GEOACTIVE 2 (2nd Edition) Sample Program
SAMPLE PROGRAM
MANDATORY
GEOGRAPHY
STAGE 5: AUSTRALIAN GEOGRAPHY
Created by Susan Bliss
USING EXAMPLES FROM
Geoactive 2:
Stage 5 Australian
Geography 2E
ISBN: 0-7314-0139-5
© 2005
FOCUS AREAS: STAGE 5 MANDATORY GEOGRAPHY
Page 1
GEOACTIVE 2 (2nd Edition) Sample Program
Stage 5
Australian
Geography
100 hours
5A1
Investigating
Australia’s
Physical
Environments
5A2
Changing
Australian
Communities
5A3
Issues in
Australian
Environments
5A4
Australia in Its
Regional and
Global
Contexts
GEOACTIVE 2 2E TABLE OF CONTENTS
How to use this book
About the CD-ROM
5A1 Investigating Australia’s Physical Environments
1. The Australian continent
2. Physical Characteristics that make Australia unique
3. Natural hazards in Australia
5A2 Changing Australian Communities
4. Australia’s population
5. Australian communities
6. Changing Australian Communities
5A3 Issues in Australian Environments
7. Geographical issues
8. Land and water management
9. Coastal management
4G4 Australia’s in its Regional and Global contexts
10. Australia’s regional and global contexts
11. Australia’s regional and global links
12. Future challenges: population
13. Future challenges: human rights and reconciliation
TIME ALLOCATION
Students must undertake 100 hours of study in Australian Geography.
The syllabus does not include time allocation for each focus area as it depends on
student's prior knowledge.
Model 1: Equal weightings
FOCUS AREA
TIME - HOURS
4G1-2
25%
Years 7 and 8
4G3-4
25%
Years 9 and 10
5A1-2
5A3-4
25%
25%
Model 2: Variable weightings
As many schools do not allocate Focus Areas to specific years and study Geography in semesters
or all Geography in one year suggested time allocation could be similar to this
FOCUS AREA
TIME - HOURS
Page 2
4G1-2
20%
4G3-4
20%
5A1-2
30%
5A3-4
30%
GEOACTIVE 2 (2nd Edition) Sample Program
Rationale
Geography involves the spatial dimension (where things are and why they are there) and
the ecological dimension (how humans interact with environments). Geography builds on
students’ prior learning (HSIE K-6, Science and Technology) and experience to enable
them to explain patterns, evaluate consequences and contribute to the management of
physical, social, cultural and built environments.
Aim
The aim is to stimulate students’ enjoyment of and interest in the interaction of the
physical and human environments. Students achieve this as they develop geographic
knowledge, understanding, skills, values and attitudes and engage in the community as
informed and active citizens.
Objectives
 Skills
Students will develop skills in acquiring, processing and communicating
geographical information and choosing and applying appropriate geographical
tools.
 Knowledge and understanding
Students will develop knowledge and understanding about:
 the characteristics and spatial distribution of environments
 how people and communities modify, and are affected by, the
environment
 how physical, social, cultural, economic and political factors shape
communities, including the global community
 civics for informed and active citizenship.
 Values and attitudes
Students will develop interest in, and informed and responsible attitudes towards,
people, cultures, societies and environments, with a commitment to:
 ecological sustainability
 a just society
 intercultural understanding
 informed and active citizenship
Geoactive 2 2E integrates all the syllabus features, such as:
 cross-curriculum content – ICT, Work, Employment and Enterprise,
Aboriginal and Indigenous, Civics and Citizenship, Difference and Diversity,
Environment, Gender, Key Competencies, Literacy, Numeracy, Multicultural.
 foundational knowledge and skills
 prior learning from Human Society and Its Environment K–6
 values and attitudes
 fieldwork
 geographical issues
 geographical tools-maps, graphs, statistics, fieldwork and ICT
 geographical skills
Page 3
GEOACTIVE 2 (2nd Edition) Sample Program
Geoactive 2 2E integrates actual and virtual fieldwork
Fieldwork is an essential part of the study of Geography. In the mandatory Stage 5
course, fieldwork uses Australian examples in teaching/learning programs to facilitate
understanding of global issues and environments. Information and communication
technology provides an avenue for students to undertake virtual fieldwork activities.
The use of ICT with geographical tools will assist students to gather, analyse and
communicate geographical information in appropriate formats.
Geoactive 2 2E integrates Information and Communication Technologies (ICT)
within Stage 5
The following ICT is integrated into teaching and learning activities by the end of Stage 5
 create a formatted, multiple-paged document containing web-links to
communicate geographical information
 design and create a simple database for student research
 import data from other ICT applications into student research findings
 design and create a multimedia presentation or webpage to communicate
geographical information to a particular audience, including maps and
diagrams as appropriate
 critically analyse a website, including the ethics of the site
 access, collect and interpret electronic information
Note: In addition to the required ICT listed above teachers may integrate other ICT as
appropriate.
Geoactive 2 2E addresses all the mandatory outcomes
A student:
5.1
identifies, gathers and evaluates geographical information
5.2
analyses, organises and synthesis geographical information
5.3
selects and uses appropriate written, oral and graphic forms to communicate
geographical information
5.4
selects and applies appropriate geographical tools
5.5
demonstrates a sense of place about Australian environments
5.6
explains the geographical processes that form and transform Australian
environments
5.7
analyses the impacts of different perspectives on geographical issues at local,
national and global scales
5.8
accounts for differences within and between Australian communities
5.9
explains Australia’s links with other countries and its role in the global
community
5.10 applies geographical knowledge, understanding and skills with knowledge of
civics to demonstrate informed and active citizenship
Geoactive 2 2E includes assessment 'for' and 'of' learning.
 Assessment tasks work towards the achievement of the Stage 5 Outcomes. A
variety of assessment techniques have been used including: diagnostic,
Page 4
GEOACTIVE 2 (2nd Edition) Sample Program


formative and summative tests, Internet and library research, oral
presentations, essays, empathy/perspective responses, fieldwork reports,
interview questionnaires, skills, geographical tools, video reports and
responses to stimulus material based on geographical contemporary issues.
This program selects instruments based on the principles of effective
assessment and the purpose of assessment for which the measured and
gathered information will be used.
Assessment tasks require students to demonstrate knowledge and
understandings, apply geographical tools and be able to collect, process and
communicate geographical knowledge.
Assessment tasks include both non-test type techniques (fieldwork, oral
presentations, performance activities and inquiry based research assignments
and projects) as well as test techniques.
Assessment ‘for’ learning is designed to enhance teaching and improve learning. It is
assessment that gives students opportunities to produce the work that leads to
development of their knowledge, understanding and skills. Assessment ‘for’ learning uses
a range of assessment strategies including self-assessment and peer assessment. It also
reflects a belief that all students can improve and provides feedback that helps students
understand the next steps in learning.
Page 5
GEOACTIVE 2 (2nd Edition) Sample Program
Focus Area 5A1
Investigating Australia’s Physical
Environments
Suggested time
Focus Area 5A1:
20 hours
The Australian Continent
Chapter 1
Focus
The unique characteristics of Australia’s physical environments and the
responses of people to the challenges they present.
Syllabus Outcomes
A student (Pg 2):
5.1 identifies, gathers and
evaluates geographical
information
5.2 analyses, organises and
synthesises geographical
information
5.3 selects and uses
appropriate written, oral and
graphic forms to communicate
geographical information
5.4 selects and applies
appropriate geographical tools
5.5 demonstrates a sense of
place about Australian
environments
5.6 explains the geographical
processes that form and
transform Australian
environments
5.10 applies geographical
knowledge, understanding and
skills with knowledge of
civics to demonstrate
informed and active
citizenship.
Page 6
Suggested ICT
Use the Internet as a source of
information for: research,
extension activities, strategies
for students with learning
problems, geographical tools,
digital images, group work,
independent learning, and to
provide a variety of
perspectives.
Students will:
 collect and interpret
electronic information
 use the Geoactive 2 2E CDROM and complete activities
and worksheets
 Create a document using
weblinks
 use the Internet links to
extra worksheets at jaconline
www.jaconline.com.au
 create a formatted, multiplepaged document containing
web-links to communicate
geographical information
 develop and refine search
techniques
 collect and interpret
photographic images Pg 9
 research geographical issues
from a variety of perspectives:
SMH www.smh.com.au
CNN www.cnn.com
ABC www.abc.net.au
BBCwww.bbc.co.uk
World Press Review
www.worldpress.org
New Internationalist
www.newint.org
Resources
Geoactive 2 2E (Paine, Bliss) John
Wiley and Sons Australia Ltd, 2005.
Includes knowledge and
understandings, values and attitudes,
integration of skills based activities
incorporating mandatory tools, crosscurriculum content, key competencies,
civics and citizenship, websites,
worksheets, maps, photographs,
newspaper articles, puzzles, models,
diagrams, glossaries, satellite imagery,
sample studies and student centered,
experiential and inquiry based learning
activities using multiple intelligences
CD-ROM contains the contents of the
whole book as well as extra activities
and tools/skills exercises
Activities:
 Geoskills Toolbox: Pg 7, 9
 Knowledge and Understanding:
Pg 4, 5, 6, 8, 10, 11, 12, 13, 14, 15
 Extension worksheets:
 Australian landforms (1.1)
 Australian bingo (1.2)
 Knowing Australia (1.3)
 Gondwana jigsaw (1.4)
 Create a cross-section (1.5)
 CD-ROM (with textbook)
 Internet links to extra worksheets
on jaconline.
www.jaconline.com.au
Glossary Pg 3
Geofacts Pg 4, 8, 14
Broadsheet: Australia Overview
Jacaranda Atlas 5E and CD-ROM
Other suggested resources:
NSW Board of Studies
http://www.boardofstudies.nsw.edu.au/
NSW Department of Education and
Training
www.curriculumsupport.nsw.edu.au
and the Teaching and Learning
Exchange, TaLEs
GEOACTIVE 2 (2nd Edition) Sample Program
Students learn about
Students learn to
Australia’s geographical
 Compare Australia’s size and
dimensions
shape with other continents
 Relative size and shape
and countries Pg 4
Pg 4-5
 Locate and recognise
 Latitude and longitude
Australia on a world map
Pg 6-7
using latitude and longitude
 The origins of the continent
Pg 6-7.
 Aboriginal perspective 
Explain the origins of the
Pg 8-9
continent from an Aboriginal
 Geographical
and geographical perspective.
perspective Pg 10-15
geographical tools e.g.
photographs, different types
of maps, satellite imagery,
ICT, diagrams, 3D diagrams,
pie graphs, statistics, flow
diagrams.
 Integrate ICT by creating a
desktop-published document
and develop and refine search
techniques using the internet
 Integrate geographical skills,
tools, geographical issues

and cross-curriculum
content e.g. civics and
citizenship, environment,
difference and diversity,
literacy, numeracy,
foundational knowledge and
skills and values and attitudes
 Integrate key competencies:
collecting, analysing and
organising information,
communicating ideas and
information, planning,
organising activities, working
with others and in teams,
using mathematical ideas and
techniques, using technology
and solving problems.

Page 7
Integrated student centered
learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning)
Pretest prior knowledge
Mind/concept maps: What are
Australia’s geographical dimensions
and shape, compare this with other
countries. Explain the location of
Australia using latitude and longitude.
What are the origins of the continent
from an Aboriginal and geographic
perspective? How do they differ?
Draw a time line of changes in sea
level Pg 14.
Fieldwork: Observe and record
physical and human elements in the
playground and local area.
Organize a class trivia competition
about Australia’s dimensions and the
origin of the continent.
Perspectives: De Bono’s hats:
Divide class into conservation groups,
e.g. WWF, developers, town planners,
farmers, industrialists and governments.
Each group will present the impacts of
increasing population on the physical
environment as an oral report.
Empathy exercise: Imagine you are an
Indigenous person living in Australia
before the arrival of white settlers.
Imagine how you might describe the
origins of parts of the Australian
continent.
Research: Go to
www.jaconline.com.au/geoactive/
geoactive2 and research the influence
of continental drift on the origins of
Australia
Interactive models: Refer to the plate
tectonics interactive model. Does a
cracked hard boiled egg remind you of
anything? Record the changing pattern
of plate tectonics.
Hot seat: Debate for and against the
Aboriginal and geographical
explanation of the origins of Australia.
Group work: How should active
citizens sustainably manage acid rain,
disappearing Pandas, landslides and
tornadoes? Select one issue and present
report as PowerPoint or poster
Use puzzlemaker to test the glossary
on page 3.
Future scenario: Imagine you are
living in the year 3000. Describe the
GEOACTIVE 2 (2nd Edition) Sample Program
changes that have taken place in the
shape of Australia.
Assessment :
 ‘for learning’ and ‘of learning.’
 diagnostic, formative and summative
 oral, written, group work and ICT
For example students are able to: use puzzlemaker or make a crossword to test the glossary on page 3;
prepare a PowerPoint presentation to record show the size, shape and location of the Australian continent;
complete a long response.
Others…………………………………………………………………………………………………………
Teacher feedback: For example teacher collates student responses on OHP from mind map and
brainstorming activities; gives written and/or oral feedback following class discussion, research, group
work, debate, video report, empathy exercise, poster and PowerPoint presentation.
Others…………………………………………………………………………………………………………
Teaching/learning activities used
Geographical tools
ICT
Civics
Maps –
Collect/interpret electronic
Citizenship
draw/interpret/analyse
information
Synoptic
Design/create multimedia
Literacy
presentation
Topographic
PowerPoint presentation
Perspectives
Projection/Atlas
CD-ROM
Key competencies
Graphs –
Interactive websites
Fieldwork
draw/interpret/analyse
Line, column, bar, climate,
Webquests
Research Action Plan
proportional
Population pyramids
Quizzes, games, webcams
Geographical issues
Divided bar/column,
composite line
Statistics –
collect/interpret/analyse
Maximum, minimum, total,
range, rank, average
Account for change
Photographs
draw/interpret/analyse
Satellite images
Digital images
Discussion
Questioning
Summary
Research
Group work
Explanation
Cloze exercise Debate
Role play
Diagram
Cartoon interpretation Numeracy
Video
Oral presentation Reading
Comprehension Peer assessment Interviews
Model construction Case study
Media article
Note taking
Text exercise
Guest speaker
Simulation exercise
Quiz
Games
Survey
Questionnaire
Mind map/brainstorm
Photo literacy
Research
Critical literacy Narrative
Empathy exercises
Others
Evaluation:
Were all students with different abilities adequately catered for–learning problems and gifted and talented?
Yes/No
Comments..................................................................................................................... ......................................
Student evaluation. Did the students enjoy the topic? Yes/No
Comments
Page 8
GEOACTIVE 2 (2nd Edition) Sample Program
…………………………………………………………………………………………………………………
Suggested changes for next year (resources, activities, case studies, timing of content, assessment tasks)
………………………………………….……………………………………………………………………
Registration
Date commenced:
Page 9
Date completed:
Teacher’s signature:
GEOACTIVE 2 (2nd Edition) Sample Program
Focus Area 5A1
Investigating Australia’s Physical
Environments
Suggested time
Focus Area 5A1:
20 hours
Physical Characteristics
that make Australia Unique
Chapter 2
Focus
The unique characteristics of Australia’s physical environments and the
responses of people to the challenges they present.
Note: Geographic tools should be integrated within all Focus Areas rather than taught
in isolation.
Syllabus Outcomes
Suggested ICT
Resources
A student (Pg 18):
5.1 identifies, gathers and
evaluates geographical
information
5.2 analyses, organises and
synthesises geographical
information
5.3 selects and uses
appropriate written, oral and
graphic forms to
communicate geographical
information
5.4 selects and applies
appropriate geographical
tools
5.5 demonstrates a sense of
place about Australian
environments
5.6 explains the geographical
processes that form and
transform Australian
environments
5.10 applies geographical
knowledge, understanding
and skills with knowledge of
civics to demonstrate
informed and active
citizenship.
Page 10
Use the Internet as a source of
information for: research,
extension activities, strategies
for students with learning
problems, geographical tools,
digital images, group work,
independent learning, and to
provide a variety of
perspectives.
Students will:
 collect and interpret electronic
information (e.g. diversity of
interactive maps)
 use Geoactive 2 2E CDROM and complete activities
and worksheets
 use the Internet links to extra
worksheets at jaconline
www.jaconline.com.au
 create a formatted, multiple –
paged document containing
web-links to communicate
geographical information
 develop and refine search
techniques
 observe and record how hand
drawn maps are being
replaced by satellite imagery
and GIS
Geoactive 2 2E (Paine, Bliss) John
Wiley and Sons Australia Ltd, 2005.
Includes knowledge and understandings,
values and attitudes, integration of skills
based activities incorporating mandatory
tools, cross-curriculum content, key
competencies, civics and citizenship,
websites, worksheets, maps, photographs,
newspaper articles, puzzles, models,
diagrams, glossaries, satellite imagery,
sample studies and student centered,
experiential and inquiry based learning
activities using multiple intelligences
CD-ROM contains the contents of the
whole book as well as extra activities and
tools/skills exercises
Activities:
 Geoskills Toolbox: Pg 23, 25, 2627, 28, 33, 35, 42
 Knowledge and Understanding:
Pg 20-43
 Extension worksheets:
 River systems (2.1)
 Pick a landform (2.2)
 Choropleth mapping skills (2.3)
 Watch the weather (2.4)
 CD-ROM (with textbook)
 Internet links to extra worksheets at
jaconline www.jaconline.com.au
Glossary Pg 19
Broadsheet: Shark Bay Pg 44-45
Geofacts Pg 38, 41
Jacaranda Atlas 5E and CD-ROM
Other suggested resources:
NSW Board of Studies
http://www.boardofstudies.nsw.edu.au/
NSW Department of Education and
Training
www.curriculumsupport.nsw.edu.au
and the Teaching and Learning
GEOACTIVE 2 (2nd Edition) Sample Program
Students learn about
Students learn to
Physical characteristics
that make Australia unique




