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Australian Curriculum Geography


Australian Curriculum Geography Consultation draft 16 January 2012 Literacy starting and continuing in English but literacy should be developed in all learning areas. – PowerPoint PPT presentation

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Title: Australian Curriculum Geography

Australian Curriculum Geography
Consultation draft
16 January 2012
Learning areas
The Melbourne Declaration identifies eight
learning areas including Humanities and Social
Sciences history, geography, economics,
business studies and civics and citizenship
Curriculum development phases
Consultation Timeline
Development process
Rationale and aims
Organisation of the Australian Curriculum
  • The Australian Curriculum
  • is being developed for F-10 and Years 11-12
  • is described in Years not Stages
  • has content descriptions not outcomes in F-10
  • uses outcomes for Years 11 and 12

General capabilities
Cross-curriculum priorities
  • The Board of Studies NSW will develop a NSW
    Geography syllabus
  • The Minister will approve the geography syllabus.

Time allocation
  • The time allocation provided for writers of the
    Australian Curriculum Geography is the same as
    the time for history.
  • Analysis and feedback should be based on how
    successfully the curriculum can be taught in the
    time allocated to geography for 7-12 or for the
    geography component of HSIE K-6.

Content Strand Descriptors
  • The geography curriculum is organised into two
    interrelated strands
  • Geographical Knowledge and Understanding
  • Geographical Inquiry and Skills

Concepts for geographical understanding
  • The curriculum explains key geographical concepts
    for the development of geographical
  • place
  • space
  • environment
  • interconnection
  • sustainability
  • scale
  • change.

Geographical knowledge and understanding
  • This strand includes the investigation of the
    facts, generalisations, principles, theories and
    models developed in geography.
  • Students apply their geographical knowledge to
    new situations or to solve problems by thinking
    and planning for action.

Geographical Inquiry and Skills
  • This strand includes skills used in the process
    of geographical inquiry
  • observing and questioning
  • planning, collecting and evaluating
  • processing, analysing, interpreting and
  • communicating
  • reflecting and responding.
  • Geographical inquiry and skills are in two-year
    bands that correspond to NSW stages.
  • .

Curriculum Structure
  • Content Descriptions
  • The geography curriculum is structured around
    content descriptions.
  • It includes
  • Content descriptions which specify what teachers
    are expected to teach (mandatory)
  • Elaborations which are examples that illustrate
    each content description (non-mandatory).

Curriculum Structure
  • An example of a Content description (mandatory)
    and its Elaborations (non-mandatory) from Year 7.
  • Why people live where they do (Unit 2)
  • There are differences and similarities in the way
    of life of people living in urban, rural and
    remote places in Australia.
  • Elaborations
  • Investigate how population density tends to
    decline with increasing distance from urban
  • Explaining remoteness and comparing demographic
    characteristics of urban, rural and remote places
  • Describing the advantages and disadvantages of
    living in different kinds of places, for example,
    regional towns, rural areas and remote places.

Achievement Standards
  • Provided at the end of each year and include
    reference to both strands.
  • An Achievement standard is a statement of the
    learning typically expected of students for that
  • (e.g. the depth of their understanding, the
    extent of their knowledge and the sophistication
    of their skills)
  • Work samples illustrate achievement of the

Activity (optional)
This activity is based on the Achievement
Standard for Year 6.
Read through the achievement standard. Discuss
if this is consistent with the knowledge and
understanding and skills which you would expect
for students at the end of a Year 6 geography
course. Analyse the achievement standards from
K-6 or for Years 7-10 to see if they identify
appropriate progression of achievement.
Activity Reading Part A
  • By the end of Year 6, students analyse how places
    are connected at a global scale and explain the
    impacts or effects of these connections. Students
    explain human and environmental contributors to
    extreme weather events and describe responses to
    them. They describe perspectives on an issue and
    suggest responsive and sustainable actions. They
    can support their view with analysis of its
    consequences for varied people or environments.
  • Extract from the draft Australian Curriculum
    Geography Achievement Standard for Year 6.

Activity Reading Part B
  • Students select geographical questions that range
    in complexity to guide a deep inquiry. They
    identify, interpret and judge the validity of a
    variety of geographical sources to collect
    information and data relevant to their inquiry.
    When investigating, they identify and use
    appropriate materials, geographical tools and
    equipment and manage the data and information
    they collect to analyse patterns and
    relationships. They combine their data and
    information to support their conclusions. When
    communicating their conclusions to a range of
    audiences, they use a variety of presentation
    methods and select and use appropriate
    geographical tools and geographical vocabulary
    including geographical conventions. Students
    evaluate their research methodologies to help
    explain what they have learned and to support
    their views and findings.
  • Extract from the draft Australian Curriculum
    Geography Achievement Standard for Year 6.

Curriculum focus
  • Each stage has an identified curriculum focus
  • Foundation to Year 2 Exploring local and more
    distant places
  • Years 3-4 Investigating places
  • Years 5-6 Analysing and managing places
  • Years 7-10 Regional and global places in an
    environmental and human geography context.

What students will learn K-6
  • Geographical knowledge and understanding is
    organised according to Place, Space and
    Environment for each school year.
  • Geographical inquiry and skills is organised in

What students will learn 7-10
  • Two units of study are identified for each year,
    one with a physical geography focus and the other
    with a human geography focus.
  • Geographical Inquiry and skills are organised in

Year 7
  • Environment Resources uses water as a case
  • Why people live where they do investigates the
    environmental, economic and social and other
    factors that might influence decision making.

Year 8
  • Landscapes the forces, processes and factors
    which physically shape landscapes and people who
    use them.
  • Personal and community geographies focuses on
    defining and understanding place and space with
    scope for fieldwork.

Year 9
  • Biomes and food security - personal and global
    patterns of food production and consumption and
    impact on the natural environment, including
  • Navigating global connections - the nature of
    Australias regional and global connections and
    their impacts, now and in the future.

Year 10
  • Environmental challenges and geography - the
    geographical understanding and management of
    environmental challenges and their impacts at a
    variety of scales.
  • Global wellbeing the nature and measurement of
    global wellbeing the inequalities that exist at
    a variety of scales and programs that address
    these issues.

Key questions for evaluating the K-10 curriculum
Australian Curriculum Geography 11-12
  • the draft curriculum

Structure of the Senior Curriculum
  • Units 1 and 2 are designed to follow on from
    learning in Years 7-10 and are a foundation for
    the study of geography at a senior level
  • Units 3 and 4 require greater rigour in applying
    the understandings and skills of geography.

Organisation of the subject
Unit 1 The changing biophysical cover of the
  • Focuses on the changing biophysical environment
    including the processes, effects and management
  • Students will undertake an in depth study of one
    of the following processes and responses both
    globally and through case studies from Australia
    and other countries
  • Deforestation
  • Agricultural expansion
  • Rangeland modification
  • Urbanisation

Unit 2 Sustaining places
  • Focuses on the economic, social and environmental
    sustainability of places and their associated
  • Students will select one of two contexts to
  • Metropolitan and regional centres
  • Regional centres and rural places.

Unit 3 Environmental risk management
  • Focuses on the identification and management of
    environmental risks and their relationships to
  • Students will undertake an in depth study of one
    environmental risk
  • An environment placed at risk as a result of the
    use of a natural resource
  • An environmental hazard.

Unit 4. A world in the making
  • Focuses on the investigation of global
    interconnections and their impact on people and
  • Students will undertake studies of
  • People living in an interconnected world
  • The material world including global cities and
  • Interdependence including transnational
    organisations at a variety of scales and the use
    of technology to disseminate perceptions of
    places and events.

Key questions for evaluating the11-12 curriculum
Department of Education and Communities
ACARA consultation
Board of Studies NSW
Your feedback is important
  • After your discussions and analysis of the
    geography curriculum your feedback would be
    appreciated. Send your feedback directly to
  • Anne Southwell
  • Phone 9886 7156