N.S.W. 

Stages 4 and 5 

Geography Syllabus

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© Board of Studies N.S.W. 1998

Published by

Board of Studies N.S.W.

GPO Box 5300

Sydney 2001

Australia

Tel: (02) 9367 8111

Fax: (02) 9367 8484

Internet: http://www.boardofstudies.nsw.edu.au  

ISBN 0 7313 4164 3

January 1999

2001288

Original published version updated:

May 2001 — Board Bulletin/Official Notices Vol 10 No 2 (BOS 43/01)

July 2001 — Board of Studies N.S.W. — job number # 2001288

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Contents

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Introduction

Rationale

Aim

Objectives

Features of the Syllabus

Course Structure

GEOGRAPHY (Mandatory)

Overview diagram

Outcomes - Stage 4

Outcomes - Stage 5

Prior Learning from Human Society and its Environment Stage 3

Content - Geography (Mandatory)

Geographical Tools - Stages 4 and 5

Geographical Skills - Stages 4 and 5

Values and Attitudes - Stages 4 and 5

Stage 4 Focus Areas

4G1 - Investigating the World - (10% of course time)

4G2 - Global Environments - (40% of course time)

4G3 - Managing Global Environments - (30% of course time)

4G4 - Global Citizenship - (20% of course time)

Stage 5 Focus Areas

5A1 - Investigating Australia's Identity - (20% of course time)

5A2 - Changing Australian Environments - (30% of course time)

5A3 - Issues in Australian Environments - (20% of course time)

5A4 - Australia in Its Regional and Global Context - (30% of course time)

GEOGRAPHY (Elective)

Overview diagram

Outcomes - Stages 4 and 5

Content - Geography (Elective)

Geographical Tools - Stages 4 and 5

Geographical Skills - Stages 4 and 5

Values and Attitudes - Stages 4 and 5

Elective Course Focus Areas

Select at least two for study:

Environments at Risk

Australia's Neighbours

World Political Geography

Communities, Work and Settlement

Development Geography

Assessment

Assessment (Mandatory and Elective Courses)

Principles of Effective Assessment

Planning Assessment

An Assessment Planning Process Model

Assessment Techniques

Assessment of Students with Special Needs

Record-keeping Procedures

The School Certificate

Draft Course Performance Descriptors

The School Certificate Test

Evaluation

Glossary

Introduction

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The key learning area of Human Society and Its Environment involves the study of people, cultures, societies and environments in different places and at different times. Students develop knowledge and understanding about diverse societies, local and global environments, and relationships between these environments and societies.

The study of Geography is an essential part of this key learning area, as it provides a unique opportunity for an integrated study of the spatial and ecological dimensions of the world. It requires an understanding of the significance of interrelationships on different scales, including local, regional, national, continental and global. It takes account of changes over time and space.

This syllabus is a revision of the 1992 Geography Years 7-10 Syllabus. It reflects several developments in curriculum writing since the implementation of the 1992 syllabus. In particular, it provides an explicit focus on civics and citizenship education, and the development of key competencies and literacy in the study of Geography.

Geography K-12 provides a framework that makes the world more understandable and enjoyable and which allows students to build an overall view of the world.

Stages 1, 2 and 3

Students in these stages begin their studies of Geography in an integrated way as they develop spatial understanding in Mathematics, as they learn about natural and human environments in Science and Technology, and as they learn about the interactions of people with one another and with the social, cultural and physical environments in Human Society and Its Environment.

Stages 4 and 5

Students in Stage 4 are formally introduced to the discipline of Geography. They learn about what geographers do and about the tools geographers use to investigate the distribution of human and natural phenomena on the earth's surface. In Stages 4 and 5, students build on their developing spatial understanding by using geographical tools to investigate global and Australian environments and how people manage these environments.

In Stages 4 and 5, teachers have opportunities to develop units of work that encourage students to form positive attitudes towards Geography and their responsibilities as citizens. From these experiences, students should acquire a lifelong interest in Geography and understand its impact on the present and the future.

Stage 6

Geography in Stage 6 increases students' knowledge, understanding, skills, attitudes and values related to people and their natural, social, cultural and built environments. Students develop more sophisticated understanding and skills to explain the spatial interactions and interdependence between human and natural phenomena, so that they may be more informed, active and responsible members of society.

Board of Studies Requirements

All students must study at least 100 hours of a course in the key learning area of Human Society and Its Environment in each year from Year 7 to Year 10.

Students commencing secondary school in 1999 and thereafter will be required to study 100 hours each of History and Geography in Stage 4 and 100 hours each of Australian History and Australian Geography in Stage 5. These students will be required to sit a two-hour test in aspects of Australian History and Australian Geography, incorporating Civics and Citizenship, in November of their School Certificate year.

• the spatial dimension, which focuses on where things are and why they are there;

• the ecological dimension, which considers how humans interact with environments.

• focusing objectively on the physical components of environments which enables students to view a society as part of the wider global environment;

• providing a basis for recognising and responding to the constant changes taking place in environments at local, regional, national and global scales;

• providing a unique geographical methodology that contributes to an understanding of the world. This methodology includes the development of a wide range of skills such as acquiring and organising geographical information from a variety of sources, including fieldwork, communicating this knowledge to others and participating as active and informed citizens;

• examining the various perspectives of people in communities and the consequences of their actions on environments;

• developing an appreciation of the intrinsic value of environments, which may enrich the lives of those who experience them.