Major landforms and
drainage basins, Pg 2028
Patterns of climate,
weather, natural
resources, vegetation,
Pg 29-37
Unique flora and fauna,
Pg 38-42
Topographic maps, Pg 2429
Identify and represent
Australia’s major physical
features and patterns on a
variety of maps Pg 20-24, 2735, 37-40.
Describe Australia’s major
features and patterns Pg 2023, 27-40.


Explain the
interrelationships that exist in
the physical environment of
Australia. Pg 20-23, 27-40.

Weather maps, Pg 31, 34-5
Australian maps – climate
zones, temperature,
precipitation, vegetation,
Pg 30-33
Explain the adaptation of
flora and fauna to the
Australian environment Pg
38-41.

Integrate ICT by refining
search techniques using the
internet

Integrate geographical
skills, tools, issues and
perspectives

Integrate cross-curriculum
content and key
competencies:
Exchange, TaLEs
Integrated student centered
learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning)
Mind maps: List the physical
characteristics that make Australia
unique.
Fieldwork:
 draw a map of the school
 design an orienteering path in the
school which shows variations in
landforms and vegetation.
 suggested out door activities to
enable students to be able to read
maps http://www.inquiry.net/outdoor
/games/ripley/stalking/reading_maps.
htm.
Multiple Intelligences:
 select a plant or animal that is unique
to the Australian continent
 Draw this plant or animal
 Use a map to locate the habitat of this
plant or animal
 Research the unique features of this
habitat
 Outline how you would make a
documentary video about this plant or
animal.
Perspectives: Explain why Australia has
such a variety of landforms, climate and
vegetation
Test your knowledge by having a quiz
on the glossary on Pg 19.
Group work: Collect pictures or
photographs of Australia’s unique
environment. Work as a group to present
a collage of these photographs or
pictures.
Assessment :
 ‘for learning’ and ‘of learning.’
 diagnostic, formative and summative
 oral, written, group work and ICT
For example students are able to: describe the major landforms and drainage basins of Australia. Explain
the variety in climate and vegetation in Australia. Debate the reasons for the unique flora and fauna in
Australia, complete a long response.
Others…………………………………………………………………………………………………………
Teacher feedback: For example teacher collates student responses on OHP from mind map and key
geographical questions, gives written and oral feedback on poster, use of ICT, video report and completion
of orienteering path.
Others…………………………………………………………………………………………………………
Page 11
GEOACTIVE 2 (2nd Edition) Sample Program
Teaching/learning activities used
Geographical tools
ICT
Civics
Maps –
Collect/interpret electronic
Citizenship
draw/interpret/analyse
information
Synoptic
Design/create multimedia
Literacy
presentation
Topographic
PowerPoint presentation
Perspectives
Projection/Atlas
CD-ROM
Key competencies
Graphs –
Interactive websites
Fieldwork
draw/interpret/analyse
Line, column, bar, climate,
Webquests
Research Action Plan
proportional
Population pyramids
Quizzes, games, webcams
Geographical issues
Divided bar/column,
composite line
Statistics –
collect/interpret/analyse
Maximum, minimum, total,
range, rank, average
Account for change
Photographs
draw/interpret/analyse
Satellite images
Digital images
Discussion
Questioning
Summary
Research
Group work
Explanation
Cloze exercise Debate
Role play
Diagram
Cartoon interpretation Numeracy
Video
Oral presentation Reading
Comprehension Peer assessment Interviews
Model construction Case study
Media article
Note taking
Text exercise
Guest speaker
Simulation exercise
Quiz
Games
Survey
Questionnaire
Mind map/brainstorm
Photo literacy
Research
Critical literacy Narrative
Empathy exercises
Others
Evaluation:
Were all students with different abilities adequately catered for–learning problems and gifted and talented?
Yes/No
Comments...........................................................................................................................................................
Student evaluation. Did the students enjoy the topic? Yes/No
Comments
…………………………………………………………………………………………………………………
Suggested changes for next year (resources, activities, case studies, timing of content, assessment tasks)
………………………………………….……………………………………………………………………
Registration
Date commenced:
Page 12
Date completed:
Teacher’s signature:
GEOACTIVE 2 (2nd Edition) Sample Program
Investigating Australia’s Physical
Environments
Focus Area 5A1
Suggested time
Focus Area 5A1:
20 hours
Natural Hazards in Australia
Chapter 3
Focus
The unique characteristics of Australia’s physical environments and the responses
of people to the challenges they present.
Syllabus Outcomes
A student (Pg 46):
5.1 identifies, gathers and
evaluates geographical
information
5.2 analyses, organises and
synthesises geographical
information
5.3 selects and uses
appropriate written, oral
and graphic forms to
communicate geographical
information
5.4 selects and applies
appropriate geographical
tools
5.5 demonstrates a sense of
place about Australian
environments
5.6 explains the
geographical processes that
form and transform
Australian environments
5.10 applies geographical
knowledge, understanding
and skills with knowledge
of civics to demonstrate
informed and active
citizenship.
Page 13
Suggested ICT
Use the Internet as a source of
information for: research,
extension activities, strategies
for students with learning
problems, geographical tools,
digital images, group work,
independent learning, and to
provide a variety of perspectives.
Students will:
 collect and interpret electronic
information
 design and create a
multimedia presentation
 use Geoactive 2 2E CD-ROM
and complete activities and
worksheets
 use the Internet links to extra
worksheets at jaconline
www.jaconline.com.au
 create a formatted, multiple –
paged document containing
web-links to communicate
geographical information
 develop and refine search
techniques
 observe and record latest
changes in the Australian
environment using satellite
imagery-bushfire
http://school.discovery.com
/lesson plans/programs
/satellite images
 collect and interpret
photographic images of
natural hazards in Australia
 research natural hazards in
Australia from a variety of
perspectives:
SMH www.smh.com.au
CNN www.cnn.com
ABC www.abc.net.au
BBCwww.bbc.co.uk
World Press Review
Resources
Geoactive 2 2E (Paine, Bliss) John
Wiley and Sons Australia Ltd, 2005.
Includes knowledge and understandings,
values and attitudes, integration of skills
based activities incorporating mandatory
tools, cross-curriculum content, key
competencies, civics and citizenship,
websites, worksheets, maps,
photographs, newspaper articles, puzzles,
models, diagrams, glossaries, satellite
imagery, sample studies and student
centered, experiential and inquiry based
learning activities using multiple
intelligences
CD-ROM contains the contents of the
whole book as well as extra activities and
tools/skills exercises
Activities:
 Geoskills Toolbox: Pg 51, 55, 61, 65,
67
 Geofacts Pg 48, 53, 64, 72, 76
 Extension worksheets:
 Extreme weather report (3.1)
 Survivor scavenger hunt (3.2)
 Design a board game (3.3)
 CD-ROM (with textbook)
 Internet links to extra worksheets at
jaconline www.jaconline.com.au
Jacaranda Atlas 5E and CD-ROM
Broadsheet Nyngan flood Pg 79-81
Other suggested resources:
NSW Board of Studies
http://www.boardofstudies.nsw.edu.au/
NSW Department of Education and
Training
www.curriculumsupport.nsw.edu.au
and the Teaching and Learning
Exchange, TaLEs
GEOACTIVE 2 (2nd Edition) Sample Program
Students learn about
Natural hazards in
Australia
 Natural hazards and
natural disasters Pg 48-49
Droughts – the
geographical processes
involved; the impact of
droughts - economic,
environmental, and social.
The responsibility and
responses of individuals,
groups and various levels
of government Pg 50-56


Bushfires - the
geographical processes
involved; the impact of
bushfires - economic,
environmental and social.
The responsibility and
responses of individuals,
groups and various levels
of government Pg 56-63

Storms - the
geographical processes
involved; the impact of
storms -economic,
environmental and social.
The responsibility and
responses of individuals,
groups and various levels
of government Pg 64-67

Tropical cyclones - the
geographical processes
involved; the impact of
tropical cyclones economic, environmental
and social. The
responsibility and
responses of individuals,
groups and various levels
of government Pg 68-71

Floods as natural
hazards - the geographical
processes involved; the
Page 14
www.worldpress.org
New Internationalist
www.newint.org
Students learn to

Describe the geographical
processes associated with the
natural hazard
- droughts Pg 52-53
- bushfires Pg 56-57
- storms Pg 54-56
- tropical cyclones Pg 68-71
- floods Pg 72-74
- earthquakes Pg 76-77

Describe the economic,
environmental and social
impacts of the natural hazard in
Australia.
- droughts Pg 50-51
- bushfires Pg 57, 61, 63
- storms Pg 65-67
- tropical cyclones Pg 69-71
- floods Pg 74
- earthquakes Pg 77-78

Investigate responses of
individuals, community basedgroups. Describe how they
interact with different levels of
government.
- droughts Pg 54-55
- bushfires Pg 57
- storms Pg 66
- tropical cyclones Pg 70
- floods Pg 74
- earthquakes Pg 78
Integrated student centered
learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning)
Pretest students prior knowledge
Answer the key geographical
questions: Where are the natural hazards
located? How do they develop? What
and where are the greatest natural
hazards? How do natural ecosystems
adapt to natural hazards? Who lives in
areas affected by natural hazards?
Draw a mind map of the response of
individuals and groups to natural
hazards.
Describe the different geographical
process that causes folding and faulting
Extension: Research the Richter scale
and draw a sketch on what damage
would occur at different scales 1 to 12.
Present research as a poster
http://pubs.usgs.gov/gip/
earthq4/severitygip.html
Internet interactive exercises:
 Make a quake and see whether the
building survives.
http://dsc.discovery.com/ anthology/
unsolvedhistory/earthquake/
interactive/ interactive.html
 What are the differences between
earthquakes caused at sea and on
land? http://teacher.scholastic.com/
activities/science/earthquake_
interactives.htm. Then write a report
analysing this website
Research the expected future movement
of plates. Will it affect Australia?
Identify the responsibility of
governments to the communities. How
can the movement of plates cause
tsunamis?
Describe the interactions of humans as
active citizens before and after a natural
hazard such as an earthquake or flood.
Extension: Global warming appears to
have affected the rainfall pattern of
Australia. Research this and describe
effects on natural hazards such as
bushfires, droughts and floods.
Imagine you were in Newcastle at the
time of the earthquake. Describe the
effects of the earthquake and your
response.
GEOACTIVE 2 (2nd Edition) Sample Program
impact of floods economic, environmental
and social. The
responsibility and
responses of individuals,
groups and various levels
of government Pg 72-75

