Australian Economics and Business Studies Competition

Registration is open for the UNSW Business School Australian Economics Competition and the UNSW Business School Australian Business Studies Competition. Registrations closes April 3. Both competitions are made up of 40 multiple choice questions and have both junior (Year 11 and under) and senior divisions. All participant receive a certificate and there are also cash prizes available for top scorers. The competition might be a good opportunity to challenge Year 10 Commerce students.


The UNSW Business School Australian Economics Competition will run Thursday, 7th May 2015 
The UNSW Business School Australian Business Studies Competition will run Thursday, 14th May 2015

Link:
Australian Economics and Business Studies Competition

The Australian Geography Competition

Registration is also open for the Australian Geography Competition. It closes February 27. There are three grades for this competition - junior (13 and under), intermediate (14-15) and senior (16-18). Ages is based on students' age at 31 August 2015.The competition consists of multiple choice questions, students receive certificates for entry and top scorers are selected from each state to attend Geography's Big Week Out.

The competition takes place between Monday 23 March and Wednesday 1 April.

Links:
The Australian Geography Competition
Geography's Big Week Out

Each class of students attended three workshops to learn about sustainability in more detail. All of the sessions had a wide variety of curriculum-based, hands on activities to keep the students engaged. The Designing Sustainable Homes workshop (above) taught students about practical ideas that can be implemented in an average home. Students then used a home design app to design their own sustainable buildings on iPads. Students examined the parts of flowers at the Buzz on Bees workshop, but were most interested in the honey and fruit taste testing at the end of the workshop. The Take 3 workshop taught students about rubbish in our oceans and the potential of simple initiatives to provide a practical solution.

Our students have been able to apply the knowledge gained at the Youth Eco Summit in the preparation of a Sustainability Cross Curriculum Project that has run throughout Term 4. This event is a great way to give students choice in content and activities, but also to extend students by providing them with challenging information from a range of universities and organisations.

In conjunction with the Youth Eco Summit, the Sydney Olympic Park and the Royal Agricultural Society ran a number of professional learning activities. 

Links:
Youth Eco Summit
Youth Eco Summit - showcasing sustainability in action - UWS
Registration is already open for the 2015 Youth Eco Summit

I recently received a copy of Australian Curriculum Geography - A diverse and connected world. This is a new resources from RIC Publications for teaching the Australian Curriculum for Year 6 students. The resource is designed for students and teachers around Australia, and addresses the Australian Curriculum (not the new NSW syllabus or any other variation). 

The resource is more in the style of an activity book rather than a text book. The front section contains photocopiable black and white masters including a world map, a map of Asia, a map of Australia and South-East Asia and a map specifically of Bali. It also provides scaffolds for researching environmental changes, researching places and an interview recording sheet.

The Geographical skills class record is a great addition to the resource. It is actually for teachers rather than students, and it allows teachers to record student progress in achieving skills. It also includes a grid which maps out how the book addresses skills, inquiry questions, general capabilities and cross curriculum priorities, so that teachers can teach without having to specifically worry about how or whether they have addressed these.

The activities comprehensively cover each of the curriculum dot points and elaborations. It generally uses the specific examples in the curriculum rather than reinterpreting the elaborations. The resource provides comprehensive activities, additional links to websites and videos. It provides a list of relevant vocabulary words for each section as well as a column on some pages specifying how the activities relate to the Australian Curriculum including the elaborations, key inquiry questions, geographical inquiry and skills and geographical concepts. While the book is in black and white most pages are laid out in a way to reduce large chunks of text. Many of the pages contain clear maps, tables, graphs
 and drawings to make the pages look engaging. 

There are multiple choice quiz questions at the back of the book which relate to each the the Australian Curriculum elaborations. Answers to both the multiple choice and the written responses throughout the book are included. 

English Skills Practice Trial Booklets

I also received copies of the English Skills Practice Trial booklets. for Years 1, 3 and 5. Given that Literacy is one of the General Capabilities in the Australian Curriculum these type of activity books can be useful for integrating literacy into teaching Geography and other HSIE subjects. They can give teachers a few different approaches for integrating literacy into our teaching. 

Let me preface this post with a confession that I love Lego. I don't mean in that whimsical way we recall childhood toys, I mean I really think it is fantastic. I have indoctrinated all the kids in my family and my neighbours' kids. Like many people, I have used lego in my Geography lessons before, particularly in topics that involve urban planning, housing density or designing a practical solution to an environmental problem. The students love learning through play, and it is a great way to encourage creativity, particularly for boys who may not like expressing their creativity in some of the more common ways. However, collecting a stash of lego big enough for a whole class can be a challenge. In the past I have had groups of students bring in some of their own, asked for donations from students and parents or looked for cheap bulk lots on eBay. 