The aim of Geography Stages 4-5 is to develop students' knowledge, understanding, skills, values and attitudes essential to an appreciation of geographical phenomena and to prepare students for informed and active citizenship in a changing world.

• the natural and human characteristics of environments;

• how culture and experience influence people's perceptions of places and geographical issues;

• the natural and human processes that form and transform the features and patterns of the earth's surface;

• the characteristics and spatial distribution of environments on the earth's surface;

• how people and communities modify, and are affected by, the natural environment;

• how to apply geographical knowledge, understanding and skills necessary for active and informed citizenship.

• acquiring geographical information
  – reflecting on prior learning
  – asking geographical questions
  – identifying and gathering geographical information

• processing geographical information
  – analysing geographical information
  – organising and synthesising geographical information

• communicating geographical information
  – answering geographical questions
  – applying geographical information

• participating as active and informed citizens
  – acquiring knowledge about citizenship
  – applying this knowledge to take action.

• ecological sustainability

• a just society

• intercultural understanding

• informed and active citizenship

• lifelong learning.
  

• acquire knowledge about environments by observing, mapping and recording phenomena in the real world in a variety of places, including the environs of the school;

• understand the spatial and ecological dimensions of geographical phenomena;

• explore the geographical processes that form and transform environments; use different kinds of geographical tools including information technology to assist in interpretation of and decision-making about geographical phenomena;

• locate, select and organise geographical information;

• explore different perspectives on geographical issues.

• Geography (Mandatory): Global Geography in Stage 4 and Australian Geography in Stage 5

• Geography (Elective).

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The mandatory Geography course of 200 indicative hours is divided into Global Geography (Stage 4) and Australian Geography (Stage 5). Students must undertake 100 hours of study in each of Global Geography and Australian Geography. The course includes components of civics and citizenship education.

Geography (Mandatory) – Outcomes Stage 4

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Outcomes express the specific intended results of the teaching of the syllabus. They are derived from the content of the syllabus and arranged in Stages. The outcomes are placed before the content relating to geographical tools, skills, values and attitudes and before the content of each focus area to indicate their importance in guiding teaching and learning.

The outcomes for the Mandatory course are listed below. Teaching/learning programs developed from this syllabus will integrate learning about the content relating to geographical tools, skills, values and attitudes and the content of focus areas. In a programmed unit of work students will work towards achieving several outcomes. It is not expected that students will achieve any one outcome in any single unit of work.

 

Stage 4 Global Geography Outcomes A student:	Focus Areas				Tools	Skills	Values
4.1 - identifies and gathers geographical information	4G1,	4G2,	4G3,	4G4	ü	ü
4.2 - organises and interprets geographical information	4G1,	4G2,	4G3,	4G4	ü	ü
4.3 - uses a range of written, oral and graphic forms to communicate geographical information	4G1,	4G2,	4G3,	4G4	ü	ü
4.4 - demonstrates a sense of place about environments outside Australia	4G1,	4G2,		4G4	ü	ü	ü
4.5 - describes the geographical processes that form and transform environments	4G1,	4G2,	4G3		ü	ü	ü
4.6 identifies and discusses geographical issues from a range of perspectives	4G1,	4G2,	4G3,		ü	ü	ü
4.7 - describes the interrelationships between people and environments	4G1,	4G2,	4G3,	4G4	ü	ü	ü
4.8 - describes differences in life opportunities throughout the world in terms of social, cultural, economic and physical environments			4G3,	4G4	ü	ü	ü
4.9 - explains how geographical knowledge, understanding and skills contribute to active and informed citizenship	4G1,	4G2,	4G3,	4G4	ü	ü	ü

Geography (Mandatory) – Outcomes Stage 5

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Outcomes express the specific intended results of the teaching of the syllabus. They are derived from the content of the syllabus and arranged in Stages. The outcomes are placed before the content relating to geographical tools, skills, values and attitudes and before the content of each focus area to indicate their importance in guiding teaching and learning.

The outcomes for the Mandatory course are listed below. Teaching/learning programs developed from this syllabus will integrate learning about the content relating to geographical tools, skills, values and attitudes and the content of focus areas. In a programmed unit of work students will work towards achieving several outcomes. It is not expected that students will achieve any one outcome in any single unit of work.

Prior Learning from Human Society and Its Environment Stage 3

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Students in primary school begin their studies of Geography in an integrated way as they develop spatial understanding in Mathematics, as they learn about natural and human environments in Science and Technology, and as they learn about the interactions of people with one another and with the social, cultural and physical environments in Human Society and Its Environment.

Geography in Stage 4 should build on students' prior learning from Stage 1 to 3. In coming years, Geography teachers can expect that students will have achieved the following outcomes from the Human Society and Its Environment K-6 Syllabus (1998). Advice about prior learning in Science and Technology and in Mathematics will be contained in the Support Document for this syllabus.

 

Strands	Stage 3 Outcomes from the Human Society and Its Environment K-6 Syllabus
Change and Continuity	Explains the significance of particular people, groups, places, actions and events in the past in developing Australian identities and heritage Explains the development of the principles of Australian democracy
Cultures	Describes different cultural influences and their contribution to Australian identities Examines how cultures change through interactions with other cultures and the environment
Environments	Demonstrates an understanding of the interconnectedness between Australia and global environments and how individuals and groups can act in an ecologically responsible manner Explains how various beliefs and practices influence the ways in which people interact with, change and value their environment
Social Systems and Structures	Describes how Australian people, systems and communities are globally interconnected and recognises global responsibilities Explains the structures, roles, responsibilities and decision-making processes of State and federal governments and explains why Australians value fairness and socially just principles.

Geography (Mandatory) Content – Stages 4 and 5

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The content of the Mandatory course comprises:

• Geographical Tools

• Geographical Skills

• Values and Attitudes

• Focus Areas.

The content described in Geographical Tools, Geographical Skills, and Values and Attitudes is to be integrated with the content in the Focus Areas.

Geographical Tools

The discipline of Geography provides a unique opportunity for an integrated study of the spatial and ecological dimensions of the world. Geographers have a set of tools they use in undertaking this study. In both the Mandatory and Elective courses in Geography Stages 4–5, students are expected to learn about these tools and how to use them as they develop the skills of geographical inquiry.

In learning about geographical tools, a student will work towards the following Stage 4 outcomes:

 

4.1	identifies and gathers geographical information
4.2	organises and interprets geographical information
4.3	uses a range of written, oral and graphic forms to communicate geographical information
4.4	demonstrates a sense of place about environments outside Australia
4.5	describes the geographical processes that form and transform environments
4.6	identifies and discusses geographical issues from a range of perspectives
4.7	describes the interrelationships between people and environments
4.8	describes differences in life opportunities throughout the world in terms of social, cultural, economic and physical environments
4.9	explains how geographical knowledge, understanding and skills contribute to active and informed citizenship.

In learning about geographical tools, a student will work towards the following Stage 5 outcomes:

 

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	demonstrates a sense of place about Australian environments
5.5	explains the geographical processes that form and transform Australian environments
5.6	analyses the impact of different perspectives on geographical issues at local, national and global scales
5.7	explains Australia's links with other countries and its role in the global community
5.8	accounts for differences within and between Australian communities
5.9	applies geographical knowledge, understanding and skills to demonstrate active and informed citizenship.

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The content of the Mandatory course comprises:

• Geographical Tools

• Geographical Skills

• Values and Attitudes

• Focus Areas.

The content described in Geographical Tools, Geographical Skills, and Values and Attitudes is to be integrated with the content in the Focus Areas.

Geographical Skills

Both courses in this syllabus are composed of focus areas for geographical inquiry. The applied nature of these focus areas requires a particular methodological approach. Students should be proficient in the understanding and application of a range of geographical skills so that they can become critical and creative thinkers about the world and its environment.

In learning geographical skills, a student will work towards the following Stage 4 outcomes:

In learning geographical skills, a student will work towards the following Stage 5 outcomes:

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Geography (Mandatory) Content - Stages 4 and 5

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The content of the Mandatory course comprises:

• Geographical Tools

• Geographical Skills

• Values and Attitudes

• Focus Areas.

The content described in Geographical Tools, Geographical Skills, and Values and Attitudes is to be integrated with the content in the Focus Areas.

Values and Attitudes

Values and attitudes permeate people’s interactions with each other and the environment. In the key learning area of Human Society and Its Environment, they are inherent in the subject matter that is investigated and the skills that are developed. They result from learning experiences and reflection.

Students need to develop:

• skills in identifying, clarifying, analysing and evaluating values and attitudes that they and others hold;

• values and attitudes that promote a democratic and socially just society in a sustainable environment.

Through the study of Geography, students will develop interest in, and informed and responsible attitudes towards, people, cultures, societies and environments at local, national, regional and global scales.

In learning values and attitudes, a student will work towards the following Stage 4 outcomes:

In learning values and attitudes, a student will work towards the following Stage 5 outcomes:

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Geography (Mandatory) Stage 4 Focus Areas

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The Stage 4 Global Geography section of the Mandatory course comprises four focus areas:

• Investigating the World (10%)

• Global Environments (40%)

• Managing Global Environments (30%)

• Global Citizenship (20%).

4G1 Investigating the World

Time allocation - 10% of course time

Principal focus

To describe the nature and role of Geography in investigating the diversity of environments throughout the world.

Stage 4 outcomes

In this focus area a student will work towards the following Stage 4 outcomes:

 

4.1	identifies and gathers geographical information
4.2	organises and interprets geographical information
4.3	uses a range of written, oral and graphic forms to communicate geographical information
4.4	demonstrates a sense of place about environments outside Australia
4.5	describes the geographical processes that form and transform environments
4.6	identifies and discusses geographical issues from a range of perspectives
4.7	describes the interrelationships between people and environments
4.9	explains how geographical knowledge, understanding and skills contribute to active and informed citizenship

Content

In working towards Stage 4 outcomes, students will learn about:

The nature of Geography

• Geography as a discipline and the role of geographers
  – the spatial dimension: where things are and why they are there
  – the ecological dimension: how humans interact with their environment

• the tools geographers use
  – fieldwork techniques and data collection
  – secondary sources including maps, photographs, graphs and statistics

Characteristics and distribution of environments

• physical elements of environments
  – water, air, earth, living things and sunlight

• human elements of environments
  – human-altered landscapes
  – social, cultural, economic and political systems
  – global distribution of environments
  – interactions between people and environments

Geographical sites

• sacred and significant sites, including World Heritage sites

• the roles and responsibilities of individuals, groups and governments in the management of these sites for future generations.
  

Geography (Mandatory) Stage 4 Focus Areas

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The Stage 4 Global Geography section of the Mandatory course comprises four focus areas:

• Investigating the World (10%)

• Global Environments (40%)

• Managing Global Environments (30%)

• Global Citizenship (20%).

4G2 Global Environments

Time allocation - 40% of course time

Principal focus

To understand the geographical processes that form and transform diverse global environments and to identify types of human communities and their interactions within environments.

Stage 4 outcomes

In this focus area a student will work towards the following Stage 4 outcomes:

 

4.1	identifies and gathers geographical information
4.2	organises and interprets geographical information
4.3	uses a range of written, oral and graphic forms to communicate geographical information
4.4	demonstrates a sense of place about environments outside Australia
4.5	describes the geographical processes that form and transform environments
4.6	identifies and discusses geographical issues from a range of perspectives
4.7	describes the interrelationships between people and environments
4.9	explains how geographical knowledge, understanding and skills contribute to active and informed citizenship.

Content

In working towards Stage 4 outcomes, students will learn about:

Geographical processes contributing to diverse global physical environments

• geomorphologic processes
  – plate tectonics
  – weathering and erosion
  – topography (altitude, aspect, gradient)

• atmospheric processes
  – weather and climate
  – seasonal changes in insolation
  – continental and maritime influences
  – global climate patterns
  – global climatic change, including greenhouse gas emissions, ozone depletion and acid rain

• biotic processes
  – ecosystems and food webs

Types of human communities

• shared spaces such as an urban community or neighbourhood, rural town, farming district, outstation, mining centre

• shared social organisations such as ethnic, indigenous language group areas, sporting, religious, occupational

• interactions between human communities and their physical environment

At least TWO studies of the interactions between a physical environment and a related human community outside Australia. One of the studies must include study of an indigenous community. These studies are to be selected from the following.

• rainforests, river catchments, deserts, coasts, wetlands, mountains, grasslands, coral reefs, polar lands, tundra.

Each study should focus on:

• the global distribution of the ecosystem

• the nature of the physical environment of the ecosystem

• the effect of the physical environment on the related human community

• relevant contemporary geographical issues

• changing management strategies and peoples’ relationships to the land

• individual and community action, and conflict resolution.
  

Geography (Mandatory) Stage 4 Focus Areas

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The Stage 4 Global Geography section of the Mandatory course comprises four focus areas:

• Investigating the World (10%)

• Global Environments (40%)

• Managing Global Environments (30%)

• Global Citizenship (20%).

4G3 Managing Global Environments

Time allocation - 30% of course time

Principal focus

To understand the impacts of global geographical issues on environments and the need for appropriate management.

Stage 4 outcomes

In this focus area a student will work towards the following Stage 4 outcomes:

 

4.1	identifies and gathers geographical information
4.2	organises and interprets geographical information
4.3	uses a range of written, oral and graphic forms to communicate geographical information
4.5	describes the geographical processes that form and transform environments
4.6	identifies and discusses geographical issues from a range of perspectives
4.7	describes the interrelationships between people and environments
4.8	describes differences in life opportunities throughout the world in terms of social, cultural, economic and physical environments
4.9	explains how geographical knowledge, understanding and skills contribute to active and informed citizenship.

Content

In working towards Stage 4 outcomes, students will learn about:

The need to protect and conserve changing global environments

• the competition for space and resources (habitat destruction)
  

• preserving environments for the future (sustainability)
  

• maintaining the variety of living organisms (biodiversity)

Brief overview of global geographical issues such as

• management of waste
  

• urban growth and decline
  

• deforestation
  

• access to fresh water
  

• declining air quality
  

• threatened habitats
  

• land degradation
  

• carbon emissions and the effect on climatic change
  

• impacts of tourism
  

• use of ocean resources
  

• land rights struggles and conflicts over land use

At least TWO studies of global geographical issues, selected from the above list. Each study should investigate:

• the spatial and ecological dimensions of the issue
  

• the influence of geographical processes on the issue
  

• the uneven impacts of the issue on environments outside Australia
  

• conflict within and between communities and different approaches to the management of the issue
  

• implications for social justice and equity.
  

Geography (Mandatory) Stage 4 Focus Areas

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The Stage 4 Global Geography section of the Mandatory course comprises four focus areas:

• Investigating the World (10%)

• Global Environments (40%)

• Managing Global Environments (30%)

• Global Citizenship (20%).

4G4 Global Citizenship

Time allocation - 20% of course time

Principal focus

To understand the characteristics of global citizenship and examine how individuals and groups affect the quality of global environments and the wellbeing of people.

Stage 4 outcomes

In this focus area a student will work towards the following Stage 4 outcomes

Content

In working towards Stage 4 outcomes, students will learn about:

Defining citizenship

• a process that facilitates participation in community activities and public affairs

Global citizenship

• what we share:
  – global commons – oceans, air, polar lands
  – fundamental human rights, including those of indigenous people

• rights and responsibilities of individuals and groups

Global linkages

• people: migration, tourism, employment

• movement of commodities, capital, services, information

• international aid

Spatial variations in life opportunities throughout the world, such as:

• global patterns of poverty and wealth

• access to food, shelter and clean water

• the provision of health care and education

• work and technology

• access to and ownership of natural resources

• human rights, self-determination

• dispossession of land

The actions of individuals and groups to improve the quality of environments and the wellbeing of people

• global: e.g. government and non government organisations such as the United Nations and Amnesty International

• national: e.g. Landcare, Clean Up Australia

• local: e.g. resident action groups, lobby groups, individuals.
  

Geography (Mandatory) Stage 5 Focus Areas

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The Stage 5 Australian Geography section of the Mandatory course comprises four focus areas:

• Investigating Australia's Identity (20%)

• Changing Australian Environments (30%)

• Issues in Australian Environments (20%)

• Australia in Its Regional and Global Context (30%).

5A1 Investigating Australia's Identity

Time allocation - 20% of course time

Principal focus

To describe the location, size and other unique characteristics of Australia that influence Australian identity at local, national and global scales.

Stage 5 outcomes

In this focus area a student will work towards the following Stage 5 outcomes:

Content

In working towards Stage 5 outcomes, students will learn about:

Australia's location in the Asia-Pacific region and the world

• Australia, near neighbours and their territorial boundaries

• major oceans, seas, river systems and mountain ranges of the world

• major cities of the world

Australia's geographical dimensions

• relative size and shape

• latitude and longitude

Characteristics that make Australia unique

• Australia and its Aboriginal heritage including concepts of the origins of the continent

• Australia's diverse physical environments
  – geological processes which have shaped the continent
  – major topographical features: drainage basins, distinctive landforms
  – climatic diversity, rainfall and temperature patterns
  – flora and fauna
  – soils
  – natural resources and world heritage

• Australia's diverse human environments
  – built: major cities and towns, specialised urban centres, agricultural land uses, major industrial centres, mining landscapes
  – social/cultural: political divisions; population size, distribution and composition; patterns of work; lifestyle; cultural identity

Australian communities and the factors contributing to a sense of identity

• the diversity of Australian communities based on shared space and social organisation

• factors contributing to a sense of community, such as:
  – ethnicity
  – culture
  – religion and belief
  – sporting allegiance
  – interest groups
  – socio-economic status
  – popular culture
  – neighbourhood
  – affiliation with land, country, place
  – Aboriginality
  – gender and sexuality
  – kinship
  – work/occupation
  – heritage
  – governance
  – demographic characteristics
  – rural/urban identity
  

Geography (Mandatory) Stage 5 Focus Areas

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The Stage 5 Australian Geography section of the Mandatory course comprises four focus areas:

• Investigating Australia's Identity (20%)

• Changing Australian Environments (30%)

• Issues in Australian Environments (20%)

• Australia in Its Regional and Global Context (30%).

5A2 Changing Australian Environments

Time allocation - 30% of course time

Principal focus

To explain how and why environments in Australia are changing.

Stage 5 outcomes

In this focus area a student will work towards the following Stage 5 outcomes:

Content

In working towards Stage 5 outcomes, students will learn about:

The effects of the physical environment on people's activities

• climate, weather and topography

• incidence of natural hazards (storms, droughts, fires, floods, earthquakes)

The effects of people on the physical environment

• maintenance and promotion of biodiversity, conservation and preservation

• impacts of urban growth and resource exploitation

• traditional and contemporary land and water management

Changing Australian communities

• a brief historical geography of human occupation, settlement and land use in Australia

• processes causing change in Australian communities such as:
  – new technologies
  – intercultural exchanges
  – globalisation of economic activity
  – global media networks
  – demographic changes
  – changing nature and patterns of work
  – lifestyle expectations
  – recognition of native title
  – impact of natural disasters
  – resource depletion

• concepts and experiences of citizenship for Australian Aboriginal communities

• decision-making and conflict resolution in Australian communities
  – the role of community-based groups and the methods used to shape the decision-making processes of local, State and federal governments

ONE study of the changing interactions between an Australian community and its environment:

• name and locate the community and its associated environment

• identify the factors that contribute to the community's sense of identity

• identify the factors creating change in the both the environment and the community

• describe the spatial and ecological impacts of the changes

• state how the community has responded to the changes, including the policy-forming and decision-making processes involved
  

Geography (Mandatory) Stage 5 Focus Areas

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The Stage 5 Australian Geography section of the Mandatory course comprises four focus areas:

• Investigating Australia's Identity (20%)

• Changing Australian Environments (30%)

• Issues in Australian Environments (20%)

• Australia in Its Regional and Global Context (30%).

5A3 Issues in Australian Environments

Time allocation - 20% of course time

Principal focus

To understand a range of geographical issues in Australian environments and investigate how these issues are being managed.

Stage 5 outcomes

In this focus area a student will work towards the following Stage 5 outcomes:

Content

In working towards Stage 5 outcomes, students will learn about:

Review the need to protect and manage environments (see focus area 4G3)

The nature of contemporary geographical issues

• spatial dimension: where things are and why they are there

• ecological dimension: how humans interact with environments

An overview of the spatial and ecological dimensions of a range of contemporary geographical issues affecting Australian environments

GROUP A

Issues relating to physical elements of environments

• land management

• biodiversity

• water management

• air quality

• coastal management

GROUP B

Issues relating to human elements of environments

• waste management

• urban growth and decline

• spatial inequality

• population change

• tourism

At least TWO studies of contemporary geographical issues affecting Australian environments.

One issue must be selected from Group A and one from Group B.

• In each study, investigate:
  – the geographical processes relevant to the issue
  – the perceptions of different groups about the issue
  – the decision-making processes involved in addressing the issue
  – the consequences of these processes
  – any implications for social justice and equity

Fieldwork task:

• Select ONE issue from Group A or Group B and investigate its spatial and ecological dimensions.
  In this investigation students are to:
  – develop a research action plan
  – gather and process relevant data
  – evaluate alternative solutions regarding the management of the issue
  – communicate research findings
  – propose individual/group actions to address the issue
  – demonstrate active citizenship.
  

Geography (Mandatory) Stage 5 Focus Areas

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The Stage 5 Australian Geography section of the Mandatory course comprises four focus areas:

• Investigating Australia's Identity (20%)

• Changing Australian Environments (30%)

• Issues in Australian Environments (20%)

• Australia in Its Regional and Global Context (30%).

5A4 Australia in Its Regional and Global Context

Time allocation - 30% of course time

Principal focus

To understand Australia in its regional and global context and examine the role of individuals and groups in planning for a better future.

Stage 5 outcomes

In this focus area a student will work towards the following Stage 5 outcomes:

Content

In working towards Stage 5 outcomes, students will learn about:

Australia's regional and global context

• The physical, cultural and economic diversity of the Asia-Pacific region

• Regional and global trends
  – population growth and migration
  – recognition of indigenous nations and indigenous rights
  – transport and communication technologies
  – economic and cultural integration: e.g. transnational corporations, mobility of capital, employment and global media networks, resource allocation

• Regional and global links such as:
  – tourism
  – political relations
  – trade and finance
  – culture
  – technology
  – foreign aid and investment
  – defence
  – sport
  – education and employment
  – resource use
  – communications

Australia's future

• Australia's changing national identity

• Australia's changing regional and global role
  – international treaties
  – human rights
  – role of non-government organisations
  – international aid

Strategies for a better future

• reconciliation between Aboriginal and non-Aboriginal Australians

• urban planning and provision of infrastructure

• environmental management

• ecologically sustainable development

• trading agreements and treaties

• responsible citizenship

• other strategies suggested by students

The role of Geography in developing skills for a variety of occupations which contribute to Australia's future

Geography (Elective)

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The Geography (Elective) course provides students with a broader understanding of the discipline of Geography and the processes of geographical inquiry, and enables depth studies through flexible programming of focus areas.

Students may undertake either 100 hours or 200 hours of study in Geography (Elective) in Stage 4 and/or Stage 5. There must be no significant overlap between the content and focus issues chosen for study in Geography (Elective) and those studied in Global Geography (Mandatory) and Australian Geography (Mandatory) or those topics which students will study in Stage 6 Geography.

Programs must be developed from at least TWO of the five focus areas in Geography (Elective).

Where students undertake 100 or more hours of Geography (Elective) in Stage 5 in addition to the 100 hours of Australian Geography (Mandatory), they will receive a School Certificate grade for Geography (Elective) as well as a grade for Geography (Mandatory).

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Geography (Elective) Outcomes – Stages 4 and 5

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Outcomes express the specific intended results of the teaching of the syllabus. They are derived from the content of the syllabus and arranged in Stages. The outcomes are placed before the content relating to geographical tools, skills, values and attitudes and before the content of each focus area to indicate their importance in guiding teaching and learning.

The outcomes for the elective course are listed below. Teaching/learning programs must be developed from at least TWO of the five focus areas in Geography (Elective) and should integrate learning about the content relating to geographical tools, skills, values and attitudes with the content of the chosen focus areas. In a programmed unit of work, students will work towards achieving several outcomes. It is not expected that students will achieve any one outcome in any single unit of work.

 

Stage 4 Elective Geography Outcomes A student:	Focus Areas					Tools	Skills	Values
E 4.1 - identifies and gathers geographical information	E1,	E2,	E3,	E4,	E5	ü	ü
E 4.2 - organises and interprets geographical information	E1,	E2,	E3,	E4,	E5	ü	ü
E 4.3 - uses a range of written, oral and graphic forms to communicate geographical information	E1,	E2,	E3,	E4,	E5	ü	ü
E 4.4 - demonstrates a sense of place about environments outside Australia	E1,	E2,	E3,	E4,	E5	ü	ü	ü
E 4.5 - describes the geographical processes that form and transform environments	E1					ü	ü	ü
E 4.6 - describes the physical, cultural and economic diversity of the Asia-Pacific region		E2				ü	ü	ü
E 4.7 - identifies the causes and consequences of political tensions and conflicts at local, national and global scales			E3			ü	ü	ü
E 4.8 - identifies and describes the interrelationships between communities, work and settlement				E4		ü	ü	ü
E 4.9 - identifies and describes spatial patterns of economic and social wellbeing at a global scale.					E5	ü	ü	ü

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Geography (Elective) Content – Stages 4 and 5

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The content of the Elective course comprises:

• Geographical Tools

• Geographical Skills

• Values and Attitudes

• Focus Areas.

The content described in Geographical Tools, Geographical Skills, and Values and Attitudes is to be integrated with the content in the Focus Areas.

Geographical Tools

The discipline of Geography provides a unique opportunity for an integrated study of the spatial and ecological dimensions of the world. Geographers have a set of tools they use in undertaking this study. In both the Mandatory and Elective courses in Geography Stages 4–5, students are expected to learn about these tools and how to use them as they develop the skills of geographical inquiry.

In learning about geographical tools, a student will work towards the following Stage 4 outcomes:

 

E 4.1	identifies and gathers geographical information
E 4.2	organises and interprets geographical information
E 4.3	uses a range of written, oral and graphic forms to communicate geographical information
E 4.4	demonstrates a sense of place about environments outside Australia
E 4.5	describes the geographical processes that form and transform environments
E 4.6	describes the physical, cultural and economic diversity of the Asia-Pacific region
E 4.7	identifies the causes and consequences of political tensions and conflicts at local, national and global scales
E 4.8	identifies and describes the interrelationships between communities, work and settlement
E 4.9	identifies and describes spatial patterns of economic and social wellbeing at a global scale.

In learning about geographical tools, a student will work towards the following Stage 5 outcomes:

 

E 5.1	identifies, gathers and evaluates geographical information
E 5.2	analyses, organises and synthesises geographical information
E 5.3	selects and uses appropriate written, oral and graphic forms to communicate geographical information
E 5.4	demonstrates a sense of place about environments
E 5.5	analyses the impacts of physical processes on environments
E 5.6	accounts for the physical, cultural and economic diversity of the Asia-Pacific region
E 5.7	explains the roles and responsibilities of individuals, groups and governments in resolving political tensions and conflicts
E 5.8	analyses the interrelationships between communities, work and settlement
E 5.9	explains the spatial patterns of economic and social wellbeing at a global scale.

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Geography (Elective) Content – Stages 4 and 5

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The content of the Elective course comprises:

• Geographical Tools

• Geographical Skills

• Values and Attitudes

• Focus Areas.

The content described in Geographical Tools, Geographical Skills, and Values and Attitudes is to be integrated with the content in the Focus Areas.

Geographical Skills

Both courses in this syllabus are composed of focus areas for geographical inquiry. The applied nature of these focus areas requires a particular methodological approach. Students should be proficient in the understanding and application of a range of geographical skills so that they can become critical and creative thinkers about the world and its environments.

In learning geographical skills, a student will work towards the following Stage 4 outcomes:

 

E 4.1	identifies and gathers geographical information
E 4.2	organises and interprets geographical information
E 4.3	uses a range of written, oral and graphic forms to communicate geographical information
E 4.4	demonstrates a sense of place about environments outside Australia
E 4.5	describes the geographical processes that form and transform environments
E 4.6	describes the physical, cultural and economic diversity of the Asia-Pacific region
E 4.7	identifies the causes and consequences of political tensions and conflicts at local, national and global scales
E 4.8	identifies and describes the interrelationships between communities, work and settlement
E 4.9	identifies and describes spatial patterns of economic and social wellbeing at a global scale.

In learning geographical skills, a student will work towards the following Stage 5 outcomes:

 

E 5.1	identifies, gathers and evaluates geographical information
E 5.2	analyses, organises and synthesises geographical information
E 5.3	selects and uses appropriate written, oral and graphic forms to communicate geographical information
E 5.4	demonstrates a sense of place about environments
E 5.5	analyses the impacts of physical processes on environments
E 5.6	accounts for the physical, cultural and economic diversity of the Asia-Pacific region
E 5.7	explains the roles and responsibilities of individuals, groups and governments in resolving political tensions and conflicts
E 5.8	analyses the interrelationships between communities, work and settlement
E 5.9	explains the spatial patterns of economic and social wellbeing at a global scale.

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Geography (Elective) Content – Stages 4 and 5

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The content of the Elective course comprises:

• Geographical Tools

• Geographical Skills

• Values and Attitudes

• Focus Areas.

The content described in Geographical Tools, Geographical Skills, and Values and Attitudes is to be integrated with the content in the Focus Areas.

Values and Attitudes

Values and attitudes permeate people's interactions with each other and the environment. In the key learning area of Human Society and Its Environment, they are inherent in the subject matter that is investigated and the skills that are developed. They result from learning experiences and reflection.

Students need to develop:

• skills in identifying, clarifying, analysing and evaluating values and attitudes that they and others hold;

• values and attitudes that promote a democratic and socially just society in a sustainable environment.

Through the study of Geography, students will develop interest in, and informed and responsible attitudes towards, people, cultures, societies and environments, at local, national, regional and global scales.

In learning values and attitudes, a student will work towards the following Stage 4 outcomes:

 

E 4.4	demonstrates a sense of place about environments outside Australia
E 4.5	describes the geographical processes that form and transform environments
E 4.6	describes the physical, cultural and economic diversity of the Asia-Pacific region
E 4.7	identifies the causes and consequences of political tensions and conflicts at local, national and global scales
E 4.8	identifies and describes the interrelationships between communities, work and settlement
E 4.9	identifies and describes spatial patterns of economic and social wellbeing at a global scale.

In learning values and attitudes, a student will work towards the following Stage 5 outcomes:

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Elective Course Focus Areas

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The Elective Geography course comprises five focus areas from which at least two must be selected for study:

• E1 - Environments at Risk

• E2 - Australia's Neighbours

• E3 - World Political Geography

• E4 - Communities, Work and Settlement

• E5 - Development Geography.

E1 Environments at Risk

Time allocation - Varies depending on the number of focus areas chosen

Principal focus

To understand the impacts of physical processes on environments.

The studies chosen in this unit should complement, rather than duplicate, those chosen in unit 4G3 and those studied in Science Stages 4-5.

Outcomes

When students undertake studies in this focus area in Stage 4 they will work towards the following Stage 4 outcomes:

 

E 4.1	identifies and gathers geographical information
E 4.2	observes and interprets geographical information
E 4.3	uses a range of written, oral and graphic forms to communicate geographical information
E 4.4	demonstrates a sense of place about environments outside Australia
E 4.5	describes the physical processes that form and transform environments.

When students undertake studies in this focus area in Stage 5 they will work towards the following Stage 5 outcomes:

 

E 5.1	identifies, gathers and evaluates geographical information
E 5.2	analyses, organises and synthesises geographical information
E 5.3	selects and uses appropriate written, oral and graphic forms to communicate geographical information
E 5.4	demonstrates a sense of place about environments
E 5.5	analyses the impacts of physical processes on environments.