Earthquakes - the
geographical processes
involved; the impact of
earthquakes -economic,
environmental and social.
The responsibility and
responses of individuals,
groups and various levels
of government Pg 76-78.
Write a newspaper article on a tropical
cyclone hitting a city on the Queensland
coast.
Collect photographs of areas affected by
natural hazards. Make up your own
captions.
Research how individuals, and
community organizations, have
responded to a particular natural hazard.
Debate for and against preliminary
burning off in bushfire affected areas.
Role play: Volunteer bushfire fighter,
weather forecaster, farmer in a long
period of drought, an ambulance officer
called into an area affected by an
earthquake.
Group work: Divide into four groups
and research the response of individuals,
community –based groups and different
levels of government to natural hazards
in Australia.
Assessment :
 ‘for learning’ and ‘of learning.’
 diagnostic, formative and summative
 oral, written, group work and ICT
For example students are able to: plan a trip to an area affected by natural hazards, interpret photographs,
research current natural hazards, answer topographic map questions, design an earthquake home, write a
video report, participate in role play, design and create a multimedia presentation, complete a long
response.
Others…………………………………………………………………………………………………………
Teacher feedback: For example teacher provides written and/or oral feedback following role play, video
report and topographic map exercises.
Others…………………………………………………………………………………………………………
Teaching/learning activities used
Geographical tools
ICT
Maps –
Collect/interpret electronic
draw/interpret/analyse
information
Synoptic
Design/create multimedia
presentation
Topographic
PowerPoint presentation
Projection/Atlas
CD-ROM
Graphs –
Interactive websites
draw/interpret/analyse
Line, column, bar, climate,
Webquests
proportional
Population pyramids
Quizzes, games, webcams
Divided bar/column,
composite line
Statistics –
Page 15
Civics
Citizenship
Literacy
Perspectives
Key competencies
Fieldwork
Research Action Plan
Geographical issues
GEOACTIVE 2 (2nd Edition) Sample Program
collect/interpret/analyse
Maximum, minimum, total,
range, rank, average
Account for change
Photographs
draw/interpret/analyse
Satellite images
Digital images
Discussion
Questioning
Cloze exercise Debate
Video
Oral presentation
Model construction Case study
Simulation exercise
Mind map/brainstorm
Empathy exercises
Summary
Role play
Reading
Media article
Quiz
Photo literacy
Others
Research
Diagram
Comprehension
Note taking
Games
Research
Group work
Explanation
Cartoon interpretation Numeracy
Peer assessment Interviews
Text exercise
Guest speaker
Survey
Questionnaire
Critical literacy Narrative
Evaluation:
Were all students with different abilities adequately catered for–learning problems and gifted and talented?
Yes/No
Comments..................................................................................................................... ......................................
Student evaluation. Did the students enjoy the topic? Yes/No
Comments
…………………………………………………………………………………………………………………
Suggested changes for next year (resources, activities, case studies, timing of content, assessment tasks)
………………………………………….……………………………………………………………………
Registration
Date commenced:
Page 16
Date completed:
Teacher’s signature:
GEOACTIVE 2 (2nd Edition) Sample Program
Focus Area 5A2
Changing Australian Communities
Suggested time
Focus Area 5A2:
20 hours
Australia’s Population
Chapter 4
Focus
Ways in which communities in Australia are responding to change.
Syllabus Outcomes
A student (Pg82):
5.1 identifies, gathers and
evaluates geographical
information
5.2 analyses, organises and
synthesises geographical
information
5.3 selects and uses
appropriate written, oral
and graphic forms to
communicate geographical
information
5.4 selects and applies
appropriate geographical
tools
5.7 analyses the impacts of
different perspectives on
geographical issues at
local, national and global
scales
5.8 accounts for
differences within and
between Australian
communities
5.9 explains Australia’s
links with other countries
and its role in the global
community
5.10 applies geographical
knowledge, understanding
and skills with knowledge
of civics to demonstrate
informed and active
citizenship.
Page 17
Suggested ICT
Use the Internet as a source of
information for: research,
extension activities, strategies
for students with learning
problems, geographical tools,
digital images, group work,
independent learning, and to
provide a variety of perspectives.
Students will:
 collect and interpret electronic
information
 design and create a simple
database from student research
 import data from other ICT
applications into student
research findings
 use Geoactive 2 2E CD-ROM
and complete activities and
worksheets
 use the Internet links to extra
worksheets at jaconline
www.jaconline.com.au
 develop and refine search
techniques
 observe and record latest
changes in Australian
communities and environments
using satellite imagery
 collect and interpret
photographic images of
changing Australian
communities
 research environmental issues
in Australian environments
from a variety of perspectives:
SMH www.smh.com.au
CNN www.cnn.com
ABC www.abc.net.au
BBCwww.bbc.co.uk
World Press Review
www.worldpress.org
New Internationalist
www.newint.org
Resources
Geoactive 2 2E (Paine, Bliss) John
Wiley and Sons Australia Ltd, 2005.
Includes knowledge and understandings,
values and attitudes, integration of skills
based activities incorporating mandatory
tools, cross-curriculum content, key
competencies, civics and citizenship,
websites, worksheets, maps,
photographs, newspaper articles, puzzles,
models, diagrams, glossaries, satellite
imagery, sample studies and student
centered, experiential and inquiry based
learning activities using multiple
intelligences
CD-ROM contains the contents of the
whole book as well as extra activities and
tools/skills exercises
Activities:
 Geoskills Toolbox: Pg 84, 85, 87, 88,
93, 97, 99
 Broadsheet: Perth 100-101
 Knowledge and Understanding: Pg
84, 86, 87, 88, 89, 92, 94, 95, 96, 98
 Extension worksheets:
 Australian cities and towns (4.1)
 Where would you build a city?
(4.2)
 Draw a population pyramid (4.3)
 Behind the ‘stats’ (4.4)
 CD-ROM (with textbook)
 Internet links to extra worksheets at
jaconline www.jaconline.com.au
Fieldwork:
Take a multicultural tour around your
local area and describe the impacts of
migration. Illustrate your fieldwork with
photographs.
Glossary Pg 83
Jacaranda Atlas 5E and CD-ROM
Other suggested resources:
NSW Board of Studies
http://www.boardofstudies.nsw.edu.au/
NSW Department of Education and
Training
www.curriculumsupport.nsw.edu.au
GEOACTIVE 2 (2nd Edition) Sample Program
and the Teaching and Learning
Exchange, TaLEs
Students learn about
Human Characteristics
that make Australia
unique
Students learn to

Describe the current
populations in Australia Pg 84,
86, 88, 90-97, 98-99.
 Describe trends in Australia’s
Demographic
demographic characteristics
characteristics
incorporating the use of graphs
 Australia’s unique
and statistics Pg 90-95, 98-99.
character Pg 84-85
 Australia’s Indigenous
 Explain how Australia’s
population Pg 86-87
changing demographic
 Changing settlement
characteristics are influencing
patterns Pg 88-89
the nature and identity of
 Population change in
Australian society Pg 84, 86,
Australia
88, 90-91, 92-99.
- Growth rates Pg 90
- Migration Pg 91
- Age structure Pg 9293
- Population size Pg 92
- Ethnic composition
Pg 94-95, 98-99.
- Distribution Pg 96-97
Page 18
Integrated student centered
learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning)
Pretest students prior knowledge
Answer the key geographical
questions: Where is Australia’s
population located? How have
Australia’s population characteristics
developed? Why is Australia’s
population unique? What is the ethnic
composition of Australia’s population?
What is the relationship between
immigration and natural increase in
population growth? What are the main
factors leading to Australia’s population
growth? What is the age structure of
Australia’s population? Why do
Australians live in coastal areas? How
can graphs and statistics be used to show
population characteristics? How does
Australia’s population growth and
distribution affect the environment?
How are individuals, communities and
governments affected by population
change?
Each student researches one of these
questions and presents findings as an oral
report. Use geographic tools wherever
possible.
Draw a mind map of the unique
demographic characteristics of
Australia’s population.
Satellite images can show changes in
population distribution over time. Refer
to these satellite images and describe the
population changes.
Transect: If you were to travel from
north to south from Sydney to Melbourne
describe the changing patterns of
population.
Multiple Intelligences:
 Make a list of movies and songs
associated with the Indigenous
population in .Australia. Describe
their message
 Make up a story involving people of
greatly different age in Australia.
 Do a field survey in your local area to
show how population changes are
affecting your community
Be the judge: The changing ethnic
GEOACTIVE 2 (2nd Edition) Sample Program
composition of the Australian population
is often blamed for social problems.
What do you think?
Imagine you are now fifty years old and
still living in Australia. Describe:
 Where you live
 The other members of your family
 Where other members of your family
live
 How you earn a living
 Your leisure activities
 Your transport facilities
 How your life and your family’s has
changed over time.
Role play: Businessperson living in
Sydney, recently arrived migrant from
Afghanistan, elderly person living in a
small country town, Indigenous person
living in a remote desert community,
teenage surfer living in Byron Bay.
Describe their different perspectives on
the management of Australia’s
population. Which groups are promoting
sustainable futures? Present a
PowerPoint presentation or poster on
their different perspectives.
Assessment :
 ‘for learning’ and ‘of learning.’
 diagnostic, formative and summative
 oral, written, group work and ICT
For example students are able to: describe the diversity of Australian communities, interpret graphs and
statistics, participate in role play and group work, design and create a multimedia presentation or poster and
test glossary, complete a long response.
Others…………………………………………………………………………………………………………
Teacher feedback: For example teacher provides written and/or oral feedback following research. Oral
feedback, diagrams and maps, writing a report.
Others…………………………………………………………………………………………………………
Teaching/learning activities used
Geographical tools
ICT
Maps –
Collect/interpret electronic
draw/interpret/analyse
information
Synoptic
Design/create multimedia
presentation
Topographic
PowerPoint presentation
Projection/Atlas
CD-ROM
Graphs –
Interactive websites
draw/interpret/analyse
Line, column, bar, climate,
Webquests
proportional
Population pyramids
Quizzes, games, webcams
Page 19
Civics
Citizenship
Literacy
Perspectives
Key competencies
Fieldwork
Research Action Plan
Geographical issues
GEOACTIVE 2 (2nd Edition) Sample Program
Divided bar/column,
composite line
Statistics –
collect/interpret/analyse
Maximum, minimum, total,
range, rank, average
Account for change
Photographs
draw/interpret/analyse
Satellite images
Digital images
Discussion
Questioning
Cloze exercise Debate
Video
Oral presentation
Model construction Case study
Simulation exercise
Mind map/brainstorm
Empathy exercises
Summary
Role play
Reading
Media article
Quiz
Photo literacy
Others
Research
Diagram
Comprehension
Note taking
Games
Research
Group work
Explanation
Cartoon interpretation Numeracy
Peer assessment Interviews
Text exercise
Guest speaker
Survey
Questionnaire
Critical literacy Narrative
Evaluation:
Were all students with different abilities adequately catered for–learning problems and gifted and talented?
Yes/No
Comments..................................................................................................................... ......................................
Student evaluation. Did the students enjoy the topic? Yes/No
Comments
…………………………………………………………………………………………………………………
Suggested changes for next year (resources, activities, case studies, timing of content, assessment tasks)
………………………………………….……………………………………………………………………
Registration
Date commenced:
Page 20
Date completed:
Teacher’s signature:
GEOACTIVE 2 (2nd Edition) Sample Program
Focus Area 5A2
Changing Australian Communities
Suggested time
Focus Area 5A2:
20 hours
Australian Communities
Chapter 5
Focus
Ways in which communities in Australia are responding to change.
Note: Integration of geographical tools
Syllabus Outcomes
Suggested ICT
A student (Pg 102):
5.1 identifies gathers and
evaluates geographical
information
5.2 analyses, organises and
synthesis geographical
information
5.3 selects and uses
appropriate written, oral
and graphic forms to
communicate geographical
information
5.4 selects and applies
appropriate geographical
tools
5.7 analyses the impacts of
different perspectives on
geographical issues at
local, national and global
scales
5.8 accounts for
differences within and
between Australian
communities
5.9 explains Australia’s
links with other countries
and its role in the global
community
5.10 applies geographical
knowledge, understanding
and skills with knowledge
of civics to demonstrate
informed and active
citizenship.
Page 21
Use the Internet as a source of
information for: research,
extension activities, strategies
for students with learning
problems, geographical tools,
digital images, group work,
independent learning, and to
provide a variety of perspectives.
Students will:
 collect and interpret electronic
information
 design and create a simple
database from student research
 import data from other ICT
applications into student
research findings
 use Geoactive 2 2E CD-ROM
and complete activities and
worksheets
 use the Internet links to extra
worksheets at jaconline
www.jaconline.com.au
 develop and refine search
techniques
 observe and record latest
changes in Australian
communities and environments
using satellite imagery
 collect and interpret
photographic images of
changing Australian
communities
 research environmental issues
in Australian environments
from a variety of perspectives:
SMH www.smh.com.au
CNN www.cnn.com
ABC www.abc.net.au
BBCwww.bbc.co.uk
World Press Review
www.worldpress.org
New Internationalist
www.newint.org
Resources
Geoactive 2 2E (Paine, Bliss) John
Wiley and Sons Australia Ltd, 2005.
Includes knowledge and understandings,
values and attitudes, integration of skills
based activities incorporating mandatory
tools, cross-curriculum content, key
competencies, civics and citizenship,
websites, worksheets, maps,
photographs, newspaper articles, puzzles,
models, diagrams, glossaries, satellite
imagery, sample studies and student
centered, experiential and inquiry based
learning activities using multiple
intelligences
CD-ROM contains the contents of the
whole book as well as extra activities and
tools/skills exercises
Activities:
 Geoskills Toolbox: Pg 107, 109, 111,
113, 114
 Knowledge and Understanding:
Pg 104-107, 108, 110, 112-114
 Broadsheet: Cobourg Peninsula Pg
116-117
 Extension worksheets:
 How diverse is your community?
(5.1)
 Where are all the sporting clubs?
(5.2)
 Life in Coober Pedy (5.3)
 Ferguson: the home of children’s
music! (5.4)
 The migrant experience (5.5)
 CD-ROM (with textbook)
 Internet links to extra worksheets at
jaconline www.jaconline.com.au
 Fieldwork:
- Interview people in your
neighbourhood Pg 105
- Carry out research on a voluntary
organization that provides a service
to your community Pg 105
Glossary Pg 103
Jacaranda Atlas 5E and CD-ROM
GEOACTIVE 2 (2nd Edition) Sample Program
Other suggested resources:
NSW Board of Studies
http://www.boardofstudies.nsw.edu.au/
NSW Department of Education and
Training
www.curriculumsupport.nsw.edu.au
and the Teaching and Learning
Exchange, TaLEs
Students learn about
Types of communities in
Australia including
Indigenous communities
 Forming communities
Pg 106-107
 Coober Pedy a desert
community Pg 108-109
 Rural communities
Pg 110-111
 Indigenous communities
Pg 112-113
 Multicultural
communities Pg 114-115
Differences within and
between Australian
communities
 Diversity of Australian
communities Pg 104-105
 Indigenous communities
Pg 104-105
 Multicultural
communities Pg 114-115
Page 22
Students learn to
Identify a range of Australian
communities based on shared
space and/or social
organisation
 Neighbourhood communities
Pg 105
 Coober Pedy: a desert
community Pg 108-109
 Rural communities Pg 110111
 Indigenous communities
Pg 112-113
 Multicultural communities
Pg 114-115
 use geographical tools to
measure and record elements
of the local environment
Pg 51-67
Integrated student centered
learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning)
Pretest students prior knowledge.
Answer the key geographical
questions: Where are communities
located? What is a community? What is
showing that communities are changing?
How diverse are Australian
communities? Who lives in diverse
Australian communities?
Draw a mind map of the diversity of
Australian communities.
Multiple Intelligences:
 select a unique Indigenous
community in Australia
 Use a map to locate this community
 Research the unique features of this
community
 Outline how you would make a
documentary video about the
community.
Perspectives: Explain why there is such
diversity in Australian communities.
Fieldwork: In your local area select two
different communities and explain why
they are different.
Test your knowledge by having a quiz
on the glossary on Pg 103.
Group work: Collect newspaper articles
showing different communities in
Australia. Form small groups to discuss
the problems these communities may
face. Each person in the group should
take a different community. As a group
suggest solutions to these problems.
Be the judge: Since 1788 the character
of the Australian community has
changed. In the class discuss some of
these changes and suggest how they have
changed Australia.
Active involved citizenship: Become
involved in a local community issue
(eg. Clean up Australia, visiting older
people without families). Write a report
GEOACTIVE 2 (2nd Edition) Sample Program
on the advantages of volunteers in the
community.
Draw a transect of the main shopping
centre in your local area Pg 71
Interview a person who can tell you
about how the ethnic composition of the
local community has changed over the
last 50 years. Describe their attitudes to
the changes
Draw a flow map showing the links
between your community and overseas
communities. Discuss these links.
Assessment :
 ‘for learning’ and ‘of learning.’
 diagnostic, formative and summative
 oral, written, group work and ICT
For example students are able to: complete fieldwork and ICT tasks; conduct surveys and interviews,
draw a sketch map of the local area, measure rainfall and precipitation, sketch and identify different clouds,
test water quality, draw a transect of local shopping centre, write a letter to the local council on an
environmental issue and present research questions as posters, PowerPoint, collages or video report,
complete a long response.
Others…………………………………………………………………………………………………………
Teacher feedback: For example teacher: gives written and/or oral feedback following fieldwork,
completion of geographical tools, group work, photo sketching, poster and PowerPoint presentation.
Others…………………………………………………………………………………………………………
Teaching/learning activities used
Geographical tools
ICT
Maps –
Collect/interpret electronic
draw/interpret/analyse
information
Synoptic
Design/create multimedia
presentation
Topographic
PowerPoint presentation
Projection/Atlas
CD-ROM
Graphs –
Interactive websites
draw/interpret/analyse
Line, column, bar, climate,
Webquests
proportional
Population pyramids
Quizzes, games, webcams
Divided bar/column,
composite line
Statistics –
collect/interpret/analyse
Maximum, minimum, total,
range, rank, average
Account for change
Photographs
draw/interpret/analyse
Satellite images
Digital images
Discussion
Questioning
Summary
Research
Page 23
Civics
Citizenship
Literacy
Perspectives
Key competencies
Fieldwork
Research Action Plan
Geographical issues
Group work
Explanation
GEOACTIVE 2 (2nd Edition) Sample Program
Cloze exercise Debate
Video
Oral presentation
Model construction Case study
Simulation exercise
Mind map/brainstorm
Empathy exercises
Role play
Reading
Media article
Quiz
Photo literacy
Others
Diagram
Comprehension
Note taking
Games
Research
Cartoon interpretation Numeracy
Peer assessment Interviews
Text exercise
Guest speaker
Survey
Questionnaire
Critical literacy Narrative
Evaluation:
Were all students with different abilities adequately catered for–learning problems and gifted and talented?
Yes/No
Comments...........................................................................................................................................................
Student evaluation. Did the students enjoy the topic? Yes/No
Comments
…………………………………………………………………………………………………………………
Suggested changes for next year (resources, activities, case studies, timing of content, assessment tasks)
………………………………………….……………………………………………………………………
Registration
Date commenced:
Page 24
Date completed:
Teacher’s signature:
GEOACTIVE 2 (2nd Edition) Sample Program
Focus Area 5A2
Changing Australian Communities
Suggested time
Focus Area 5A2:
20 hours
Changing Australian Communities
Chapter 6
Focus
Ways in which communities in Australia are responding to change.
Note: Integration of geographical tools
Syllabus Outcomes
Suggested ICT
A student (Pg 118):
5.1 identifies, gathers and
evaluates geographical
information
5.2 analyses, organises and
synthesises geographical
information
5.3 selects and uses
appropriate written, oral
and graphic forms to
communicate geographical
information
5.4 selects and applies
appropriate geographical
tools
5.7 analyses the impacts of
different perspectives on
geographical issues at
local, national and global
scales
5.8 accounts for
differences within and
between Australian
communities
5.9 explains Australia’s
links with other countries
and its role in the global
community
5.10 applies geographical
knowledge, understanding
and skills with knowledge
of civics to demonstrate
informed and active
citizenship.
Page 25
Use the Internet as a source of
information for: research,
extension activities, strategies
for students with learning
problems, geographical tools,
digital images, group work,
independent learning, and to
provide a variety of perspectives.
Students will:
 collect and interpret
electronic information
 design and create a simple
database from student
research
 import data from other ICT
applications into student
research findings
 use Geoactive 2 2E CDROM and complete activities
and worksheets
 use the Internet links to
extra worksheets at jaconline
www.jaconline.com.au
 develop and refine search
techniques
 observe and record latest
changes in Australian
communities and
environments using satellite
imagery
 collect and interpret
photographic images of
changing Australian
communities
 research environmental
issues in Australian
environments from a variety
of perspectives:
SMH www.smh.com.au
CNN www.cnn.com
ABC www.abc.net.au
BBCwww.bbc.co.uk
World Press Review
www.worldpress.org
Resources
Geoactive 2 2E (Paine, Bliss) John
Wiley and Sons Australia Ltd, 2005.
Includes knowledge and understandings,
values and attitudes, integration of skills
based activities incorporating mandatory
tools, cross-curriculum content, key
competencies, civics and citizenship,
websites, worksheets, maps,
photographs, newspaper articles, puzzles,
models, diagrams, glossaries, satellite
imagery, sample studies and student
centered, experiential and inquiry based
learning activities using multiple
intelligences
CD-ROM contains the contents of the
whole book as well as extra activities and
tools/skills exercises
Activities:
 Geoskills Toolbox: Pg 120, 122, 126,
129,
 Broadsheet: Changing communities
– the Clare Valley Pg 138-139
 Knowledge and Understanding:
Pg 120, 122, 124-125, 126, 128-129,
130-131, 132, 134-136
 Geofacts Pg 135
 Extension worksheets:
 Sydney suburbs codewords
puzzle (6.1)
 Visual display of change in your
local area (6.2)
 Future wheel (6.3)
 Modern technology survey (6.4)
 The music of protest (6.5)
 CD-ROM (with textbook)
 Internet links to extra worksheets at
jaconline www.jaconline.com.au
Glossary Pg 119
Jacaranda Atlas 5E and CD-ROM
Other suggested resources:
NSW Board of Studies
http://www.boardofstudies.nsw.edu.au/
NSW Department of Education and
Training
GEOACTIVE 2 (2nd Edition) Sample Program
New Internationalist
www.newint.org
www.curriculumsupport.nsw.edu.au
and the Teaching and Learning
Exchange, TaLEs
Students learn about
Students learn to
Factors causing change
in Australian
communities.
Factors causing change
including an overview of:
 Demographic change Pg
120-123
 Changing nature and
pattern of work
 Improving lifestyle
expectations Pg 128-129
 Globalisation of
economic activity Pg
130-131
 New technologies Pg
130-131
 Cultural integration Pg
132-133
 Recognition of native
title Pg 134-136
 Resource depletion
Pg136-137
Describe the factors causing
change in the community
Integrated student centered
learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning)
Pretest students prior knowledge
Answer the key geographical
questions: Where are the communities
located? Why is change taking place in
Australian communities? What are the
main factors causing change? What is
globalisation and how does it affect
communities? How do communities
respond to change? How do people and
communities adapt to change? How are
individuals, communities and
governments responding to change in
communities?
Each student or small group researches
one of these questions and presents
findings as an oral report. Ensure
students do not overlap with the same
question
Imagine you live in a part of Sydney that
was suburbanized between 1880 and
1919.
Describe the features of the suburb now
including appearance of houses and the
Page 26
GEOACTIVE 2 (2nd Edition) Sample Program
Select at least ONE
Australian community
 Factors that contribute to
the community’s sense
of identity Pg 126, 132,
134-136.
 Factors causing change
in the community Pg
126-127, 132, 134-136.
 Individuals, groups and
levels of government
involved in the change
process Pg 126, 132,
134-136.
 Community responses to
change Pg 126, 132,
134-136.
 Purpose, structure and
actions of community
groups responding to
change Pg 126-127, 132,
134-136.
Define the community in terms
of its shared space and/or social
organisation Pg 125, 126-127,
129, 132, 134-136.
Describe the factors causing
change and the impacts of
change on the community Pg
125,126-127, 132, 134-136
Analyse the strategies and
actions of individuals, groups
and describe the different levels
of government in responding to
change Pg 125, 126, 129,134136.
Identify a community group and
describe how it responds to
change Pg 125, 126,129, 134136.
general streetscape, shopping,
demographic structure and types of
communities.
Compare this suburb with the same
features of one that has been settled in
western Sydney in the last 10 years.
Draw a mind map of factors causing
change in Australian communities.
Civics and citizenship: How can you
respond to change in your community to
contribute to the welfare of
disadvantaged individuals or groups?
Write a letter to your local council
outlining the way council could respond
to changes in your local community that
you consider cause problems for some
individuals or groups.
Multiple Intelligences: Work in groups
and research music, poem or story on
community change and present as an oral
report.
Plan a walking journey around your
local community. Describe some of the
changes that you see taking place.
Collect articles, interview community
members regarding changes, key issues
and challenges. Analyse their impact.
Role play: Town planner, local
politician, senior citizen, pharmacist,
teenager, schoolteacher, plumber,
service station proprietor, real estate
agent, newly arrived migrant from
Somalia, Indigenous citizen.
Describe their different perspectives on
the management of change in the local
community. Which individuals are
promoting sustainable futures? Present a
PowerPoint presentation or poster on the
different perspectives
Summative assessment: Design a
crossword to test the glossary on page
118.
Assessment :
 ‘for learning’ and ‘of learning.’
 diagnostic, formative and summative
 oral, written, group work and ICT
For example students are able to: identify factors that are causing changes in Australian communities;
interpret diagrams, satellite images and graphs; participate in role play and group work, design and create a
multimedia presentation or poster and test glossary.
Others…………………………………………………………………………………………………………
Teacher feedback: For example teacher provides written and/or oral feedback following research.
Researching and preparing report, writing a letter to the Minister of the Environment or council,
Page 27
GEOACTIVE 2 (2nd Edition) Sample Program
interpreting diagrams and media report on recent community issues, complete a long response.
Others…………………………………………………………………………………………………………
Teaching/learning activities used
Geographical tools
ICT
Civics
Maps –
Collect/interpret electronic
Citizenship
draw/interpret/analyse
information
Synoptic
Design/create multimedia
Literacy
presentation
Topographic
PowerPoint presentation
Perspectives
Projection/Atlas
CD-ROM
Key competencies
Graphs –
Interactive websites
Fieldwork
draw/interpret/analyse
Line, column, bar, climate,
Webquests
Research Action Plan
proportional
Population pyramids
Quizzes, games, webcams
Geographical issues
Divided bar/column,
composite line
Statistics –
collect/interpret/analyse
Maximum, minimum, total,
range, rank, average
Account for change
Photographs
draw/interpret/analyse
Satellite images
Digital images
Discussion
Questioning
Summary
Research
Group work
Explanation
Cloze exercise Debate
Role play
Diagram
Cartoon interpretation Numeracy
Video
Oral presentation Reading
Comprehension Peer assessment Interviews
Model construction Case study
Media article
Note taking
Text exercise
Guest speaker
Simulation exercise
Quiz
Games
Survey
Questionnaire
Mind map/brainstorm
Photo literacy
Research
Critical literacy Narrative
Empathy exercises
Others
Evaluation:
Were all students with different abilities adequately catered for–learning problems and gifted and talented?
Yes/No
Comments..................................................................................................................... ......................................
Student evaluation. Did the students enjoy the topic? Yes/No
Comments
…………………………………………………………………………………………………………………
Suggested changes for next year (resources, activities, case studies, timing of content, assessment tasks)
………………………………………….……………………………………………………………………
Registration
Date commenced:
Page 28
Date completed:
Teacher’s signature:
GEOACTIVE 2 (2nd Edition) Sample Program
Focus Area 5A3
Issues in Australian Environments
Suggested time
Focus Area 5A3:
30 hours
Geographical Issues
Chapter 7
Focus
Ways in which geographical understanding contributes to the sustainable
management of issues affecting the Australian environment.
Syllabus Outcomes
Suggested ICT
A student (Pg 140):
5.1 identifies, gathers and
evaluates geographical
information
5.2 analyses, organises and
synthesises geographical
information
5.3 selects and uses
appropriate written, oral
and graphic forms to
communicate geographical
information
5.4 selects and applies
appropriate geographical
tools
5.5 demonstrates a sense of
place about Australian
environments
5.6 explains the
geographical processes that
form and transform
Australian environments
5.7 analyses the impacts of
different perspectives on
geographical issues at
local, national and global
scales
5.10 applies geographical
knowledge, understanding
and skills with knowledge
of civics to demonstrate
informed and active
citizenship.
Use the Internet as a source of
information for: research,
extension activities, strategies
for students with learning
problems, geographical tools,
digital images, group work,
independent learning, and to
provide a variety of perspectives.
Students will:
 collect and interpret
electronic information
 design and create a
multimedia presentation or
webpage to communicate
geographical information to
a particular audience,
including maps and diagrams
as appropriate
 use Geoactive 2 2E CDROM and complete activities
and worksheets
 use the Internet links to
extra worksheets at jaconline
www.jaconline.com.au
 collect and interpret
photographic images of
issues in Australian
environments
 research current issues in
Australian environments
from a variety of
perspectives:
SMH www.smh.com.au
CNN www.cnn.com
ABC www.abc.net.au
BBCwww.bbc.co.uk
World Press Review
www.worldpress.org
New Internationalist
www.newint.org
Students learn about
Students learn to
Page 29
Resources
Geoactive 2 2E (Paine, Bliss) John
Wiley and Sons Australia Ltd, 2005.
Includes knowledge and understandings,
values and attitudes, integration of skills
based activities incorporating mandatory
tools, cross-curriculum content, key
competencies, civics and citizenship,
websites, worksheets, maps,
photographs, newspaper articles, puzzles,
models, diagrams, glossaries, satellite
imagery, sample studies and student
centered, experiential and inquiry based
learning activities using multiple
intelligences
CD-ROM contains the contents of the
whole book as well as extra activities and
tools/skills exercises
Activities:
 Geoskills Toolbox: Pg 143, 147, 152,
161, 163, 168
 Knowledge and Understanding: Pg
142, 144-146, 148-153, 154-157,
158-160, 162, 164-168, 170-179
 Geofacts Pg 153
 Extension worksheets:
 Body continuum (7.1)
 Have your say (7.2)
 Children’s message (7.3)
 CD-ROM (with textbook)
 Internet links to extra worksheets at
jaconline www.jaconline.com.au
Glossary Pg 141
Jacaranda Atlas 5E and CD-ROM
Other suggested resources:
NSW Board of Studies
http://www.boardofstudies.nsw.edu.au/
NSW Department of Education and
Training
www.curriculumsupport.nsw.edu.au
and the Teaching and Learning
Exchange, TaLEs
Integrated student centered
learning/teaching activities and
GEOACTIVE 2 (2nd Edition) Sample Program
Geographical issues:
 What are Geographical
issues? Pg 142-146
Geographical issues
affecting the Australian
environment including
 Air quality Pg 148-153
 Urban growth and
decline Pg 154-163
 Spatial inequality Pg
164-169
 Waste management
Pg 170-179
 Coastal management
Pg 144
 Land and water
management Pg 144
Note: two of these issues
will be studied in detail in
the following two
chapters:
 Land and water
management (Chapter
8)
 Coastal management
(Chapter 9)
Page 30
Describe each geographical issue
in relation to:
- It’s nature Pg 44-145, 148149, 150-153, 154-155, 158,
160, 162,164, 170, 172, 17,
176.
- It’s impacts Pg 144-145, 148152, 155, 156,158-159, 160,
162, 164-172,174-175, 176179.
- The responses by individuals,
groups and governments to
the issue Pg 144-145, 146,
150-153, 156,159, 162, 165171, 173, 175, 177-179
Outline how a range of
geographical issues are affecting
Australian environments Pg 144145
assessment tasks
(‘for’ learning and ‘of’ learning)
Pretest students prior knowledge
Answer the key geographical
questions: Where are geographical
issues affecting environments in
Australia? Where are the locations with
air quality issues? What is the nature of
these geographical issues that makes
them a problem? What is the impact of
these geographical issues on individuals,
groups and government? What is the link
between waste management and global
warming? What are the characteristics of
places with waste management issues?
Why is coastal management seen as a
serious issue in the future? Why is waste
management a problem for all of us
wherever we live? What is the difference
between waste management and air
pollution? What is the main geographical
issue affecting your local area? How do
individuals, groups and government
respond to these issues? How do these
issues affect long-term ecological
sustainability?
Each student or group researches one of
these questions and presents findings as
an oral report. Ensure students do not
overlap with the same question
Imagine your local council brought in a
new waste management policy which
reduced the solid waste collected by
50%. Discuss this with your family and
outline the steps you would take to
reduce your total amount of waste.
Refer to the diagram Overview of
Geographical Issues: Select two of
these issues and compile a mind map of
each.
Design a sustainable tourist resort in a
coastal environment. Explain how you
would manage each of the geographical
issues listed and still provide a popular
and inexpensive resort.
Design a poster describing how spatial
inequality affects the way people live and
how their life opportunities are affected.
Add to your poster a brief summary of
what could be done to reduce spatial
inequality at a cost that would not be
prohibitive.
Role play: Health inspector, marine
biologist, ,meteorologist, tourist,
developer, waste collector,
conservationist, uranium miner, architect,
GEOACTIVE 2 (2nd Edition) Sample Program
town planner, surfer, farmer, hybrid
electric car owner, commuter who drives
through urban sprawl. Describe their
different perspectives on the
management of geographical issues.
Which groups are promoting sustainable
futures? Present the diversity of
perspectives as a multimedia
presentation, PowerPoint or poster.
Civics and Citizenship - group work:
‘Act locally’ helps reduce the impacts of
serious geographical issues. Research
one local issue and suggest strategies for
the ecological sustainability of our
environment. Present findings as an oral
report to the class then design a poster to
promote a healthier environment
The actions of groups/organisations and
governments are contributing to the
sustainable management of our
environment. Present a report on ten
such organisations as a poster.
Write a letter to the Environment
Minister promoting sustainable use of
Australian environments.
Perspectives: Debate for and against

Increasing the price of petrol

Increasing the price of fresh water

Increasing the cost of waste
collection

Providing better quality housing for
low income groups
Glossary on page 141 at puzzlemaker
Assessment :
 ‘for learning’ and ‘of learning.’
 diagnostic, formative and summative
 oral, written, group work and ICT
For example students are able to: imagine how our environment would improve if we could significantly
decrease the amount of waste we create, draw a mind map showing the impacts of spatial inequality on
poor people in an area, analyse satellite images, various graphs and photographs, participate in role play,
create a multimedia presentation on human interaction in Australian environments, develop strategies for
ecological sustainability of Australian environments and test glossary, complete a long response.
Others…………………………………………………………………………………………………………
Teacher feedback: For example teacher provides written and/or oral feedback following research, writing
a letter to the Minister of the Environment, interpreting graphs and using ICT.
Others…………………………………………………………………………………………………………
Teaching/learning activities used
Geographical tools
ICT
Maps –
Collect/interpret electronic
draw/interpret/analyse
information
Synoptic
Design/create multimedia
Page 31
Civics
Citizenship
Literacy
GEOACTIVE 2 (2nd Edition) Sample Program
presentation
Topographic
PowerPoint presentation
Perspectives
Projection/Atlas
CD-ROM
Key competencies
Graphs –
Interactive websites
Fieldwork
draw/interpret/analyse
Line, column, bar, climate,
Webquests
Research Action Plan
proportional
Population pyramids
Quizzes, games, webcams
Geographical issues
Divided bar/column,
composite line
Statistics –
collect/interpret/analyse
Maximum, minimum, total,
range, rank, average
Account for change
Photographs
draw/interpret/analyse
Satellite images
Digital images
Discussion
Questioning
Summary
Research
Group work
Explanation
Cloze exercise Debate
Role play
Diagram
Cartoon interpretation Numeracy
Video
Oral presentation Reading
Comprehension Peer assessment Interviews
Model construction Case study
Media article
Note taking
Text exercise
Guest speaker
Simulation exercise
Quiz
Games
Survey
Questionnaire
Mind map/brainstorm
Photo literacy
Research
Critical literacy Narrative
Empathy exercises
Others
Evaluation:
Were all students with different abilities adequately catered for–learning problems and gifted and talented?
Yes/No
Comments..................................................................................................................... ......................................
Student evaluation. Did the students enjoy the topic? Yes/No
Comments
…………………………………………………………………………………………………………………
Suggested changes for next year (resources, activities, case studies, timing of content, assessment tasks)
………………………………………….……………………………………………………………………
Registration
Date commenced:
Page 32
Date completed:
Teacher’s signature:
GEOACTIVE 2 (2nd Edition) Sample Program
Focus Area 5A3
Issues in Australian Environments
Suggested time
Focus Area 5A3:
30 hours
Land and Water Management
Chapter 8
Focus
Ways in which geographical understanding contributes to the sustainable
management of issues affecting the Australian environment.
Syllabus Outcomes
Suggested ICT
A student (Pg 180):
5.1 identifies, gathers and
evaluates geographical
information
5.2 analyses, organises and
synthesises geographical
information
5.3 selects and uses
appropriate written, oral
and graphic forms to
communicate geographical
information
5.4 selects and applies
appropriate geographical
tools
5.5 demonstrates a sense of
place about Australian
environments
5.6 explains the
geographical processes that
form and transform
Australian environments
5.7 analyses the impacts of
different perspectives on
geographical issues at
local, national and global
scales
5.10 applies geographical
knowledge, understanding
and skills with knowledge
of civics to demonstrate
informed and active
citizenship.
Use the Internet as a source of
information for: research,
extension activities, strategies
for students with learning
problems, geographical tools,
digital images, group work,
independent learning, and to
provide a variety of perspectives.
Students will:
 collect and interpret
electronic information
 design and create a
multimedia presentation or
webpage to communicate
geographical information to
a particular audience,
including maps and diagrams
as appropriate
 use Geoactive 2 2E CDROM and complete activities
and worksheets
 use the Internet links to
extra worksheets at jaconline
www.jaconline.com.au
 collect and interpret
photographic images of
issues in Australian
environments
 research current issues in
Australian environments
from a variety of
perspectives:
SMH www.smh.com.au
CNN www.cnn.com
ABC www.abc.net.au
BBCwww.bbc.co.uk
World Press Review
www.worldpress.org
New Internationalist
www.newint.org
Students learn about
Students learn to
Page 33
Resources
Geoactive 2 2E (Paine and Bliss) John
Wiley and Sons Australia Ltd, 2005.
Includes knowledge and understandings,
values and attitudes, integration of skills
based activities incorporating mandatory
tools, cross-curriculum content, key
competencies, civics and citizenship,
websites, worksheets, maps,
photographs, newspaper articles, puzzles,
models, diagrams, glossaries, satellite
imagery, sample studies and student
centered, experiential and inquiry based
learning activities using multiple
intelligences
CD-ROM contains the contents of the
whole book as well as extra activities and
tools/skills exercises
Activities:
 Geoskills Toolbox: Pg 191, 192, 197,
202, 207
 Knowledge and Understanding:
Pg 182-183, 186-189, 190-194, 194197, 198-203, 204-206, 208-211
 Broadsheet: Homebush Bay
 Extension worksheets:
 Produce a photo essay (8.1)
 Salt on the wheat (8.2)
 Thinking land care (8.3)
 World Heritage music (8.4)
 Be a water detective (8.5)
 CD-ROM (with textbook)
 Internet links to extra worksheets at
jaconline www.jaconline.com.au
Glossary Pg 181
Jacaranda Atlas 5E and CD-ROM
Other suggested resources:
NSW Board of Studies
http://www.boardofstudies.nsw.edu.au/
NSW Department of Education and
Training
www.curriculumsupport.nsw.edu.au
and the Teaching and Learning
Exchange, TaLEs
Integrated student centered
GEOACTIVE 2 (2nd Edition) Sample Program
A geographical issue
affecting Australian
environments – Land and
water management
(Chapter 9 is Coastal
management)
 The geographical
processes relevant to the
issue Pg 182-184,198199.
 The perception of
different groups about
the issue Pg 184, 186,
189, 191, 194-195, 197,
199, 200, 202, 209,210.
 Individual, group and
government responses to
the issue Pg 184, 186,
189, 191, 194-195, 197,
199, 200, 202, 209,210
 Decision-making
processes involved in the
management of the issue
Pg 184, 186, 188, 191,
197, 198-199,202, 209,
210.
 The management of the
issue and implications
for sustainability, social
justice and equity Pg
184, 186, 188, 191, 197,
198-199,202, 209, 210.
Investigate a
geographical issue
through fieldwork by
developing and
implementing a research
action plan. Pg 147, 185
Page 34



-





explain the interaction of the
physical and human elements
of the environment Pg 183185
recognise the responsibility
of the levels of government
to the issue Pg 184, 188-189,
190-191, 194, 199, 202-203,
204-207, 210
pursue actions that promote:
sustainability
social justice
equity Pg 184, 186-187,
188-189, 190-191, 194195, 196-197, 202-203,
204, 210
evaluate the success of
individuals, groups and the
levels of government in
managing the issue Pg 184,
186-187, 188-189, 190-191,
194-195, 196-197, 199, 202203, 204, 210
develop a research action
plan Pg 147, 185
Apply field work techniques.
Pg 147, 185
Present geographical
information in an appropriate
format. Pg 47, 185
Demonstrate active
citizenship by proposing
individual/group action to
address the issue. Pg 189,
191, 195, 197, 199, 209, 210
learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning)
Pretest students prior knowledge
Answer the key geographical
questions: Where are geographical
issues affecting land and water
management in Australia? Where is
salinity a geographical issue in
Australia? Where are land management
issues associated with natural
environments? What is land
degradation? What is sustainable land
and water management? What is
interaction between land management
and wildlife habitats? What is the nature
of land and water management
environments that make them
geographical issues? What is the impact
of land and water management that make
them important issues for sustainability,
social justice and equity? What is the
link between land and water management
and salinity? What are the characteristics
of places that experience water
management issues? Why do land and
water management issues affect your
local area? Is salinity seen as a serious
issue well into the future? How do
individuals, groups and government
respond to land and water management
issues? How do these issues affect longterm ecological sustainability in the
environment?
Each student or group researches one of
these questions and presents findings as
an oral report. Ensure students do not
overlap with the same question
Mind map: What is land and water
management? Pg 182-183, 198-199.
Write a diary listing land and water
management issues that are reported in
the media over one week. Present as
multimedia or PowerPoint.
Ethical behaviour. Many users of land
and consumers of water are wasteful and
selfish in their use of these natural
resources. Identify one organisation that
you know of that could be more ethical
in their use of these natural resources.
Explain how and why.
Perspectives exercise: Debate for and
against greater restrictions on the use of
fresh water.
Fieldwork: Investigate a land
management or water management issue
GEOACTIVE 2 (2nd Edition) Sample Program
by developing and implementing a
research action plan.
Multiple intelligences:
 Be a water detective. The details of
this role play are shown on worksheet
8.5 (Geoactive 2 2E Worksheets)
 World Heritage music. The details of
this activity are shown on worksheet
8.4 (Geoactive 2 2E Worksheets).
Role play: What role do these people
play in land and water management?
Financier, land developer, tourist resort
proprietor, farmer, plumber, architect,
schoolteacher, prime minister, park
curator, your parents, you.
Imagine you are a reporter writing a
story on how geographical issues such as
water management have affected
people’s lives.
Terrorism is global and moves across
borders. What is meant by terrorism?
How could terrorism affect water
management in Australia?
Perspectives: Australia has a severe land
management issue. Outline the different
perspectives of a cotton farmer and a
green farmer on this issue.
Assessment :
 ‘for learning’ and ‘of learning.’
 diagnostic, formative and summative
 oral, written, group work and ICT
For example students are able to: explain the significance of land and water management issues in
Australia, use maps, graphs and ICT.
Others…………………………………………………………………………………………………………
Teacher feedback: For example teacher provides written and/or oral feedback following research, writing
a letter to the Minister of the Environment, interpreting graphs, using ICT, complete a long response.
Others…………………………………………………………………………………………………………
Teaching/learning activities used
Geographical tools
ICT
Maps –
Collect/interpret electronic
draw/interpret/analyse
information
Synoptic
Design/create multimedia
presentation
Topographic
PowerPoint presentation
Projection/Atlas
CD-ROM
Graphs –
Interactive websites
draw/interpret/analyse
Line, column, bar, climate,
Webquests
proportional
Population pyramids
Quizzes, games, webcams
Divided bar/column,
Page 35
Civics
Citizenship
Literacy
Perspectives
Key competencies
Fieldwork
Research Action Plan
Geographical issues
GEOACTIVE 2 (2nd Edition) Sample Program
composite line
Statistics –
collect/interpret/analyse
Maximum, minimum, total,
range, rank, average
Account for change
Photographs
draw/interpret/analyse
Satellite images
Digital images
Discussion
Questioning
Cloze exercise Debate
Video
Oral presentation
Model construction Case study
Simulation exercise
Mind map/brainstorm
Empathy exercises
Summary
Role play
Reading
Media article
Quiz
Photo literacy
Others
Research
Diagram
Comprehension
Note taking
Games
Research
Group work
Explanation
Cartoon interpretation Numeracy
Peer assessment Interviews
Text exercise
Guest speaker
Survey
Questionnaire
Critical literacy Narrative
Evaluation:
Were all students with different abilities adequately catered for–learning problems and gifted and talented?
Yes/No
Comments..................................................................................................................... ......................................
Student evaluation. Did the students enjoy the topic? Yes/No
Comments
…………………………………………………………………………………………………………………
Suggested changes for next year (resources, activities, case studies, timing of content, assessment tasks)
………………………………………….……………………………………………………………………
Registration
Date commenced:
Page 36
Date completed:
Teacher’s signature:
GEOACTIVE 2 (2nd Edition) Sample Program
Focus Area 5A3
Global Environments and Communities
Suggested time
Focus Area 5A3:
30 hours
Coastal Management
Chapter 9
Focus
Ways in which geographical understanding contributes to the sustainable
management of issues affecting the Australian environment.
Syllabus Outcomes
A student (Pg 214):
5.1 identifies, gathers and
evaluates geographical
information
5.2 analyses, organises and
synthesises geographical
information
5.3 selects and uses
appropriate written, oral
and graphic forms to
communicate geographical
information
5.4 selects and applies
appropriate geographical
tools
5.5 demonstrates a sense of
place about Australian
environments
5.6 explains the
geographical processes that
form and transform
Australian environments
5.7 analyses the impacts of
different perspectives on
geographical issues at
local, national and global
scales
5.10 applies geographical
knowledge, understanding
and skills with knowledge
of civics to demonstrate
informed and active
citizenship.
Page 37
Suggested ICT
Use the Internet as a source of
information for: research,
extension activities, strategies
for students with learning
problems, geographical tools,
digital images, group work,
independent learning, and to
provide a variety of perspectives.
Students will:
 collect and interpret
electronic information
 design and create a
multimedia presentation or
webpage to communicate
geographical information to
a particular audience,
including maps and diagrams
as appropriate
 use Geoactive 2 2E CDROM and complete activities
and worksheets
 use the Internet links to
extra worksheets at jaconline
www.jaconline.com.au
 collect and interpret
photographic images of
issues in Australian
environments
 research current issues in
Australian environments
from a variety of
perspectives:
SMH www.smh.com.au
CNN www.cnn.com
ABC www.abc.net.au
BBCwww.bbc.co.uk
World Press Review
www.worldpress.org
New Internationalist
www.newint.orgThe
www.newint.org
Resources
Geoactive 2 2E (Paine, Bliss) John
Wiley and Sons Australia Ltd, 2005.
Includes knowledge and understandings,
values and attitudes, integration of skills
based activities incorporating mandatory
tools, cross-curriculum content, key
competencies, civics and citizenship,
websites, worksheets, maps,
photographs, newspaper articles, puzzles,
models, diagrams, glossaries, satellite
imagery, sample studies and student
centered, experiential and inquiry based
learning activities using multiple
intelligences
CD-ROM contains the contents of the
whole book as well as extra activities and
tools/skills exercises
Activities:
 Geoskills Toolbox: Pg 217, 220, 225,
226, 229, 233, 235
 Broadsheet : Hinchinbrook Channel
Pg 238-239
 Knowledge and Understanding: Pg
216-217, 218-223, 228-233, 234-235
 Extension worksheets:
 Coastal systems (9.1)
 Coastal processes (9.2)
 Beach protection (9.3)
 Participate in a public meeting
(9.4)
 To develop or not to develop
(9.5)
 CD-ROM (with textbook)
 Internet links to extra worksheets at
jaconline www.jaconline.com.au
Glossary Pg 215
Jacaranda Atlas 5E and CD-ROM
Other suggested resources:
NSW Board of Studies
http://www.boardofstudies.nsw.edu.au/
NSW Department of Education and
Training
www.curriculumsupport.nsw.edu.au
and the Teaching and Learning
GEOACTIVE 2 (2nd Edition) Sample Program
Students learn about
Students learn to
A geographical issue
affecting Australian
environments – Coastal
management
 The geographical
processes relevant to the
issue Pg 216, 218-225,
228-229.
 The perception of
different groups about
the issue Pg 217, 230233, 234-235.
 Individual, group and
government responses to
the issue Pg 217, 230233, 234-235.
 Decision-making
processes involved in the
management of the issue
Pg 217-218, 230-233,
234-235.
 The management of the
issue and implications
for sustainability, social
justice and equity Pg
216-217, 230-233, 234235.
 explain
Investigate a
geographical issue
through fieldwork by
developing and
implementing a research
action plan. Pg 236-237
Page 38
the interaction of the
physical and human elements
of the environment Pg 216-217,
230-233, 234-235
 recognise the responsibility of
the levels of government to the
issue Pg 216-217,230-233, 234235
 pursue actions that promote:
- sustainability
- social justice
- equity Pg 217, 230-233,
234-235
 evaluate the success of
individuals, groups and the
levels of government in
managing the issue Pg 217,
230-233, 234-235
 develop a research action plan
Pg 236-237
 apply field work techniques Pg
147, 236-237
 present geographical
information in an appropriate
format Pg 47, 236-237
 demonstrate active citizenship
by proposing individual/group
action to address the issue Pg
189, 191, 195, 197, 199, 209,
210
Exchange, TaLEs
Integrated student centered
learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning)
Pretest students prior knowledge
Answer the key geographical
questions: Where are geographical
issues affecting coastal management
located in Australia? Where is dune
erosion a geographical issue in
Australia? Where are coastal
management issues associated with
natural environments? What are waves?
What is sustainable beach management?
What is interaction between coastal
management and wildlife habitats? What
is the nature of coastal management
environments that make them
geographical issues? What is the impact
of these coastal management problems
that make them important issues for
sustainability, social justice and equity?
What is the link between coastal
management and global warming? What
are the characteristics of places that
experience coastal management issues?
What land and coastal management
issues affect your local area or an area
you know well? How do individuals,
groups and government respond to
coastal management issues? How do
these issues affect long-term ecological
sustainability in the environment?
Each student or group researches one of
these questions and presents findings as
an oral report.
Explain why most communities in
Australia live in coastal areas. What are
the problems of too many people living
in coastal environments? How would a
tsunami affect people living along the
coast? What could occur with global
warming?
Active citizenship: Write a letter to the
local council that manages your beach. In
this letter raise the concerns you have
about the management of the beach and
its future sustainability
Perspectives - De Bono’s hats: Divide
class into a real estate developer, a
surfer, a council alderman who is prodevelopment, a member of an active
green group, a regular holiday maker in
the area and a recently retired person
has just moved to the area. What are their
GEOACTIVE 2 (2nd Edition) Sample Program
different perspectives on urban
development on beach areas? Each group
will present their perspective as an oral
report.
Conduct a class survey on the beach
environments the students in the class
have visited. In which environment
would they like to live? Give reasons for
their answers. Collate results and write a
report.
Debate for and against the use of
fertilisers that are causing problems in
coastal environments. Describe strategies
for ecological sustainability
Fieldwork: Investigate a coastal
management issue by developing and
implementing a research action plan.
Assessment :
 ‘for learning’ and ‘of learning.’
 diagnostic, formative and summative
 oral, written, group work and ICT
For example students are able to: identify the main geographical issues associated with coastal
environments, map the location of different coastal environments, explain the interaction of the physical
and human elements of the coastal environment, participate in fieldwork on coastal environment, prepare a
media file on current coastal environmental issues and compare the management of environments.
Others…………………………………………………………………………………………………………
Teacher feedback: For example teacher provides written and/or oral feedback following group work,
debate, video report, collage and PowerPoint presentation, complete a long response.
Others…………………………………………………………………………………………………………
Teaching/learning activities used
Geographical tools
ICT
Maps –
Collect/interpret electronic
draw/interpret/analyse
information
Synoptic
Design/create multimedia
presentation
Topographic
PowerPoint presentation
Projection/Atlas
CD-ROM
Graphs –
Interactive websites
draw/interpret/analyse
Line, column, bar, climate,
Webquests
proportional
Population pyramids
Quizzes, games, webcams
Divided bar/column,
composite line
Statistics –
collect/interpret/analyse
Maximum, minimum, total,
range, rank, average
Account for change
Photographs
Page 39
Civics
Citizenship
Literacy
Perspectives
Key competencies
Fieldwork
Research Action Plan
Geographical issues
GEOACTIVE 2 (2nd Edition) Sample Program
draw/interpret/analyse
Satellite images
Digital images
Discussion
Questioning
Cloze exercise Debate
Video
Oral presentation
Model construction Case study
Simulation exercise
Mind map/brainstorm
Empathy exercises
Summary
Role play
Reading
Media article
Quiz
Photo literacy
Others
Research
Diagram
Comprehension
Note taking
Games
Research
Group work
Explanation
Cartoon interpretation Numeracy
Peer assessment Interviews
Text exercise
Guest speaker
Survey
Questionnaire
Critical literacy Narrative
Evaluation:
Were all students with different abilities adequately catered for–learning problems and gifted and talented?
Yes/No
Comments...........................................................................................................................................................
Student evaluation. Did the students enjoy the topic? Yes/No
Comments
…………………………………………………………………………………………………………………
Suggested changes for next year (resources, activities, case studies, timing of content, assessment tasks)
………………………………………….……………………………………………………………………
Registration
Date commenced:
Page 40
Date completed:
Teacher’s signature:
GEOACTIVE 2 (2nd Edition) Sample Program
Focus Area 5A4
Australia in its Regional and Global Contexts
Australia’s Regional and Global Contexts
Chapter 10
Focus
Australia in its regional and global contexts and the roles of individuals and
groups in planning for a better future.
Syllabus Outcomes
A student (Pg 242):
5.2 analyses, organises
and synthesises
geographical information
5.3 selects and uses
appropriate written, oral
and graphic forms to
communicate
geographical information
5.4 selects and applies
appropriate geographical
tools
5.7 analyses the impacts
of different perspectives
on geographical issues at
local, national and global
scales
5.8 accounts for
differences within and
between Australian
communities
5.9 explains Australia’s
links with other countries
and its role in the global
community
5.10 applies geographical
knowledge, understanding
and skills with knowledge
of civics to demonstrate
informed and active
citizenship.
Page 41
Suggested time
Focus Area 5A4:
30 hours
Suggested ICT
Use the Internet as a source of
information for: research,
extension activities, strategies for
students with learning problems,
geographical tools, digital images,
group work, independent
learning, and to provide a variety
of perspectives.
Students will:
 critically analyse a website,
including the ethics of the site
 access, collect and interpret
electronic information
 practise ethical behaviour
when using email and the
internet
 collect and interpret electronic
information - weblinks
 design and create a
PowerPoint presentation
 use Geoactive 2 2E CDROM and complete activities
and worksheets
 use the Internet links to extra
worksheets at jaconline
www.jaconline.com.au
 observe and record latest
global geographical issues
using satellite imagery
http://terraweb.wr.usgs.gov/TRS
/projects/Antarctica/AVHRR.html
 collect and interpret
photographic images
 research current global
geographical issues and the
role of citizenship from a
variety of perspectives:
SMH www.smh.com.au
CNN www.cnn.com
ABC www.abc.net.au
BBCwww.bbc.co.uk
World Press Review
www.worldpress.org
New Internationalist
Resources
Geoactive 2 2E (Paine, Bliss) John
Wiley and Sons Australia Ltd, 2005.
Includes knowledge and understandings,
values and attitudes, integration of skills
based activities incorporating mandatory
tools, cross-curriculum content, key
competencies, civics and citizenship,
websites, worksheets, maps,
photographs, newspaper articles, puzzles,
models, diagrams, glossaries, satellite
imagery, sample studies and student
centered, experiential and inquiry based
learning activities using multiple
intelligences
CD-ROM contains the contents of the
whole book as well as extra activities
and tools/skills exercises
Activities:
 Geoskills Toolbox: Pg 248, 250, 251,
263, 271
 Knowledge and Understanding: Pg
244-247, 248-251, 252-256,258-262,
263-270
 Geofacts Pg 245, 247, 248, 260, 262
 Broadsheet: Olympic Games Pg
272-273
 Extension worksheets:
 Draw an international boundary
(10.1)
 Write a haka (10.2)
 What are some of our
international treaties (10.3)
 How many countries go to the
Olympic Games? (10.4)
 CD-ROM (with textbook)
 Internet links to extra worksheets at
jaconline www.jaconline.com.au
Glossary Pg 243
Other suggested resources:
NSW Board of Studies
http://www.boardofstudies.nsw.edu.au/
NSW Department of Education and
Training
www.curriculumsupport.nsw.edu.au
GEOACTIVE 2 (2nd Edition) Sample Program
www.newint.org
Indymedia
http://www.indymedia.org/
or/index.shtml
Students learn about
The place of Australia in
the world
 Australia’s location in
relation to its near
neighbours and their
territorial boundaries Pg
244-252
Australia’s regional and
global links
The ways Australia
interacts with other
nations including:
- Communication Pg
258-259
- Cultural Pg 260-261
- Migration Pg 262263
- Tourism Pg 264-267
- Sport Pg 269-271
- Aid see Chapter 10
- Trade see Chapter
10
- Defence see Chapter
10
Page 42
Students learn to


locate Australia in the AsiaPacific region and the world Pg
254-251
Collect data to identify and
locate nations with which
Australia has regional and
global links and describe the
nature of the links. Pg 252-271.
 Communicate findings that
demonstrate Australia’s links in
its regional and global context.
Pg 252-271.
and the Teaching and Learning
Exchange, TaLEs
Integrated student centered
learning/teaching activities and
assessment tasks (‘for’ learning and
‘of’ learning)
Pretest students prior knowledge
Answer the key geographical
questions: What is Australia’s place in
the world? What is Australia’s location
in relation to its neighbours and their
territorial boundaries? What are the main
ways Australia interacts with other
nations? What is trade? How does
Australia communicate with other
nations? How have Australia’s links
developed? Why have these links
developed? Who are involved in these
links? How are we all involved in global
links? What is active, informed and
responsible citizenship? What is meant
by ‘act local think global’? What is the
link between human actions and the
consequences for ecological
sustainability on a global scale? How can
you determine bias in the media and in
photographs? How can you communicate
with organisations to participate as
global citizens? How are our links with
other nations changing over time?
Become a newspaper reporter and
write an article on five of our links with
other nations. Ensure you include
different perspectives and avoid bias
and stereotyping.
Debate: Sporting links are only valuable
to our international sporting stars.
Read the article on the UN on Pg 257.
Discuss the UN as a major multilateral
link for Australia.
Work in small groups to investigate
Australia’s major cultural links. Show
your finding on a poster or as a
PowerPoint presentation.
Describe the actions of individuals,
groups and governments in establishing
links with other nations.
How can you become involved as an
active, informed, responsible global
citizen?
Test your knowledge of the glossary on
Pg 243 using puzzlemaker.
GEOACTIVE 2 (2nd Edition) Sample Program
Research the Australia/US trade
agreement. Complete a PMI chart.
Evaluate the agreement from an
Australian perspective
Assessment :
 ‘for learning’ and ‘of learning.’
 diagnostic, formative and summative
 oral, written, group work and ICT
For example students are able to: identify the place of Australia in the world, and it’s near neighbours
and their territorial boundaries, describe main links Australia has with other nations, explain the differences
between regional and global links, and complete a long response.
Others…………………………………………………………………………………………………………
Teacher feedback:
Others…………………………………………………………………………………………………………
Teaching/learning activities used
Geographical tools
ICT
Civics
Maps –
Collect/interpret electronic
Citizenship
draw/interpret/analyse
information
Synoptic
Design/create multimedia
Literacy
presentation
Topographic
PowerPoint presentation
Perspectives
Projection/Atlas
CD-ROM
Key competencies
Graphs –
Interactive websites
Fieldwork
draw/interpret/analyse
Line, column, bar, climate,
Webquests
Research Action Plan
proportional
Population pyramids
Quizzes, games, webcams
Geographical issues
Divided bar/column,
composite line
Statistics –
collect/interpret/analyse
Maximum, minimum, total,
range, rank, average
Account for change
Photographs
draw/interpret/analyse
Satellite images
Digital images
Discussion
Questioning
Summary
Research
Group work
Explanation
Cloze exercise Debate
Role play
Diagram
Cartoon interpretation Numeracy
Video
Oral presentation Reading
Comprehension Peer assessment Interviews
Model construction Case study
Media article
Note taking
Text exercise
Guest speaker
Simulation exercise
Quiz
Games
Survey
Questionnaire
Mind map/brainstorm
Photo literacy
Research
Critical literacy Narrative
Empathy exercises
Others
Evaluation:
Were all students with different abilities adequately catered for–learning problems and gifted and talented?
Yes/No
Comments...........................................................................................................................................................
Student evaluation. Did the students enjoy the topic? Yes/No
Page 43
GEOACTIVE 2 (2nd Edition) Sample Program
Comments
…………………………………………………………………………………………………………………
Suggested changes for next year (resources, activities, case studies, timing of content, assessment tasks)
………………………………………….……………………………………………………………………
Registration
Date commenced:
Page 44
Date completed:
Teacher’s signature:
GEOACTIVE 2 (2nd Edition) Sample Program
Focus Area 5A4
Australia in its Regional and Global Contexts
Australia’s Regional and Global Links
Chapter 11
Focus
Australia in its regional and global contexts and the roles of individuals and
groups in planning for a better future.
Syllabus Outcomes
A student (Pg 274):
5.2 analyses, organises
and synthesises
geographical information
5.3 selects and uses
appropriate written, oral
and graphic forms to
communicate
geographical information
5.4 selects and applies
appropriate geographical
tools
5.7 analyses the impacts
of different perspectives
on geographical issues at
local, national and global
scales
5.8 accounts for
differences within and
between Australian
communities
5.9 explains Australia’s
links with other countries
and its role in the global
community
5.10 applies geographical
knowledge, understanding
and skills with knowledge
of civics to demonstrate
informed and active
citizenship.
Page 45
Suggested time
Focus Area 5A4:
30 hours
Suggested ICT
Use the Internet as a source of
information for: research,
extension activities, strategies for
students with learning problems,
geographical tools, digital images,
group work, independent
learning, and to provide a variety
of perspectives.
Students will:
 critically analyse a website,
including the ethics of the site
 access, collect and interpret
electronic information
 practise ethical behaviour when
using email and the internet
 collect and interpret electronic
information - weblinks
 design and create a PowerPoint
presentation
 use Geoactive2 2E CD-ROM
and complete activities and
worksheets
 use the Internet links to extra
worksheets at Jaconline
www.jaconline.com.au
 observe and record latest global
geographical issues using
satellite imagery
http://terraweb.wr.usgs.gov/
TRS/projects/Antarctica/AVHRR.
html
 collect and interpret
photographic images
 research current global
geographical issues and the role
of citizenship from a variety of
perspectives:
SMH www.smh.com.au
CNN www.cnn.com
ABC www.abc.net.au
BBCwww.bbc.co.uk
World Press Review
www.worldpress.org
New Internationalist
Resources
Geoactive 2 2E (Paine, Bliss) John
Wiley and Sons Australia Ltd, 2005.
Includes knowledge and understandings,
values and attitudes, integration of skills
based activities incorporating mandatory
tools, cross-curriculum content, key
competencies, civics and citizenship,
websites, worksheets, maps,
photographs, newspaper articles, puzzles,
models, diagrams, glossaries, satellite
imagery, sample studies and student
centered, experiential and inquiry based
learning activities using multiple
intelligences
CD-ROM contains the contents of the
whole book as well as extra activities
and tools/skills exercises
Activities:
 Geoskills Toolbox: Pg 279, 281, 283,
297
 Broadsheet: Aitape tsunami Pg 300301
 Knowledge and Understanding: Pg
276-281, 282-289, 290-299
 Extension worksheets:
 Cruise the Pacific! (11.1)
 How well do you know your
neighbours? (11.2)
 Conflicts collage (11.3)
 CD-ROM (with textbook)
 Internet links to extra worksheets at
jaconline www.jaconline.com.au
Glossary Pg 275
Other suggested resources:
NSW Board of Studies
http://www.boardofstudies.nsw.edu.au/
NSW Department of Education and
Training
www.curriculumsupport.nsw.edu.au
and the Teaching and Learning
Exchange, TaLEs
GEOACTIVE 2 (2nd Edition) Sample Program
www.newint.org
Indymedia
http://www.indymedia.org/or/
index.html
Students learn about
Students learn to
At least one regional and
global link chosen from
aid, defence, migration
or trade. (There are
three to choose from in
this chapter trade, aid
and defence).

 The nature of the link
Pg 276, 282-3,290-291
 The role of government
and non-government
organizations in the link
Pg 277, 280, 282-284,
290-299
 Treaties and or
agreements relevant to
the link Pg 277, 280281, p284, 290-299
 Cultural, economic and
geopolitical advantages
and disadvantages to
Australia Pg 278-282,
283, 288-289, 292-299
 Social justice and
equity issues in
Australia and other
countries. Pg 276-277,
282, 284-285, 288, 29293, 294

Page 46




Describe the link and identify
countries involved. Pg 276,
282-283, 290-299
Explain the roles and actions
of different levels of
government in relation to the
link. Pg 277-281, 282-287,
290-299
Discuss the importance of
relevant non-government
organisations in relation to
the link. Pg 277, 284, 288289, 292-293, 299
Identify and describe the
purpose of a treaty and/or
agreement relevant to the
link. Pg 276-277, 280-281,
284-285, 288-289, 29o-295,
298-299
Analyse the advantages and
disadvantages of the link to
Australia. Pg 278-281, 282287, 290-295, 298-299
Recognise the advantages for
social justice in relation to
the link. Pg 277-281, 2842879, 292-295, 298-299
Integrated student centered
learning/teaching activities and
assessment tasks (‘for’ learning and
‘of’ learning)
Pretest student’s prior knowledge
Answer the key geographical
questions: What is the nature of the
link? What is the role of government and
NGO’s in relation to the link? What are
the treaties or agreements that support
the link? How does the link
advantage/disadvantage nations involved
in the link? Why has the link been
established? What are the main effects of
the link being there? How has the link
changed over time? What are the
implications for social justice and equity
in the link? How are we all involved in
the link? How does the link contribute to
the growth of global citizens? How are
our links with other nations changing
over time?
What are the different perspectives of
the following: people and organizations
being disadvantaged in some way by the
establishment of the link: nongovernment organizations becoming
strongly involved in the link, the
development of informal links without
treaties or agreements to support the link,
the link denying social justice and equity
to people who oppose the link.
Debate for and against defence links
being established that could result in the
widespread killing of innocent people.
Become a newspaper reporter and
write an article on the negotiation phase
of the establishment of a regional or
global link In your article examine: the
nature of the link, the reasons for the
link, the role and viewpoints of
individuals or organizations who oppose
the link, the advantages of the link.
Role play: The prime minister speaking
on TV to justify the establishment of the
link, a journalist working with an NGO
involved in the link, a humanitarian
organisation opposing the link.
Multiple intelligences:
 Create two posters advertising the
GEOACTIVE 2 (2nd Edition) Sample Program
benefits of a link from the perspective
of each partner. Geographical tools
should be incorporated.
 Prepare an oral presentation which
analyses the advantages and
disadvantages of a link for Australia.
 Imagine you are interviewing the
Prime Minister about a link. Design a
series of questions to ask him/her,
which would provide listeners with
an analysis of the link.
Group work: Form small groups to
negotiate a multilateral agreement or
treaty. In each group you have the main
members of the negotiating team for
each country involved.
Test your knowledge of the glossary on
pg 274.
Assessment :
 ‘for learning’ and ‘of learning.’
 diagnostic, formative and summative
 oral, written, group work and ICT
For example students are able to: describe the nature of the link, analyse maps, graphs and diagrams,
write a long response.
Others…………………………………………………………………………………………………………
Teacher feedback:
Others…………………………………………………………………………………………………………
Teaching/learning activities used
Geographical tools
ICT
Maps –
Collect/interpret electronic
draw/interpret/analyse
information
Synoptic
Design/create multimedia
presentation
Topographic
PowerPoint presentation
Projection/Atlas
CD-ROM
Graphs –
Interactive websites
draw/interpret/analyse
Line, column, bar, climate,
Webquests
proportional
Population pyramids
Quizzes, games, webcams
Divided bar/column,
composite line
Statistics –
collect/interpret/analyse
Maximum, minimum, total,
range, rank, average
Account for change
Photographs
draw/interpret/analyse
Satellite images
Digital images
Page 47
Civics
Citizenship
Literacy
Perspectives
Key competencies
Fieldwork
Research Action Plan
Geographical issues
GEOACTIVE 2 (2nd Edition) Sample Program
Discussion
Questioning
Cloze exercise Debate
Video
Oral presentation
Model construction Case study
Simulation exercise
Mind map/brainstorm
Empathy exercises
Summary
Role play
Reading
Media article
Quiz
Photo literacy
Others
Research
Diagram
Comprehension
Note taking
Games
Research
Group work
Explanation
Cartoon interpretation Numeracy
Peer assessment Interviews
Text exercise
Guest speaker
Survey
Questionnaire
Critical literacy Narrative
Evaluation:
Were all students with different abilities adequately catered for–learning problems and gifted and talented?
Yes/No
Comments..................................................................................................................... ......................................
Student evaluation. Did the students enjoy the topic? Yes/No
Comments
…………………………………………………………………………………………………………………
Suggested changes for next year (resources, activities, case studies, timing of content, assessment tasks)
………………………………………….……………………………………………………………………
Registration
Date commenced:
Page 48
Date completed:
Teacher’s signature:
GEOACTIVE 2 (2nd Edition) Sample Program
Focus Area 5A4
Australia in its Regional and Global Contexts
Future challenges: Population
Chapter 12
Focus
Australia in its regional and global contexts and the roles of individuals and
groups in planning for a better future.
Syllabus Outcomes
A student (Pg 302):
5.2 analyses, organises
and synthesises
geographical information
5.3 selects and uses
appropriate written, oral
and graphic forms to
communicate
geographical information
5.4 selects and applies
appropriate geographical
tools
5.7 analyses the impacts
of different perspectives
on geographical issues at
local, national and global
scales
5.8 accounts for
differences within and
between Australian
communities
5.9 explains Australia’s
links with other countries
and its role in the global
community
5.10 applies geographical
knowledge, understanding
and skills with knowledge
of civics to demonstrate
informed and active
citizenship.
Page 49
Suggested time
Focus Area 5A4:
30 hours
Suggested ICT
Use the Internet as a source of
information for: research,
extension activities, strategies for
students with learning problems,
geographical tools, digital images,
group work, independent
learning, and to provide a variety
of perspectives.
Students will:

critically analyse a website,
including the ethics of the
site
 access, collect and interpret
electronic information
 practise ethical behaviour
when using email and the
internet
 collect and interpret
electronic information weblinks
 design and create a
PowerPoint presentation
 use Geoactive 2 2E CDROM and complete activities
and worksheets
 use the Internet links to
extra worksheets at jaconline
www.jaconline.com.au
 observe and record latest
global geographical issues
using satellite imagery
http://terraweb.wr.usgs.gov/
TRS/projects/Antarctica/
AVHRR.html
 collect and interpret
photographic images
 research current global
geographical issues and the
role of citizenship from a
variety of perspectives:
SMH www.smh.com.au
CNN www.cnn.com
ABC www.abc.net.au
BBCwww.bbc.co.uk
Resources
Geoactive 2 2E (Paine, Bliss) John
Wiley and Sons Australia Ltd, 2005.
Includes knowledge and understandings,
values and attitudes, integration of skills
based activities incorporating mandatory
tools, cross-curriculum content, key
competencies, civics and citizenship,
websites, worksheets, maps,
photographs, newspaper articles, puzzles,
models, diagrams, glossaries, satellite
imagery, sample studies and student
centered, experiential and inquiry based
learning activities using multiple
intelligences
CD-ROM contains the contents of the
whole book as well as extra activities
and tools/skills exercises
Activities:
 Geoskills Toolbox: Pg 315, 317, 319,
327
 Geofacts: Pg 305, 310, 313, 314, 319
 Broadsheet: Population change –
Noosa Heads Pg 330-331
 Knowledge and Understanding: Pg
304-309, 310-316, 318-329
 Extension worksheets:
 World population records (12.1)
 How multicultural is our
parliament? (12.2)
 How mobile are you? (12.3)
 How big is your footprint? (12.4)
 Design an urban village (12.5)
 CD-ROM (with textbook)
 Internet links to extra worksheets at
jaconline www.jaconline.com.au
Glossary Pg 303
Other suggested resources:
NSW Board of Studies
http://www.boardofstudies.nsw.edu.au/
NSW Department of Education and
Training
www.curriculumsupport.nsw.edu.au
and the Teaching and Learning
Exchange, TaLEs
GEOACTIVE 2 (2nd Edition) Sample Program
Students learn about
Future challenges for
Australia: Population

Current and future
population trends

Growth rates, age
structure and spatial
distribution. Pg 304308, 310-311, 312317

Government
population policies to
manage growth Pg
305-312, 322-329

Implications of
population trends

Ecological
sustainability Pg 318321

Population movement
and urban planning.
Pg 322-329
Page 50
World Press Review
www.worldpress.org
New Internationalist
www.newint.org
Indymedia
http://www.indymedia.org/
or/index.shtml
Students learn to

Identify and discuss
government population policies
- Growth rates Pg 304-307
- Refugees Pg 308-309

Analyse current and future
population trends and their
implications Pg 312-326
Integrated student centered
learning/teaching activities and
assessment tasks (‘for’ learning and
‘of’ learning)
Pretest student’s prior knowledge
Answer the key geographical
questions: What is the location of the
main areas of population in Australia?
What are the main government policies
towards population? What are the
implications of ecological sustainability
for population growth? What is
happening to the age structure of
Australia’s population? What are the
main sources of migrants to Australia?
How does this affect multiculturalism?
Who are refugees and how does
Australia respond to their attempts to
seek asylum? Why is Australia’s
population aging? How does the
government attempt to manage
population growth? How will the
projected changes in population affect
individuals, groups and government in
Australia?
Local area study: In your local area
investigate: current and future population
trends, immigration, issues including
infrastructure and the environment.
Discuss the different perspectives on the
following (PMI chart may be a useful
tool): accepting all onshore asylum
seekers into Australia until their refugee
status is established, encouraging more
people to live in regional areas to take
the pressure off urban growth in the
major capital cities, reducing the
ecological footprint of the population
through government policies, the
government should be doing more to
increase the rate of natural increase of
the population.
Describe the actions of individuals,
groups and governments to increase the
ecological sustainability of the
Australian population.
Debate for and against Australia’s
present migration policies.
Become a local newspaper reporter
GEOACTIVE 2 (2nd Edition) Sample Program
and write an article on multiculturalism
in your local area.
Form small groups. Each group has the
task of visualizing Australia’s population
in the year 2099 in terms of: size, ethnic
composition, age structure, spatial
distribution and ecological sustainability.
Role play: senior citizen living in a
retirement village, young couple recently
married contemplating their future
family, recently arrived offshore refugee,
young couple with a small family living
on the edge of massive urban sprawl in
Sydney or Melbourne, wealthy property
developer who owns several houses and
units. What are their different
perspectives on the management of
Australia’s population? Present as a
multimedia presentation.
Test your knowledge of the glossary on
p303 using puzzlemaker.
Assessment :
 ‘for learning’ and ‘of learning.’
 diagnostic, formative and summative
 oral, written, group work and ICT
For example students are able to:
Others…………………………………………………………………………………………………………
Teacher feedback:
Others…………………………………………………………………………………………………………
Teaching/learning activities used
Geographical tools
ICT
Maps –
Collect/interpret electronic
draw/interpret/analyse
information
Synoptic
Design/create multimedia
presentation
Topographic
PowerPoint presentation
Projection/Atlas
CD-ROM
Graphs –
Interactive websites
draw/interpret/analyse
Line, column, bar, climate,
Webquests
proportional
Population pyramids
Quizzes, games, webcams
Divided bar/column,
composite line
Statistics –
collect/interpret/analyse
Maximum, minimum, total,
range, rank, average
Account for change
Photographs
draw/interpret/analyse
Page 51
Civics
Citizenship
Literacy
Perspectives
Key competencies
Fieldwork
Research Action Plan
Geographical issues
GEOACTIVE 2 (2nd Edition) Sample Program
Satellite images
Digital images
Discussion
Questioning
Cloze exercise Debate
Video
Oral presentation
Model construction Case study
Simulation exercise
Mind map/brainstorm
Empathy exercises
Summary
Role play
Reading
Media article
Quiz
Photo literacy
Others
Research
Diagram
Comprehension
Note taking
Games
Research
Group work
Explanation
Cartoon interpretation Numeracy
Peer assessment Interviews
Text exercise
Guest speaker
Survey
Questionnaire
Critical literacy Narrative
Evaluation:
Were all students with different abilities adequately catered for–learning problems and gifted and talented?
Yes/No
Comments...........................................................................................................................................................
Student evaluation. Did the students enjoy the topic? Yes/No
Comments
…………………………………………………………………………………………………………………
Suggested changes for next year (resources, activities, case studies, timing of content, assessment tasks)
………………………………………….……………………………………………………………………
Registration
Date commenced:
Page 52
Date completed:
Teacher’s signature:
GEOACTIVE 2 (2nd Edition) Sample Program
Focus Area 5A4
Australia in its Regional and Global Contexts
Future challenges for Australia: Human
Rights and Reconciliation
Chapter 13
Focus
Australia in its regional and global contexts and the roles of individuals and
groups in planning for a better future.
Syllabus Outcomes
A student (Pg 332):
5.2 analyses, organises
and synthesises
geographical information
5.3 selects and uses
appropriate written, oral
and graphic forms to
communicate
geographical information
5.4 selects and applies
appropriate geographical
tools
5.7 analyses the impacts
of different perspectives
on geographical issues at
local, national and global
scales
5.8 accounts for
differences within and
between Australian
communities
5.9 explains Australia’s
links with other countries
and its role in the global
community
5.10 applies geographical
knowledge, understanding
and skills with knowledge
of civics to demonstrate
informed and active
citizenship.
Page 53
Suggested time
Focus Area 5A4:
30 hours
Suggested ICT
Use the Internet as a source of
information for: research,
extension activities, strategies for
students with learning problems,
geographical tools, digital images,
group work, independent
learning, and to provide a variety
of perspectives.
Students will:

critically analyse a website,
including the ethics of the
site
 access, collect and interpret
electronic information
 practise ethical behaviour
when using email and the
internet
 collect and interpret
electronic information weblinks
 design and create a
PowerPoint presentation
 use Geoactive 2 2E CDROM and complete activities
and worksheets
 use the Internet links to
extra worksheets at jaconline
www.jaconline.com.au
 observe and record latest
global geographical issues
using satellite imagery
http://terraweb.wr.usgs.gov/
TRS/projects/Antarctica/
AVHRR.html
 collect and interpret
photographic images
 research current global
geographical issues and the
role of citizenship from a
variety of perspectives:
SMH www.smh.com.au
CNN www.cnn.com
ABC www.abc.net.au
Resources
Geoactive 2 2E (Paine, Bliss) John
Wiley and Sons Australia Ltd, 2005.
Includes knowledge and understandings,
values and attitudes, integration of skills
based activities incorporating mandatory
tools, cross-curriculum content, key
competencies, civics and citizenship,
websites, worksheets, maps,
photographs, newspaper articles, puzzles,
models, diagrams, glossaries, satellite
imagery, sample studies and student
centered, experiential and inquiry based
learning activities using multiple
intelligences.
CD-ROM contains the contents of the
whole book as well as extra activities
and tools/skills exercises
Activities:
 Geoskills Toolbox: Pg 335, 339, 342,
353
 Geofacts: Pg 345
 Broadsheet: Indigenous challenges
facing Australia Pg 354-355
 Knowledge and Understanding: Pg
334-339, 348-342, 348-353
 Extension worksheets:
 Modern Slavery (13.1)
 Who are our refugees (13.2)
 Through refugee eyes. (13.3)
 Let’s talk about it! (13.4)
 Language groups in New South
Wales (13.5)
 CD-ROM (with textbook)
 Internet links to extra worksheets at
jaconline www.jaconline.com.au
Glossary Pg 333
Other suggested resources:
NSW Board of Studies
http://www.boardofstudies.nsw.edu.au/
NSW Department of Education and
Training
www.curriculumsupport.nsw.edu.au
and the Teaching and Learning
GEOACTIVE 2 (2nd Edition) Sample Program
Students learn about
Human rights and
reconciliation
 Future challenges to
Australia in relation to:
- Human rights Pg 334341
- Reconciliation Pg
344-353
BBCwww.bbc.co.uk
World Press Review
www.worldpress.org
New Internationalist
www.newint.org
Indymedia
http://www.indymedia.org/
or/index.shtml
Students learn to





How other nations have
responded to these
challenges. Pg 341,
351-352

Strategies to address the
challenges. Pg 335,
338-341, 346-353

Page 54
Identify human rights
agreements. Pg 334-335,340341, 344-345, 351-352
Describe responses of
individuals, groups and
government in Australia to
these challenges. Pg 336-337,
340-341, 342-343, 344-356
Compare the responses of
Australia and other nations to
the challenge. Pg 339-347,
351-352, 341
Recognise implications for
the international community.
Pg 334-337, 338-343, 344352
Suggest strategies Australia
can adopt to address the
challenges better in the
future. Pg 337, 339, 341,
342-343, 344-352
Exchange, TaLEs
Integrated student centered
learning/teaching activities and
assessment tasks (‘for’ learning and
‘of’ learning)
Pretest student’s prior knowledge
Answer key geographical questions:
What is meant by human rights? What
are human rights agreements and
treaties? What is meant by
reconciliation? What is meant by a
refugee? Where are there serious
infringements of human rights? What is
an asylum seeker? Where did the Tampa
incident take place? Why did the Tampa
incident take place? Where were borders
changed in Australia under border
control legislation? What are the effects
of the border control legislation? How
were onshore asylum seekers treated
under border control? What alternatives
were there to border control legislation?
How have other nations responded to
asylum seekers? How has Australia
responded to reconciliation? How have
other nations responded?
How can the actions of individuals,
groups and governments ensure all
people in Australia have the basic
freedoms of human rights?
Debate that suspected terrorists should
be denied human rights.
Discuss the different perspectives on
reconciliation in Australia? Discuss each
of these topics in groups: Indigenous
people should be assisted through
positive discrimination to ensure that
they have a lifestyle that ensures a full
range of human right; some Indigenous
people are denied a full range of human
rights because they do not do enough to
help themselves; reconciliation is an
important part of achieving human rights
for all Indigenous people.
Outline the different perspectives on
human rights for asylum seekers:
Australia has a strong record of assisting
genuine asylum seekers; everyone
entering Australia should go through
GEOACTIVE 2 (2nd Edition) Sample Program
formal procedures for a visa in an
offshore location; many Australians are
descended from boat people who arrived
in Australia without formal migration
procedure.
Contemporary issues: Refer to five
media reports on human rights and
reconciliation. Discuss the issues and
identify perspectives and bias in the
reports.
Investigate the responses of at least one
other nation towards reconciliation
and/or the treatment of asylum seekers.
Compare these responses to those of
Australia.
Group work: Investigate the responses
of at least three other nations towards
reconciliation or human rights. Your
group is to produce a report outlining
your findings. Evaluate their significance
for Australia.
Active citizenship (develop an opinion
Pg 341-342): In small groups develop an
opinion on the progress of reconciliation
in Australia. Write a letter your local
paper setting out your views.
Assessment :
 ‘for learning’ and ‘of learning.’
 diagnostic, formative and summative
 oral, written, group work and ICT
For example students are able to:
Others…………………………………………………………………………………………………………
Teacher feedback:
Others…………………………………………………………………………………………………………
Teaching/learning activities used
Geographical tools
ICT
Maps –
Collect/interpret electronic
draw/interpret/analyse
information
Synoptic
Design/create multimedia
presentation
Topographic
PowerPoint presentation
Projection/Atlas
CD-ROM
Graphs –
Interactive websites
draw/interpret/analyse
Line, column, bar, climate,
Webquests
proportional
Population pyramids
Quizzes, games, webcams
Divided bar/column,
composite line
Statistics –
collect/interpret/analyse
Page 55
Civics
Citizenship
Literacy
Perspectives
Key competencies
Fieldwork
Research Action Plan
Geographical issues
GEOACTIVE 2 (2nd Edition) Sample Program
Maximum, minimum, total,
range, rank, average
Account for change
Photographs
draw/interpret/analyse
Satellite images
Digital images
Discussion
Questioning
Cloze exercise Debate
Video
Oral presentation
Model construction Case study
Simulation exercise
Mind map/brainstorm
Empathy exercises
Summary
Role play
Reading
Media article
Quiz
Photo literacy
Others
Research
Diagram
Comprehension
Note taking
Games
Research
Group work
Explanation
Cartoon interpretation Numeracy
Peer assessment Interviews
Text exercise
Guest speaker
Survey
Questionnaire
Critical literacy Narrative
Evaluation:
Were all students with different abilities adequately catered for–learning problems and gifted and talented?
Yes/No
Comments....................................................................................................................................... ....................
Student evaluation. Did the students enjoy the topic? Yes/No
Comments
…………………………………………………………………………………………………………………
Suggested changes for next year (resources, activities, case studies, timing of content, assessment tasks)
………………………………………….……………………………………………………………………
Registration
Date commenced:
Page 56
Date completed:
Teacher’s signature: