YEAR 8 GEOGRAPHY UNIT – HUMAN GEOGRAPHY “URBAN MYTHS”
Physical geography
Human Geography
UNIT 2 AUSTRALIAN CURRICULUM YEAR 8 GEOGRAPHY: URBAN MYTHS (25 weeks/1 semester)
Inquiry questions:
1. How do environmental and human processes affect the characteristics of places and environments?
2. How to the interconnections between places, people and environment affect the lives of people?
3. What are the consequences of changes to places and environments and how can these changes be managed?
Unit Title:
This unit focuses on the reasons for and impact of migration and urbanisation with comparative studies of Australian domestic and
international migration patterns, patterns of settlement in the United States of America and the effects of urbanisation in an Asian
country (Indonesia/China).
GEOGRAPHICAL INQUIRY AND SKILLS
K&U


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
Explain the significance, interconnection and characteristics of places and
the relationships between them.
Use and apply a range of concepts related to location, distribution and
pattern to describe their observations and findings and to explain the
relationships between concepts.



Compare perceptions of biophysical environments and the structure and
functioning of biophysical environments at different scales.

Explain aspects of sustainability in order to show how sustainability is
related to geographical contexts.



Select the focus of a geographical inquiry and develop and refine questions
to inform this inquiry.
Determine a purpose and scale for the inquiry, design the sequence of the
inquiry and identify relevant sources.
Evaluate information sources and collection methods for their capacity to
provide useful information to respond to the inquiry.
Process and examine data to identify patterns, trends, relationships and
anomalies.
Form conclusions in response to their inquiry, including evaluating
alternatives and making recommendations.
use geographical vocabulary, concepts and geographical conventions and
develop geographical texts, including reports and oral presentations.
Select key findings from their inquiry and plan for action.
Achievement
Standard
By the end of Year 8, students explain geographical processes that influence the characteristics of places and explain how places are
perceived and valued differently. They explain interconnections within environments and between people and places and explain
how they change places and environments. They propose explanations for spatial distributions and patterns among phenomena and
identify associations between distribution patterns. They compare alternative strategies to a geographical challenge and propose a
response, taking into account environmental, economic and social factors.
Students identify geographically significant questions from observations to frame an inquiry. They locate relevant information from a
range of primary and secondary sources to answer inquiry questions. They represent data and the location and distribution of
geographical phenomena in a range of appropriate graphic forms, including maps at different scales that conform to cartographic
conventions. They analyse geographical data and other information to propose explanations for spatial patterns, trends and
relationships and draw reasoned conclusions. Students present findings, arguments and ideas using relevant geographical
terminology and graphic representations in a range of appropriate communication forms. They propose action in response to a
geographical challenge taking account of environmental, economic and social considerations and predict the outcomes of their
proposal.
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Geographical
Concepts
Place
Space
Environment
Interconnection
Sustainability
Scale
Change
Content Descriptions
Knowledge and Understanding



The causes and
consequences
of urbanisation, drawing on a
study from Indonesia, or
another country of the
Asia region (ACHGK054)
The differences in urban
concentration and urban
settlement patterns between
Australia and the United
States of America, and their
causes and
consequences (ACHGK055)
The reasons for and effects
of internal migration in
Australia (ACHGK056)
Geographical Skills and Inquiry
Observing and Questioning

Determine a focus for the inquiry within an area of interest, for example,
make a prediction or develop a key question

Develop and evaluate questions through perspectives of place, space and
environment and other relevant concepts
Planning, collecting and evaluating

Determine a purpose and operational scale and then design the sequence of
the geographical inquiry

Design the inquiry and develop a plan to determine which data will be
needed, and to locate this data from fieldwork, library and online research
using spatial technologies, maps, statistics, photographs and other images

Select appropriate geographical methodologies to collect, organise and store
data, including following protocols for consultation with local Aboriginal
communities and/or Torres Strait Islander communities

Assess the effectiveness of methodology and suitability of collected data
Processing, analysing, interpreting and concluding

Select appropriate geographical methodologies to retrieve and interrogate
data

Analyse different sources of data to identify relationships, trends, patterns,
anomalies and generalisations