8 Geography - Plastics in our Oceans
There have been two news articles circulating in the past few weeks which make great material for lessons in Geography. Firstly, there has been an article circulating about lego pieces washing up onshore in Cornwall following a freak wave which dislodged cargo containers including one containing nautical themed lego. The incident is great for Geography lessons across a number of years and topics. It could enable discussions on ocean currents, the time it takes for plastic to breakdown, corporate responsibility, global commons, and plastics in our oceans. 

See Why lego keeps washing up on British beach

The Plastinography site explores how plastics enter the oceans, where plastics come from, impacts of plastics in the oceans, ocean currents and movements of plastics globally. The interactive website contains informative pop-ups, links to youtube clips and environmental messages. The site was created by Dr Erik van Sebille, Jennifer Halstead and Chloe Vandervord at UNSW Australia. This is linked to Adrift, a website that allows users to examine how debris travels across oceans by way of ocean currents. 

Another interesting perspective on this issue is to look at the role that social media has played in recording information about pieces washed ashore. There is both a Facebook page devoted specifically to the collection of the Lego pieces, while a local Cornwall group has a Twitter and Instagram hashtag #2minutebeachclean to post images of all rubbish collected from shorelines. This would be a great way to tie the two main topics in Yr 8 Geography together: the process of globalisation and forms of communication with some of the topics like global commons and waste management.

8 Geography - Shell and Lego
The other news article that has been circulating in the last few weeks has been Greenpeace's campaign to encourage Lego to break its contract with Shell. Lego and Shell have had a long association. I remember as a child inheriting my older brothers' Lego which contained some Shell-themed pieces. More recently, Lego has distributed Shell-branded toys through Shell's petrol stations in a number of countries. Meanwhile Shell has been receiving bad press regarding attempts to drill for oil in the Arctic. Greenpeace claims that the partnership is an attempt to create positive publicity for Shell, brainwash children and create brand loyalty. 

See Greenpeace urges Lego to end Shell partnership

Classroom discussions could include issues such as corporate responsibility as it extends to associated companies, the role of the fossil fuel industry in global warming, benefits of global warming for the fossil fuel industry, the role of NGOs.

See Good news for the Arctic - Shell Scraps Drilling for 2014

Again, the role of social media has been really interesting in this issue. The tweet below (reproduced with permission) is just one example of thousands that have been circulated on twitter using the hashtag #blockshell. There are many interesting activities students could do - examine different perspectives, examine profile information about people posting, research NGOs posting, or map where the tweets are originating.

Lego as a Business Studies case study

Lego is also a great case study for Business Studies. Below is the Lego Megafactories episode which looks at the manufacturing process for creating lego pieces. There are also a range of resources available related to marketing and innovation. The Lego Case Study website contains information on the Operations, Marketing and Finance topics. The issues described above would also be great discussion starters for looking at corporate responsibility.

Examine the Lego Case Study website.

Innovation a turnaround at Lego

Lego profits soar as it targets girls

View the Trinity Grammar Lego resources for Marketing.

Move over Barbie: the cool kids are playing with Lego palaeontologists (thanks to @Geogdon for this one)

On the 100th anniversary of the assassination of Archduke Franz Ferdinand, the event that sparked World War I, a new video game Valiant Hearts: The Great War was released. The game is based on World War I and players can play as one of four characters: Karl, a deported German separated from his family; Anna, a Belgian student and battlefield nurse; Emile, who has been drafted into the French army and sent on a suicidal mission; and Freddie, an American motivated by personal vengeance. 

The game has been designed in the style of a graphic novel, and the design was intended to emotionally engage players in the personal stories of the characters. It uses real letters throughout as narrative for the game. It teaches players about facts of World War I and contains a detailed encyclopaedia that players can access throughout gameplay. While the game involves the player in the action of WWI, it does not involve the usual shoot and kill action, but rather involves more puzzle solving and storytelling.

For a closer look you can view the walkthrough from Giant Bomb below.

There have also been some other great links to resources circulated lately. You might like to check out:

Every day of WWI in a 6 minute time lapse film

37 days: Countdown to World War I

European Film Gateway 1914

Revealed: The first Australian to die in World War I 

Interactive WWI timeline

History Channel - World War I videos

PBS - The Great War Lesson Plans

You might also like to look at this very comprehensive list of resources:
World War One: Some Centennial Links, Readings, Contexts

BOSTES (formerly the Board of Studies) has recently released the new NSW Geography syllabus for review. This syllabus, unique to NSW, incorporates the Australian Curriculum for Geography already being implemented in other states in Australia.

The draft new syllabus can be found at the BOSTES website along with documents outlining the features of the documents for different groups (Primary, K-10, Life Skills). The draft document does not include a Senior Geography syllabus draft at this stage.

The consultation session will only run until August 29, 2014, so it is a fairly brief period.
There are a number of opportunities for people to become involved:

Individual responses to BOSTES

There is an online survey which can be filled in, which is fairly comprehensive but contains closed questions. The survey covers topics such as views on the rationale, aims, topics, whether current resources can be used, whether it caters for a full range of students, etc. You can also make more detailed written submissions which can be emailed directly to the Senior Project Officer, Geography, Brooke Prideaux (email available at the BOSTES page linked above).

BOSTES sessions:

A number of sessions have been organised by BOSTES during the consultation period. These are to be held at Liverpool, Pennant Hills, Gymea and Ashfield as well as regional sessions at Moruya, Coffs Harbour, Orange and Griffith. Each of these sessions require registration very soon. Check the above-linked BOSTES page for details and links to registration. This is being organised by Eventbrite, but I'm sure that Brooke would the any questions.

DEC sessions:

For teachers in NSW Public Schools, the DEC Learning and Leadership Directorate are holding consultation sessions to put together a submission on behalf of the DEC. This will be done using Adobe Connect, and registration should be completed through the DEC's Professional Learning database and management system MyPL. The title is "Secondary consultation on the draft Geography K-10 Syllabus" (Course Code: NR06641). This is to take place on Monday 28 July 3.30pm – 4:30 pm. Alana Ellis, the Relieving HSIE Advisor 7-12 is the contact person, and can be contacted through her DEC email.

Professional Associations and informal groups:

Interestingly, the NSWGTA Annual Conference falls mid way through the consultation period. I suspect that while there doesn't appear to be a consultation session on the agenda (the agenda was released before the draft syllabus) that there may be some slight rearranging of the program to allow time for it.

Online groups, such as Geography Teachers Online Australia (Facebook group) are already abuzz with discussions regarding various parts of the new syllabus. This is a great way to hear a few different perspectives and get involved in the debate.

Faculties

Don't forget that sometimes the best discussions can happen face to face in your own faculty. Consider what the difficulties are of the current syllabus for your students. Will the new syllabus solve these problems? Are there new issues? How will your students cope with the content? Will they find it interesting? What resources do you currently use that will fit in with new syllabus? What are the areas that are going to need a lot of work?


What we already know:

- Australia already has an agreed Australian Curriculum for Geography. The writing of the curriculum was completed in 2012, involved consultation between states, with professional associations and teachers, and was signed off by federal and state education ministers. There have been no discussions or public announcements about a review of this curriculum at this stage, despite reviews currently taking place of other subjects.

- All states/territories but NSW began implementation of the Australian Curriculum for Geography in 2013. Like the Phase 1 subjects (English, Maths, Science, History), BOSTES decided that the structure of the Australian Curriculum was not suitable for NSW teachers, and that it would need to be rewritten to more closely resemble the current/previous syllabi.

- BOSTES appointed a Project Manager to oversee the writing of the Geography syllabus for NSW as of January 2014. The former BOS had a procedure for writing new syllabi which involved hiring a team of writers, consulting with stakeholders, reviewing and refining. We can assume that a similar process was followed and that this has taken place between January and July to allow for the new document to be released.


- While we are in a consultation period, we can assume that some sections of the syllabus are "locked in" while other parts are open to discussion. These have been labelled in the draft document. 

Please make sure you take the opportunity to have your say while we have the chance. 

Legal Studies teachers would be well aware of the amazing services provided by the Legal Information Access Centre located in, and part of, the State Library of NSW. For all Preliminary and HSC topics you can find a vast array of information to support teaching of the topics for both new and experienced teachers. Research guides and publications have helped teachers and students stay up to date with legal developments. In the past, LIAC has been funded externally and this funding is no longer available. While support for Legal Studies teachers and students will be provided by more generalist services offered by the library, the research guides will no longer be updated. The LIAc website states: "Specialist support for HSC Legal Studies students and teachers will not continue after 27 June 2014, but will be integrated into the Library’s HSC support programs."

LIAC publishes the Hot Topics magazines which focus on one issue found in the syllabus (e.g. Shelter) and provide a range of articles with updated legal information. Until recently these have been published as hard copies for schools. At the recent Legal Studies Association Conference it was announced that the Hot Topics magazines would no longer be published as hard copies, but would only be available online. Thankfully, the LIAC staff are very organised and sourcing the online copies is relatively easy and they are quite user friendly. It would appear that these will now no longer be published. LIAC also maintained a blog of updated information for Legal Studies students with links to articles and updated legislation which will also no longer be maintained. Regardless, the State Library of NSW still has a vast array of online resources and a library card enables staff and students to access their online database of updated journal articles, legislation and other resources. 

