Geography+Syllabus

Stage 5 Geography Skills Through the study of Geography, students will develop skills in: · acquiring, processing and communicating geographical information · choosing and applying appropriate geographical tools.

Knowledge and understanding Through the study of Geography, 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 Through the study of Geography, 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.

Geography (Mandatory) Stage 5 requires students to: · create a formatted, multiple-paged document containing web-links to communicate geographical information · design and create a simple database from 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.
 * Information and Communication Technologies (ICT)**

Students in Stage 5 have opportunities to develop knowledge and understanding of: · how decision-making processes operate at local and national levels · how they can become involved as individuals in decision-making processes · how they can exercise their rights and responsibilities as citizens · how individuals, groups and levels of government are involved in the process of change in Australian communities · the purposes, structures and actions of community groups responding to change in Australian communities · individual, group and government responsibilities and responses to geographical issues · decision-making processes involved in the management of geographical issues in Australia and implications for sustainability, social justice and equity · informed and active citizenship by proposing individual and/or group action to address a geographical issue in Australia · the roles of the government and of non-government organisations, and related treaties and/or agreements for specific Australian–global links · government population policies in terms of growth, migration and refugees · the responses of individuals, groups and governments in Australia and other nations to reconciliation and human rights · human rights agreements and implications for the international community · strategies that Australia can adopt to address the future challenges of population, human rights and reconciliation.
 * Civics and Citizenship**

Fieldwork is an essential part of the study of Geography. It is a geographical tool that facilitates the understanding of geographical processes and geographical inquiry. Fieldwork can enhance learning opportunities for a wide range of students because it caters for a variety of teaching and learning styles.
 * Fieldwork**

Fieldwork enables students to: · acquire knowledge about environments by observing, mapping, measuring and recording phenomena in the real world in a variety of places, including the school · explore the geographical processes that form and transform environments · use different kinds of geographical tools including information and communication technology to assist in the interpretation of, and decision-making about, geographical phenomena · locate, select, organise and communicate geographical information · explore different perspectives on geographical issues.

To develop a Research Action Plan the following steps should be taken: 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. Step 5 Collect primary and secondary data. Step 6 Process and analyse the data collected. Step 7 Select presentation methods to communicate the research findings effectively. Step 8 Propose individual or group action in response to the research findings and, where appropriate, take such action.
 * Research Action Plan**

Focus Area 5A3 Issues in Australian Environments
 * Focus:** Ways in which geographical understanding contributes to the sustainable management of issues affecting the Australian environment.

A student: 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. || //The geographical tools listed below are to be integrated into teaching and learning activities in this focus area. (For details of all tools see pages 18–19.)// || · calculate the density of a feature · calculate local relief · identify the aspect of a slope · measure bearings on a map · construct a cross-section · calculate the gradient of a slope · construct a transect · construct a land use map · read and interpret synoptic charts || · develop a research action plan · use a variety of techniques to collect and record primary and secondary data || · recognise and account for change using statistical data || · collect and use digital images ||
 * **Outcomes**
 * **Geographical tools in this focus area**
 * **Maps**
 * **Fieldwork**
 * **Graphs and Statistics**
 * **Photographs**

– coastal management – land and water management || – spatial inequality – urban growth and decline – waste management ||  || · describe each geographical issue in relation to: – its nature – its impacts – the responses by individuals, groups and governments to the issue || – the geographical processes relevant to the issue – the perceptions of different groups about the issue – individual, group and government responses to the issue – decision-making processes involved in the management of the issue – management of the issue and implications for sustainability, social justice and equity || · explain the interaction of the physical and human elements of the environment || – sustainability – social justice – equity ||
 * **Students learn about:** || **Students learn to:** ||
 * **Geographical issues** ||  ||
 * · geographical issues affecting Australian environments including: || – air quality
 * ^  || · outline how a range of geographical issues are affecting Australian environments ||
 * **At least TWO geographical issues affecting Australian environments, selected from the list above** (one study must include fieldwork):
 * ^  || · recognise the responsibility of the levels of government to the issue ||
 * ^  || · propose actions that promote:
 * ^  || · evaluate the success of individuals, groups and the levels of government in managing the issue ||
 * · investigate a geographical issue through fieldwork by developing and implementing a research action plan (as outlined on page 17) || · develop a research action plan ||
 * ^  || · apply fieldwork techniques ||
 * ^  || · present geographical information in an appropriate format ||
 * ^  || · demonstrate active citizenship by proposing individual/group action to address the issue ||