Assessment
Suggested Assessment Tasks
(as negotiated by timetabling and
HOD)
Comparative Multi-modal
Presentation that demonstrates
use of statistics and data between
an Australian city and an Asian City
(COLLECTION OF WORK); 3-5
minutes.
Response to Stimulus Test – Short
Answer Sentence and Paragraph
responses demonstrating
knowledge and understanding of
terminology ; Labelling and
Interpreting Data and Statistics




The reasons for and effects
of internal
migration in
China (ACHGK057)
The reasons for and effects of
international migration in
Australia (ACHGK058)
The management and
planning of Australia’s urban
future (ACHGK059)
Synthesise data and develop conclusions in response to the inquiry, for
example, a prediction or a key finding

Propose alternatives, strategies or solutions to the inquiry and make
decisions on a course of action
Communicating

Develop geographical texts using appropriate geographical vocabulary,
concepts and geographical conventions to communicate effectively in one or
more of the following forms: written, oral, visual and graphic

Select appropriate methods, including the use of ICT to display data in
graphs, tables, maps or statistics
Reflecting and responding

Reflect on the inquiry process, including a review of all methods of collection,
retrieval, analysis and presentation of data, examine conclusions, and if
necessary revisit earlier phases with further questions or change techniques

Community Contributor
Leader and Collaborator
Learning Framework
Cross Curricula
Priorities
Links to other LA’s
Active Investigator
Effective Communicator
Catholic Ethos
Aboriginal and Torres Strait Islander
Histories and Cultures
Literacy
Critical and Creative Thinking
General Capabilities
Select key findings from an inquiry to inform decisions on how to best
respond to the question, issue or problem and where appropriate, plan for
action
(SUPERVISED ASSESSMENT); 45-60
minutes.
Proposal for New North Western
Australian City Report (RESEARCH);
500-800 words that demonstrates
ability to present findings based on
statistical analysis.
Response to Stimulus Essay
Response (SUPERVISED
ASSESSMENT); up to 400 words,
60-90 minutes.
Designer and Creator
Quality Producer
Social Emotional Learning
Asia and Australia’s Engagement
with Asia
Numeracy
Ethical Behaviour
Inclusive Education
Sustainability Education
Information and Communication Technology
Personal and Social Competence
English , Mathematics, Science, Arts, MFL, History.
COMMON CURRICULUM ELEMENTS
 Recognising letters, words and
other symbols
 Using vocabulary appropriate to a
context
 Structuring /organising extended
written text
Reaching a conclusion which is
consistent with a given set of
 Analysing
Synthesising
Finding material in an indexed
collection
 Recalling
/remembering
 Interpreting the meaning of words
or other symbols
 Interpreting the meaning of
pictures/illustrations
Interpreting the meaning of tables
or diagrams or maps or graphs
 Translating from one form to
another
 Using correct spelling, punctuation,
grammar
 Summarising
/condensing written text
 Compiling lists/statistics
Recording /noting data
Compiling results in a tabular form
 Graphing
Calculating with or without
calculator
Estimating numerical magnitude
Approximating a numerical value
 Substituting in formulae
Setting out /presenting/ arranging/
displaying
 Structuring /organising a
mathematical argument
 Explaining to others
 Expounding a viewpoint
 Empathising
 Comparing, contrasting
Classifying
Interrelating ideas/themes
/issues
Reaching a conclusion which is
necessarily true provided a given set of
assumptions is true
A note on resources:
While Pearson, AEF and Macmillan texts and resources are referred to here, many other publishers have produced texts
that are consistent with the content descriptors of the Australian Curriculum and should be considered at school-level.
assumptions
 Inserting an intermediate between
members of a series
Extrapolating
 Applying strategies to trial and test
