geography work program amendment approved 31 aug 2010

Cover page for amendment to a work program

School Sheldon College School code

1 3 4

Subject Geography Subject code

0 2 4

District Brisbane East Syllabus year 2007 Panel Code

B 3 4

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SHELDON COLLEGE

SENIOR WORK PROGRAM

(for implementation in 20

Sheldon College Taylor Road, Sheldon, 4157 Phone: 3206 5555 Fax: 3206 5588www.sheldoncollege.com

SHELDON COLLEGE

SENIOR WORK PROGRAM

GEOGRAPHY (Amended)

2007 Syllabus

(for implementation in 2010)

Fax: 3206 5588

Sheldon College – Senior Geography Work Program

TABLE OF CONTENTS

1.� RATIONALE ................................................................................................................................................ 4�

1.1� WHAT IS GEOGRAPHY? ...................................................................................................................................... 4�1.2� LEARNING THROUGH STUDYING GEOGRAPHY ..................................................................................................... 4�1.3� SCHOOL SITUATION ............................................................................................................................................. 5�1.4� APPROACHES TO GEOGRAPHY ........................................................................................................................... 5�1.5� GEOGRAPHICAL INQUIRY PROCESS ..................................................................................................................... 6�

2.� COURSE ORGANISATION ......................................................................................................................... 7�

2.1� THEMES ............................................................................................................................................................... 7�2.2� COURSE REQUIREMENTS ...................................................................................................................................... 7�2.3� ORGANISATION .................................................................................................................................................. 7�

2.3.1� Table 1 – Sample organisation for a two-year course of study in Geography ................ 8�2.3.2� Table 2 – Sample course organisation for a composite class ............................................... 9�

3.� SAMPLE UNIT OF WORK .......................................................................................................................... 10�

3.1.1� Table 3 – Unit Outline ...................................................................................................................... 11�

4.� ASSESSMENT ............................................................................................................................................ 12�

4.1� ASSESSMENT PLAN ............................................................................................................................................ 12�4.1.1� Table 4 – Proposed assessment plan ......................................................................................... 12�

4.2� REQUIREMENTS FOR VERIFICATION .................................................................................................................... 13�4.2.1� Table 5 – Minimum number of performances for October verification ........................... 13�

4.3� REQUIREMENTS FOR EXIT .................................................................................................................................... 13�4.3.1� Table 6 – Minimum number of performances for exit ........................................................... 13�

4.4� AWARDING EXIT LEVELS OF ACHIEVEMENT ......................................................................................................... 14�4.4.1� Table 7 – Awarding exit levels of achievement ...................................................................... 14�

5.� SAMPLE STUDENT PROFILE ...................................................................................................................... 15�


1. RATIONALE

This work program should be read in conjunction with the 2007 Geography Syllabus.

1.1 What is Geography? Geography is the study of the human and natural characteristics of places and the interactions between them. Geography is a rich and complex discipline which includes two vital dimensions: • the spatial dimension, which focuses on where things are and why they are there • the ecological dimension, which considers how humans interact with environments. Geography prepares students for adult life by developing in them an informed perspective. This perspective should be developed across the two-year course of study through a range of scales, including local, regional, national, and global scales. Geographically informed citizens understand the many interdependent spheres in which they live, and make informed judgments to improve their community, state, country and the world. To meet the challenges of the future, a geographically informed citizen should be able to: • know and understand facts, concepts and generalisations about Geography • apply geographic skills to observe, gather, organise, present and analyse information • use geographic perspectives to evaluate, make decisions about, and report on issues,

processes and events.

1.2 Learning through studying Geography Geography is offered in the school curriculum because it is a valuable medium for the education of young people. Its contributions lie in the content, cognitive processes, skills and values that Geography can promote to help students better explore, understand and evaluate the spatial and ecological dimensions of the world. Geography in the school curriculum involves the education of young people about, in and for their society and environment. It is based on a number of educational assumptions:

1. Knowledge about the environment and society is arranged within spatial units, ranging through local, regional, national and global scales.

2. The development of inquiry skills is essential to knowing about people and places, becoming informed and active citizens, and developing a love of learning.

3. Experiences in social and physical environments are major sources of understanding in Geography. Therefore, students already have a range of geographic skills and values simply because of their daily experiences with people and environments. Geography develops these understandings and abilities to enable students to fulfil their potential.

4. Education for the society and environments in which students live incorporates the knowledge, analytical, decision-making, and research and communication objectives of Geography teaching.

5. Geographical education includes the affective objectives of a feeling for and an enjoyment of landscape, and the formation of values underpinning human and environmental justice.

6. A course in Geography should provide students with grounding in both the physical and the human aspects of the subject.

7. Students of Geography should be aware that the field of study is dynamic. They need to be exposed to the latest technological developments to better understand current issues and their associated decision-making processes.


1.3 School Situation Sheldon College is an independent, non-denominational, co-educational College located in the suburb of Sheldon in the Redland Shire, approximately 30 kilometres south-east of Brisbane City. It was established in 1997 and has gradually grown to its current population of approximately 1650 students from Kindergarten to 12 who all attend the same campus. The Senior College, catering for students from Years 9 to 12, has approximately 450 students. The College has a student population from a primarily urban background. Sheldon College aims to provide a quality education in which all students have the opportunity to experience success. There is an emphasis on high standards in work habits and conduct. Subjects at the College are offered according to student demand. The College's location close to Moreton Bay, the Gold Coast and Brisbane City provides opportunities for both marine and urban studies as well as ecotourism. Geography is offered at Sheldon College as a valuable medium for the education of its students. Its contributions lie in the content, cognitive processes, skills and values that geography can promote to help students better explore, understand and evaluate the social and environmental dimensions of the world. Students are encouraged to master thinking, research and communication skills through experiences in Geography. The school’s intended course of study, the order of themes and the overall course structure is flexible, allowing for the teacher to consider topically current issues, the availability of resources or the cohort’s areas of interest. This flexibility is delivered within the mandated syllabus structure.

1.4 Approaches to Geography Study of people and place Students will understand how natural, economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict. Study of people and environment relationships These studies arise out of the study of people and place. Environments may include those that are largely natural and those mainly developed by people. The same environment may be perceived differently by different people. The distribution of features on the earth’s surface is far from uniform. Geographers seek to understand the mutual impacts of people and place and suggest alternatives and solutions so that improvements in human and environmental welfare might be achieved. Geography is concerned not only with the study of the physical environment, but also the way that people have sought to modify physical and social environments and the effects of these human actions. The environmental and social effects of these human actions can be both beneficial and detrimental depending on the extent of human understanding. The work program is constructed around four themes to provide a framework within which to develop a course of study in Geography. The four themes are designed to cover physical, social economic and environmental studies. It is anticipated that the study of Geography will involve investigation that is based on the process of geographic inquiry.


1.5 Geographical inquiry process Geographical inquiry involves the students in active investigation of the interrelationships between people and the spatial and ecological dimensions. The purpose of geographical inquiry is to engage students in the learning process through formulating questions, investigating widely, and building new understandings, meanings and knowledge. The process follows these key geographical questions:

• What and where are the issues or patterns being studied? • How and why do these issues and patterns develop? • What are the impacts of these issues and patterns? • What is being done or what could be done to sustainably manage these impacts?

Students acquire geographical knowledge through answering these questions to develop a solution or support a position or viewpoint. The product of this inquiry leads to active and informed citizenship through examination of actions and alternative management strategies.


2. COURSE ORGANISATION

2.1 Themes The four themes and focus units offered in senior Geography are: Theme 1: Managing the natural environment Focus unit 1: Responding to natural hazards Focus unit 2: Managing catchments

Theme 2: Social environments Focus unit 3: Sustaining communities Focus unit 4: Connecting people and places

Theme 3: Resources and the environment Focus unit 5: Living with climate change Focus unit 6: Sustaining biodiversity

Theme 4: People and development Focus unit 7: Feeding the world’s people Focus unit 8: Exploring the geography of disease

2.2 Course requirements To fulfil the requirements of a two-year course, students must study:

• the four themes • a minimum of two and a maximum of three units for each theme, including at least one focus

unit per semester, and not more than two elective units. The pattern of focus and elective unit selection may vary from one semester to the next. Selections per semester may include: - two focus units - two focus units and one elective unit - one focus unit and one elective unit - one focus unit and two elective units

• the key questions and key ideas within each unit.

2.3 Organisation The following overviews (Tables 1 and 2) represent suggested structures for the course. They are meant as a guide only, and allow for flexibility in the following aspects:

• The four themes may be studied in any sequence over the four semesters. • The units marked by * are elective units and may be included in the course of study in a

semester (see section 2.2).

• Elective units are examples only and another elective unit which clearly links with the theme for the semester may be substituted for the one nominated in the tables below.

• Focus and/or elective units may be studied in any sequence and arrangement within a theme.


2.3.1 Table 1 – Sample organisation for a two-year course of study in Geography

Semester Theme Units Time Location/Scale

1 Managing the

natural environment

Responding to Natural Hazards 6 – 10 weeks

Regional Global

Managing Catchments 6 – 10 weeks

Local National

* Management of Gold Coast beaches, with case study eg Burleigh

6 – 10 weeks

Regional Local

2 Social environments

Sustaining Communities 6 – 10 weeks

Local Global

Connecting People and Places 6 – 10 weeks

Regional Local

* Interstate/intrastate migration and its impact on SE Queensland

6 – 10 weeks

National Regional

3 Resources and the environment

Living with Climate Change 6 – 10 weeks

National Regional

Sustaining Biodiversity 6 – 10 weeks

National Global

* Managing nature-based recreation/tourism on Stradbroke Island

6 – 10 weeks

Local Regional

4 People and development

Feeding the World’s People 6 – 10 weeks

Regional Global

Exploring the Geography of Disease 6 – 10 weeks

Regional Global

* Investigating the links between large-scale movement of people and contrasts in development

6 – 10 weeks

Regional Global


2.3.2 Table 2 – Sample course organisation for a composite class

YEAR A Semester Theme Units Time Location/Scale

1/3 Managing the

natural environment

Responding to Natural Hazards 6 – 10 weeks

Regional Global

Managing Catchments 6 – 10 weeks

Local National

* Management of Gold Coast beaches, with case study eg Burleigh

6 – 10 weeks

Regional Local

2/4 Social environments

Sustaining Communities 6 – 10 weeks

Local Global

Connecting People and Places 6 – 10 weeks

Regional Local

* Interstate/intrastate migration and its impact on SE Queensland

6 – 10 weeks

National Regional

YEAR B

Semester Theme Units Time Location/Scale

3/1 Resources and the environment

Living with Climate Change 6 – 10 weeks

National Regional

Sustaining Biodiversity 6 – 10 weeks

National Global

* Managing nature-based recreation/tourism on Stradbroke Island

6 – 10 weeks

Local Regional

4/2 People and development

Feeding the World’s People 6 – 10 weeks

Regional Global

Exploring the Geography of Disease 6 – 10 weeks

Regional Global

* Investigating the links between large-scale movement of people and contrasts in development

6 – 10 weeks

Regional Global


3. SAMPLE UNIT OF WORK � Theme Managing the natural environment Unit Management of Gold Coast beaches

Rationale The unit encourages students to consider the sustainability of the beach system on the Gold Coast. While students are aware of the highly visible seasonal beach erosion that occurs on the Gold Coast, they do not consider that the dunes are part of a larger system that is extremely dynamic. This unit explores the nature of beach erosion as a natural process operating within a system that has been significantly modified.

The geographical investigation of beach management draws on

concepts from geomorphology, economics, sociology and engineering. A geographical approach to the issues requires a focus on future management of the beach system against the framework of current land use practices, historical responses to periods of severe erosion, future development and the role of governments.


3.1.1 Table 3 – Unit Outline

Theme: Managing the natural environment Unit: Management of Gold Coast beaches Key questions Time Key ideas Learning experiences Geographic skills

What is a beach system? What is the pattern of coastal landform occurrence in the Gold Coast area?

3 hrs • A beach is a complex natural system that includes the surf zone, beach area and dune zone

• Beaches are part of a larger coastal and catchment system, eg Gold Coast sand is derived from the catchments of northern NSW

• Coastlines are continually being eroded by waves; waves are formed by the drag of winds over the ocean’s surface

• Observe historical photographs and film that show the Gold Coast beaches as a natural system

• Select and record relevant information from: expository teaching, print sources, audiovisual and computer technologies, maps and photographic records to describe and define coastal landforms and their elements

• Gather and record information from the field to identify coastal landform patterns

• Photo sketching • Field sketching • Using topographic

maps • Extracting info from

aerial photos and satellite images, Google Earth

What natural processes operate within and upon this system?

6 hrs • A beach system is dynamic in that it exists in a constant state of change, ie accretion or erosion depending on the wave action and sand budget

• Waves erode by: hydraulic action, abrasion and corrosion • Longshore current acts like a river of sand moving deposits north in

response to the predominant SE winds on the Gold Coast • Dune vegetation acts to stabilise and protect the dune system • Foredunes provide a reservoir of sand for beach movement over

time

• Illustrate data in diagrammatic, graphic, photographic and cartographic formats gathered from primary and secondary sources to identify processes and patterns relating to coastal landforms

• Gather information in the field such as wave length, height and frequency

• Research information on natural beach systems

• Constructing cross sections and transects

• Construct a flow map

How have the social, political, historical and economic contexts in which the Gold Coast beach system exists modified the natural processes?

9 hrs • Urban growth and associated development within the zone of natural beach movement has led to changes in natural sand movement

• Significant change to the Gold Coast system occurred with the construction of the Tweed training walls to protect fishing boats

• Severe storms and cyclones have major impacts on the beach system

• Use data (maps, photos) to analyse relationships between the physical and human spheres

• Interview people in the community for oral histories or periods of major natural events such as flooding and beach erosion. Build a picture of the natural dynamics and resilience of the system

• Graph data on population, tourism and economic development in the region

• Conduct interviews • Graphing and

correlating data

What impact have these modifications had on the Gold Coast beach system?

6 hrs • As beach erosion occurred, strategies such as the construction of groynes and sand replenishment programs were implemented

• Dune protection and revegetation schemes were introduced • Large scale foreshore revetment walls have been constructed to

stabilise the dunes and protect development • Sand bypassing at two locations has been constructed to restore

the longshore drift and protect beach processes

• Observe changes in coastal landforms in the local area and the impact of these changes on human activity

• Produce a timeline of major activities impacting on the beach system from 1962 with the training wall construction

• Construct a consequences wheel to examine the economic, social and political impacts from the degradation of the beach resource

• Making field observations

• Constructing diagrams

• Field sketching

What is being done or could be done to sustainably manage dynamic beach systems?

3 hrs • The strategies implemented to protect the beaches have been a response to the economic value of the resource

• The scale of sand bypassing and sand replenishment is one of the largest in the world

• The long-term impact of sea level changes with climate change has yet to be addressed

• Interview local government staff to consider future plans for the Gold Coast beaches

• Class debate on the strategies used to preserve the beach system and the alternatives – opportunities, costs, etc of these

• Developing a decision making matrix


6/08/2010 11:13 AM

4. ASSESSMENT

4.1 Assessment Plan The proposed assessment plan is based on the objectives and learning experiences of the Syllabus, as well as the underlying principles of exit assessment. It uses a variety of assessment techniques in order to meet verification folio requirements and the exit criteria and standards. It is presented as a flexible model to allow teachers and students some choice in assessment techniques and procedures. In each semester, a maximum of 4 pieces of assessment will be applied. Each unit will be assessed with one short response test and one of the other assessment techniques identified in the table below:

4.1.1 Table 4 – Proposed assessment plan

Semester of Course

Assessment Techniques

Formative/ Summative

Criteria assessed Assessment conditions

1 2 3 4

1

Short response test

Data response test# and/or

Practical exercise# and/or

Stimulus response essay and/or

Report# and/or

Non-written response#

F

F

F

F

F

F

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

Test conditions 40 – 50 minutes



400 words

800 - 1000 words

6 – 8 minutes

2

Short response test




Report# and/or


F

F

F

F

F

F

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x




400 words

800 - 1000 words

6 – 8 minutes

3

Short response test




Report# and/or


S

S

S

S

S

S

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x




600 words

800 – 1000 words

8 - 10 minutes

4

Short response test




Report# and/or


S

S

S

S

S

S

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x




600 words

800 -1000 words

8 - 10 minutes

# = assessment items which could be based on or exhibit use of ICTs/spatial technologies.


6/08/2010 11:13 AM

4.2 Requirements for Verification Students’ verification folios must contain:

• A minimum of five and a maximum of eight summative assessment instruments • At least one piece of work based on or exhibiting use of ICTs/spatial technologies • Short response tests assessing all units studied. The knowledge component from each

focus/elective unit needs to be discrete • A practical exercise completed under test conditions • A stimulus response essay • Report writing based on primary data (including maps) and/or data gathered in the field.

4.2.1 Table 5 – Minimum number of performances for October verification

Criterion Semester 1 Semester 2 Semester 3 Semester 4

1 � � � �

2 � � � �

3 � � � �

4 � � � �

� performances required for verification

4.3 Requirements for Exit The exit assessment plan must include a variety of techniques. The Exit Folio will contain the same composition of assessment instruments as the Verification Folio with the addition of:

• An additional short response test • Additional instruments assessing Criteria 2, 3 and 4 as necessary to meet the requirement

that each of these criteria must be assessed twice in both Semesters 3 and 4.

4.3.1 Table 6 – Minimum number of performances for exit

Criterion Semester 1 Semester 2 Semester 3 Semester 4

1 � � � �

2 � � � �

3 � � � �

4 � � � �

� performances required for exit


6/08/2010 11:13 AM

4.4 Awarding Exit levels of achievement On completion of the course of study, the school is required to award each student an exit level of achievement from one of the five categories: Very High Achievement High Achievement Sound Achievement Limited Achievement Very Limited Achievement When standards have been determined in each of the four criteria of Knowledge, Analytical processes, Decision-making processes and Research and communication, Table 7 is used to determine the exit level of achievement, where A represents the highest standard and E the lowest.

4.4.1 Table 7 – Awarding exit levels of achievement

Level of Achievement Minimum combination of standards

VHA Standard A in any three exit criteria and no less than a B in the remaining criterion

HA Standard B in any three exit criteria and no less than a C in the remaining criterion

SA Standard C in any three exit criteria and no less than a D in the remaining criterion

LA Standard D in any three exit criteria

VLA Standard E in three or more criteria

6/08/2010 11:13 AM

5. SAMPLE STUDENT PROFILE

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geography work program amendment approved 31 aug 2010

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