Geography Work program sample Geography 2007 Compiled by the August 2007 A work program is the school s plan of how the course will be delivered and assessed, based on the school s interpretation of the syllabus. The school s work program must meet syllabus requirements, and indicate that there will be sufficient scope and depth of student learning to reflect the general objectives and meet the exit criteria and standards. In this sample: Overview This demonstrates the school s understanding of the developmental nature of the course, the coverage of the four themes, at least one focus unit per semester and the scope and sequence of a two-year course of study. The course offers a global perspective, a range of scales and the opportunity for geographical inquiry. There is opportunity for flexibility, disciplinarity and diversity. Case studies are managed to give students a global perspective in terms of relationships and patterns in a theme Sample unit The sample unit demonstrates that the school can develop a course of study that provides depth of learning for the students through the way they adapt key questions and ideas to the school s context and resources. Learning experiences provide a guide to how the general objectives and the subject matter will be pursued Each unit is studied at a range of scales It should be used as a guide only to help teachers plan and develop the schools work program.
Geography work program Course organisation 2. Course overview (Scope and sequence of the 2-year course) Sem Theme Across a two-year course of study students need to study all four themes 1 Managing the natural environment 2 Social Environments Suggested focus and /or elective Unit At least one focus unit must be studied per theme It is possible that electives may be substituted for focus units as course develops Responding to Natural Hazards Time 6 10 Managing catchments 6 10 Sustaining communities 6 10 Connecting people and places 6 10 Suggested predominant geographical context (scale) and case studies Across the two-year course of study units need to provide students with a global perspective, a comprehension of the notion of geographical scale and the key ideas and questions for each unit Overview Hazards, Principles of Hazard Response, Key concepts Regional Tropical Cyclones (Northern Australia/Southern USA responses to hazards) National National Hazard Management Australia Bushfires (Depth)/Malaysia Bushfires (contrast) (Differing cultural response to hazard) Overview Mapping the political patterns of great catchments of the world, key concepts of managing natural environment as applied to catchments Regional Murray Darling Basin(Australian Catchment Management Issues) Mississippi Basin (contrast) Local local area Field study Overview Principles of new urbanism and sustaining communities Global Urbanisation and the growth of Mega cities Sao Paolo (depth)/greater Los Angeles (contrast) Local Local Area Field Study European case study Overview/Motivation key ideas and concepts of infrastructure Regional South East Queensland (Services, water and transport routes) Local Public Transport in Curitiba/Local area field study
Sem Theme Across a two-year course of study students need to study all four themes 3 Resources and the environment 4 People and development Suggested focus and /or Time elective Unit At least one focus unit must be studied per theme It is possible that electives may be substituted for focus units as course develops Living with climate change 6 10 Sustaining biodiversity 6 10 Feeding the world s people 6 10 Exploring the geography of disease 6 10 Suggested predominant geographical context (scale) and case studies Across the two-year course of study units need to provide students with a global perspective, a comprehension of the notion of geographical scale and the key ideas and questions for each unit Overview Physical systems/ipcc report Global Biophysical indicators of Climate Change: Regional Rising sea levels Pacific Islands (Kiribati, Tuvalu)/and/or Drought in the mid latitudes (Central NSW, Sahel). Local Activism Think Globally Act locally climate change (Energy efficient housing and audits) National Policy Development Greenhouse reductions, IPCC Australia China preparation for the Olympics Overview Bioregions of the world/key ideas for sustaining biodiversity Local Field study in ecosystem patterns and processes Regional Management strategies Yellowstone National Park (depth)/great Barrier Reef Marine Park or Snowdonia (contrast) Overview/Motivation key ideas and concepts the complexity of defining development Global Development indicators Regional Food sovereignty and security (GM Responses) Asia (Rice)(depth)/Australia (Wheat)contrast Local Perm culture solution/canteen local sourcing of food Overview/Motivation Major determinants of health Mapping the key indicators of disease Global The spread of HIV AIDS National Contrasting strategies to combat spread of HIV/Aids Uganda and PNG