ideas and procedures
Applying a progression of steps to
achieve the required answer
 Generalising from information
Hypothesising
Criticising
Judging /evaluating
Creating /composing /devising
 Justifying
Perceiving patterns
Visualising
Identifying shapes in two and
three dimensions
Searching and locating
items/information
Observing systematically
 Gesturing
Manipulating /operating /using
equipment
Sketching /drawing
Learning and Teaching Strategies
Weeks
1-4 Term III
Inquiry Sub-question
What, When, Where, How and Why is Urbanisation?
FOCUS 1
To understand the causes and consequences of urbanisation across Australian and International regions
FOCUS 2
To demonstrate the economic, environmental and social advantages and disadvantages of living in large cities
K&U
The causes and consequences of urbanisation, drawing on a study from
Indonesia, or another country of the Asia region (ACHGK054)
Geographical Skills & Inquiry
Observing and Questioning
Planning, collecting and evaluating
Processing, analysing, interpreting and concluding
Communicating
Reflecting and responding
ASSESSMENT
OPPORTUNITIES
In-class observation
Student participation
Student Workbook
Homework Tasks
Assessment Research
TEACHING AND LEARNING ACTIVITIES
Urbanisation Topics to be covered:
TERMINOLOGY
Population density
Population distribution
- Key terminology (see right)
Urban area
- Spatial Patterns of global growth in cities and rural areas
Rural area
- Impact on natural resources
Urban growth
- Asia Region patterns of urbanisation (using statistics and graphic representations)
Urbanisation
- Focus on either Indonesia or China (Pearson text China or AEF “Jakarta Faces” is a great Mega-city
resource)
Commute
- Positive and Negative Outcomes of Urbanisation
Developing World
- Economic, Environmental and Demographic effects of Urbanisation
Formal Economy
Global Economy
Use of Statistics: How do human geographers find and use data?
Informal Economy
Sub-questions:
Infrastructure
Where do human geographers gather data from?
Megacity
- www.abs.gov.au
Push and Pull Factors
What is the difference between primary and secondary data?
Quality of Life
What is the difference between qualitative and quantitative data?
Regional centre
Sea change
ASSESSMENT: Commence research journal/student record of research for Comparative Multi-modal
Squatter Settlement
Presentation that demonstrates use of statistics and data between an Australian city and an Asian City Standard of Living
Urban Sprawl
(COLLECTION OF WORK); 3-5 minutes.
Urbanisation
Suggested time frame – set assignment in Week 2 with a submission date in Week 5 or as decided by HOD. World City
Graph
Useful sites for Students to gather and compare sets of data:
Data/Datum
Quantitative
www.nationmasters.com
Qualitative
Statistics
http://www.statsilk.com/maps/world-stats-open-data
Sample
http://www.s-cool.co.uk/a-level/geography/urban-profiles
Variable
RESOURCES
Urbanisation
Pearson Chapter 11
“Urbanisation”
11.1 World Cities
11.2 Urbanisation in Asia
11.4 Impacts of
Urbanisation
11.5 Urbanisation
11.6 Impacts of
Urbanisation
11.7 Urbanisation in
Australia
AEF “Jakarta Faces”
Module
http://www.asiaeducation.
edu.au/curriculum_resour
ces/geography/year_78_jakarta_faces/year_78_jakarta_faces.html
Statistics
Ch. 4 “Keys to Geography”
AGTA – Macmillan
Internet Sites
BBC Urbanisation GCSE:
http://www.bbc.co.uk/sch
ools/gcsebitesize/geograp
hy/urban_environments/u
rbanisation_medcs_rev1.s
html
Australian Bureau of
Statistics:
www.abs.gov.au
REFLECTION
Learning and Teaching Strategies
Week
5-8
Inquiry Sub-question
What factors influence urbanisation in Australian cities and how are these factors
comparative to factors influencing North American cities?
FOCUS 1
To understand the causes and consequences of the concentration of Australia’s urban population in just a few cities.
FOCUS 2
To describe how the pattern of urban concentration in the United States of America differs from the pattern in Australia.
K&U