E1 Environments at Risk

Content

In working towards Stage 4 or Stage 5 Outcomes, students will learn about:

• Plate tectonics, earthquakes and volcanoes

• plate tectonics and continental drift

• mountain building and sea-floor spreading

• volcanoes and associated landform features

• earthquakes and tsunamis

• sample studies of the effects of earthquakes and volcanic activities on environments

Weathering

• mechanical and chemical weathering

• mass movement and associated landform features

• sample studies of the effects of weathering and mass movement on environments

Erosion and deposition

• agents of erosion

• rivers and associated landforms

• coastal processes and associated landform features

• wind and associated landform features

• glaciation and associated landform features

• sample studies of the effects of erosion and deposition on environments

Weather and climate

• differences between weather and climate

• elements of weather

• atmospheric pressure

• wind

• air masses and fronts

• precipitation

• factors affecting climate

• insolation

• topography

• maritime/continental influences

• world patterns of climate, greenhouse gas emissions and climate change

• sample studies of the effects on environments of weather and climate such as:

• droughts, famine and bushfires

• storms, floods, tropical cyclones and tornadoes

Responses of people to environments at risk.

Elective Course Focus Areas

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The Elective Geography course comprises five focus areas from which at least two must be selected for study:

• E1 - Environments at Risk

• E2 - Australia's Neighbours

• E3 - World Political Geography

• E4 - Communities, Work and Settlement

• E5 - Development Geography.

E2 Australia's Neighbours

Time allocation - Varies depending on the number of focus areas chosen

Principal focus

To understand the environments of Australia's neighbours and examine specific geographical issues within the Asia-Pacific region.

Outcomes

When students undertake studies in this focus area in Stage 4 they will work towards the following Stage 4 outcomes:

 

E 4.1	identifies and gathers geographical information
E 4.2	observes and interprets geographical information
E 4.3	uses a range of written, oral and graphic forms to communicate geographical information
E 4.4	demonstrates a sense of place about environments outside Australia
E 4.6	describes the physical, cultural and economic diversity of the Asia-Pacific region.

When students undertake studies in this focus area in Stage 5 they will work towards the following Stage 5 outcomes:

 

E 5.1	identifies, gathers and evaluates geographical information
E 5.2	analyses, organises and synthesises geographical information
E 5.3	selects and uses appropriate written, oral and graphic forms to communicate geographical information
E 5.4	demonstrates a sense of place about environments
E 5.6	accounts for the physical, cultural and economic diversity of the Asia-Pacific region.

Content

In working towards Stage 4 or Stage 5 outcomes, students will learn about:

• Australia's neighbours

• location of Australia's neighbours in the Asia-Pacific region

• overview of the physical, cultural and economic diversity of the region

• factors shaping the diversity of physical environments such as:
  – island-building processes: tectonic, depositional
  – climate
  – ecosystems and biodiversity
  – weathering and erosion: terrestrial and marine
  – land and ocean resource use

• factors shaping the diversity of human environments such as:
  – climate
  – landforms
  – natural resources
  – natural hazards
  – migration and culture contact
  – major cultural groupings and cultural diversity

• technology

Sample studies of the ways Australia's neighbours are affected by at least TWO of the following geographical issues:

• economic change

• migration and culture contact

• resource exploitation

• variations in living standards and quality of life

• interventions by other countries and organisations

• ecosystem change

• conflict

• climate change

• urban growth

• environmental degradation.
  

Elective Course Focus Areas

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The Elective Geography course comprises five focus areas from which at least two must be selected for study:

• E1 - Environments at Risk

• E2 - Australia's Neighbours

• E3 - World Political Geography

• E4 - Communities, Work and Settlement

• E5 - Development Geography.

E3 World Political Geography

Time allocation - Varies depending on the number of focus areas chosen

Principal focus

To understand the nature and distribution of political tensions and conflicts, and investigate strategies towards effective resolutions.

Outcomes

When students undertake studies in this focus area in Stage 4 they will work towards the following Stage 4 outcomes:

 

E 4.1	identifies and gathers geographical information
E 4.2	observes and interprets geographical information
E 4.3	uses a range of written, oral and graphic forms to communicate geographical information
E 4.4	demonstrates a sense of place about environments outside Australia
E 4.7	identifies the causes and consequences of political tensions and conflicts at local, national and global scales.

When students undertake studies in this focus area in Stage 5 they will work towards the following Stage 5 outcomes:

 

E 5.1	identifies, gathers and evaluates geographical information
E 5.2	analyses, organises and synthesises geographical information
E 5.3	selects and uses appropriate written, oral and graphic forms to communicate geographical information
E 5.4	demonstrates a sense of place about environments
E 5.7	explains the roles and responsibilities of individuals, groups and governments in resolving political tensions and conflicts.

Content

In working towards Stage 4 or Stage 5 outcomes, students will learn about:

The changing nature of the nation-state:

• nation-states and sovereignty

• changing world political map

• different political systems

• emergence of world trade blocs

• nationalism and disintegration of states

Causes of political tensions and conflict at local, national and global scales:

• problems created by the artificial nature of boundaries and borders

• competing claims for natural resources

• ethnic and religious differences

• territorial arrangements originating from the colonial era

• growth of nationalism

Sample studies of TWO contemporary geographical issues, such as:

• human rights abuses

• conflict

• migration

• refugees

• role of the World Bank and the International Monetary Fund

• resource exploitation

• political and economic elite

• use of aid

The role and responsibilities of individuals, groups and governments to resolve conflict:

• political and economic stability

• cultural tolerance and social justice

• provision of peacekeeping forces

• provision of humanitarian aid

• environmental policies to sustain the earth.