Dates for consultation on the new draft syllabus for Senior Geography have recently been announced. To find about about the dates click to see the Geography and Geography Life Skills Stage 6 Draft Syllabus Consultation page.
There are several documents worth reviewing prior to consultation sessions: - The Geography and Geography Life Skills Stage 6 syllabus review (released 2018) - Geography and Geography Life Skills Stage 6 Draft Directions for Syllabus Development (released for the consultation period July-September 2018) - Feedback from GTANSW and ACT Draft Directions At this stage four different options for course structure have been provided by NESA for review and consultation. The new syllabus draft that will be released just prior to the consultation meetings (22 July) is likely to be based on one of these models. Preliminary course All Preliminary options provided included a topic on The Nature of Geography, a Geographical Investigation and a Global Transformations topic. This last topic may be drawn from the Australian Curriculum and can be found at the Australian Curriculum (Global Transformations) page. Two of the proposed course structure options included Natural and Ecological Hazards, likely drawn from the Australian Curriculum (Natural and Ecological Hazards) topic. One option included Biophysical Interactions, likely drawn from the existing Stage 6 syllabus. One option includes a topic Physical Environments and Natural Hazards, possibly a melding of the existing Biophysical Interactions topic and the Australian Curriculum Natural and Ecological Hazards. HSC course Sustainable Places looks certain to be included in the HSC course, being in each of the 4 proposed options. This is one of the Australian Curriculum topics and the national version of the topic can be found on the Australian Curriculum (Sustainable Places) site. The Ecosystems at Risk topic has been retained in all four options, but in Option 4 to a lesser extent. Until the draft syllabus is released we won't know how much of the actual topic is likely to be changed or retained. Population Change is a topic in two of the proposed course structure options. The topics Human and Ecological Change, People and Economic Integration and Landcover transformation are each found in one option. It is possible that these will draw on the Australian curriculum topic Australian Curriculum (Landcover Transformation), or the existing People and Economy Activity topic. Overview - What we know so far... Preliminary course 3 topics and an investigation: - Nature of Geography - Global Transformations - One topic still to be announced - possibly some combination of Biophysical Interactions and Ecological Hazards or one or the other. - Geographical Investigation HSC course 3 (possibly 4) topics: - Sustainable Places - Ecosystems at Risk (but may be a shorter version of the current topic) - One topic (or possibly two) still to be announced. There are a few different options as to what this topic will be. This is the first time there has been change in the Senior Geography syllabus in NSW for many years. It is important that as many people get involved in the consultation sessions as possible. Make sure you attend and have your say. ****************************************************************************** Later edit following release of Draft Syllabus: Preliminary topics are: - Earth's Natural Systems - Human Systems - Human-Environment Interactions - Geographical Investigation HSC topics are: - Planning for Sustainability - Urban and Rural Places - Ecosystems and Global Biodiversity
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In Designing a Liveable City - Part 1, students designed a town In Designing a Liveable City - Part 2, students completed a self-assessment of their town. In Designing a Liveable City - Part 3, students gave and received peer feedback on their towns and responded to the feedback. In Designing a Liveable City - Part 4, students developed their towns working in a larger group, by applying the 5Cs of community building. When students arrive in the class all group tasks have been attached together to make one large city. Some additional land/building spaces has also been added (additional pieces of paper). Students are still responsible for their own area and ensuring the liveability of their residents, but they will now have a say in how the whole city develops. Students will be provided with a number of development proposals that will go before a combined council meeting involving the whole class. They are provided with 5 minutes in their original group to determine which of the developments they might like in/near their original development area. They will also need to assess how each of the developments will impact on liveability of residents. ![]()
Developments:
Highway A new highway has been built along the edge of the city. Parts of the city which are connected to the highway will have greater access to other parts of the city, other cities and regional areas. However, people around the area of the off-ramp will also be negatively affected by construction and possibly some demolition to make way for new roads. You will need to decide where the off-ramps for the highway will be located. You are allowed to have three off-ramps in total. (Off ramps - minimum 8 cm long) Resort Complex A large multination corporation wants to build a resort complex and marina. It will include several large hotels, a golf course, and specially designed harbour with moorings for yachts and pleasure craft (boats). It needs to be located on the coastline to take advantage of beach locations and provide an appropriate location for the marina. It also needs to be accessible by road. Choose an appropriate location. (Marina - 8cx8cm, resort complex 10cmx10cm). Recreational Complex The Federal government is going to provide substantial funding for a recreation and lifestyle complex and regional park. It will include a number of tennis courts, basketball/netball courts, soccer fields, football fields, as well as some open parkland with bike paths and foot paths. The complex will contribute positively to the quality of life of your residents. Choose an appropriate location. (Recreation complex 12 cmx12cm). National Park Lobbyists have proposed the creation of a national park. The park will protect environmental quality, provide opportunities for recreation (e.g. bushwalking, mountain climbing or snorkelling), and provide opportunities for tourism activities. Choose an appropriate location for the national park (12 cmx12cm). Technology hub A giant technology firm wants to set up a Tech Hub which will include a number of start-up businesses (new, small businesses) as well as several large technology businesses all in the one space. This will provide opportunities for employment in the city. (Tech Hub – 10cmx10cm) Assessing impact As individuals, students need to consider how each of these proposals will impact on liveability for residents, by determining the pros and cons of each proposal. Proposing a site In their original groups, students need to choose the proposal they are most interested in, propose an appropriate site and explain the impact on liveability. Council meeting As a whole class, the students will need to make decisions by consensus, debating and assessing the developments for Liveability. They will need to determine which developments will go ahead, and the best locations for each development proposal. In Designing a Liveable City - Part 1, students designed a town In Designing a Liveable City - Part 2, students completed a self-assessment of their town. In Designing a Liveable City - Part 3, students gave and received peer feedback on their towns and responded to the feedback. When students arrive for this lesson, their towns have changed. The work of two groups has been joined together, so that two towns are now stuck together with some blank space in between. After working together with the one group for a while, at first students may be a little reluctant to work with others in a bigger group, but before long you will find that they will get on board knowing that they have more space to expand their town. Begin the lesson by revising content about Community and the characteristics that influence community identity. Discuss different suburbs or towns close to the school and how each of them have different identities and why. Discuss the culture of different places, and how the culture is expressed through public events and architecture. Revise the role of transport, technology, open spaces, meeting places and employment in building community. Read: The 5 "Cs" of community planning The students will be able to use the 5 "Cs" to guide the way they continue to develop their towns. Students move to their new, combined town and begin working with a larger group. They need to begin by explaining the different aspects of their initial town with the other half of the group and vice versa. Next they need to join the two towns together with roads and public transport and negotiate on how the land between the two towns will be used. Give them a set period of time (5-10 minutes depending on how much is left of the lesson) to work on each of the 5 'Cs'. At the end of the lesson they need to do a quick reassessment of the liveability of their new town based on the criteria provided in the previous lesson. |
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