The differences in urban concentration and urban settlement
patterns between Australia and the United States of America, and
their causes and consequences (ACHGK055)
Geographical Skills & Inquiry
Observing and Questioning
Planning, collecting and evaluating
Processing, analysing, interpreting and concluding
Communicating
Reflecting and responding
TEACHING AND LEARNING ACTIVITIES
Urbanisation Topics to be covered:
Australian Population Density and Distribution
- Locate Australian urban centres
- Examine how population distribution and density have changed since European colonisation
- Examine the physical, historic and economic factors that influenced patterns of distribution and
density
- Examine advantages and disadvantages of urban concentration in Australia
Case Study – Perth
Examine geography, population growth, ethnic diversity, infrastructure needs and related statistics to
explain growth, trend changes, reasons for rapid expansion and notable changes to ethnic landscapes.
Population Distribution in the USA
Examine population distribution maps and statistics. Identify major centres and geographic features like
climate, landforms, rivers and transport networks.
Examine patterns of internal migration and suburban settlement patterns.
Examine correlation between precipitation levels and population settlements.
Migration to the USA
Examine illegal immigration to the US and origin of predominant groups of undocumented migrants.
Define the term “melting pot” and how it relates to immigration in the US.
Examine destinations for migrants within the US.
Why is Mexican immigration to the US declining?
ASSESSMENT
OPPORTUNITIES
In-class observation
Student participation
Student Workbook
Homework Tasks
Comparative MultiModal Pres (Week 5)
TERMINOLOGY
Exurban region
Hinterland
Infrastructure
Internal migration
Melting pot
Population Density
Population Distribution
Urban Decay
Urbanised Society
RESOURCES
Urbanisation
Pearson Chapter 12 “Cities
in Australia and the United
States”
12.1 Australia’s Population
Distribution
12.2 Case Study: Perth
12.3 USA’s Population
Distribution
12.4 Migration to the USA
12.5 Cities in the USA
12.6 Case Study: NYC
12.7 Case Study: Las Vegas
Statistics
Ch. 4 “Keys to Geography”
AGTA – Macmillan
ABS – Australia Cities Stats
Analysis Exercise (see next
Cities in the USA
Examine and account for the location of North American cities.
Examine the rise of urban settlements in the USA and the contributing factors that determine their
location (climate, landuse, geography, history).
Case Studies: New York City and Las Vegas
Examine the geography, history, population and neighbourhood identities of NYC.
Examine the geography, origins, growth, population and role of tourism in Las Vegas.
Useful Sites for USA Urbanisation Study:
http://www.census.gov/dataviz/visualizations/005/
http://www.newgeography.com/content/002799-staying-same-urbanization-america
http://www.mckinsey.com/insights/mgi/research/urbanization
http://www.statista.com/statistics/269967/urbanization-in-the-united-states/
http://www.regionalstudies.org/
https://www.cia.gov/library/publications/the-world-factbook/rankorder/rankorderguide.html
Use of Statistics – Class ICT Activity (see website link in Resources column)

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

This classroom activity compares the size of Australia’s state capitals and develops the use of
proportional symbols to represent the data. There are two opportunities for extension. For a more
accurate representation of the data, proportional circles may be drawn by making calculations of
the areas of a circle. A second option for extension involves the integration of the statistics into a
geographic information system (GIS) in order to develop the skills of digital thematic mapping.
Resources required:
Map of Australia showing states and territories
Tracing paper
Computer and GIS software
page):
http://abs.gov.au/website
dbs/CaSHome.nsf/4a25
6353001af3ed4b2562bb
00121564/c412f083004c
2c96ca257305007d7288
!OpenDocument
www.nationmasters.com
http://www.statsilk.com/
maps/world-stats-opendata
ASSESSMENT: Response to Stimulus Test – Short Answer Sentence and Paragraph responses demonstrating
knowledge and understanding of terminology ; Labelling and Interpreting Data and Statistics (SUPERVISED
ASSESSMENT); 45-60 minutes.
Suggested that only content and skills explicitly taught in Week 1-7 are covered in the exam. It is further
recommended that practical revision guides reflecting the test are issued to students, a marking guide produced for
teachers who may be new to teaching Geography and for clarity in moderation of marking. An opportunity for
students to reflect on their study and performance process is also recommended and could perhaps feature
underneath the marking rubric.
REFLECTION
Learning and Teaching Strategies
Week
9-10/11
Inquiry Sub-question
How have variations in patterns of urbanisation affected lifestyles in Australian cities?
FOCUS 1
To understand the main types of international migrations
FOCUS 2
To investigate the main origins and destinations of Australia’s international migrants and how these reinforce urban concentration
in Australia
FOCUS 3
To describe how international migration had affected Australian urban lifestyles
K&U


Geographical Skills & Inquiry
migration in Observing and Questioning
Planning, collecting and evaluating
Processing, analysing, interpreting and concluding
The reasons for and effects of international migration in
Communicating
Australia (ACHGK058)
Reflecting and responding
The
reasons
for
Australia (ACHGK056)
and
effects
In-class observation
Student participation
Student Workbook
Homework Tasks
Response to Stimulus –
Short Answer Test (Week
10/11)
of internal
TEACHING AND LEARNING ACTIVITIES
Urbanisation topics to be covered:
International Migration
- Categories of Migrants
- Reasons for migration
- Migrant Destinations
Australian Migration
- Origins of Migrants
- Destinations of Settlers
Australia’s Cultural Diversity
- Multiculturalism
- Spectrum of Cultural Impacts on Australian culture
Comparative Case Study between Melbourne and Darwin (this is a good opportunity to teach the
analytical skills required for the Essay Test at the end of the unit – students with specific learning needs
may require adjustments/modification including but not limited to: scaffolding, graphic organisers, mindmapping, rank ordering, 1:1 clarification, school officer support with organisation, etc).
N.B. It is worth noting if students are familiar with the types of graphing and statistics they will need to be
ASSESSMENT
OPPORTUNITIES
TERMINOLOGY
Cosmopolitan Lifestyle
Guest Worker
Internal Migration
International Migration
Involuntary Migration
Multicultural Society
Multiculturalism
Urban Consolidation
Urban Decay
Urban Renewal
White Australia Policy
RESOURCES
Urbanisation
Pearson Chapter 13
“Migration to Australia”
13.1 International
Migration
13.2 Australian Migration
13.3 Australia’s Cultural
Diversity
13.4 International
Migration and Urban
Lifestyles
13.5 Case Study:
Melbourne
13.6 Case Study: Darwin
Statistics
Ch. 4 “Keys to Geography”
AGTA – Macmillan
able produce in addition to interpret for the upcoming report. It may be a good time at the start of the next
term to do some anecdotal observations of each student to ensure they have the necessary skills to
complete the task at a satisfactory level and re-teach where necessary.
Useful Sites:
Melbourne Lanes http://www.thatsmelbourne.com.au/placestogo/LanewaysandArcades/Pages/LanewaysandArcades.aspx
Darwin’s Mindil Beach Markets - http://www.darwin.nt.gov.au/live/your-community/recreation-familieschildren-and-young-people/markets
Comparison of Cost of Living between Melbourne and Darwin –
http://www.numbeo.com/cost-ofliving/compare_cities.jsp?country1=Australia&city1=Darwin&country2=Australia&city2=Melbourne
REFLECTION
Guest Speakers from
Migrant
Associations/Migrant
Support Services
www.abs.gov.au
www.nationmasters.com
http://www.statsilk.com/
maps/world-stats-opendata
Learning and Teaching Strategies
Week
1-4 Term IV
Inquiry Sub-question
How are rapid urbanisation, development and redevelopment affecting life in China?
FOCUS 1
What are the effects of rapid urbanisation on people in China and how has the distribution of the population changed in recent
times?
FOCUS 2
What impact does rapid urbanisation have on rural and city dwellers?
FOCUS 3
How could ghost cities solve the problem of the shortage of affordable accommodation in China?
K&U

The
reasons
for
China (ACHGK057)
and
effects
Geographical Skills & Inquiry
of internal
migration in Observing and Questioning
Planning, collecting and evaluating
Processing, analysing, interpreting and concluding
Communicating
Reflecting and responding
TEACHING AND LEARNING ACTIVITIES
In-class observation
Student participation
Student Workbook
Homework Tasks
Research for Report
TERMINOLOGY
Urbanisation topics to be covered:
Displacement
http://www.asiaeducation.edu.au/curriculum_resources/geography/year_8_urbanisation_in_china/year_ Ghost City
8_geog_urban_growth_in_china.html (Below titles are hyperlinked to the online activities)
Hutong
Welfare
Activity 1: Rural migration and urbanisation
Desolate
Credit
Students investigate the mass movement of rural migrants to the cities, the impact of rapid growth and
expansion of cities across China, and present a graphical representation of the data.
ASSESSMENT
OPPORTUNITIES
RESOURCES
Urbanisation
AEF Module “Urbanisation
in China”
This module examines the
rapid urbanisation,
development and
redevelopment that is
Activity 2: Adjusting to city living
Students explore the displacement of rural migrants and city dwellers and conduct a news interview with a
city resident affected by displacement.
Activity 3: Finding housing solutions
Students investigate the building of ghost cities in China and the millions of apartments that remain
empty. Students present their ideas about the use of ghost cities as a possible solution to the acute
shortage of accommodation.
Activity 4: Reflection
Students reflect on what they have learned about the massive urbanisation taking place in China and some
of the ensuing problems and planning required for rural migration, unemployment and rapid urbanisation.
Each activity has an accompanying set of supporting materials as follows:



China's internal migration
Impact of urbanisation on people
Ghost cities and empty apartments
Addition Resources as suggested by AEF (in Teachers’ Notes):
Learning Fundamentals: resources – works of Jane Genovese, an Australian graphic artist, who created
popular infographics that are available online
4 Simple Online Infographic Generators – many images to assist in the design of infographics
Hutong – Wikipedia definition and description of hutongs
China's ghost towns – article with satellite images about the sprawling and desolate ghost cities and the
abundant accommodation not being used (from Mail Online)
Reporter's Notebook – strategies about how to structure information from Harvard's Visible Thinking
Routines
Urban Development and Destruction of the Old Neighbourhoods in China – information about impact of
destruction of hutongs and the disappearance of an old way of life
Videos
Urban Migration in China – Infographic Animation – YouTube video animation from The
Economist showing growth of urban centres from rural migration by Guy Thompson and Guy
Hunter, VertigoMotionDesign
The largest migration in history – YouTube videographic from The Economist showing the acceleration of
urban population growth and rural migration across China from the 1980s
occurring in many parts of
China. Students will gain
insights into the impact on
rural migrants having to
adjust to life in big cities and
the displacement of many
city dwellers due to rapid
building development.
Students will focus on people
and some of the issues
people face through
conducting a mock interview
and presenting possible
solutions to accommodation
shortages.
Statistics
Ch. 4 “Keys to Geography”
AGTA – Macmillan
Guest Speakers from
Migrant
Associations/Migrant
Support Services
www.abs.gov.au
www.nationmasters.com
http://www.statsilk.com/
maps/world-stats-opendata
Urbanisation in China – YouTube video from The Economist tracing the impact on rural and city
populations arising from rapid urbanisation in China
Urban Migration for Young Chinese on the Rise – YouTube video showing the difficulties faced by Ahong, a
21 year-old hairdresser from a rural village who has worked his way up to become a stylist in a trendy hair
salon
Walk through a Beijing Hutong – YouTube video showing the streets and buildings in a traditional hutong
China's Ghost Cities – YouTube video about the rise of uninhabited and desolate ghost cities across China,
from SBS Dateline by Analyst Gillum Tulloch
Comparative Case Study between Melbourne and Darwin (this is a good opportunity to teach the
analytical skills required for the Essay Test at the end of the unit – students with specific learning needs
may required adjustments/modification including but not limited to: scaffolding, graphic organisers, mindmapping, rank ordering, 1:1 clarification, school officer support with organisation, etc).
ASSESSMENT: Commence research research journal/student record of research for Proposal for New
Australian City Report (RESEARCH); 500-800 words that demonstrate ability to present findings based on statistical
analysis and depth of knowledge and understanding of the impact of urbanisation.
For many students, this may be their first opportunity to experience writing a formal report. It may be
worth explicitly teaching the expectations of the genre. The requirements for writing reports can be
found here, but may need to be previewed and refashioned in order to reach students.
https://www.dlsweb.rmit.edu.au/lsu/content/pdfs/2_assessmenttasks/super_report.pdf
Suggested time frame – set assignment in Week 4 with a submission date in Week 8 or as decided by HOD.
REFLECTION
Learning and Teaching Strategies
Week
5-9
Inquiry Sub-question
How is studying the nature and patterns of urbanisation useful in planning for the future?
FOCUS 1
To describe the factors that influence population movements in Australia
FOCUS 2
To understand how the mining boom has influenced the distribution of the Australian population
FOCUS 3
To investigate two mining locations in Australia
K&U


