberra)
Gungahlin urban density
Queanbeyan, Braidwood, Bungendore and Mongarlowe
Sydney Town Hall
Sydney Planning Institute
These were accurate at time of publication.
94
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
World Cities
Value 1.0
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Urban Dynamics
1.0
Urban Places
0.5
Prerequisites
Nil
Specific Unit Goals
A Course
 demonstrate an understanding of the
processes that influence cities on a local
scale, national scale, and a global scale
 describe and explain the location and
distribution of cities
 describe the elements of and processes
operating in large cities
 describe and explain the nature of
manufacturing, tertiary and quaternary
activity in cities
 identify the nature of urban change and
envisage future cities and sustainable
urban places
 demonstrate an understanding of
management and planning processes in
cities
T Course
 demonstrate an understanding of the
processes that influence cities on a local
scale, national scale, and a global scale
 describe and explain the location and
distribution of cities
 describe and analyse the elements of and
processes operating in large cities
 describe and explain the nature of
manufacturing, tertiary and quaternary
activity in cities
 identify the nature of urban change and
envisage future cities and sustainable urban
places
 Critically analyse management and planning
processes in cities
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
Urbanisation and urban growth

rates and directions of urbanisation, measuring urbanisation, the growth of urban
agglomerations;

factors affecting urbanisation - historical, economic, political; and

global patterns of urbanisation.
The growth and role of large cities

functions of cities, cities as economic systems;

urbanisation in the developing and developed countries;

the emergence of networks in/between cities; and

management of cities and urban consolidation, planning for sustainable urban places.
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descriptors from Geography Course Framework 2014 Edition.
Economic activity in cities

manufacturing:
o
factors affecting the location and distribution of manufacturing;
o
the factory as a system, inputs, outputs, processes; and
o
the changing nature of manufacturing in terms of globalisation, ownership,
location, technology, international competition, influence of government.

tertiary and quaternary activity:
o
the nature and importance of tertiary and quaternary activity locally, nationally
and globally;
o
the form and distribution of tertiary and quaternary activity, history of retailing;
and
o
the changing nature of tertiary and quaternary activity in terms of consumption,
ownership, decision-making, technology, influence of government.
Major case study (select a suitable city to investigate in detail)

origins and growth;

socio-economic and living conditions, patterns of ethnicity, age distribution,
household income, and aboriginality;

changing land use, redevelopment, demography;

current urban planning and management issues - transport, environment, services;
and

the future.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

listen to and question a guest speaker e.g. urban planner, PALM spokesperson,
(when appropriate and when available);

undertake field work activities to identify aspects of urban decline and/or renewal
within a city;

analyse census data and maps of urban social patterns (e.g. social atlases);

study topographic maps and/or aerial photographs to establish the physical location,
site characteristics and situation of cities, and to assess the growth of cities;

debate urban management issues;

use futures strategies (e.g. construction of a consequences or futures wheels,
decision-making trees, alternative pathways exercises) to analyse the impact of
change in cities (e.g. immediate, short term, long range); and

employ decision-making and problem-solving strategies to identify possible solutions
to ecological, environmental or social urban problems.
Assessment
Refer to pages 16-17.
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descriptors from Geography Course Framework 2014 Edition.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals








Content






Teaching





Assessment







Specific Unit Resources
Books
Barrett, R. (1996). Australian environments: place, pattern and process. 2nd Edition. South
Melbourne: Macmillan.
Camm, E. (1996). Interactions and outcomes: geographical studies of environments,
resources, cities and work. Melbourne: Longman.
Codrington, S (1996). Investigating our world: HSC unit geography. Cambridge: CUP.
Kleeman, G. (2000). A geography of global interactions 1. Port Melbourne: Heinemann.
Paine, J. Hutchinson, N., Lanceley, K. and Reeves, R. (2001). Macmillan senior geography 2.
South Melbourne: Macmillan.
Snell, N.J. (2003). Landscapes and land uses: a geography of Australia. 2nd Edition. Sydney:
McGraw Hill.
Journal Articles
Langdale, J. (1999). ‘World cities’, in Geography Bulletin. Summer 31 (1): 28.
Audio Visual Material
Cities under pressure. (2000, 27 April). Insight: SBS. Video recording.
City: Rio de Janeiro. (1998). Brazil 2000: ABC. Video recording.
Housing in Cajamarca Peru. (2001). Sydney: ABC. Video recording.
Large cities: Mexico: population pressure and urbanisation: a case study: Mexico City. (1995).
French’s Forest: Classroom Video. Video Recording.
Lost in the suburbs. (1998). Malvern Vic: Learning Essentials. Video recording.
Transport in Erlangen, Germany. (2001). Sydney: ABC. Video recording.
Urban consolidation. (2002). Insight: SBS. Video recording.
Urban development in Shanghai. (2002). Changing China: ABC. Video recording.
97
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Waste in Calcutta, India. (2001). Changing Cities: ABC. Video recording.
Websites
GEO: Global Environment Outlook. (2003, 14 August). Urban Areas. Available
http://www.grida.no/geo/geo3/english/401.htm Online.
NSW HSC Online. (2003, 14 August). Urban Places. Available
http://www.hsc.csu.edu.au/geography?#111009 Online
Urban Places. (2003, 14 August). Available
http://science.uniserve.edu.au/school/curric/stage6/geog/urban.html Online.
Worldwatch Institute. (2003, 14 August). Available http://www.worldwatch.org Online.
These were accurate at time of publication.
98
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Global Geopolitics
Value 0.5
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Development and Geopolitics
1.0
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
 identify areas of conflict and of war at a
variety of sites at various locations around
the world;
distinguish the scale of the conflict- global,
regional, national or local;
describe the physical and human
characteristics of areas and discuss the
effects these may have on causing conflict
demonstrate the ability to analyse the
political, religious, demographic,
geographic, economic or historic reasons
for conflict;
identify the views of conflicting groups and
learn to recognise bias;
demonstrate mapping and graphing skills
in presenting complex information.
identify alternative methods that are
available in the resolution of conflict and
tension on local, national and international
levels






T Course
This unit should enable students to:
 identify areas of conflict and of war at a






variety of sites at various locations around
the world;
distinguish the scale of the conflict- global,
regional, national or local;
describe the physical and human
characteristics of areas and discuss the
effects these may have on causing conflict
demonstrate the ability to analyse the
political, religious, demographic,
geographic, economic or historic reasons
for conflict;
interpret the views of conflicting groups
and learn to recognise bias;
demonstrate mapping and graphing skills in
presenting complex information.
identify and evaluate the alternative
methods that are available in the
resolution of conflict and tension on local,
national and international levels
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
Political tension and conflict

the nature and distribution of political tension and conflict; and

global geopolitics.
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descriptors from Geography Course Framework 2014 Edition.
The causes and political impacts of political tension and conflict

the causes of political tension and conflict - political ideology, ethnicity, contact of
different cultures, access to wealth and resources, disputes over territory and land
use, border changes, rights of indigenous peoples; and

the geographical impact of political tension and conflict.
The resolution of political conflict

the level of conflict - UN involvement, Superpower and International alliances;

clarifying the nature of political tension and conflict; and

conflict resolution at local, regional and international levels.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable
for this unit. In addition the following specific strategies could be included:

Revision and extension of many mapping techniques as it will be important in this
unit. GIS techniques could be used here;

A study of one or two examples of conflict in class time with each student also
pursuing one individual study;

The use of two speakers with two very opposed view points to alert the student to
differences in perception;

Students gaining experience in using current issues of newspapers and magazines.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals








Content



Teaching








Assessment




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descriptors from Geography Course Framework 2014 Edition.
Specific Unit Resources
Books
Kleeman, G. (2000). A Geography of Global Interactions 1. Port Melbourne: Heinemann
Paine, J. Hutchison, N, Lanceley, K. and Reeve, R. (2000). Macmillan senior geography 1.
South Yarra : Macmillan.
Ralph, R., Stacey, M., 2000, Longman Atlas
GIS Software – still to be sourced.
Internet
BBC www.bbc.co.uk/
SBS www.theworldnews.com.au/
Washington Post WWW.WASHINGTONPOST.COM
These were accurate at time of publication.
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descriptors from Geography Course Framework 2014 Edition.
Catchment Management
Value 1.0
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Land Care
0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
 identify the location and boundaries of
 identify the location and boundaries of
selected catchments
 demonstrate an understanding of the
concept of catchment management
 undertake research in the field and/or
classroom to describe a range of
management issues related to catchments
 examine a range of catchment
management practices
selected catchments
 demonstrate an understanding of the
concept of catchment management
 undertake research in the field and/or
classroom to analyse a range of
management issues related to catchments
 examine and evaluate a range of effective
catchment management practices
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
The nature of catchments

local, regional and national catchment case studies – location, boundaries, human
use and activity;

past and present land use practices;

degradation issues relating from land use practises; and

natural resources within catchments.
Catchment Management

history of catchment management: Aboriginal and European techniques of land
management;

changing attitudes to show alternatives for land and water quality management;

consequences of human activity within a Total Catchment Management framework

Landcare and other catchment management organizations; and

growing awareness in the community and by governments of the importance of
protecting the physical environment and the steps that are being taken to achieve
this.
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descriptors from Geography Course Framework 2014 Edition.

Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable
for this unit. In addition the following specific strategies could be included:

illustrate data in diagrammatic, graphic, photographic and cartographic formats
gathered from primary and secondary sources to identify geographic processes and
patterns relating to catchments;

listen to and question a guest speaker e.g. ACT Government department of Urban
Services, ACT Landcare Co-ordinator (when appropriate and when available);

conduct field work to gather and record information to identify human impact on
catchments and/or current issues (Landcare sites such as Tidbinbilla, Paddy’s Creek
or North Belconnen; Waterwatch groups such as Ginninderra Creek Catchment
Group, Illoura Community Horse Holding Paddocks, Murrumbidgee Irrigation Area,
Murray-Darling by contacting NSW Land & Water Board, Cowra NSW, ACTEW/AGL,
Dick’s Creek at Murrumbateman);

research an issue from a variety of media, including the Internet; and

use Geographic Information Systems and/or satellite imagery and/or aerial
photographs and/or computer simulation (e.g. CD-Rom Exploring the Nardoo) to
analyse relationships within catchments;

view and analyse topographic maps and/or aerial photographs to asses the impact
of human activity on catchments and the extent of changes over time; and

role-play stakeholders involved in a catchment management issue and/or debate
of catchment management issues.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals


Content








Teaching
Assessment










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descriptors from Geography Course Framework 2014 Edition.
Specific Unit Resources
Books
Australia. State of the Environment. (1996). Canberra: Commonwealth of Australia.
Fullerton, T. (2001). Watershed: deciding our water future. Sydney: ABC Books.
White, M. E. (1997). Listen our land is crying: Australia’s environment problems and
solutions. Kenthurst NSW: Kangaroo Press.
White, M. E. (2000). Running down: water in a changing land. Kenthurst NSW: Kangaroo
Press.
Audio Visual Material
AUSRIVAS: assessing the health of our rivers. (1997). Canberra: Fine Films. Video recording.
The body and soul. (2002). Water: the drop of life: SBS. Video recording.
Crisis in the Basin: the problems facing the Murray Darling. (1999). VEA. (58mins). Video
recording.
Water. (2002) Landline: ABC. Video recording
Water surprise. (2003). Landline: ABC. Video recording.
CD ROMS
Exploring the Nardoo: an imaginary river environment to investigate, maintain and improve.
(1996). Wollongong NSW: Interactive Multimedia.
Websites
ACT Government (2003). Avaliable http://www.canberraconnect.act.gov.au Online.
ACTEW/AGL (2003). Avaliable http://www.actewagl.com.au Online.
ERIN. (2003). Available http://www.erin.gov.au Online.
Geography Teachers Association of Victoria. (2003). Available
http://www.pa.ash.org.au/gtav/ Online.
Landcare. (2003). Available http://www.landcarensw.org Online. (NSW catchment areas
shown on map with links to specific regional case studies)
Landcare Web. (2003) Available http://www.landcareaustralia.com.au/ Online.
Water management: Water reforms in the Hunter Region. (2003). Available
http://www.waterreform.com/relevant_links.php3 Online.
(Links to catchment and water usage groups)
Guest Speakers
ACTEWAGL
Lower Molonglo Water Treatment Works
Geoscience
Bureau of Meterology
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descriptors from Geography Course Framework 2014 Edition.
Australian Mining Council
Field Work
Illoura Community Horse Holding Paddocks, Environment Walking Trail (trail guide)
Landcare Tour de Creek, Ginninderra Creek, (booklet)
Sullivans Creek
Snowy Mountains Catchment Area
Dicks Creek
Bendorra Dam, Googong Dam, Cotter Dam
Jerrabomberra Wetlands
These were accurate at time of publication.
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Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Land Care
Value 0.5
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Catchment Management
1.0
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
 demonstrate an understanding of the
 demonstrate an understanding of the
natural and human processes which shape
and alter some environments, especially in
Australia
 recognise, research and record (both from
referenced material and in the field)
examples of selected mid-latitude
environments and land degradation
 understand the significance of degradation
and explain proposed solutions
 state their own role in conservation issues
natural and human processes which shape
and alter some environments, especially in
Australia
 recognise, research and record (both from
referenced material and in the field)
examples of selected mid-latitude
environments and land degradation
 evaluate the significance of degradation
and analyse proposed solutions
 justify their own role in conservation issues
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
Natural systems and catchments

Functioning, characteristics and processes operating to produce one or both of the
following natural systems in Australia: Riverine; Arid.

The concept of the catchment in relation to the selected systems.
Humans and catchments

Human land use in catchments - past and present.

Natural resources within catchments.

Changes over time, especially the degradation which has occurred in the
catchment as a result of human use.

Changing attitudes towards environmental degradation.
Managing catchments

Remedying the consequences of human activity within a Total Catchment
Management framework

Aboriginal and European land management techniques.
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descriptors from Geography Course Framework 2014 Edition.

Comparisons between approaches to land care in Australia and elsewhere.

Community organisations involved in caring for the land eg Land Care.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable
for this unit. In addition in this unit the following specific strategies could be included:

fieldwork, both as a class and by individual students, in single or double lessons

one or two day extended field trips

comprehensive field report gives students opportunities to learn to select,
organise, analyse and display information.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals








Content





Teaching






Assessment








Specific Unit Resources
Books
Camm E, Camm J, O’Neill P Interaction and Change
Longman, Melbourne 1995
Sale C Our Wonderful World Longman, Melbourne 1996
Websites
Murray Darling Basin – http://www.mdbc.gov.au/
Guest Speakers
ACTEWAGL
Lower Molonglo Water Treatment Works
Geoscience
Bureau of Meterology
Australian Mining Council
107
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descriptors from Geography Course Framework 2014 Edition.
Field work
Illoura Community Horse Holding Paddocks, Environment Walking Trail (trail guide)
Landcare Tour de Creek, Ginninderra Creek, (booklet)
Sullivans Creek
Snowy Mountains Catchment Area
Dicks Creek
Bendorra Dam, Googong Dam, Cotter Dam
Jerrabomberra Wetlands
108
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Development & Geopolitics
Value 1.0
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Global Geopolitics
0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
 describe contrasts and similarities in the
patterns of development in various parts
of the world and explain why differences
in development occur
analyse the patterns and processes of
development and apply their knowledge
of development in ways that enable them
to make generalisations and predications
identify national and international conflict
zones
describe the physical and human
characteristics of areas and discuss the
effects these may have on causing conflict
identify alternative methods that are
available in the resolution of conflict and
tension on local, national and international
levels




T Course
This unit should enable students to:
 describe contrasts and similarities in the




patterns of development in various parts of
the world and explain why differences in
development occur
analyse the patterns and processes of
development and apply their knowledge of
development in ways that enable them to
make generalisations and predications
identify national and international conflict
zones
describe the physical and human
characteristics of areas and discuss the
effects these may have on causing conflict
identify and evaluate the alternative
methods that are available in the
resolution of conflict and tension on local,
national and international levels
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
Patterns of development on a global level

definition of economic development;

describing development - quantitative and qualitative indicators; and

spatial variations in development.
Rates of Development

external and internal forces influencing development.
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descriptors from Geography Course Framework 2014 Edition.
The impact and issues of development

development and quality of life, patterns of wealth and poverty, the role and status
of women, care of children, the aged, disabled;

access to food, clean water, sanitation, health care, education, housing,
employment;

changes to social and political power, land ownership and tenure; and

ecologically sustainable development.
Political tension and conflict

the nature and distribution of political tension and conflict; and

global geopolitics.
The causes and political impacts of political tension and conflict

the causes of political tension and conflict - political ideology, ethnicity, contact of
different cultures, access to wealth and resources, disputes over territory and land
use, border changes, rights of indigenous peoples; and

the geographical impact of political tension and conflict.
The resolution of political conflict

the level of conflict - UN involvement, Superpower and International alliances;

clarifying the nature of political tension and conflict; and

conflict resolution at local, regional and international levels.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

gather and record data from websites, computer databases and print media to
identify development patterns and trends, and/or causes and impacts of political
tension and conflict;

construct scatter graphs development indicators or use Spearman’s rank
correlation coefficients (using correct mathematical techniques) to show the
extent of association existing between development indicators;

read choropleth maps from atlases and texts to distinguish and describe spatial
patterns of development indicators;

construct choropleth maps using primary data variable to show patterns of
development, and to highlight anomalies;

role-play a range of stakeholders using a current development or geopolitical issue
to understand the complexity of positions held, value positions and alternatives;
and

solve a problem in teams using hypothetical scenarios to enhance the skills of
listening, questioning, argument, negotiation, oral reporting, group presenting and
responding to questions.
110
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals







Content

Teaching

Assessment











Specific Unit Resources
Books
Bliss, S. (1997). Pathways to geography: development geography. South Melbourne:
Macmillan
Bliss, S. (1997). Pathways to geography: political geography. South Melbourne: Macmillan
Cohen, S.B. (2002). Geopolitics of the world system. New York: Rowman & Littlefield.
Kleeman, G. (2000). A geography of interactions 1. Port Melbourne: Heinemann.
Paine, J. Hutchison, N, Lanceley, K. and Reeve, R. (2000). Macmillan senior geography 1:
preliminary course. South Yarra: Macmillan.
Tuathail, G.O. (1998). Geopolitics Reader. London: Routledge.
Journal Articles
Abdul-Raheem, T. (2000). ‘Impact of angels’ in New Internationalist. No. 326 Aug: 20-21
‘Desert Dawn: war and peace in Western Sahara’. (1997). New Internationalist. No. 297
December.
‘Landmines: trail of terror’. (1997). New Internationalist. No. 294 September.
‘Twin Terrors’. (2001). New Internationalist. No. 340, November.
Audio Visual Material
Amazon: the invisible people. (1998). SBS. Video recording.
Guns and money. (2002). Four Corners: ABC. Video recording.
111
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Health in the developing world: impact of landmines, water and micro-finance on health.
(2001). Bendigo: VEA. Video recording.
Inside Burma: land of fear. (1996). Wednesday world: ABC. Video recording.
It needs political decisions. (1998). Sydney: ABC. Video recording.
Lost in Africa. (1995). Cutting edge: SBS. Video recording.
Paying the price: killing the children of Iraq. (2000). As it happened: SBS. Video recording.
Without choice: war politics and people in Burma. (1994). Cutting edge: SBS. Video recording.
CD-ROMs
The World Guide 2002/2003. (2003). Uppsala: Hillco Media Group. (Up-dated annually)
Websites
Australian Bureau of Statistics. (2003, 24 August). Available http://www.abs.gov.au Online.
Canadian Department of Foreign Affairs and International Trade. (2003, 24 August). Global
Challenges of the Twenty-First Century. Available http://www.global-challenges.org/ Online.
Global challenges. (2003, 24 August). Available
http://science.uniserve.edu.au/school/curric/stage6/geog/global.html Online.
GTAV. (1999, 27 April). Geography Hotlinks. Available http://www.agta.asn.au/ Online. (links to
population, development, human rights, world current affairs, multilateral laws, treaties,
agreements, protocols)
OECD. (2003, 24 August). Millennium development goals. Available
http://www.oecd.org/department/0,2688,en_2649_34585_1780332_1_1_1_1,00.html Online.
Peacewomen. (2003, 14 August). Women in Conflict Zones. http://www.peacewomen.org/
Online.
World Bank Group. (2003, 14 August). Data and Statistics. Available
http://www.worldbank.org/data Online.
These were accurate at time of publication.
112
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descriptors from Geography Course Framework 2014 Edition.
Resource Based Industries
Value 1.0
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Mining 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
 demonstrate an understanding of the
 demonstrate an understanding of the local,
local, national and global distributions of
resource based industries
 describe the importance of resource based
industries to the Australian and global
economies
 describe and explain the factors that have
shaped resource based industry
production
 explain a social, economic and/or
environmental impact of mining and
forestry industries
national and global distributions of
resource based industries
 identify the importance of resource based
industries to the Australian and global
economies
 describe and explain the factors that have
shaped resource based industry production
 critically evaluate the social, economic and
environmental impacts of mining and
forestry industries
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
Overview of resource types
Characteristics of resource based industries

the distribution of resource based industries associated with mining, forestry;
quarrying

the influence of the physical environment in determining the distribution of
resource based industries;

resource based industries as systems; and

operations associated with selected resource based industries

the influence of resource based industries in determining the nature and pattern of
settlement and transport infrastructure

the importance of resource based industries to the local, national and international
economies
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descriptors from Geography Course Framework 2014 Edition.
Issues relating to resource based industries

the role of regulation and government in determining patterns and processes of
resource based industries;

multiple land use conflict associated with resource based industries, negotiations
between indigenous people and mining companies;

differing cultural perceptions of the non-economic and economic value of
resources;

sustainable use and management of resources derived from resource based
industries.
Case study of at least two different resource based industries to illustrate their unique
characteristics e.g. a mining operation and a forestry operation

spatial patterns and dimensions;

biophysical interactions – weather/climate, geomorphic and hydrological
processes, adjustments to natural stress;

the nature and rate of change which affects ecosystem functioning;

economic, social and environmental impacts;

contemporary management practices.
NB. Selected industries should not have been studied in detail elsewhere by
students taking this course.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

gather and record data from websites, audiovisual material, print media to identify
characteristics of resource based industries and/or issues associated with their
exploitation;

map the local, national or global distribution of minerals or forestry resources to
distinguish spatial patterns;

listen to and question a guest speaker to identify and appreciate the complexities
of exploiting or processing mineral or forestry resources (when appropriate and
when available);

compare and contrast values underlying mining or forestry controversies to
analyse the contexts of resource management issues;

debate the sustainability of resource based industries; and

solve a problem in teams using a hypothetical scenario to enhance the skills of
listening, questioning, argument, negotiation, oral reporting, group presenting and
responding to questions.
114
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Assessment
Refer to pages 16-17.
Student Capabilities
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware
citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Evidence could be in:
Goals
Content Teaching














Assessment










Specific Unit Resources
Books
Codrington, S. (1996). Investigating our world: HSC unit geography. Cambridge: CUP.
Gondwana to greenhouse: Australian environmental geoscience. (2001). Sydney: Geological
Society of Australia.
Minerals Downunder. (2002). Canberra: Minerals Council of Australia.
Ok Tedi mining and development and the environment. (1996). Canberra: Minerals Council of
Australia. (Kit)
Paine, J. Hutchison, N, Lanceley, K. and Reeve, R. (2001). Macmillan Senior geography 2.
South Yarra: Macmillan.
State of the world 2003: a Worldwatch Institute report on progress toward a sustainable
society. (2003). London: Earthscan.
White, M. E. (1997). Listen our land is crying: Australia's environment: problems and
solutions. Kenthurst NSW: Kangaroo.
Journal Articles
Anderson, A. (2002). ‘The struggle for paradise’, in New Scientist. No. 2347 Jun: 44-47.
Holderness, T. (2002). ‘Levelling the playing field, not our native forests’, in
Habitat Australia. Dec 30 (6): 10-12.
Pockley, P. (1999). ‘Storm clouds over World Heritage areas’, in Australasian Science
(incorporating Search). Jan/Feb 20 (1): 12.
Audio Visual Material
Barrow Island. (2002). Sydney: ABC. Video recording.
Beating the bank. (2002). Four Corners: ABC. Video recording.
115
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Exploiting the forest. (1998). Amazonia: ABC. Video recording.
Forestry, flooding and farming. (2002). Changing China: ABC. Video recording.
Jabiluka. (1998). Cutting edge: SBS. Video recording.
Loggerheads. (1998). Inside story: ABC. Video recording.
Ok Tedi overview. (1997). Sydney: ABC. Video recording.
Resources: Carajas. (1998). Brazil 2000: ABC. Video recording.
Since the company came. (2001). About us: SBS. Video recording.
The timber mafia. (2002). Four Corners: ABC. Video recording.
CD-ROMs
Elemental: exploring the Australian minerals industry. (1998). Sydney: NSW Board of Studies.
Websites
Food and Agriculture Organisation of the United Nations. (2003, 14 August). FAO Home Page.
Available http://www.fao.org Online.
Minerals Council of Australia. (2002, 25 October). Available http://www.minerals.org.au
Online.
National Mines Atlas. (2003, 26 August). Available http://www.nationalminesatlas.gov.au/
Online.
National Association of Forest Industries. (2003, 14 August). NAFI Home Page. Available
http://www.nafi.com.au Online.
Guest Speakers
Geoscience
Australian Mining Council
Environment Australia
Field work
Captains Flat Day Trip
Mogo Gold Fields
Bywong Mining Town
Woodlawn, Tarago
These were accurate at time of publication.
116
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Mining
Value 0.5
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Resource Based Industries
1.0
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:

demonstrate an understanding of the
local, national and global distributions
of mining industries


describe the importance of mining
industries to the Australian and global
economies
describe and explain the factors that
have shaped mining industry
production
explain a social, economic and/or
environmental impact of mining
industries





demonstrate an understanding of the
local, national and global distributions
of mining industries
identify the importance of mining
industries to the Australian and global
economies
describe and explain the factors that
have shaped mining industry
production
critically evaluate the social, economic
and environmental impacts of mining
industries
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
Characteristics of mining industries

the distribution of mining industries;

the influence of the physical environment in determining the distribution of
mining industries;
 the importance of mining industries to the local, national and international
economies;
 the influence of mining industries in determining the nature and pattern of
settlement and transport infrastructure;

mining industries as systems; and

operations associated with selected mining industries.
Issues relating to mining industries

the role of regulation and government in determining patterns and
processes of mining industries;

multiple landuse issues associated with mining industries

differing cultural perceptions of the non-economic and economic value of
resources;
117
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.

the importance of mining industries to the local, national and international
economies; and

sustainable use and management of resources derived from mining
industries.
Case study of one mining industry to illustrate their unique characteristics
 spatial patterns and dimensions;

biophysical interactions – weather/climate, geomorphic and hydrological
processes, adjustments to natural stress;

the nature and rate of change which affects ecosystem functioning;

economic, social and environmental impacts; and

contemporary management practices.
NB. Selected industries should not have been studied in detail
elsewhere by students taking this course.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

gather and record data from websites, audiovisual material, print media to identify
characteristics of resource based industries and/or issues associated with their
exploitation;

map the local, national or global distribution of minerals or forestry resources to
distinguish spatial patterns;

listen to and question a guest speaker to identify and appreciate the complexities
of exploiting or processing mineral or forestry resources (when appropriate and
when available);

compare and contrast values underlying mining or forestry controversies to
analyse the contexts of resource management issues;

debate the sustainability of resource based industries; and

solve a problem in teams using a hypothetical scenario to enhance the skills of
listening, questioning, argument, negotiation, oral reporting, group presenting and
responding to questions.
118
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals








Content



Teaching


Assessment











Specific Unit Resources
Books
Codrington, S. (1996). Investigating our world: HSC unit geography. Cambridge: CUP.
Gondwana to greenhouse: Australian environmental geoscience. (2001). Sydney: Geological
Society of Australia.
Minerals Downunder. (2002). Canberra: Minerals Council of Australia.
Ok Tedi mining and development and the environment. (1996). Canberra: Minerals Council of
Australia. (Kit)
Paine, J. Hutchison, N, Lanceley, K. and Reeve, R. (2001). Macmillan Senior geography 2.
South Yarra: Macmillan.
State of the world 2003: a Worldwatch Institute report on progress toward a sustainable
society. (2003). London: Earthscan.
White, M. E. (1997). Listen our land is crying: Australia's environment: problems and
solutions. Kenthurst NSW: Kangaroo.
Journal Articles
Anderson, A. (2002). ‘The struggle for paradise’, in New Scientist. No. 2347 Jun: 44-47.
Holderness, T. (2002). ‘Levelling the playing field, not our native forests’, in
Habitat Australia. Dec 30 (6): 10-12.
Pockley, P. (1999). ‘Storm clouds over World Heritage areas’, in Australasian Science
(incorporating Search). Jan/Feb 20 (1): 12.
Audio Visual Material
Barrow Island. (2002). Sydney: ABC. Video recording.
Beating the bank. (2002). Four Corners: ABC. Video recording.
119
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Exploiting the forest. (1998). Amazonia: ABC. Video recording.
Forestry, flooding and farming. (2002). Changing China: ABC. Video recording.
Jabiluka. (1998). Cutting edge: SBS. Video recording.
Loggerheads. (1998). Inside story: ABC. Video recording.
Ok Tedi overview. (1997). Sydney: ABC. Video recording.
Resources: Carajas. (1998). Brazil 2000: ABC. Video recording.
Since the company came. (2001). About us: SBS. Video recording.
The timber mafia. (2002). Four Corners: ABC. Video recording.
CD-ROMs
Elemental: exploring the Australian minerals industry. (1998). Sydney: NSW Board of Studies.
Websites
Food and Agriculture Organisation of the United Nations. (2003, 14 August). FAO Home Page.
Available http://www.fao.org Online.
Minerals Council of Australia. (2002, 25 October). Available http://www.minerals.org.au
Online.
National Mines Atlas. (2003, 26 August). Available http://www.nationalminesatlas.gov.au/
Online.
National Association of Forest Industries. (2003, 14 August). NAFI Home Page. Available
http://www.nafi.com.au Online.
Guest Speakers
Geoscience
Australian Mining Council
Environment Australia
Field work
Captains Flat Day Trip
Mogo Gold Fields
Bywong Mining Town
Woodlawn, Tarago
These were accurate at time of publication.
120
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Earth in Action
Value 1.0
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Geomorphology0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
 demonstrate an understanding of the
 demonstrate an understanding of the
dynamic nature of the Earth's surface and
its atmosphere
 describe the physical environment in
which we live and explain the processes
which operate on Earth
 identify landform and associated human
features from topographic maps and
photographs
dynamic nature of the Earth's surface and
its atmosphere
 account for the development and
characteristics of landform features in
selected terrains
 use geographic tools to obtain information
of the physical environment- remote
sensing, topographic maps, photographs,
synoptic charts
 undertake research in the field to foster
awareness of the changing nature of the
physical environment
 undertake research in the field to foster
awareness of the changing nature of the
physical environment
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
An introduction to physical geography

definition of geomorphology and how the study of geomorphology has changed
over time, recent scientific discoveries in geomorphology;

tectonic processes and continental drift

landform recognition and interpretation using topographic map, aerial
photographs and digital imaging

topographic map and aerial photograph reading and interpretation skills.
121
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descriptors from Geography Course Framework 2014 Edition.
The breakdown of the Earth’s surface

weathering, erosion, transport and deposition

mass movement/mass wasting – types, processes, products and influencing
factors.
Soil and Vegetation

distribution, main types,

climax/disclimax communities, community structure; and

the significance of vegetation disturbance.

development of soils, soil characteristics, the relationship between soils and
vegetation, how soil changes over time, soil degradation; and
Atmospheric studies

meteorology and climatology;

reading and interpreting synoptic charts
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable
for this unit. In addition the following specific strategies could be included:

use a range of maps and aerial photographs (or satellite images), with different
purposes and scales (e.g. topographic, atlas) to reinforce skills related to map
interpretation and analysis, and to reinforce understanding of map conventions
and spatial concepts;

view audiovisual technologies (video, CD-Rom) to simulate interest in and
appreciate the elements of physical environments;

illustrate data in diagrammatic, graphic, photographic or cartographic formats
gathered from primary or secondary sources to identify geomorphic processes and
patterns relating to physical environments;

listen to and question a guest speaker (e.g. a working geomorphologist, university
lecturer teaching physical geography) to identify and appreciate career
opportunities for people with qualifications in geomorphology (when appropriate
and when available); and

undertake field activities to investigate physical processes at work in the local area.
e.g. Tidbinbilla Valley, Bega Valley. Data will be collected on soils, vegetation
transects will be undertaken, line sketching, environmental appreciation and water
quality tested.
122
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals








Content








Teaching





Assessment






Specific Unit Resources
Books
Abbott, P. L. (2006). Natural Disasters. McGraw-Hill.
Flannery, T. (2005). The Weather Makers. Australia: Text Publishing.
Messelink, G. (2003). Introduction to coastal processes and geomorphology. Oxford: OUP
Sale, C. (1994). Our Wonderful World. Second Edition. Melbourne: Longman.
Scarth, A. (1997). Savage earth. London: Harper Collins.
Audio Visual Material
Arid inland. (1995). Living landscape: ABC. Video recording.
Australian deserts: the unnatural dilemma. (2000). PRIME. Video recording.
Birth of a theory. (1994). Earth revealed: ABC. Video recording.
Deserts. (2003). Wild Africa: ABC. Video recording.
Earth’s interior. (1994). Earth revealed: ABC. Video recording.
Erosion: levelling the land. (1981). Chicago: Encyclopaedia Britannica. Video recording.
Wind, dust and deserts. (1994). Earth revealed: ABC. Video recording.
CD-ROMs
Geography physical world. (1995). Leeds UK: Yorkshire Thomson Multimedia.
Websites
Geomorphology. (2003, 20 August). Available
http://dmoz.org/Science/Earth_Sciences/Geology/Geomorphology/ Online.
(links to journals, organisations, caves and karst, glacial geomorphology, landslides)
123
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descriptors from Geography Course Framework 2014 Edition.
Internet Resources for physical Geography. (2003, 20 August). Available
http://www.uwsp.edu/geo/internet/physical_geog_resources.html Online.
(links to geomorphology – landforms, mass wasting, glacial, karst)
Physical Geography Links. (2003, 20 August). Available
http://daphne.palomar.edu/jthorngren/Geoglinks.htm Online.
(links to plate tectonics, tectonic processes, geomorphology and landforms)
Guest Speakers
Geoscience
Bureau of Meterology
Australian Mining Council
Field Work
Sullivans Creek
Snowy Mountains Catchment Area
Dicks Creek
Wombeyan Caves
These were accurate at time of publication.
124
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descriptors from Geography Course Framework 2014 Edition.
Geomorphology
Value 0.5
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Earth in Action 1.0
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
 demonstrate an understanding of the
 demonstrate an understanding of the
processes whereby the earth’s crust has
formed and is moving
 identify and distinguish between the types
of weathering and mass
wasting/movement and explain these
processes and associated landform
features
 describe characteristics of landform
features in arid, glacial or karst terrains
processes whereby the earth’s crust has
formed and is moving
 identify and distinguish between the types
of weathering and mass
wasting/movement and explain these
processes and associated landform
features
 account for the development and
characteristics of landform features in arid,
glacial or karst terrains
 identify landform and associated human
features from topographic maps and
photographs
 identify landform and associated human
features from topographic maps and
photographs
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
An introduction to geomorphology

definition of geomorphology and how the study of geomorphology has changed
over time;

major landform systems of Australia and landform characteristics of the local area;
and

landform recognition and interpretation using topographic map, aerial
photographs and digital imaging.
The breakdown of the Earth’s surface

weathering, erosion, transport and deposition

mass movement/mass wasting – types, processes, products and influencing
factors.
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descriptors from Geography Course Framework 2014 Edition.
Over the course of this half point unit students will select and study the development,
characteristics and human use of at least one of the following terrains: arid, glaciated, karst.

definition and location of examples of the selected terrain;

identification of the main landforms and the processes by which these landforms
have developed in the selected terrain; and
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

use a range of maps and aerial photographs (or satellite images), with different
purposes and scales (e.g. topographic, atlas) to reinforce skills related to map
interpretation and analysis, and to reinforce understanding of map conventions
and spatial concepts;

view audiovisual technologies (video, CD-Rom) to simulate interest in and
appreciate the elements of physical environments;

illustrate data in diagrammatic, graphic, photographic or cartographic formats
gathered from primary or secondary sources to identify geomorphic processes and
patterns relating to physical environments;

listen to and question a guest speaker (e.g. a working geomorphologist, university
lecturer teaching physical geography) to identify and appreciate career
opportunities for people with qualifications in geomorphology (when appropriate
and when available); and

undertake field activities to investigate geomorphic processes at work in the local
area, or in arid, glaciated, fluvial or karst terrains.
Assessment
Refer to pages 16-17.
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descriptors from Geography Course Framework 2014 Edition.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals








Content








Teaching





Assessment






Specific Unit Resources
Books
Abbot, P.L. (2006) Natural Disasters McGraw Hill,
Flannery, T. (2005) The Weather Makers Text Publishing, Adelaide.
Huggett, R. J. (2002). Fundamentals of geomorphology. London: Routledge.
Messelink, G. (2003). Introduction to coastal processes and geomorphology. Oxford: OUP
Sale, C. (1994). Our Wonderful World. Second Edition. Melbourne: Longman.
Scarth, A. (1997). Savage earth. London: Harper Collins.
Audio Visual Material
An Inconvenient Truth, (2006) Al Gore
Arid inland. (1995). Living landscape: ABC. Video recording.
Australian deserts: the unnatural dilemma. (2000). PRIME. Video recording.
Birth of a theory. (1994). Earth revealed: ABC. Video recording.
Deserts. (2003). Wild Africa: ABC. Video recording.
Earth’s interior. (1994). Earth revealed: ABC. Video recording.
Erosion: levelling the land. (1981). Chicago: Encyclopaedia Britannica. Video recording.
Wind, dust and deserts. (1994). Earth revealed: ABC. Video recording.
CD-ROMs
Geography physical world. (1995). Leeds UK: Yorkshire Thomson Multimedia.
127
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Websites
Geomorphology. (2003, 20 August). Available
http://dmoz.org/Science/Earth_Sciences/Geology/Geomorphology/ Online.
(links to journals, organisations, caves and karst, glacial geomorphology, landslides)
Internet Resources for physical Geography. (2003, 20 August). Available
http://www.uwsp.edu/geo/internet/physical_geog_resources.html Online.
(links to geomorphology – landforms, mass wasting, glacial, karst)
Physical Geography Links. (2003, 20 August). Available
http://daphne.palomar.edu/jthorngren/Geoglinks.htm Online.
(links to plate tectonics, tectonic processes, geomorphology and landforms)
Guest Speakers
Geoscience
Bureau of Meterology
Australian Mining Council
Field Work
Sullivans Creek
Snowy Mountains Catchment Area
Dicks Creek
Wombeyan Caves
These were accurate at time of publication.
128
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Food for the World
Value 1.0
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Food – Glorious Food
0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
 demonstrate an understanding of the
relationship between foods and the social
and natural environments in which they
were produced;
 explain the distribution of different types
of agricultural systems;
 describe the factors that have shaped
agricultural production locally, nationally
and at particular international locations;
 identify the important of agriculture to
every Australian;
 examine some of the problems or issues
faced by farmers ; and
 describe alternative strategies for feeding
the world’s people.
T Course
This unit should enable students to:
 demonstrate an understanding of the
allocation of natural and human resources
for food production;
 explain the distribution of different types




of agricultural systems;
examine and critically assess the factors
that have shaped agricultural production
locally, nationally and at particular
international locations;
identify the importance of agriculture to
every Australian;
discuss the relationship between world
food production and consumption; and
critically evaluate alternative strategies for
feeding the world’s people.
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
Characteristics of agriculture

the spread of traditional foods from their original source to new societies through
exploration, conquest and migration;

early farming practices including those undertaken by indigenous Australians;

classification of agriculture in terms of economic activity, land use intensity, scale
of production;

farms as agricultural systems (in terms of inputs, processes, outputs); and

o
economic, social, political and physical factors influencing agricultural production:
the physical environment, markets, government policy, levels of technology,
transport;
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descriptors from Geography Course Framework 2014 Edition.
o
o
o
impacts of economic adjustments (e.g. commodity price changes, gluts) and
hazards (e.g. climate change, disease, drought);
the replacement of traditional farming systems by commercial farming systems
in “the South”; and
processes of globalisation and the emergence of the “global supermarket”
concept.
The significance of agricultural production

the importance of agriculture locally and to the Australian economy; and

contributions of agriculture to world trade.
Issues relating to agricultural production

problems faced by farmers including those related to the physical, economic,
political and social environments;

differing perceptions of land use and tenure e.g. between politicians, farmers and
Australia’s indigenous people;

the role of women farmers, especially in ‘the South’; and

the impacts of inadequate food supply

food for the Third World or bio-fuel for the First World?
Strategies to feed the world’s people

land reform and social reform;

sustainable practices versus environmental degradation and waste;

the adoption of appropriate technologies by peoples of ‘the North’ and ‘the South’;

new technologies (e.g. Green Revolutions, genetically modified foodstuffs,
cloning); and

equitable distribution and consumption of food resources.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

compare patterns from mapped data to identify relationships between physical
and cultural environments affecting agricultural production and consumption (e.g.
effects of desertification, soil type and quality, climate on food output);

undertake field work activities to identify the inputs, processes and outputs of a
particular farm or visit fieldwork locations such as permaculture sites, markets or
aid agencies to appreciate farming as a business and alternatives to general
practice;

research agricultural production or distribution issues from print material,
electronic media, and the Internet to reach a broad knowledge and understanding
of the range of cultural and physical environment factors affecting current food
supplies, and future trends;

read or draw maps from atlases or statistical data to highlight factors influencing
agricultural;
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descriptors from Geography Course Framework 2014 Edition.

draw maps or a range of graphs (e.g. bar, line, pie, scatter) using statistical data to
illustrate visually aspects of agricultural production both spatially and over time;

draw a consequences wheel from primary or secondary data and in-class
discussion to show the complexities of impacts relating to agricultural production
and food consumption; and

discuss the ethics and values underpinning issues such as the introduction of
genetically modified foodstuffs, inequitable patterns of global food distribution and
consumption.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals

Content

Teaching

Assessment

















Specific Unit Resources
Books
Bannerman, S. (2001). Enterprising agriculture, South Yarra: Macmillan.
Bulmer, J. (1995). Development economics. Bulmer: Chapman.
Codrington, S. (1996). Investigating our world: HSC unit geography. Cambridge: CUP.
‘Grain-fed beef production as an economic activity’. (2000). In Kleeman, G., A geography of
global interactions 2. Port Melbourne: Heinemann.
‘Local case study: Rockdale feedlot, Yanco, NSW’. (2000). In Kleeman, G., A geography of
global interactions 2. Port Melbourne: Heinemann.
Sharp, J. (1997). Sustainable agriculture: protecting our heartland: a geography focus.
Camberwell: GTAV.
Journal Articles
‘Pick your poison: the pesticide scandal’. (2000). New Internationalist. May 323.
‘Peasants’ revolt: the politics of food and farming’. (2003). New Internationalist. Jan/Feb 353.
Audio Visual Material
Agriculture. (2002). World 2000: ABC. Video recording.
131
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Back on the farm. (1998). TV Ed: SBS. Video recording.
Farming: big and small. (1998). Brazil 2000: ABC. Video recording.
Fuel for farms and factories. (2002). Water: the drop of life: SBS. Video recording.
Future harvest: case studies in sustainable agriculture. (1998). Bendigo: VEA. Video recording
plus notes.
Living in the forest. (1998). Amazonia: ABC. Video recording.
Wheat. (2000). A fork in the road: SBS. Video recording.
CD-ROMS
The World Guide 2002/2003. (2003). Uppsala: Hillco Media Group. (Up-dated annually)
Websites
Agricultural Network Information Center. (2003, 21 August). Available http://www.agnic.org/
Online.
Agriculture Department Food and Agriculture Organization of the United Nations. (2003, 21
August). Agriculture 21. Available http://www.fao.org/ag/ Online.
People and economic activity. (2003, 24 August). Available
http://science.uniserve.edu.au/school/curric/stage6/geog/people.html Online.
(Links to sustainable horticulture, carbon credits, wine production, rice, bananas, cattle, sheep)
These were accurate at time of publication.
132
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Food – Glorious Food
Value 0.5
This unit is contained in Food for the World 1.0.
Specific Unit Goals
A Course
This unit should enable students to:
 demonstrate an understanding of the
relationship between foods and the social
and natural environments in which they
were produced
recognise and evaluate the changes which
are taking place in world food production,
processing and distribution including those
which raise ethical/moral or
environmental questions
describe the relationship between
increases in total world food production
and world population growth
speculate on the future of, and develop
plausible scenarios for, sustainable
agricultural development
communicate facts and ideas using a
variety of written, graphic and/or oral
methods




T Course
This unit should enable students to:
 demonstrate an understanding of the




relationship between foods and the social
and natural environments in which they
were produced
recognise and evaluate the changes which
are taking place in world food production,
processing and distribution including those
which raise ethical/moral or environmental
questions
analyse the relationship between increases
in total world food production and world
population growth
speculate on the future of, and develop
plausible scenarios for, sustainable
agricultural development
communicate facts and ideas using a
variety of written, graphic and/or oral
methods
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
Spread and distribution of food and food production

The spread of traditional foods from their original source to new societies through
exploration, conquest and immigration.

Global pattern of world food production, processing, distribution and sale.
Food production

Natural and human resources needed to produce process and distribute food.

Relationship between natural, political, social and economic conditions and food
consumption and production.

Changes over time in the methods of food production including genetic
modification of foods. Management of resources to sustain agricultural output in
the future.

Womens’ role in food production.
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descriptors from Geography Course Framework 2014 Edition.
Globalisation of food

The globalisation of world food distribution.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable
for this unit. In addition the following specific strategies could be included:

formal lectures (teacher/guest speaker);

preparation, cooking and tasting a variety of foods;

surveys of world food preferences using Internet;

analysis of survey results, statistics and maps;

problem solving exercise relating to food demand and supply;

visits, to farms, factories and shops;

research and analysis of information/simulation activity.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals






Content






Teaching


Assessment









Specific Unit Resources
Books
Bannerman, S. (2001). Enterprising agriculture, South Yarra: Macmillan.
Bulmer, J. (1995). Development economics. Bulmer: Chapman.
Codrington, S. (1996). Investigating our world: HSC unit geography. Cambridge: CUP.
‘Grain-fed beef production as an economic activity’. (2000). In Kleeman, G., A geography of
global interactions 2. Port Melbourne: Heinemann.
‘Local case study: Rockdale feedlot, Yanco, NSW’. (2000). In Kleeman, G., A geography of
global interactions 2. Port Melbourne: Heinemann.
Kleeman, G. (2000). A geography of global interactions 2. Port Melbourne: Heinemann.
134
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Paine, J. Hutchinson, N., Lanceley, K. and Reeves, R. (2001). Macmillan senior geography 2.
South Melbourne: Macmillan.
Sharp, J. (1997). Sustainable agriculture: protecting our heartland: a geography focus.
Camberwell: GTAV.
Journal Articles
Current newspapers
eg
Canberra Times
Sydney Morning Herald
The Age
Current Journals eg Farm Journal
‘Pick your poison: the pesticide scandal’. (2000). New Internationalist. May 323.
‘Peasants’ revolt: the politics of food and farming’. (2003). New Internationalist. Jan/Feb 353.
Audio Visual Material
Agriculture. (2002). World 2000: ABC. Video recording.
Back on the farm. (1998). TV Ed: SBS. Video recording.
Farming: big and small. (1998). Brazil 2000: ABC. Video recording.
Fuel for farms and factories. (2002). Water: the drop of life: SBS. Video recording.
Future harvest: case studies in sustainable agriculture. (1998). Bendigo: VEA. Video recording
plus notes.
Living in the forest. (1998). Amazonia: ABC. Video recording.
Wheat. (2000). A fork in the road: SBS. Video recording.
CD-ROMS
The World Guide 2002/2003. (2003). Uppsala: Hillco Media Group. (Up-dated annually)
Websites
Agricultural Network Information Center. (2003, 21 August). Available http://www.agnic.org/
Online.
Agriculture Department Food and Agriculture Organization of the United Nations. (2003, 21
August). Agriculture 21. Available http://www.fao.org/ag/ Online.
People and economic activity. (2003, 24 August). Available
http://science.uniserve.edu.au/school/curric/stage6/geog/people.html Online.
(Links to sustainable horticulture, carbon credits, wine production, rice, bananas, cattle, sheep)
135
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descriptors from Geography Course Framework 2014 Edition.
Field Work
Local Coles, Woolworth’s stores
Rockdale Feedlot Yanco
Wineries, Griffith
Kamberra Wineries
Riverina Grove Griffith
Junee Green Grove Organics
Ironbark Café, Manuka
Poachers Pantry, Murrambateman
These were accurate at time of publication.
136
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Natural Hazards
Value 0.5
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Environmental Hazards 1.0
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
 demonstrate an understanding of the
difference between hazards and disasters,
natural and human-induced hazards in
Australia
 describe and explain at least one
environmental hazard in Australia from
the following categories of hazards:
geological, geomorphic, atmospheric,
ecological or some combination of these
 explain how human factors and human
activities can influence the severity of the
impact of natural hazards
 demonstrate an understanding of how
T Course
This unit should enable students to:
 demonstrate an understanding of the



different individuals and communities
perceive and respond to the threat,
occurrence, and the effects of
environmental hazards in Australia
 describe the response strategies and
management of Australian environmental
hazards in different places and at different
times

difference between hazards and disasters,
natural and human-induced hazards in
Australia
describe and explain at least one
environmental hazard in Australia from
each of the following categories of hazards:
geological, geomorphic, atmospheric,
ecological or some combination of these
explain how human factors and human
activities can influence the severity of the
impact of natural hazards and intensify the
onset and effects of hazards
demonstrate an understanding of the way
social, cultural, economic and political
structures interact to determine how
individuals and communities perceive and
respond to the threat, occurrence, and the
effects of environmental hazards in
Australia
evaluate the response strategies and
management of Australian environmental
hazards in different places and at different
times
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
Over the course of this point unit students will select and study at least one natural hazard
from any of the following categories of hazards: geological, geomorphic, atmospheric or
ecological.
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descriptors from Geography Course Framework 2014 Edition.
Concepts and distribution

definition of hazards, hazard potential and disasters;

the scope and nature of environmental hazards;

the timing and frequency of occurrence of hazards;

local, national, and global examples of hazards; and

the risk levels of particular places and the reasons people live in hazard prone
areas.
Causal factors

location as a factor in hazard potential;

the physical and human factors that contribute to environmental hazards; and

direct and indirect interactions of physical and human activities with
environmental hazards.
Perceptions of Australian environmental hazards

the concepts of vulnerability to, and the risk of hazards;

various human perceptions of the risk of hazards; and

the role of education, communications and the media in the perception of hazards.
Reponses to environmental hazards

a range of individual, community and government responses to environmental and
human-induced hazards;

planning strategies developed to reduce threatened impacts of hazards, and ways
in which individuals and groups become involved in these strategies; the postevents phase of relief activities and social disruption; and

the significance of cultural and other socio-economic factors, such as level of
development, in responses to hazards.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

map, from primary or secondary sources, to identify the relationships between
occurrences, types and impacts of hazards;

gather and interpret data from media reports relating to environmental hazards to
critically assess the treatment given a hazard and its impacts;

research from the Internet to track the progress of a hazard (e.g. track a flood or
cyclone’s course from Bureau of Meteorology websites);

construct a consequences wheel to demonstrate the complex impacts of an
environmental hazard;
138
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descriptors from Geography Course Framework 2014 Edition.

participate in classroom discussion to evaluate disaster response strategies of
government and the SES (e.g. through techniques such as playing devil’s advocate,
hypothetical scenarios) and so develop critical thinking and listening skills; and

interview and read accounts of those who have experienced hazards (e.g. SES
personnel, local government employees, Bureau of Meteorology officers,
residents) to appreciate the severity of impacts and alternative response
strategies.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals








Content







Teaching
Assessment











Specific Unit Resources
Books
Abbot, P.L. (2006) Natural Disasters, McGraw Hill
Australian natural hazards education map kit. (1997). Canberra: Australian Surveying & Land
Information Group.
Allan, P. (1998). Hazards. Open Access College.
Bryant, E.A. (1991). Natural hazards. Cambridge: CUP.
Dodd, B. (2000). Senior geography for Queensland 1. Milton: Jacaranda.
Manuel, M. (1997). Hazards. Cambridge: CUP.
McGuire, B. (2002). Natural hazards and environmental change. Oxford: Arnold/OUP.
Journal Articles
Schmidt, C. (2002). ‘Trashing China’, in New Scientist. No. 2332, 2 Mar: 6.
Kelsey, E. (2002). ‘Toxic tide’, in New Scientist. No. 2358, 31 Aug: 42-43.
Audio Visual Material
Australia’s natural born killers. (1998). The world around us: PRIME. Video recording.
Bushfire Summer, (2007) ABC
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descriptors from Geography Course Framework 2014 Edition.
Canberra Bushfires(2003) 4 Corners,ABC
Deluge. (2000). Violent planet: ABC. Video recording.
Hazards, disasters and survival. (1998). Sydney: ABC. Video recording.
(Series includes Bushfires, Cyclones, Earthquakes and landslides, Floods, Heat-waves, and
Storms)
Inferno. (2000). Violent planet: ABC. Video recording.
Living with the earth: the Loma Prieta earthquake. (1994). Earth revealed: ABC. Video
recording.
Natural hazards. (1999). Sydney: ABC. Video recording.
Nyngan floods. (1993). TV ed: SBS. Video recording.
Storm force: landslide. (2002). Sydney: PRIME. Video recording.
The survivor’s story: tidal wave in Papua New Guinea. (1998). Four Corners: ABC. Video
recording.
The Wave that shock the world, (2006) SBS
Weather: dragons of chaos. (2001). Nature of things: SBS. Video recording.
CD-ROMs
Hazards happen. (1999). Queensland University of Technology, Faculty of Education.
Websites
Ausaid. (2003, 14 August). Global Education. Available
http://www.globaleducation.edna.edu.au/globaled/page1.html Online.
Geoscience Australia. (2006, May 8). Marine and coastal geoscience. Available
http://www.ga.gov.au Online.
Guest Speakers
Geoscience
AusAID
Bureau of Meteorology
Field Work
Geoscience
National Disaster and Communication Centre
These were accurate at time of publication.
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descriptors from Geography Course Framework 2014 Edition.
Environmental Hazards
Value 1.0
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Natural Hazards
0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
 demonstrate an understanding of the
difference between hazards and disasters,
natural and human-induced hazards
 describe and explain at least one
environmental hazard from the following
categories of hazards: geological,
geomorphic, atmospheric, ecological or
some combination of these
 explain how human factors and human
activities can influence the severity of the
impact of natural hazards
 demonstrate an understanding of how
T Course
This unit should enable students to:
 demonstrate an understanding of the



different individuals and communities
perceive and respond to the threat,
occurrence, and the effects of
environmental hazards
 describe the response strategies and
management of environmental hazards in
different places and at different times

difference between hazards and disasters,
natural and human-induced hazards
describe and explain at least one
environmental hazard from each of the
following categories of hazards: geological,
geomorphic, atmospheric, ecological or
some combination of these
explain how human factors and human
activities can influence the severity of the
impact of natural hazards and intensify the
onset and effects of hazards
demonstrate an understanding of the way
social, cultural, economic and political
structures interact to determine how
individuals and communities perceive and
respond to the threat, occurrence, and the
effects of environmental hazards
evaluate the response strategies and
management of environmental hazards in
different places and at different times
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
Over the course of this unit students will select and study a range of environmental hazards
from each of the following categories of hazards: geological, geomorphic, atmospheric,
ecological (or some combination of these). At least one of the hazards chosen from these
categories should be one to which human actions have contributed.
Concepts and distribution

definition of hazards, hazard potential and disasters;
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descriptors from Geography Course Framework 2014 Edition.

the scope and nature of environmental hazards and of human-induced hazards;

the timing and frequency of occurrence of hazards;

local, national, and global examples of hazards; and

the risk levels of particular places and the reasons people live in hazard prone
areas.
Causal factors

location as a factor in hazard potential;

the physical and human factors that contribute to environmental hazards; and

direct and indirect interactions of physical and human activities with
environmental hazards.
Perceptions of environmental hazards

the concepts of vulnerability to, and the risk of hazards;

various human perceptions of the risk of hazards; and

the role of education, communications and the media in the perception of hazards.
Reponses to environmental hazards

a range of individual, community and government responses to environmental and
human-induced hazards;

planning strategies developed to reduce threatened impacts of hazards, and ways
in which individuals and groups become involved in these strategies; the postevents phase of relief activities and social disruption; and

the significance of cultural and other socio-economic factors, such as level of
development, in responses to hazards.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

map, from primary or secondary sources, to identify the relationships between
occurrences, types and impacts of hazards;

gather and interpret data from media reports relating to environmental hazards to
critically assess the treatment given a hazard and its impacts;

research from the Internet to track the progress of a hazard (e.g. track a flood or
cyclone’s course from Bureau of Meteorology websites);

construct a consequences wheel to demonstrate the complex impacts of an
environmental hazard;

participate in classroom discussion to evaluate disaster response strategies of
government and the SES (e.g. through techniques such as playing devil’s advocate,
hypothetical scenarios) and so develop critical thinking and listening skills; and

interview and read accounts of those who have experienced hazards (e.g. SES
personnel, local government employees, Bureau of Meteorology officers,
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descriptors from Geography Course Framework 2014 Edition.
residents) to appreciate the severity of impacts and alternative response
strategies.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals








Content







Teaching
Assessment











Specific Unit Resources
Books
Abbot, P.L. (2006) Natural Disasters, McGraw Hill
Australian natural hazards education map kit. (1997). Canberra: Australian Surveying & Land
Information Group.
Allan, P. (1998). Hazards. Open Access College.
Bryant, E.A. (1991). Natural hazards. Cambridge: CUP.
Dodd, B. (2000). Senior geography for Queensland 1. Milton: Jacaranda.
Manuel, M. (1997). Hazards. Cambridge: CUP.
McGuire, B. (2002). Natural hazards and environmental change. Oxford: Arnold/OUP.
Journal Articles
Schmidt, C. (2002). ‘Trashing China’, in New Scientist. No. 2332, 2 Mar: 6.
Kelsey, E. (2002). ‘Toxic tide’, in New Scientist. No. 2358, 31 Aug: 42-43.
Audio Visual Material
Australia’s natural born killers. (1998). The world around us: PRIME. Video recording.
Bushfire Summer, (2007) ABC
Canberra Bushfires(2003) 4 Corners,ABC
Deluge. (2000). Violent planet: ABC. Video recording.
Hazards, disasters and survival. (1998). Sydney: ABC. Video recording.
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descriptors from Geography Course Framework 2014 Edition.
(Series includes Bushfires, Cyclones, Earthquakes and landslides, Floods, Heat-waves, and
Storms)
Inferno. (2000). Violent planet: ABC. Video recording.
Living with the earth: the Loma Prieta earthquake. (1994). Earth revealed: ABC. Video
recording.
Natural hazards. (1999). Sydney: ABC. Video recording.
Nyngan floods. (1993). TV ed: SBS. Video recording.
Storm force: landslide. (2002). Sydney: PRIME. Video recording.
The survivor’s story: tidal wave in Papua New Guinea. (1998). Four Corners: ABC. Video
recording.
The Wave that shock the world, (2006) SBS
Weather: dragons of chaos. (2001). Nature of things: SBS. Video recording.
CD-ROMs
Hazards happen. (1999). Queensland University of Technology, Faculty of Education.
Websites
Ausaid. (2003, 14 August). Global Education. Available
http://www.globaleducation.edna.edu.au/globaled/page1.html Online.
Geoscience Australia. (2006, May 8). Marine and coastal geoscience. Available
http://www.ga.gov.au Online.
GTAV. (1999, 27 April). Geography Hotlinks. Available http://www.agta.asn.au/ ; bushfires;
desertification; weather, climate and related hazards)
Guest Speakers
Geoscience
AusAID
Bureau of Meteorology
Field Work
Geoscience
National Disaster and Communication Centre
These were accurate at time of publication.
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descriptors from Geography Course Framework 2014 Edition.
Africa – A Continent in Crisis
Value 0.5
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Development and Geopolitics
1.0
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
 demonstrate an understanding of the
political and interrelated natural features
of Africa which lead to crisis;
 locate, recognise and use statistical
information to draw conclusions about
living standards and economic and
political activities across the continent;
 demonstrate an understanding of the
interrelated social, physical, political and
historical factors which have influenced
such standards;
 indicate an awareness of the
environmental, economic and social
dilemmas which face people living in
different parts of the continent
 indicate a concern for social and equity
issues in such areas.
T Course
This unit should enable students to:
 demonstrate a strong understanding of the




political and interrelated natural features
of Africa which lead to crisis;
locate, recognise and use statistical
information to critically evaluate the
factors which have influenced living
standards and economic and political
activities across the continent
demonstrate a strong understanding of the
interrelated social, physical, political and
historical factors which have influenced
such standards;
demonstrate a strong awareness of the
environmental, economic and social
dilemmas which face people living in
different parts of the continent
demonstrate empathy for social and equity
issues in such areas
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.

Natural and human resources of selected areas of Africa with specific critical
problems.

Criteria for the classification of levels of development.

The varying level of development, and economic, cultural and social conditions in
African countries.

The interaction of natural, political, demographic, economic and cultural processes
which have lead to problems in some African countries.

The impact of critical problems on societies and the environment.
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descriptors from Geography Course Framework 2014 Edition.

Sample studies of countries where specific problems are being resolved.

The way forward. Examples of specific projects to improve the standard of living in
particular African countries.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable
for this unit. In addition the following specific strategies could be included:

Use of a range of statistical and mapping techniques to investigate and
communicate information;

Individual library/Internet research on a specific problem or country;

Use of locally available African guest speakers.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals






Content






Teaching

Assessment










Specific Unit Resources
Kleeman, G. (2000). A geography of global interactions 1. Port Melbourne: Heinemann.
Paine, J. Hutchinson, N., Lanceley, K. and Reeves, R. (2001). Macmillan senior geography 1.
South Melbourne: Macmillan.
Ralph. B. and Stacey M. Longmans Atlas 2000
UNICEF, Annual Guide to the State of the Worlds' Children,. (Current edition available each
year with updated statistics). Provides invaluable, recent social, demographic and economic
statistics.
Websites
Africa Online Mauritius Africa Online Available www.africaonline.com Online
BBC News BBC Africa Available http://news.bbc.co.uk/2/hi/africa/default.stm Online.
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descriptors from Geography Course Framework 2014 Edition.
Guest Speakers
Various Embassy staff
Refugee Agencies
DFAT
Field Work
There are no set textbooks but there is a huge amount of material on the social and
economic issues raised in this unit freely available from organisations such as
Oxfam/Community Aid Abroad and World Vision. Articles in current editions of Canberra
Times and Sydney Morning Herald provide up to date information for teacher and pupils.
These were accurate at time of publication.
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descriptors from Geography Course Framework 2014 Edition.
Australia and Asia
Value 1.0
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Australia, Asia / Pacific Links
0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
 demonstrate an understanding of the
diversity of the people, societies,
environments and cultures of Asia
 identify the links between Asian nations
and Australia
 investigate the concept of community in
the Asian region and its significance for
Australia
 describe Australia's economic, social and
political relationships with Asia
T Course
This unit should enable students to:
 demonstrate an understanding of the




diversity of the people, societies,
environments and cultures of Asia
identify the links between Asian nations
and Australia
investigate the concept of community in
the Asian region and its significance for
Australia
evaluate Australia's economic, social and
political relationships with Asia
analyse Australia's relationships with high
growth Asian economies: eg. China,
Taiwan, India, South Korea
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
The diversity of the people, societies, environments and cultures of Asia:

investigate the concept of region;

definition of the Asia region and its sub-regions;

geographical, political, economic and cultural features of Asia; and

spatial diversities within the region.
Links between Asian nations and Australia:

historical;

migration;

economic;

cultural exchanges; and

tourism.
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descriptors from Geography Course Framework 2014 Edition.
Australia's economic, social and political relationships with Asia:

Australian-Asian relationships and the processes and factors that influence these;

the importance of these relationships to both Australia and Asia; and

continuing and increasing ties between Asia and Australia in the future.
Australia's relationships with high growth Asian economies:

management of human and natural resources to accomplish mutually
advantageous objectives in Australia and Asia; and

challenges and possible areas of conflict.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable
for this unit. In addition the following specific strategies could be included:

gather and record data from websites, computer data bases and print media;

listen to and question a quest speaker eg. Asian students or members of Asian
communities where appropriate;

participate in fieldwork to relevant cultural or economic institutions;

read maps and use audiovisual resources to enhance knowledge and
understanding of Australian and Asian relationships;

engage in group work to develop the ability to work as part of a team; and

use primary and secondary sources to investigate contemporary issues and themes
to enhance the development of the key competencies of collecting, analysing
information, communicating ideas and information.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals








Content








Teaching






Assessment







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descriptors from Geography Course Framework 2014 Edition.
Specific Unit Resources
Access Asia Secondary teaching and learning units. (1996). Carlton, Victoria: Curriculum
Corporation.
Kelly. P. (2001). 100 Years. The Australian Story. Allen & Unwin.
Kleeman. G. (2003). Global Interaction. A Senior Geography. Victoria: Heinemann.
Kleeman. G (1999). A Geography of Australian Environments and Communities. Victoria:
Heinemann.
Paine, J., Hutchinson, N., Lanceley, K., and Reeve, R. (2001). Macmillan Senior Geography 1.
South Yarra, Victoria: Macmillan.
Audio Visual material
Asia Scope series - Towards Understanding Asia: the people, their culture and environments.
(1994), Film Australia and Curriculum Corporation. Video recording.
Websites
Australian Bureau of Statistics. (2003). Available http://www.abs.gov.au Online.
Australian Department of Foreign Affairs and Trade. (2003). Available
http://www.dfat.gov.au Online.
Faculty of Asian Studies. (2003).Australian Nation University. Available
http://asianstudies.anu.edu.au/Faculty_of_Asian_Studies Online.
United Nations. (2003). Available http:// www.unsystem.org/ Online.
Worldclimate. (2003). Available http://www.worldclimate.com Online.
Guest Speakers
Embassies guest speakers e.g. Embassy of Japan, Embassy of Indonesia.
Field Work
Visits to Embassies
These were accurate at time of publication.
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descriptors from Geography Course Framework 2014 Edition.
Australia, Asia/Pacific Links
Value 0.5
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Australia and Asia
1.0
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
 demonstrate a knowledge and
 demonstrate a knowledge and
understanding of the range of
relationships which exist or are growing
between Australia and the nations of
Asia/Pacific
 identify cultural differences between and
within Australia and its Asian/Pacific
neighbours
understanding of the range of relationships
which exist or are growing between
Australia and the nations of Asia/Pacific
 identify and discuss cultural differences
between and within Australia and its
Asian/Pacific neighbours
 evaluate Australia’s geopolitical role in the
Asia/Pacific region
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
The geography of Asia

Identify and analyse of the area of Asia/Pacific to be studied.
Links between Asian nations and Australia

Study and analysis of the various links between Australia and selected Asian/Pacific
countries. These may include:
o
historical e.g. Australia and Vietnam – Vietnam War
o
political e.g. ASEAN
o
social e.g. Cambodian migration to Australia
o
cultural e.g. Chinese cuisine in Australia
o
environmental e.g. Indonesian Forestry Agreement
o
economic e.g. APEC
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descriptors from Geography Course Framework 2014 Edition.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable
for this unit. In addition the following specific strategies could be included:

Discussion of threats to nations

Research through field work, guest speakers, newspapers and magazines;

Individual in-depth study of a particular region/country

Experience a range of practical activities which may give an empathetic
understanding of some aspects of life in an Asian/Pacific country such as cooking
and eating appropriate food, preparing a piece of typical art, reading a translated
novel, meeting with people of an Asian/Pacific background;

Graphing of statistics using computer software/analysis of results.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals








Content








Teaching






Assessment







Specific Unit Resources
Society and Culture
Global Voices for the 21st Century
Ralph, R., Stacey, M., Longman Atlas, 2000
These were accurate at time of publication.
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descriptors from Geography Course Framework 2014 Edition.
Fragile Ecosystems
Value 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
 describe the changing nature, spatial
 explain the changing nature, spatial
patterns and interactions of ecosystems
 explain the factors which place
ecosystems at risk and the reasons for
their protection
 describe and explain environmental
management strategies
patterns and interactions of ecosystems
 explain the factors which place ecosystems
at risk and the reasons for their protection
 demonstrate an understanding of the
impacts environmental change on
ecosytems
 evaluate environmental management
strategies in terms of ecological
sustainability
 evaluate the impacts of, and responses of
people to, environmental change
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
Ecosystems and their functioning


what is an ecosystem? classification, productivity, factors affecting the functioning
of ecosystems;
vulnerability and resilience of ecosystem:
o
impacts due to natural stress; and
o
impacts due to human induced modifications to energy flows, nutrient cycling,
and relationships between biophysical components, rate and impact of humaninduced change.
Protection and management of ecosystems

reasons for the protection of ecosystems;

management of fragile ecosystems by indigenous people;

evaluation of traditional and contemporary management; and

management at the local, regional, national and global levels.
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descriptors from Geography Course Framework 2014 Edition.
Case study of at least one different ecosystems to illustrate their unique characteristics e.g.
coastal dunes, freshwater wetlands, inter-tidal wetlands, coral reefs, arid areas, mallee
woodlands, alpine areas, rainforests, temperate forests.

spatial patterns and dimensions – location, altitude, latitude, size, shape,
continuity;

biophysical interactions – weather/climate, geomorphic and hydrological
processes, adjustments to natural stress;

the nature and rate of change which affects ecosystem functioning;

human impacts (positive and negative); and

traditional and contemporary management practices.
NB. Selected ecosystems should not have been studied in detail elsewhere by
students taking this course.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

solve a problem in teams using a hypothetical scenario to enhance the skills of
listening, questioning, argument, negotiation, oral reporting, group presenting and
responding to questions;

listen to and question a guest speaker e.g. natural resource manager, Dunecare
/Waterwatch /Bushcare /Landcare group member, park ranger (when appropriate
and when available);

undertake field work to gather and record information - to identify ecosystem
characteristics and/or human impact on ecosystems;

listen to and question stakeholders at a local scale to identify and appreciate the
complexities of ecosystem management;

use GIS and/or satellite imagery and/or aerial photographs and/or topographic
maps to analyse relationships within an ecosystem, and to assess the impact of
human activity and the extent of changes over time; and

construct a consequences wheel to analyse the complex impact of physical and
human change in an ecosystems (e.g. immediate, short term, long range).
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descriptors from Geography Course Framework 2014 Edition.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals








Content








Teaching





Assessment




Specific Unit Resources
Books
Investigating Australian ecosystems. (1996). Cambridge: CUP.
Kleeman, G. (2000). A geography of global interactions 1. Port Melbourne: Heinemann.
Gondwana to greenhouse: Australian environmental geoscience. (2001). Sydney: Geological
Society of Australia.
Paine, J. Hutchison, N, Lanceley, K. and Reeve, R. (2001). Macmillan senior geography 2.
South Yarra: Macmillan.
Parker, B., Lanceley, K. Owens, D. and Reeves, R. (2000). Geography for Australian citizens.
South Yarra: Macmillan.
Journal Articles
Pearce, F. (2003). ‘Arctic faces toxic time bomb’ in New Scientist. No.2380, 1 Feb: 9.
Audio visual Material
The biophysical environment: ecosystems and interactions. (1998). Classroom Video. Video
recording.
Ecosystems. (2002). Sydney: ABC. Video recording.
Introduction to ecosystems. (1995). Sydney: ABC. Video recording.
Lake Baikal: blue eye on Siberia. (nd). Auckland: team Video Pacific. Video recording.
Reef ecosystems. (1998) Sydney : ABC. Video recording.
Web sites
155
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Ecosystems at risk. (2003, 24 August). Available
http://science.uniserve.edu.au/school/curric/stage6/geog/ecosys.html Online.
(extensive links to freshwater wetlands, inter-tidal wetlands, coral reefs, arid areas, coastal
dunes, alpine areas, rainforests, temperate forests)
The Everglades Ecosystem. (2003, 10 March). Available http://www.nps.gov/ever/eco/
Online.
HSC online. (2003, 24 August). Ecosystems at risk: case studies of ecosystems. Available
http://hsc.csu.edu.au/geography/ecosystems/case_studies/ Online.
(case studies of Ha Long Bay Vietnam, Minnamurra Rainforest)
Field work
Minnamurra Rainforest, Budderoo National Park
Black Mountain dry Schlerophyll Forest
These were accurate at time of publication.
156
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Tourism Perspectives
Value 0.5
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
The Greening of Tourism and Perspectives
1.0
The Greening of Tourism
0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
 demonstrate an understanding of the
T Course
This unit should enable students to:
 demonstrate an understanding of the
concepts of tourism and leisure and the
links between work, leisure and tourism
 demonstrate an understanding of how
tourism can cause changes in a host
community

 investigate issues related to the location

and impacts of tourism using local,
national or global examples
 examine the decision-making processes
associated with the planning and
development of tourism at particular
places


concepts of tourism and leisure and the
links between work, leisure and tourism
demonstrate an understanding of how
tourism can cause social/cultural, economic
and/or biophysical changes in a host
community
investigate issues related to the location
and impacts of tourism using local, national
and global examples
examine the decision-making processes
associated with the planning and
development of tourism at particular
places
critically evaluate the environmental
sustainability of particular types of tourism
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
The geographical nature of tourism

location and distinctive local features as factors in the development of tourism;

spatial variations in tourism within and beyond Australia;

patterns of tourist activities on a local scale, a national scale and a global scale;

changing patterns of tourist activities and the impact of technology; and

changing patterns of work, leisure and recreation.
157
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
The impact of tourism

environmental impacts - processes that shape the environment;

social, cultural, and economic changes that result from tourism;

indigenous people and tourism - opportunities and conflicts;

government involvement and decision-making process; and

changes to values and beliefs as a result of tourism development.
Managing tourism

spatial variations in marketing;

decision-making processes at local levels and beyond;

sustainable practices, responsible developers and travellers;

tourism and developing countries; and

evaluation and planning approaches to tourism

vulnerability of the tourism industry due to the success of the resource industry
and the fluctuation in exchange of interest rates.
Cultural and environmental tourism

current and future patterns of development and management; and

guidelines for cultural and ecotourism.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are
suitable for this unit. In addition the following specific strategies could be included:

research information from print material, electronic media and the Internet, to
analyse a tourism issue (e.g. the impact of SARs or the 2002 Bali bombing on
tourism);

gather and record data from websites, computer databases and print media to
identify tourism patterns and trends;

listen to and question a guest speaker e.g. an eco-tourism operator, indigenous
tourism operator, travel agent (when appropriate and when available);

examine statistical data on tourist numbers and destinations and present the
information using graphing techniques or chloropleth or flow maps;

debate or role-play a range of stakeholders using a tourism issue to understand the
complexity of positions held, value positions and alternatives (e.g. that tourists
should no longer be permitted to climb Uluru); and

use futures strategies (e.g. construction of a consequences or futures wheels,
decision-making trees, alternative pathways exercises) to analyse the impacts of
tourism (e.g. immediate, short term, long range).
158
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals

Content

Teaching

Assessment













Specific Unit Resources
Books
Hall, C. (2003). Introduction to Tourism. Melbourne: Longman.
‘Local case study: Sheraton hotels and resorts’. (2000). In Kleeman, G., A geography of global
interactions 2. Port Melbourne: Heinemann.
Manuel, M. (1996). Tourism. Cambridge: CUP.
McPherson, D. (1999). Tourism: a cultural process. Auckland: Longman.
Paine, J. Hutchison, N, Lanceley, K. and Reeve, R. (2001). Macmillan senior geography 2.
South Yarra: Macmillan.
Parker, B., Lanceley, K. Owens, D. and Reeves, R. (2000). Geography for Australian citizens.
South Yarra: Macmillan.
‘Tourism as an economic activity’. (2000). In Kleeman, G., A geography of global interactions
2. Port Melbourne: Heinemann.
Journal Articles
Malkin, R. (1999). ‘The pioneers’, in The UNESCO Courier. Jul/Aug: 24-25.
Audio Visual Material
Cultural collisions. (1996). World of difference: ABC. Video recording.
Ecotourism. (1995). TV Ed: SBS. Video recording.
Eco-tourism and marine life. (1995). Seaworld Services Australia. Video recording.
Ecotourism: an experience with nature. (1994). Bendigo: VEA. Video recording.
Nha Trang, Vietnam. (2001). Place and people: Asia Pacific: ABC. Video recording.
Tourism. (2000). A fork in the road: SBS. Video recording.
159
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Zimbabwe: tourism along the Zambezi River. (1995). Geographical eye over Africa: ABC. Video
recording.
Websites
Barossa Valley: a region in change (the vines, the tourists, and the locals). (2003, 24 August).
Geography support materials. Available
http://www.ssabsa.sa.edu.au/support/society/geog/geog-menu.htm Online.
Lonely Planet Online. (2003, 24 August). Available http://www.lonelyplanet.com/index.cfm
Online.
NSW HSC Online ((2003, 24 August). Tourism. Available
http://hsc.csu.edu.au/geography/activity/local/tourism/ Online.
(links to contemporary tourism issues, rural tourism, ecotourism in Australia, wildlife
tourism)
Schaller, D. (2003, 24 August). Indigenous ecotourism and sustainable development: the case
of Rio Blanco, Ecuador. Available
http://www.eduweb.com/schaller/RioBlancoSummary.html Online.
Tasmania online. (2003, 24 August). Available
http://www.tas.gov.au/Nav/Topic.asp?subjectcategory=T&Topic+Tourism Online.
Guest Speakers
Australian Tourism Commission
Field Work
Bicentennial Park, Homebush Olympic Park
Taronga Zoo
Jervis Bay
National Zoo and Aquarium
Tidbinbilla
National Museum
Questacon
Lanyon Homestead
AIS
These were accurate at time of publication.
160
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
The Greening of Tourism and Perspectives
Value 1.0
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
Tourism Perspectives
0.5
The Greening of Tourism
0.5
Prerequisites
Nil.
Specific Unit Goals
A Course
This unit should enable students to:
 discover the range of tourist attractions





and reasons for their popularity
examine and evaluate the growth and
future of the ecotourist industry
demonstrate an appreciation of the
diversity and economic importance of the
tourist industry, locally and globally
develop an awareness of effective
planning and management strategies for
tourism in general and ecotourism
specifically
demonstrate an understanding of the
concepts of tourism and leisure and the
links between work, leisure and tourism
demonstrate an understanding of how
tourism can cause changes in a host
community
 investigate issues related to the location
and impacts of tourism using local,
national or global examples
 examine the decision-making process
associated with the planning and
development of tourism at particular
places
T Course
This unit should enable students to:
 discover the range of tourist attractions
and reasons for their popularity
 examine and evaluate the growth and
future of the ecotourist industry
 demonstrate an appreciation of the
diversity and economic importance of the
tourist industry, locally and globally
 develop an awareness of effective planning
and management strategies for tourism in
general and ecotourism specifically
 demonstrate an understanding of the




concepts of tourism and leisure and the
links between work, leisure and tourism
demonstrate an understanding of how
tourism can cause social/cultural, economic
and/or biophysical changes in a host
community
investigate issues related to the location
and impacts of tourism using local, national
and global examples
examine the decision-making process
associated with the planning and
development of tourism at particular
places
critically evaluate the environmental
sustainability of particular types of tourism
161
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
Definitions and determinates of the tourist/leisure industry

Travel and outcomes, including factors of; destinations and attractions; marketing;
types of tourists and their expectations; how do eco-tourist expectations differ

The natural environment as a recreational and tourist resource.

Impact of the tourist industry on economic and environmental structures.

The Green movement and its impact on tourism.

The ecotourism environment

Guidelines for ecotourism initiatives.
The geographical nature of tourism

location and distinctive local features as factors in the development of tourism;

spatial variations in tourism within and beyond Australia;

patterns of tourist activities on a local scale, a national scale and a global scale;

changing patterns of tourist activities and the impact of technology; and

changing patterns of work, leisure and recreation.
The impact of tourism

environmental impacts - processes that shape the environment;

social, cultural, and economic changes that result from tourism;

indigenous people and tourism - opportunities and conflicts;

government involvement and decision-making process; and

changes to values and beliefs as a result of tourism development.
Managing tourism

spatial variations in marketing;

decision-making processes at local levels and beyond;

sustainable practices, responsible developers and travellers;

tourism and developing countries; and

evaluation and planning approaches to tourism.
Cultural and environmental tourism

current and future patterns of development and management; and format
guidelines for cultural and ecotourism
162
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable
for this unit. In addition the following specific strategies could be included:

debate or role-play a range of stakeholders using a tourism issue to understand the
complexity of positions held, value positions and alternatives (e.g. that tourists
should no longer be permitted to climb Uluru); and

discussions, exercises and group and individual research;

examine statistical data on tourist numbers and destinations and present the
information using graphing techniques or chloropleth or flow maps;

gather and record data from websites, computer databases and print media to
identify tourism patterns and trends;

liaison with groups of tourists and their agencies;

listen to and question a guest speaker e.g. an eco-tourism operator, indigenous
tourism operator, travel agent (when appropriate and when available);

preparation and interpretation of statistics, graphs, diagrams, and annotated visual
display;

problem solving through planning of a sustainable recreational/tourist
development;

research information from print material, electronic media and the Internet, to
analyse a tourism issue (e.g. the impact of SARs or the 2002 Bali bombing on
tourism);

research through field work and guest speakers; reports, newspapers, magazines;

simulations and presentations derived from computer software, including GIS
Internet, videos, audiovisual slides.

use futures strategies (e.g. construction of a consequences or futures wheels,
decision-making trees, alternative pathways exercises) to analyse the impacts of
tourism (e.g. immediate, short term, long range).

visits to local and national areas of recreation and tourism for the purpose of
observation and analysis (emphasis on ecotourist sites/comparison with ecotourist
sites);
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals

Content

Teaching

Assessment



















163
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Specific Unit Resources
Books
‘Local case study: Sheraton hotels and resorts’. (2000). In Kleeman, G., A geography of global
interactions 2. Port Melbourne: Heinemann.
‘Tourism as an economic activity’. (2000). In Kleeman, G., A geography of global interactions
2. Port Melbourne: Heinemann.
Carter, E. Lawman C (Ed.)
Chichester 1994
Ecotourism: A Sustainable Option, Wiley and Sons,
Hall, C. (2003). Introduction to Tourism. Melbourne: Longman.
Kleeman. G. (2003). Global Interaction. A Senior Geography 2 Victoria: Heinemann.
Manuel, M. (1996). Tourism. Cambridge: CUP.
Manuel, M.
Tourism, Cambridge, C.U.P. 1996
McPherson, D. (1999). Tourism: a cultural process. Auckland: Longman.
Paine, J. Hutchison, N, Lanceley, K. and Reeve, R. (2001). Macmillan senior geography 2.
South Yarra: Macmillan.
Parker, B., Lanceley, K. Owens, D. and Reeves, R. (2000). Geography for Australian citizens.
South Yarra: Macmillan.
Richardson, J. Ecotourism and Nature-based Holidays, Simon & Schuster, Sydney 1993
Journal Articles
Malkin, R. (1999). ‘The pioneers’, in The UNESCO Courier. Jul/Aug: 24-25.
The following Australian magazines (including advertisement sections) are also a source of
information:
Australian Geographic
Geo
Australian Nature
Habitat
Issues Number 51
July 2000
Audio Visual Material
Cultural collisions. (1996). World of difference: ABC. Video recording.
Ecotourism. (1995). TV Ed: SBS. Video recording.
Eco-tourism and marine life. (1995). Seaworld Services Australia. Video recording.
Ecotourism: an experience with nature. (1994). Bendigo: VEA. Video recording.
Nha Trang, Vietnam. (2001). Place and people: Asia Pacific: ABC. Video recording.
Tourism. (2000). A fork in the road: SBS. Video recording.
164
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Zimbabwe: tourism along the Zambezi River. (1995). Geographical eye over Africa: ABC.
Video recording.
Ecotourism – What is it? Classroom Video 1998
Ecotourism – Philip Island, (2004) Victorian Talkback Classroom
Websites
Barossa Valley: a region in change (the vines, the tourists, and the locals). (2003, 24 August).
Geography support materials. Available
http://www.ssabsa.sa.edu.au/support/society/geog/geog-menu.htm Online.
Lonely Planet Online. (2003, 24 August). Available http://www.lonelyplanet.com/index.cfm
Online.
NSW HSC Online ((2003, 24 August). Tourism. Available
http://hsc.csu.edu.au/geography/activity/local/tourism/ Online.
(links to contemporary tourism issues, rural tourism, ecotourism in Australia, wildlife
tourism)
Schaller, D. (2003, 24 August). Indigenous ecotourism and sustainable development: the case
of Rio Blanco, Ecuador. Available
http://www.eduweb.com/schaller/RioBlancoSummary.html Online.
Tasmania online. (2003, 24 August). Available
http://www.tas.gov.au/Nav/Topic.asp?subjectcategory=T&Topic+Tourism Online.
Travel-Library. (2003, 24 August). Available http://www.travel-library.com/ Online.
Tourist statistics/information www.abs.gov.au/
Guest Speakers
Australian Tourism Commission
Field Work
Bicentennial Park, Homebush Olympic Park
Taronga Zoo
Jervis Bay
National Zoo and Aquarium
Tidbinbilla
These were accurate at time of publication.
165
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
The Greening of Tourism
Value 0.5
Due to the duplication of content, students undertaking this unit are precluded from also
studying the following units;
The Greening of Tourism and Perspectives
1.0
Tourism Perspectives
0.5
Prerequisites
Nil.
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
 discover the range of tourist attractions
 discover the range of tourist attractions
and reasons for their popularity
 examine and evaluate the growth and
future of the ecotourist industry
 demonstrate an appreciation of the
diversity and economic importance of the
tourist industry, locally and globally
 develop an awareness of effective
planning and management strategies for
tourism in general and ecotourism
specifically
and reasons for their popularity
 examine and evaluate the growth and
future of the ecotourist industry
 demonstrate an appreciation of the
diversity and economic importance of the
tourist industry, locally and globally
 critically evaluate the effectiveness of
planning and management strategies for
tourism in general and ecotourism
specifically
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
Definitions and determinants of the tourist/leisure industry

Travel and outcomes, including factors of; destinations and attractions; marketing;
types of tourists and their expectations; how do eco-tourist expectations differ.

The natural environment as a recreational and tourist resource

Impact of the tourist industry on economic and environmental structures

The Green movement and its impact on tourism

The ecotourism environment

Guidelines for ecotourism initiatives.
166
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable
for this unit. In addition the following specific strategies could be included:

discussions, exercises and group and individual research;

liaison with groups of tourists and their agencies;

visits to local and national areas of recreation and tourism for the purpose of
observation and analysis (emphasis on ecotourist sites/comparison with ecotourist
sites);

research through fieldwork, field work and guest speakers; reports, newspapers,
magazines;

preparation and interpretation of statistics, graphs, diagrams, and annotated visual
display;

problem solving through planning of a sustainable recreational/tourist
development;

simulations and presentations derived from computer software, including GIS
Internet, videos, audiovisual slides.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals

Content

Teaching

Assessment



















Specific Unit Resources
Australians and the Environment ABS 1996
National Ecotourism Survey AGPS 1994
Carter, E. Lawman C (Ed.)
Chichester 1994
Ecotourism: A Sustainable Option, Wiley and Sons,
Hall, C.M.
Tourism in the Pacific Rim, Longman, Melbourne, 1994
Hall, C.M.
Introduction to Tourism, Longman, Melbourne, 1995
167
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Kleeman. G. (2003). Global Interaction. A Senior Geography 2 Victoria: Heinemann.
Manuel, M.
Tourism, Cambridge, C.U.P. 1996
Richardson, J. Ecotourism and Nature-based Holidays, Simon & Schuster, Sydney 1993
The following Australian magazines (including advertisement sections) are also a source of
information:
Australian Geographic
Geo
Australian Nature
Habitat
Issues Number 51
July 2000
Internet
Tourist statistics/information
www.abs.gov.au/
Videos
Ecotourism – What is it? Classroom Video 1998
Ecotourism – Philip Island, (2004) Victorian Talkback Classroom
Guest Speakers
Australian Tourism Commission
Field Work
Bicentennial Park, Homebush Olympic Park
Taronga Zoo
Jervis Bay
National Zoo and Aquarium
Tidbinbilla
These were accurate at time of publication.
168
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.
Introduction to GIS
Value 0.5
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
 demonstrate an understanding of GIS
 demonstrate an understanding of GIS
(Geographic Information Systems)
concepts and terminology and to develop
basic GIS skills
 use GIS to undertake a Spatial Inquiry from
data sets that have been provided to them
(Geographic Information Systems)
concepts and terminology and to develop
basic GIS skill
 use GIS to undertake a Spatial Inquiry from
data sets that have been provided to them
 undertake an investigation to acquire
original data, construct original maps,
analyse this spatial information, draw
conclusions and present their findings
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
An introduction to geographic tools

familiarisation with maps (including topographic maps and map projections), aerial
photographs, satellite imagery, spatial concepts and general map skills; and

GIS principles and processes, GIS terminology (e.g. buffer intersection, inclusion,
exclusion etc)

introduction to spheroids
Development of basic GIS skills in ArcView or MapInfo

orientation to the program, world thematic maps, composite map development,
selection map creation, building query maps, developing thematic maps;

use of GIS to explore a global topic (e.g. global patterns of water use, supply,
quality, waste water) and analyse patterns; and

GIS theory involving introduction of spatial data and GIS concepts such as
adjacency, proximity, buffering, and overlaying).
Expanded focus using GIS - enhanced thinking and decision-making inquiry

use of GIS principles and skills to capture, manage and manipulate data to create a
map;

advanced GIS skills involving data entry, registering and manipulating aerial
photographs and topographic maps, and GPS (Global Positioning Systems) work;
and
169
Board Endorsed December 2007 – Amended to reflect new assessment task type table and unit grade
descriptors from Geography Course Framework 2014 Edition.

application of GIS skills to carry out Spatial Inquiries.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

use a range of maps and aerial photographs (or satellite images), with different
purposes and scales (e.g. topographic, atlas) to reinforce skills related to map
interpretation and analysis, and to reinforce understanding of map conventions
and spatial concepts;

use world data sets and maps with GIS as a tool to aid investigation to add layers,
join data tables, practise layouts, make simple queries;

produce different maps (thematic/choropleth, multiple scale, query maps);

visit a workplace where GIS is used or listen to and question a guest speaker to
identify and appreciate the uses of GIS in the workplace and career opportunities
available in GIS (when appropriate and when available);

undertake field activities using GPS to record spatial data and to enter it into a GIS
project; and

work in teams to collect data and create customised maps, analyse patterns, and
present map-based findings and conclusions.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals







Content







Teaching







Assessment







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descriptors from Geography Course Framework 2014 Edition.
Specific Unit Resources
Books
Audet, R. and Ludwig, G. (2000). GIS in Schools. USA: ESRI Press.
Davis, D.E. (2001). GIS is for everyone. 2nd Edition. USA: ESRI Press.
Malone, L., Palmer, A. and Voigt, C. (2002). Mapping Our World: GIS Lessons for Educators.
USA: ESRI Press.
Journal Articles
AGTA Geographical Education. (1999). 11.
Kempson, S. (2000). “Gone are the days of the hand-drawn map!” in AGTA Geographical
Education. 13: 18-24.
Audio visual Material
ESRI Geography Matters. (nd). (CD-Rom - free and contains useful information on What is
GIS? GIS industry applications, useful short videos)
The GIS for Schools and Libraries CD Version 5. (nd). (CD-Rom - sent out free to schools from
ESRI or see ArcVoyager listed in Web site addresses for free download)
McInerney, M. (2002). GIS in the Geography Classroom.
(CD-Rom available directly from Malcolm McInerney at TechGeog Fax: 08 8269 2419 or Email:
manning@chariot.com.au)
TechDiffusion. (Australian GIS projects) (CD-Rom - gives step-by-step GIS applications used by
Australian teachers, available late in 2003)
Web sites
ArcVoyager. (2003, 17 August). Available http://www.esri.com/arcexplorer Online.
(to download a free copy of ArcVoyager)
Census data from the Bureau of Statistics. (2003, 17 August). Available http://www.abs.gov.au
Online.
Geography support materials. (2003, 17 August). Available
http://www.ssabsa.sa.edu.au/support/society/geog/geog-menu.htm Online.
(extensive links to GIS activities and resources)
Geoscience Australia. (2003, 26 August). Topographic mapping. Available
http://www.ga.gov.au/nmd/mapping/ Online.
MapInfo Net Data Portal. (2003, 17 August). Available http://www.mapinfo.com.au Online.
South Australian Atlas, Government of South Australia. (2000). Available
http://www.atlas.sa.gov.au Online.
(electronic version of the SA Atlas with data on land management, population features, natural
features at state, regional and local scales)
UNESCO. (2003, 17 August). Available http://www.uis.unesco.org/en/stats/stats0.htm Online.
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descriptors from Geography Course Framework 2014 Edition.
(for global data)
Where is? (2003, 17 August). Available http://whereis.com.au Online.
(for online street directory maps)
Guest Speakers
Geoscience
PSMA (Public Service Mapping Agency)
Field Work
In the local area using GPS for data logging
These were accurate at time of publication.
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descriptors from Geography Course Framework 2014 Edition.
Cartography
Value 0.5
Prerequisites
Nil
Specific Unit Goals
A Courses
This unit should enable students to:
T Course
This unit should allow students to:

Understand the role and function of
maps, their use and applications

Demonstrate knowledge of the properties of
great circles and the trigonometry of spheres

Demonstrate an understanding of
the historical development of
navigation, exploration and map
making

Make the necessary calculations to carry out two
projections

Demonstrate an understanding of
the main types of map projections

Choose the most suitable projection for the
purpose for which the map is intended

Compare and contrast map projections.

Critically evaluate the use of modern technology
for navigation and map making
Content
Content set out below is for students taking this unit as part of a T course. The content
should be covered in less depth for students undertaking this unit as part of an A course.

Historical overview of the science of mapping and of navigation.
Include such topics as:
o
Ancient maps and mapmakers – Maps from Babylonia, Egypt, Rome Greek Arabia
and Mediaeval Europe
o
Ptolemy and his influence
o
Gerardus Meracator
o
James Harrison and The Longitude Prize

Consideration of problems of map projections:
o The problems of scale
o The maintenance of true shape and of area

Consideration of various types of projections:
o Cylindrical (Simple Cylindrical, Mercator’s ,Gall’s);
o Conical ( Bonne’s, One and Two Standard Parallels);
o Two World Equal –Area( Mollweide’s and Sinusoidal);
o Zenithal (Polar and Equatorial Zenithal Gnomicand, Lambert’s Polar and
Equatorioal Zenithal Equal-Area).
o

Comparison of the characteristics, properties and uses of projections as well as the
advantages and disadvantages of different projections.Consider some of the following:
o Shape of parallels and meridians;
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descriptors from Geography Course Framework 2014 Edition.
o
o
Scale along parallels and meridians;
Retention of shape and of area;
o Practical uses of each projection.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable
for this unit. In addition the following specific strategies could be included:

View the map collection at the NLA

Listen to and question a guest speaker (cartographer, curator of maps) on various
aspects of the evolution of map making

Gather and record data from websites, audiovisual material to identify the
characteristics of different maps and their projections

Prepare and make an interpretation through annotated visual displays of chosen maps
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals





Content






Teaching


Assessment










Specific Unit Resources
Books
Francis, L
We Map Our World Brisbane Books
Aschemeyer, E Map reading and Australia Britannica Encyclopedia Series 1999
Cosgrove, D
Mappings Peakton Books 1999
Ryan, S
The Cartographic Eye: How Explorers Saw Australia CUPAckerman J and
Karron RW Maps: Finding Our Place In The World
Mormonier M How To Live With Maps
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descriptors from Geography Course Framework 2014 Edition.
Web sites
Geographic Tools and Skills
http://science.univerve.edu.ao/schools/curricu/stage6/geog/skills.html Online
(Links to interpreting maps, analysing graphs and statistics, interpreting photographs)
Geoscience Australia
Http://ga.gov.au/ Online
(Information on topographic maps, satellite and remote sensing)
www.maphist.nl
http://oddens.geog.uv.nl/
www.geography.wise.edu/hist cart/
These were accurate at the time of publication.
CD Roms
Geographica, Random House, 1999
Geodata 9 Second Dem
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descriptors from Geography Course Framework 2014 Edition.
Geographic Research Project
Value 0.5
Prerequisites
A student must have completed at least one standard unit.
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
 identify a geographic topic, question or issue
 identify a geographic topic, question or issue,
and develop a plan for active geographical
inquiry
 investigate a geographic question or issue
from primary and secondary sources
 use maps, graphs and statistics, photographs
and/or fieldwork to conduct geographical
inquiries
formulate an hypothesis, and develop a plan
for active geographical inquiry
investigate a geographic question or issue
from primary and secondary sources
use maps, graphs and statistics, photographs
and/or fieldwork to conduct geographical
inquiries, and if relevant, apply mathematical
ideas and techniques to analyse geographical
data
analyse, interpret and evaluate research data
communicate geographical information, ideas
and issues using appropriate
written/oral/technological/cartographic/
graphic forms
 interpret research data
 communicate geographical information, ideas
and issues using appropriate
written/oral/technological/cartographic/
graphic forms




Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
Formal teaching of the research process and research techniques should be undertaken
after which students should independently research a geographical topic, question or issue
in which they are interested. This research may take the form of fieldwork, research based
on primary data or issues-based research of a current topic. The topic, question or issue
must be negotiated with, approved by and the project supervised by the teacher.
The research process

hypothesis development.

formulation of a plan to test the hypothesis;

identification of a research focus for the investigation;

organisation of a plan of investigation;

gathering and processing relevant primary and secondary data;

critically review the plan, the process and the findings of the; and investigation
Research techniques

the use of primary data such as field measurements, observations, surveys,
interviews, statistics and photographs;
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
the use of secondary data such as published reports, texts, newspaper editorials
and reports, Internet sources, audio-visual productions, graphical and statistical
information; and

the ethical responsibilities of conducting geographical inquiry (e.g. confidentiality,
anonymity, deception or coercion of informants, exposure to physical and/or
emotional risks, permission and trespass, minimising environmental impact, storing
data appropriately, plagiarism, acknowledging sources).
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

illustrate data in diagrammatic, graphic, photographic and cartographic formats
gathered from primary and secondary sources;

conduct interviews, administer surveys/questionnaires, or use field work to gather
and record information; and

listen to and question a guest speaker to identify and appreciate the complexities
of independent research.
Assessment
Refer to pages 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals







Content







Teaching





Assessment







Specific Unit Resources
Books
Kleeman, G. (2000). A geography of global interactions 1. Port Melbourne: Heinemann.
Paine, J. Hutchison, N, Lanceley, K. and Reeve, R. (2001). Macmillan senior geography 1:
preliminary course. South Melbourne: Macmillan.
Web sites
Geographic Tools and Skills. (2003, 24 August). Available
http://science.uniserve.edu.au/school/curric/stage6/geog/skills.html Online.
(Links to interpreting maps, analysing graphs and statistics, interpreting photographs,
conducting fieldwork)
Geoscience Australia. (2003, 26 August). Available http://ga.gov.au/ Online.
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descriptors from Geography Course Framework 2014 Edition.
(information on topographic mapping, satellite and remote sensing)
Individual field study hints. (2003, 17 August). Available
http://www.ssabsa.sa.edu.au/support/society/geog/geog-menu.htm Online.
Senior Geography Project. (2003, 13 March). Available
http://science.uniserve.edu.au/school/curric/stage6/geog/project.html Online.
(Links to investigation techniques, oral presentations, multimedia presentations, geographical
inquiry)
Guest Speakers
ACTPLA
Geoscience
These were accurate at time of publication.
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descriptors from Geography Course Framework 2014 Edition.
Geomorphology and GIS
Value 1.0
This unit combines Introduction to GIS 0.5 and Geomorphology 0.5.
Due to the duplication of content, students undertaking this unit are precluded from also
studying the unit Earth in Action 1.0
Prerequisites
Nil
Specific Unit Goals
A Course
This unit should enable students to:
T Course
This unit should enable students to:
 demonstrate an understanding of the
 demonstrate an understanding of the
processes whereby the earth’s crust has
formed and is moving
 identify and distinguish between the types
of weathering and mass
wasting/movement and explain these
processes and associated landform
features
 describe characteristics of landform
features in arid, glacial or karst terrains
processes whereby the earth’s crust has
formed and is moving
 identify and distinguish between the types
of weathering and mass
wasting/movement and explain these
processes and associated landform
features
 account for the development and
characteristics of landform features in arid,
glacial or karst terrains
 identify landform and associated human
features from topographic maps and
photographs
 identify landform and associated human
features from topographic maps and
photographs
 demonstrate an understanding of GIS
 demonstrate an understanding of GIS
(Geographic Information Systems)
concepts and terminology and to develop
basic GIS skills
 use GIS to undertake a Spatial Inquiry from
data sets that have been provided to them
(Geographic Information Systems)
concepts and terminology and to develop
basic GIS skills
 use GIS to undertake a Spatial Inquiry from
data sets that have been provided to them
 undertake an investigation to acquire
original data, construct original maps,
analyse this spatial information, draw
conclusions and present their findings
Content
NOTE: The content set out below is for students taking this unit as part of a T course. The
content should be covered in less depth for students undertaking this unit as part of an A
course.
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descriptors from Geography Course Framework 2014 Edition.
An introduction to GIS

familiarisation with maps (including topographic maps and map projections), aerial
photographs, satellite imagery, spatial concepts and general map skills; and

GIS principles and processes, GIS terminology (e.g. buffer intersection, inclusion,
exclusion etc)

introduction to spheroids
Development of basic GIS skills in ArcView or MapInfo

orientation to the program, world thematic maps, composite map development,
selection map creation, building query maps, developing thematic maps;

use of GIS to explore a global topic (e.g. global patterns of water use, supply,
quality, waste water) and analyse patterns; and

GIS theory involving introduction of spatial data and GIS concepts such as
adjacency, proximity, buffering, and overlaying).
Expanded focus using GIS - enhanced thinking and decision-making inquiry

use of GIS principles and skills to capture, manage and manipulate data to create a
map;

advanced GIS skills involving data entry, registering and manipulating aerial
photographs and topographic maps, and GPS (Global Positioning Systems) work;
and

application of GIS skills to carry out Spatial Inquiries.
Geomorphology

definition of geomorphology and how the study of geomorphology has changed
over time;

major landform systems of Australia and landform characteristics of the local area;
and

landform recognition and interpretation using topographic map, aerial
photographs and digital imaging.
The breakdown of the Earth’s surface

weathering, erosion, transport and deposition

mass movement/mass wasting – types, processes, products and influencing
factors.
Over the course of this half point unit students will select and study the development,
characteristics and human use of at least one of the following terrains: arid, glaciated, karst.

definition and location of examples of the selected terrain;

identification of the main landforms and the processes by which these landforms
have developed in the selected terrain.
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descriptors from Geography Course Framework 2014 Edition.
Teaching and Learning Strategies
The teaching and learning strategies as mentioned on page 17 of this document are suitable for
this unit. In addition the following specific strategies could be included:

use a range of maps and aerial photographs (or satellite images), with different
purposes and scales (e.g. topographic, atlas) to reinforce skills related to map
interpretation and analysis, and to reinforce understanding of map conventions
and spatial concepts;

view audiovisual technologies (video, CD-Rom) to simulate interest in and
appreciate the elements of physical environments;

illustrate data in diagrammatic, graphic, photographic or cartographic formats
gathered from primary or secondary sources to identify geomorphic processes and
patterns relating to physical environments;

listen to and question a guest speaker (e.g. a working geomorphologist, university
lecturer teaching physical geography) to identify and appreciate career
opportunities for people with qualifications in geomorphology (when appropriate
and when available);

undertake field activities to investigate geomorphic processes at work in the local
area, or in arid, glaciated, fluvial or karst terrains.

use world data sets and maps with GIS as a tool to aid investigation to add layers,
join data tables, practise layouts, make simple queries;

produce different maps (thematic/choropleth, multiple scale, query maps);

visit a workplace where GIS is used or listen to and question a guest speaker to
identify and appreciate the uses of GIS in the workplace and career opportunities
available in GIS (when appropriate and when available);

undertake field activities using GPS to record spatial data and to enter it into a GIS
project; and

work in teams to collect data and create customised maps, analyse patterns, and
present map-based findings and conclusions.
Assessment
Refer to page 16-17.
Student Capabilities
Evidence could be in:
Student Capabilities
creative and critical thinkers
enterprising problem-solvers
skilled and empathetic communicators
informed and ethical decision-makers
environmentally and culturally aware citizens
confident and capable users of technologies
independent and self-managing learners
collaborative team members
Goals








Content








Teaching







Assessment






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descriptors from Geography Course Framework 2014 Edition.
Specific Unit Resources
Books
Abbot, P.L. (2006) Natural Disasters McGraw Hill,
Audet, R. and Ludwig, G. (2000). GIS in Schools. USA: ESRI Press.
Davis, D.E. (2001). GIS is for everyone. 2nd Edition. USA: ESRI Press.
Flannery, T. (2005) The Weather Makers Text Publishing, Adelaide.
Huggett, R. J. (2002). Fundamentals of geomorphology. London: Routledge.
Malone, L., Palmer, A. and Voigt, C. (2002). Mapping Our World: GIS Lessons for Educators.
USA: ESRI Press.
Messelink, G. (2003). Introduction to coastal processes and geomorphology. Oxford: OUP
Sale, C. (1994). Our Wonderful World. Second Edition. Melbourne: Longman.
Scarth, A. (1997). Savage earth. London: Harper Collins.
Journal Articles
AGTA Geographical Education. (1999). 11.
Kempson, S. (2000). “Gone are the days of the hand-drawn map!” in AGTA Geographical
Education. 13: 18-24.
Audio Visual Material
An Inconvenient Truth, (2006) Al Gore
Arid inland. (1995). Living landscape: ABC. Video recording.
Australian deserts: the unnatural dilemma. (2000). PRIME. Video recording.
Birth of a theory. (1994). Earth revealed: ABC. Video recording.
Deserts. (2003). Wild Africa: ABC. Video recording.
Earth’s interior. (1994). Earth revealed: ABC. Video recording.
Erosion: levelling the land. (1981). Chicago: Encyclopaedia Britannica. Video recording.
ESRI Geography Matters. (nd). (CD-Rom - free and contains useful information on; what is
GIS? GIS industry applications, useful short videos)
The GIS for Schools and Libraries CD Version 5. (nd). (CD-Rom - sent out free to schools from
ESRI or see ArcVoyager listed in Web site addresses for free download)
McInerney, M. (2002). GIS in the Geography Classroom.(CD-Rom available directly from
Malcolm McInerney at TechGeog Fax: 08 8269 2419 or Email: manning@chariot.com.au)
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descriptors from Geography Course Framework 2014 Edition.
TechDiffusion. (Australian GIS projects) (CD-Rom - gives step-by-step GIS applications used by
Australian teachers, available late in 2003)
Wind, dust and deserts. (1994). Earth revealed: ABC. Video recording.
CD-ROMs
Geography physical world. (1995). Leeds UK: Yorkshire Thomson Multimedia.
Websites
ArcVoyager. (2003, 17 August). Available http://www.esri.com/arcexplorer Online. (to
download a free copy of ArcVoyager)
Census data from the Bureau of Statistics. (2003, 17 August). Available http://www.abs.gov.au
Online.
Geography support materials. (2003, 17 August). Available
http://www.ssabsa.sa.edu.au/support/society/geog/geog-menu.htm Online. (extensive links to
GIS activities and resources)
Geomorphology. (2003, 20 August). Available
http://dmoz.org/Science/Earth_Sciences/Geology/Geomorphology/ Online. (links to journals,
organisations, caves and karst, glacial geomorphology, landslides)
Geoscience Australia. (2003, 26 August). Topographic mapping. Available
http://www.ga.gov.au/nmd/mapping/ Online.
Internet Resources for physical Geography. (2003, 20 August). Available
http://www.uwsp.edu/geo/internet/physical_geog_resources.html Online. (links to
geomorphology – landforms, mass wasting, glacial, karst)
MapInfo Net Data Portal. (2003, 17 August). Available http://www.mapinfo.com.au Online.
Physical Geography Links. (2003, 20 August). Available
http://daphne.palomar.edu/jthorngren/Geoglinks.htm Online. (links to plate tectonics, tectonic
processes, geomorphology and landforms)
South Australian Atlas, Government of South Australia. (2000). Available
http://www.atlas.sa.gov.au Online. (electronic version of the SA Atlas with data on land
management, population features, natural features at state, regional and local scales)
UNESCO. (2003, 17 August). Available http://www.uis.unesco.org/en/stats/stats0.htm Online.
(for global data)
Where is? (2003, 17 August). Available http://whereis.com.au Online. (for online street
directory maps)
Guest Speakers
Geoscience
Bureau of Meterology
Australian Mining Council
PSMA (Public Service Mapping Agency)
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descriptors from Geography Course Framework 2014 Edition.
Field Work
Sullivans Creek
Snowy Mountains Catchment Area
Dicks Creek
Wombeyan Caves
In the local area using GPS for data logging
These were accurate at time of publication.
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descriptors from Geography Course Framework 2014 Edition.
Appendix 1 Evaluation
Questionnaire 1 - to be completed at the conclusion of the course. Tick the appropriate
boxes or indicate a rank.
EVALUATION OF YEAR 11/12 GEOGRAPHY UNITS
UNIT TITLE
CONTENTS
Of great
interest
Interesting
Of no
interest
Valuable for
general
knowledge
No value for
general
knowledge
Useful
skills
1 - none
5 - many
Useful for
my career
planning
Coastal
Environments
Marine Geography
Oceanography
Water in the World
Geography Beyond
2050
Population
Dynamics
Urban Dynamics
Urban Places
World Cities
Global Geopolitics
Catchment
Management
Land Care
Development and
Geopolitics
Resource Based
Industries
Earth in Action
Geomorphology
Food for the World
Food – Glorious
Food
Natural Hazards
Environmental
Hazards
Africa – A
Continent in Crisis
Australia and Asia
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descriptors from Geography Course Framework 2014 Edition.
UNIT TITLE
CONTENTS
Of great
interest
Interesting
Of no
interest
Valuable for
general
knowledge
No value for
general
knowledge
Useful
skills
1 - none
5 - many
Useful for
my career
planning
Australia
Asia/Pacific Links
Fragile Ecosystems
Tourism
Perspectives
The Greening of
Tourism and
Perspectives
Introduction to GIS
Geographic
Research Project
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descriptors from Geography Course Framework 2014 Edition.
Questionnaire 2 - to be completed at the conclusion of each unit. Tick the appropriate box.
UNIT TITLE:
Very
High
High
Satisfactory Poor
Very
Poor
OVERALL - RATE THE QUALITY
OF TEACHING OF THE UNIT
Overall – rate the organisation
of the course
Overall – rate the quality of
student-teacher interaction
Overall – rate the difficulty or
effort required of the unit
Overall - rate the accuracy and
fairness of student assessment
To what extent do you agree with the following statements?
Strongly
agree
Agree
Neutral
Disagree
Strongly
disagree
The teacher was prepared for
class.
The unit content was well
organised.
An above average amount of
study effort was required.
The teacher encouraged
students when they did a good
job.
The teacher listened to student
comments and questions.
Student performance was
evaluated in a fair and impartial
manner.
Sufficient feedback was
provided on student progress.
Material was presented in class
that could not easily be gained
from other sources.
The teacher provided relevant
examples and illustrations in
teaching.
Available resources were
relevant and appropriate.
The assessment tasks provided
valuable learning experiences.
187