HSC Online for Legal Studies has relied solely on links to the LIAC Research Guides in previous years. In a political environment that has seen many state and regional office jobs cut in the previous few years from the NSW Department of Education and Communities, the demise of LIAC will have a profound impact on providing updated resources for our students. This will put added pressure on teachers and professional associations (mostly run by teachers). 

Cold War history is predicated upon the difference between East and West. To that end the history focuses on Moscow and Washington. Rarely do historians focus upon the satellite countries of the Eastern Bloc and to a lesser extent the Western bloc. Czechoslovakia, now known as the Czech Republic, offers an interesting insight into the Cold War. In 1968, the Prague Spring occurred where the leaders of Czechoslovakia desired to have a say in the manner in which communism was to govern their country. Leonid Brezhnev the Premiere of the USSR brutally crushed the Prague Spring by invading the country with 500,000 troops and 4,500 tanks to crush any questioning of the manner in which Eastern Bloc countries were governed. This was referred to as the Brezhnev Doctrine by which the USSr was able to intervene in Eastern Bloc countries without ramifications from the USA and NATO.

Train stations and tunnels in Prague double as nuclear shelters. The stations and tunnels can be closed off with the use of lead doors to protect the population. The cavities for these blast doors are clearly visible to the trained eye at the base of the escalators at the entrance to each platform. 

Near the Flora railway station is a large bunker which now houses the Nuclear Bunker Museum. The entrance to the bunker resembles a graffitied, walled basketball court. To the general public it is not immediately obvious or accessible. To gain access the bunker needs to be unlocked by a tour guide. The shelter was designed to protect approx 2,500 people. The blast door to the shelter is nearly 1 metre thick and leads to a double helix staircase - one side for entry and one side for exiting. The staircases go down 16 metres to the bunker proper. 

Related article:
Soviet ghosts: An empire in decay

In teaching, you don't have time to do everything and know everything you need to. That is why it is imperative that you make use of other teachers' knowledge. A Professional Learning Network will allow you to get the most up-to-date resources, best advice and time saving tips. I am currently faculty where only one or two of us use social networking for education purposes. Most of faculty don't really use it at all. This post is really for people who are in this category. If you found this post through twitter or Facebook or the like, then you aren't going to learn anything new here.

People you already know
I have always found it amazing that some people in a faculty or school will share everything while others will share nothing. My theory is that if you want to encourage other people to share then you need to show them how it is done. Start with your faculty and any teachers you already know - share your email address and ensure that you swap resources regularly. Once you start emailing copies of some of your handouts, programs, etc other teachers will start doing the same. For older staff introduce them to shared drives, cloud storage or whatever will work to get them sharing. Keep in mind that some people may not share because the technological side of things is too daunting. Make it easy for them and try not to get frustrated - otherwise you may miss out on a great resource.

Professional Associations
Join groups like GTANSW, EBE, WESSSTA and MESSTA. Each group will have strengths and weaknesses and may focus more heavily on one subject or specific year groups. The more memberships you have the greater your exposure to all of this information. Also the more you get involved the more you can influence these groups to provide anything that you think is missing. Click on the titles below to find out more about each association:

Geography Teachers Association of NSW
History Teachers Association of NSW
Western Sydney Social Science Teachers Association Inc
Legal Studies Association of NSW Inc
Economic and Business Educators

Social Networking
Social networking, particularly twitter is a great way to connect with other teachers locally and from around the world. You can use social networking to connect with specialists in your field. For example, if you are a History teacher you might subscribe or follow @archaeologynews and get the most recent updates about excavations around the world. You might also find it useful to subscribe or follow general blogs or tweets about teaching in general. DEC and TAFE staff can use Maang/Yammer, but I think most educators prefer Twitter. There are also a range of Facebook groups for teachers of certain subjects. A particularly active group is Geography Teachers Online, but there are many others. Don't forget to use tools like Skype and Google hangouts to connect with people and share ideas. 

Corporate feeds
Subscribe to corporate feeds from the DEC and BOSTES. You can do this using your email, Twitter, Facebook or a range of other social networking sites. You can also subscribe to organisations related to your specific subject such as WWF or Greenpeace.

Unions
You should also have a good knowledge of your rights and responsibilities. You can do this by staying up to date with union news through email subscriptions, the regular hard-copy publications and meetings at your school and within your region. When you first begin your career it can seem expensive to be part of the union, but it is important that you make yourself aware of what it offers.  You should also download a copy of the most recent Award as this sets out core hours you need to be on the premises, breaks that you are entitled to, behaviours that are acceptable, etc.
For the NSW Teachers Federation (DEC schools) visit the website: http://www.nswtf.org.au/
For the Independent Education Union for NSW/ACT (non-DEC schools) visit their website: http://www.ieu.asn.au