The
reasons
for
Australia (ACHGK056)
and
effects
Geographical Skills & Inquiry
of internal
The management and planning of Australia’s urban
future (ACHGK059)
migration in Observing and Questioning
Planning, collecting and evaluating
Processing, analysing, interpreting and concluding
Communicating
Reflecting and responding
TEACHING AND LEARNING ACTIVITIES
Urbanisation topics to be covered:
Australia’s Economic Transformation
Australia: internal migrations
Case Study: The mobility of Indigenous Australians
Australia’s Mining Boom
ASSESSMENT
OPPORTUNITIES
In-class observation
Student participation
Student Workbook
Homework Tasks
New North Western
Australian City Proposal
– Report (Week 8)
Response to Stimulus –
Essay Test (Week 9)
TERMINOLOGY
Basin
Counter-urbanisation
Exurbanisation
Industrial Revolution
Nomadic
Primary Sector
RESOURCES
Urbanisation
Pearson Chapter 14
“Mining and Population
Changes”
14.1 Australia’s Economic
Impacts on Regional Australia
Case Study: Bowen Basin
Case Study: North West Shelf
Productivity
Regional Australia
Sea Changer
Seam
Secondary Sector
Assessment Skills:
Service Sector
- Explicit Teaching of Report Genre and Style Requirements; Explicit Teaching of Essay Genre Songlines
Requirements in Essay Conditions
Tree Changer
Weightless Economy
N.B. It is worth consulting with your HOD and/or Senior Geography Teachers to ensure expectations are
consistent from 7-12.
http://www.skwirk.com/p-c_s-16_u-188_t-634_c-2354/writing-a-report/nsw/writing-a-report/geographyskills/putting-it-down-on-paper
ASSESSMENT:
a)
Continue with research research journal/student record of research for Proposal for New Australian City
Report (RESEARCH); 500-800 words that demonstrate ability to present findings based on statistical
analysis and depth of knowledge and understanding of the impact of urbanisation. For many students,
this may be their first opportunity to experience writing a formal report. It may be worth explicitly
teaching the expectations of the genre. The requirements for writing reports can be found here, but may
need
to
be
previewed
and
refashioned
in
order
to
reach
students.
https://www.dlsweb.rmit.edu.au/lsu/content/pdfs/2_assessmenttasks/super_report.pdf
Suggested time frame – set assignment in Week 3 with a submission date in Week 8 or as decided by HOD.
b) Response to Stimulus Essay Response (SUPERVISED ASSESSMENT); up to 400 words, 60-90 minutes.
Students are given access to the stimulus 24 hours prior to the exam. The exam consists of a choice of
questions from which students must make only ONE selection and answer in essay format up to 400 words,
referring to information in the stimulus material. Adjustments/Modifications may be required for students.
REFLECTION
Transformation
14.2 Australia: internal
migrations
14.3 Case Study: The
mobility of Indigenous
Australians
14.4 Australia’s Mining
Boom
14.5 Impacts on Regional
Australia
14.6 Case Study: Bowen
Basin
14.7 Case Study: North
West Shelf
Statistics
Ch. 4 “Keys to Geography”
AGTA – Macmillan
Guest Speakers from
Mining
Companies/Support and
Service Industries
http://www.miningaustrali
a.com.au/home