Outline of intended student learning (sample unit of work) 1. Unit rationale This unit introduces students to the geographical study of natural hazards. Natural hazards are relatively rare in most communities. However, their potential to cause immense damage and loss of life is substantial. The vulnerability of the Australian and Asia pacific environments to natural hazards means that it is important for geographers to understand their patterns of occurrence and causes and help plan the strategies for prevention mitigation recovery and reconstruction. The unit focuses on natural hazards (Tropical cyclones tsunamis and bushfires) that have a particular relevance to Australia. The geographical study of natural hazards is a multidisciplinary one. It draws on ideas from geomorphology, climatology, psychology, economics, sociology and engineering. Geography s special contribution to the study of natural hazards lies in its focus on the synthesis of ideas from the natural and social science to produce a comprehensive explanation of the causes and effects of natural hazards and detailed plans to minimise loss of life and damage to property.. This unit provides a focus for the study of a range of concepts and processes in physical geography and of the social processes that influenced human responses to the physical environment
2. Outline of sample unit Theme: Managing the Natural Environment Sample unit: Responding to Natural Hazards [This table breaks over several pages] Key questions Key ideas of the unit Suggested time/scale/context 6 10 Suggested learning experiences These learning experiences need to support the development of student s ability to acquire knowledge of the general objectives assessed in the unit What are natural hazards? Where do natural hazards occur? What is the pattern of natural hazard occurrence? (Tsunamis, Cyclones and Bushfires) Natural hazards are a potential source of harm or damage resulting from the forces of nature and occur where decision have been made to locate human activities in areas where extreme physical events also occur Overview of managing the natural environment with the specific application of responding to natural hazards (bushfires, tsunamis, cyclones) Media file on natural hazards around the world Mapping media file making links to processes from images, weather patterns, location, population/biome/property distribution for case studies (Southern USA, Northern Queensland, Greece, Australia, Indonesia) Interpreting thematic maps of population distribution, land use maps Examination of the climatology of the regions in the case studies Exposition on the concept of scale and geographical inquiry Analysing statistics and GIS data on hazards (damage, speed of onset etc) for patterns of occurrence. Correlation between weather patterns, vegetation patterns bushfires, analyse the spatial organization of people, places, and environments in tsunami, cyclone and bushfire zones tropical cyclones Define and describe hazard types and their location and the physical processes that cause them (photographic sources and maps)
What are the processes associated with natural hazards? How are the processes associated with natural hazards operating to cause change? Why do natural hazards occur? Extreme physical events are geographical processes which may be caused by geological processes inside the earth (e.g. earthquakes) or on the geomorphologic surface of the earth (e.g. landslides, bushfires), atmospheric and meteorological processes (e.g.), and biological processes (e.g. pandemics. pests), or the result of these and or some combination of these (e.g. floods). Geophysical processes and associated hazardous events may be described by indicators Regional: Tropical cyclones (North Queensland and Gulf States of the US) Tsunamis (Japan and Indonesia) National: Bushfires Australia/Greece Case studies cyclones Katrina, Dean, Larry, Monica Bushfires Australia, Greece Exposition on patterns and processes (cause and effects of tsunami, cyclones and bushfires) Town plans of New Orleans, Townsville, Cairns deconstruction of property loss Flow diagrams to illustrate the processes (geological, geomorphological, atmospheric, meteorological and biological ) of cyclones, tsunamis and bushfires Tracking the progress of an cyclone, tsunami, bushfires using models from the internet Examine topographical/satellite images maps to observe changes in the landscape due tsunamis, cyclones and bushfires Draw a hazard profile from statistical data to predict the severity of impacts (e.g. Cyclones, tsunamis and bushfires) What are the impacts of natural hazards considering the social, economic, political and physical contexts? How can the impacts of natural hazards be prioritised for action? The levels of economic damage caused by natural hazards tend to be exacerbated in economically developed countries whereas the loss of human life tends to be more severe in less economically developed countries Regional Read accounts, view media reports of those who have experienced hazards to appreciate the severity of impacts and varying cultural responses Types of property in different hazard zones (Southern Gulf states, Northern Queensland, Construct a consequences wheel to demonstrate the complex impacts of hazards Compare and contrast consequences in (For e.g. Japan versus Indonesia tsunamis) Diamond rank the consequences of hazards(bushfires, tsunamis, cyclones) in various locations Responding to data and stimulus in extended written responses
