Title:
Understanding Spatial Inequality in Tamworth
Duration: 5 weeks
Target:
Stage 5
Introduction:
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This topic is selected as one of the Geographical Issues from Topic
5A3
It is also taught applying the Research Action Plan (RAP)
Spatial inequality is examined in the local area
In terms of sustainability, social cohesion within and between
communities is often directly linked to socio-economic status of the
communities involved. If spatial inequality is recognised it is the first
step towards ensuring the addressing of the problems that stem from it
and the sustainability of the community and the protection of basic
human rights for members of the communities.
Author: Tracey Bradbery
School: McCarthy Catholic College, Tamworth
This resource was published as part of Lessons From Teachers project coordinated by the Faculty of
the Built Environment UNSW. The project was supported by the NSW Government through its
Environmental Trust. The project supports the global United Nations Decade of Education for
Sustainable Development.
Syllabus focus
5A3 Issues in Australian Environments
Focus: Ways in which geographical understanding contributes to the sustainable
management of issues affecting the Australian environment.
Geographical issues
Students gain an awareness of, and develop attitudes and values about, a range of
geographical issues of concern to people at different times and places. The variety of
scale and time enables previously acquired knowledge and skills to be applied in
different contexts. The issues assist in acquiring, clarifying, analysing and judging
values. They allow students to suggest possible solutions and participate in problemsolving.
As an entry point to the teaching and learning of geographical processes, geographical
issues engage students’ interest and enable them to build on prior knowledge and
experiences. The selection and use of issues in any geographical study must take into
account the extent to which the information source demonstrates the spatial, ecological
and civics and citizenship aspects of the issue.
(BOS 7-10 Syllabus)
Prescribed focal areas
Describe each geographical issue in relation to:
– its nature
– its impacts
– the responses by individuals, groups and governments to the issue
Domain
Knowledge and understandings:
Syllabus links
Outcomes
A student:
5.1
5.2
identifies, gathers and evaluates geographical information
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.
Stage 5 Geography
Unit - p 2 / 11
Skills
Syllabus links
Fieldwork
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develop a research action plan
collect and record data in the field
implement survey
construct a land-use map
describe and explain relationships on maps
use a variety of techniques to collect and record primary and secondary data
Graphs and Statistics
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construct and interpret bar, column, line, climatic and proportional graphs
identify and calculate maximum, minimum, total, range, rank
recognise and account for change using statistical data
Values and attitudes:
Syllabus links
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
 lifelong learning.
Difference and Diversity
In each Geography course students examine the importance of social and cultural
practices for individuals and groups. Students are encouraged to value difference and to
challenge social injustice that is caused by attitudes to difference. A central focus of the
Stage 5 mandatory Australian Geography course is an investigation of the ways in which
diversity contributes to a sense of community and identity, including national identity.
(BOS 7-10 Syllabus)
Indigenous people
Students are able to view contemporary social and political issues involving Indigenous
people locally and globally from a range of points of view.
Organisation of the unit
The unit is organised into phases as follows:
Phase 1:
Theoretical background to the topic, skills involved in unit
Phase 2:
Research data and construct and analyse graphical
representations of data. Fieldwork activity
Phase 3:
Processing of results and presentation of findings
Stage 5 Geography
Unit - p 3 / 11
Teaching and learning sequence
Phase 1:
Syllabus Outcomes:
5.5 demonstrates a sense of place about Australian environments
5.6 explains the geographical processes that form and transform Australian environments
Syllabus Content
Teaching and Learning Activities
Indicators: Students will
geographical issues affecting
Australian environments
including:
– air quality
– coastal management
– land and water management
– spatial inequality
– urban growth and decline
– waste management
Introduction to Geographical issues.
Discussion / Brainstorming
Discussion on what these concepts mean
– Geographical issues
– Spatial dimension
– Ecological dimension
describe each geographical
issue in relation to:
– its nature
– its impacts
– the responses by
individuals, groups and
governments to the issue
– outline how a range of
geographical issues are
affecting Australian
environments
describe each geographical
issue in relation to:
the geographical processes
relevant to the issue
Stage 5 Geography
Examples of geographical issues in Australia
– small group discussions and then presentation to class
on a geographical issue affecting Australia along the
following guidelines:
o identify the issue
o spatial dimension of the issue
o ecological dimension of the issue
o impact on environment/ community
Resources
(Kleeman P .182)
Unit - p 4 / 11
Syllabus Content
Teaching and Learning Activities
At least TWO geographical
issues affecting Australian
environments, selected from the
list above (one study must
include fieldwork):
– the geographical processes
relevant to the issue
– the perceptions of different
groups about the issue
For spatial inequality do theoretical background first. Refer
textbook Parker. Note-taking and discussion
Stage 5 Geography
Indicators: Students will
Resources
Spatial inequality – what does it mean?
describe the geographical
What are the indicators of inequality (income, life
issue in relation to:
expectancy, education, employment, access to services)
– its nature
Disadvantaged / advantaged groups
– its impacts
Why is there inequity in income?
– the responses by
Absolute and relative poverty - define in light of global
individuals, groups
comparisons
and governments to
Location - how do some areas develop as rich areas / poor
the issue
areas?
Social justice - What’s causing the problem
Unit - p 5 / 11
Teaching and learning sequence
Phase 2:
Outcomes and content
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
Syllabus content
Teaching and learning activities
investigate a geographical issue
I. Introduction to Studying an issue through field work and
investigation.
through fieldwork by developing
and implementing a research action
plan
Teacher Exposition
Indicators: Students will
develop a research action
plan
Resources
Appendix A
In order to do this we use a process called a Research
Action Plan (RAP)
Teachers give students a copy of the steps with the
lines and they can take notes what each step entails - do
not apply it to an issue yet
II.
Parker p.171-173
Once students are taken through the process apply it to
spatial inequality.
Parker p.220 ff
Stage 5 Geography
Unit - p 6 / 11
Syllabus content
Teaching and learning activities
Fill in the RAP questions as they would apply to the field
work investigation on Spatial Inequality in chosen area.
(see student sample work)
III.
Stage 5 Geography
Indicators: Students will
Step 1
Identify the
aim/purpose of the
investigation.
Step 2
Generate a
number of focus
questions to be
addressed by the
investigation.
Step 3
Decide which
primary and
secondary data
are needed to
answer the focus
questions.
Step 4
Identify the
techniques that
will be used to
collect the data.
Resources
Appendix C
Unit - p 7 / 11
Syllabus content
Teaching and learning activities
A. Using a base map of area identify land use zones.
Indicators: Students will
Step 5
–
apply GIS basic skills if school has a program.
B. Identify, describe and explain relationships on the map;
account for location of various residential areas in terms of
historical growth, council decision making, and physical
geography.
C. Locate relevant data for each suburb, Tamworth
Regional council has comprehensive data on the suburbs
of Tamworth. Students can access via the internet or it can
be printed off.
–
–
Step 6
Resources
Collect primary
and secondary
data.
construct a land
use map
Process and
analyse the data
collected.
Local council
website should have
statistical data.
Or ABS
Use a variety of techniques
to collect and record primary
and secondary data
Students decide which data reflects socio-economic
status (income, number of cars, level of education,
marriage status, sector of employment ,home
ownership) - - the suitability of various indicators is
discussed (eg no. of cars not a reliable indicator)
D. Indicator data is graphed using a variety of hand
constructed and computer generated graphs these graphs
E. Data is then analysed students producing three to four
findings from each graph.
Stage 5 Geography
Unit - p 8 / 11
Syllabus content
Teaching and learning activities
F. Students collect real estate section of local paper.
– Cut out 4 to 5 houses and prices from the selected
suburbs
– Determine average house price for the area
– Graph
Indicators: Students will
Resources
apply fieldwork techniques
excursion survey
Appendix B
G. Field investigation: Quality of Suburbs
– A 2 / 2.5 hour bus trip around relevant suburbs
completing survey.
– In class students tally results and present as a graph
– Analyse
sample student work
Step 7
H. Students collate all data and individually and choose a
presentation format.
I. All results are examined and an overall analysis is made
in response to aim of RAP. (eg does spatial inequality
exist in Tamworth?).
J. Alternate to student pulling it together a sample report
on the nature of spatial inequality and the case study has
been included.
Stage 5 Geography
Select
presentation
methods to
communicate the
research findings
effectively.
present geographical
information in an appropriate
format
Appendix C
Unit - p 9 / 11
Teaching and learning sequence
Phase 3:
Outcomes:
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
Syllabus content
Teaching and learning activities
Indicators: Students will
–
Group work.
In small groups students have to come up with possible
solutions to the issue. Each group has one perspective
from an:
individual perspective
community perspective
local council
state and federal government perspective
Step 8
–
individual, group and government
responses to the issue
decision-making processes
involved in the management of
the issue
Stage 5 Geography
Resources
Propose individual
or group action in
response to the
research findings
and, where
appropriate, take
such action.
recognise the responsibility
of the levels of government
to the issue
demonstrate active
citizenship by proposing
individual/group action to
address the issue
Unit - p 10 / 11
Syllabus content
– management of the issue and
implications for sustainability,
social justice and equity
Stage 5 Geography
Teaching and learning activities
Groups present their decisions to class
Lead discussion on how these decisions may link to
social justice equity and sustainability.
Indicators: Students will
propose actions that
promote:
– sustainability
– social justice
– equity
Resources
Examine various media articles on the issue.
Students to read and complete comprehension
questions.
–
Newspaper articles
and Council website
Salvation Army
ASJC
Samples -Appendix
C
evaluate the success of
individuals, groups and
the levels of government
in managing the issue
Unit - p 11 / 11