Focus Area Focus Area 5A3 Issues in Australian Environmets
Focus
Ways in which geographical understanding contributes to the
sustainable management of issues affecting the Australian
environment
Inquiry Question:
 “Issues! What Issues?”
Suggested time allocation
 10 weeks (25% of course time)
Stage 5: Australian Geography
Rationale
This unit of work is differentiated by challenge level, complexity and outcome
Italics indicates ‘below’ level
Highlighted indicates ‘on’ level
Underlined indicates ‘qbove’ level
See A-E chart for differentiation as indicated by the BOS Performance Bands
This unit includes ICT skills, Literacy and numeracy skills and the possibility of cross-curricula
integration with E10-3 Working for Justice and Caring About our World (Religious Education To
Know, Worship and Love Year 10)
Targeted Outcomes:
Geographical tools that may be used in this focus area:
A student
 Measure distances using a scale
5.1 identifies, gathers & evaluates geographical information
 Locate features on a map using latitude and longitude
5.2 organises, analyses and synthesises geographical information
 Determine direction using compass points and bearings
5.3 selects and uses appropriate written, oral and graphic forms to
 Construct and interpret bar, column, line and proportional graphs
communicate geographical information
 Recognise and account for change using statistical data
5.4 selects & applies appropriate geographical tools
 Collect and use digital images
5.5 demonstrates a sense of place about Australian environments
Fieldwork
5.6 explains the geographical processes that form & transform
 Develop a research action plan
environments
 Design and conduct interviews, questionnaires, surveys
5.7 analyses the impacts of different perspectives on geographical
 Locate fieldwork sites
issues at local, national and global scales
 Design focus questions
5.10 applies geographical knowledge, understanding and skills with
 Collect data, both primary & secondary
knowledge of civics to demonstrate informed and active citizenship
 Analyse data
 Present findings
Sense of Sacred
Numeracy Focus/Literacy Focus
Skills





Justice – social equity within Australian
communities
Truth – the encouragement of research
skills that look at a variety of perspectives
and aim at forming personal decisions
A commitment to community – Australian
identity, changing communities, active
citizenship, rights and responsibilities of
individuals, groups & governments.
Research Action Plan.
Intragenerational equity within Australia.
Responsibility – Global citizenship







Interpretation of statistical data
Migrant numbers and change over
time
AusAID budgets
Comparing Australian Aid/
migration data with the situation in
other countries
Bar graphs, proportional graphs
Scale, direction, bearings
Latitude and longitude


Organisational skills (Focus question)
Research skills
Identify Aim
Design Focus Questions
Collect data – primary and secondary
Process and analyse data
Present data – written and oral
Strategies and recommendations
This skills format is revision and consolidation of the steps followed to complete the
Research Action Plan
ICT integrated into this unit
 Develop and refine search techniques
using the internet
 Access, collect and interpret electronic
information
 Create a formatted, multi-paged report
Mandatory assessment task
Scenario:
Many of the issues we see on our
televisions, in newspapers and in
everyday
conversation
are
geographical issues.
An example is: Should a resort be built
near Ningaloo Reef?
Key terms and concepts relevant to this unit:
Geographical Issue
Research Action Plan
Spatial Dimension
Ecological Dimension
Active Citizenship
Contrasting Perspectives
Social Justice and Equity
Sustainability
Fieldwork
Global citizenship
These issues affect physical & human
environments
&
need
careful
Major Geographical Issues:
management by individuals, groups &
Air Quality
governments working towards a
Land & Water Management
sustainable & equitable future.
Coastal Management
Urban Growth & Decline
Each student will research an issue
Spatial Inequality
affecting an Australian environment,
Waste Management
focusing on the varying responses of
(as per syllabus)
individuals, groups & governments and
present a responsible & informed
solution or solutions to the issue.
Each student will present their research
to the class.
The theme of the research is::
‘Issues! What Issues?’
General performance descriptors
source: Board of Studies
The general performance descriptors describe performance at each of five grade
levels:
Criteria Descriptors – to be used in conjunction with marking
rubric
A The student has an extensive knowledge and understanding of the content and
can readily apply this knowledge. In addition, the student has achieved a very
high level of competence in the processes and skills and can apply these skills
to new situations.
Above level performance
Report is effectively organised and communicates extensive knowledge and
understanding
The presentation to the UN Conference will allow students to apply their knowledge
and skills in a new situation
B The student has a thorough knowledge and understanding of the content and a
high level of competence in the processes and skills. In addition, the student is
able to apply this knowledge and these skills to most situations.
On level performance
Report is effectively organised and communicates thorough knowledge and
understanding and high level of competence in the processes and skills
C The student has a sound knowledge and understanding of the main areas of
content and has achieved an adequate level of competence in the processes and
skills.
Report is organised and communicates sound knowledge and understanding and an
adequate level of competence in the processes and skills
D The student has a basic knowledge and understanding of the content and has
achieved a limited level of competence in the processes and skills.
A basic report communicates some knowledge and understanding and a limited level
of competence in the processes and skills
E The student has an elementary knowledge and understanding in few areas of
the content and has achieved very limited competence in some of the processes
and skills.
Below level performance
The report indicate elementary knowledge and understanding and limited
competency in processes and skills
Outcome
5.1 identifies,
gathers &
evaluates
geographical
information
5.2
Organises,
analyses and
synthesises
geographical
information
5.3 selects and
uses appropriate
written, oral and
graphic forms to
communicate
geographical
information
5.4 selects &
applies
appropriate
geographical
tools
5.5 demonstrates
a sense of place
about Australian
environments
5.6 explains the
geographical
processes that
transform
environments
5.7 analyses the
impacts of
different
perspectives on
geographical
issues at local,
national and
global scales
Students learn
about
Students learn
to
Integrated teaching, learning and assessment
Evidence of
learning/feed
back
Geographical
issues
 Geographical
issues affecting
Australia’s
physical
environments
including:
 Describe each
geographical issue
in relation to:
- its nature
Focus 1: Physical Issues
1. Students
define relevant
terms.
- air quality
- coastal
Management
- land and water
management
- its impact
- the responses by
individuals,
groups and
governments to
the issue
 Outline how a
range of
geographical
issues are
affecting
Australian
environments
Briefly define terms and processes relevant to air quality, coastal
management and land and water management. Ensure that students
understand all definitions and terms. Students to categorise these
definitions into relevant issues.
Case Study: Coastal Management
Students to define and draw diagrams illustrating coastal
geomorphology eg deposition, erosion, transport. Students draw a
flow chart to follow the journey of a sand particle through the various
processes. Students to illustrate the various landforms found in
coastal areas. Review the concept of perspectives and stakeholders,
competing landuse options.
Scenario: Students are given a map with a hypothetical coastal
settlement that is subject to a development proposal. Students are to
consider the following roles (depending on class size): resident,
surfer, commercial fisherman, local conservationist, RTA, tourist
operator, oyster farmer, retail operator. The development proposal is
to build a major resort/shopping complex with access roads.
Stakeholders are to prepare their arguments, proposals and possible
compromise positions. ICT place a summary of each stakeholder
position on an individual page of a hypothetical website. They are to
attempt to reach an agreement or partial compromise prior to the
council meeting. An arbiter is appointed and each group/person
argues their case.
2. Students are
able to use
glossary.
3. Students
demonstrate an
understanding
of processes by
drawing a
flowchart
4. Students able
to examine issue
from a variety
of perspectives.
5. Students able
to reach a
compromise
position through
critical debate
and active
listening.
6. Students
demonstrate an
understanding
of consequences
arising from the
decision-making
process in both
the short and
long term.
Evaluation
Completion
date
Above level: Can list and discuss an extensive range of physical geographical issues affecting Australia.
On level: Is able to list and describe the major geographical issues affecting Australia.
Below level: Can list and describe some geographical issues affecting Australia
5.2
Organises,
analyses and
synthesises
geographical
information
- Geographical
issues
 Geographical
issues affecting
Australia’s human
environments
including:
5.3
Selects and uses
appropriate
written, oral and
graphic forms to
communicate
geographical
information
5.7
Analyses the
impacts of
different
perspectives on
geographical
issues at local,
national and
global scales
5.9
Explains
Australia’s links
with other
countries and its
role in the global
community
5.10
Applies
geographical
knowledge,
understanding
- spatial inequality
- urban growth
and decline
- waste
management
 Explain the
interaction of
the physical and
human elements
of the
environment
 Recognise the
responsibility of
the levels of
government to
the issue
 Propose actions
that promote:
- sustainability
- social justice
- equity
 Evaluate the
success of
individuals,
groups and the
levels of
government in
managing the
issue
Focus Area 2: Human Issue
Briefly define terms and processes relevant to spatial inequality,
urban growth and decline and waste management. Ensure that
students understand all definitions and terms in glossary. Students to
categorise these definitions into relevant issue.
Students to examine social justice issues related to spatial inequality.
Case Study:
Fieldwork and Report
You are a concerned citizen. You have decided to investigate and
collect information about a geographical issue and write a detailed
report to your appropriate government representative.
1. Start your investigation process by developing a research action
plan that will outline the following:
* an hypothesis
* four broad focus questions
* the types of primary and secondary data required to answer the
focus questions
* how you are going to collect the data
* how you are going to process and analyse the data collected
(graphs, tables, maps etc)
Note: make sure that your focus questions cover the following pieces
of information:
* the geographic process (including the interactions between human
and physical elements)
* individual, group and government responses & responsibilities
1. Students
demonstrate an
understanding
of the impact of
national
decision making
on local issues
2. Students
demonstrate an
ability to
develop a RAP.
Students apply a
variety of
fieldwork
techniques.
3. Students
demonstrate an
ability to
manipulate data
and present in
an appropriate
format.
4. Students
demonstrate
active
citizenship by
proposing
individual
action to
address the
issue (report to
responsible
government
department)
and skills with
knowledge of
civics to
demonstrate
informed and
active
* management processes, strategies and an evaluation of their
success
2. Provide information about the area to be studied, including:
- a photograph - a map
- description of physical features/landforms
- a brief description of how the issue related to the location
3. Investigate the issue by following the steps outlined in your
research action plan
4. Develop and present your report about the issue
Above level: Able to show depth of knowledge and sound research skills to summarise Australia’s geographical issues. Familiar with glossary words and can use the
metalanguage. Cartoon analysis require high order thinking skills.
On level: Able to identify and explain some issues. Increase in understanding of relevant geographical terms. May only interpret the cartoon literally
Below level: Can describe some of Australia’s geographical issues. Has a limited knowledge of relevant geographical terminology.
Above level: This assessment task requires deep knowledge leading to a synthesis of data and creation of recommendations. Students are required to create an hypothesis,
plan their own focus questions and develop strategies for the collection, analysis and presentation of their findings. Students should be showing responsibility for their learning
and independent research skills. Students will be able to evaluate contrasting perspectives of key interest groups and the implications for social justice and sustainability.
On level: Students may need assistance with developing 4-6 Focus Questions. Steps 1-4 should be attempted
Below level: 1-4 Focus questions completed at a basis level. Steps 1-3 attempted