How should individuals/communi ties/governments manage the prediction and impact of natural hazards? Who will make these decisions? Human perceptions and social a, cultural economic and political structures interact to determine how individual and communities interpret and response to the threat, occurrence and effects of natural hazards. Action is necessary on local, national and international scales to plan ways of predicting the onset of natural hazards, preventing them or mitigating their effects, and developing plans for relief and reconstruction National National responses to hazards (Australia/Malaysia) Classroom discussion to evaluate disaster response strategies of governments and the SES SCAMPER natural hazard management strategies for bushfires, cyclones and tsunamis (Greece vs Australia, Japan versus Indonesia, US versus Australia) Guest speakers from SES, rural fire brigade and local council about natural hazard management Research global responses to natural hazards CAF for cyclones, tsunamis and bushfires in terms of different region s response Decision making matrix for various natural hazard response to bushfires, tsunamis, cyclones Write letters to decision makers using the results of classroom inquiry about hazard responses Assessment technique: Data Response Test
Assessment plan [table spreads over several pages] Sem Theme Unit Assessment technique Criteria Conditions of assessment 1. Managing the natural environment Responding to natural hazards Managing Catchments Data Response C2,3, Supervised exam 70 minutes Written Report C2, 3, 4 Field report Based on field data/field inquiry 800-1000 words Short Response Test (combined key ideas from both units taught) C1 Supervised Exam (in block) 80 minutes Part A Key ideas from unit 1 Part B key ideas from unit 2
Sem Theme Unit Assess. technique Criteria Conditions of assessment 2. Social Environments Connecting People and Places Non written response C2,3,4 Seminar presentation 8-10 minutes Arising from independent inquiry Incorporating spatial technologies Sustaining Communities Practical Exercise C2, C3,C4 Supervised exam 2X 70 minutes Part A manipulation and analysis of data Part B Decision making exercise Short Response Test C1 Supervised Exam 80 minutes Part A: Key ideas from unit 1 Part B: Key ideas from unit 2 3. Resources and the environment Living with climate change Stimulus Response Essay C3,C4 Supervised process writing Unseen question 600 800 words Authenticated student response Data Response C2 Supervised Exam 35 minutes Sustaining Biodiversity Report C2,3,4 Field Report Based on field data 800 1000 words Incorporating evidence of spatial technologies Short Response Test(Both units C1 Supervised Exam In block 80 minutes Part A key ideas from unit 1 Part B key ideas from unit 2
Sem Theme Unit Assess. technique Criteria Conditions of assessment 4. People and Development Exploring the geography of disease Practical Exercise C2,3,4 Supervised exam 2X 70 minutes Part A manipulation and analysis of data Part B Decision making exercise Short Response (Both units) C1 Supervised Exam 70 minutes Part A key ideas from unit 1 Part B key ideas from unit 2 Feeding the world s people Non written response Post verification assessment C2,C3,C4 8-10 minutes Arising from independent inquiry Authentication of student response
Sample monitoring profile School: Student s name: Entry year/exit year: / SEMESTER I SEMESTER II MONITORING TASK/DATE Semester Result 1. Knowledge 2. Analytical processes 3. Decision-making processes 4. Research and communication Requirements for exit levels of achievement VHA 3 As and nothing less than a B HA 3 Bs and nothing less than a C SA 3 Cs and nothing less than a D LA 3 criteria at D standard VLA Standard E in three or more criteria Comments: Comments:
Sample verification profile School: Student s name: Entry year/exit year: / TASK /DATE SEMESTER III SEMESTER IV VERIFIC- ATION POST VERIFICATION ASSESSMENT EXIT Stimulus Response Data Response Field Report Short Response Short Response Semester Result Practical Exercise Short Response Short Response e 1. Knowledge 2. Analytical processes 3. Decision-making processes 4. Research and communication Requirements for exit levels of achievement VHA 3 As and nothing less than a B HA 3 Bs and nothing less than a C SA 3 Cs and nothing less than a D LA 3 criteria at D standard VLA Standard E in three or more criteria Comments: Comments: