Web viewGeography provides a systematic, integrative way of exploring, analysing, and applying the...

Geography2018 Subject OutlineYear 10NORTHERN TERRITORY BOARD OF STUDIES

Northern Territory Board of Studies

CONTENT

NTBOS Year 10 Geography 2018 2

EndorsementThis subject outline was endorsed by the Northern Territory Board of Studies (NTBOS) in August 2016.AcknowledgementThank you to the teachers participating in the working group who consulted over an extended period of time to create this curriculum document.

SYear 10....................................................................................................................................... 1INTRODUCTION........................................................................................................................... 3

GEOGRAPHY AND SENIOR SECONDARY PATHWAYS................................................................4LEARNING AREA......................................................................................................................4LENGTH OF COURSE - 50 hours per year................................................................................4BACKGROUND......................................................................................................................... 5PURPOSE................................................................................................................................. 5CAPABILITIES........................................................................................................................... 5HEALTH AND SAFETY...............................................................................................................6

LEARNING SCOPE AND REQUIREMENTS.....................................................................................6OVERVIEW............................................................................................................................... 7EVIDENCE OF LEARNING.......................................................................................................10ASSESSMENT DESIGN CRITERIA............................................................................................10YEAR 10 GEOGRAPHY OVERVIEW..........................................................................................10SCHOOL ASSESSMENT...........................................................................................................11PERFORMANCE STANDARDS.................................................................................................12

SUPPORT MATERIALS................................................................................................................14ASSESSMENT INTEGRITY.......................................................................................................14RESOURCES FOR TEACHERS: STUDENT WORK SAMPLES AND EXPLANATORY VIDEOS.........14CURRICULUM SUPPORT.........................................................................................................14REFERENCES......................................................................................................................... 15


INTRODUCTIONThrough the study of Geography, students develop an understanding of the spatial interrelationships between people, places, and environments. They appreciate the complexity of our world, the diversity of its environments, and the challenges and associated opportunities facing Australia and the world.Geography develops an appreciation of the importance of place in explanations of economic, social, and environmental phenomena and processes.

Geography provides a systematic, integrative way of exploring, analysing, and applying the concepts of place, space, environment, interconnection, sustainability, scale, and change. Students of Geography identify patterns and trends, and explore and analyse geographical relationships and interdependencies. They use this knowledge to promote a more sustainable way of life and an awareness of social and spatial inequalities.

Through a humanities lens, students investigate spatial aspects of society using inquiry methods that are analytical, critical, and speculative. Through a science lens, students develop an appreciation of the interdependence between the biophysical environment and human activities.

Students engage in geographical inquiry by using geographical methods and skills. They pose geographical questions, seek answers, and evaluate responses, using a range of fieldwork and spatial technology skills. Fieldwork, in all its various forms, is central to the study of Geography, as it enables students to develop their understanding of the world through direct experience.

GEOGRAPHY AND SENIOR SECONDARY PATHWAYSStudents will undertake a course which caters for their learning area development from the Year 10 Australian Curriculum: Geography. The Year 10 course will provide the background knowledge, skills and understandings to enable students to successfully proceed to appropriate Stage 1 NTCET Humanities and Social Sciences subjects.

Year 10 GEOGRAPHY to NTCET Progression

NTBOSYear 10

NTCETYear 11 – Stage 1

NTCETYear 12 – Stage 2

Geo

grap

hy

Geographyand

Aboriginal StudiesAustralian and International

PoliticsEconomicsPhilosophy

Society and CultureTourism

Geographyand

Aboriginal StudiesAustralian and International

Environmental Science Politics

Classical StudiesEconomics

Modern HistoryPhilosophy

Society and CultureTourism

LEARNING AREAHumanities and Social Science


LENGTH OF COURSE - 50 hours per year

BACKGROUNDThe Australian Curriculum states that:

“Teachers use the Australian Curriculum content and achievement standards first to identify current levels of learning and achievement and then to select the most appropriate content (possibly from across several year levels) to teach individual students and/or groups of students. This takes into account that in each class there may be students with a range of prior achievement (below, at, and above the year level expectations) and that teachers plan to build on current learning.”

(Australian Curriculum and Assessment Authority, 2017).

These principles underpin the design and structure of the Northern Territory Year 10 Geography subject.

Students will also be provided with skills and pathways for the successful completion of the Northern Territory Certificate of Education and Training (NTCET) Stage 1 and 2 requirements.

PURPOSEThis document provides a strategy for aligning the learning requirements of the Australian Curriculum and the assessment requirements of the NTCET. The Australian Curriculum provides the content descriptions and achievement standards for Year 10 Geography. The NTCET, through assessment design criteria and performance standards, provides a common standard for student achievement at Stage 1 and 2 (NTCET, 2017).

CAPABILITIES The capabilities connect student learning within and across subjects in a range of contexts. They include essential knowledge and skills that enable people to act in effective and successful ways. The seven capabilities are: Literacy Numeracy Information and communication technology (ICT) capability Personal and social capability Critical and creative thinking Ethical understanding Intercultural understanding.

LiteracyIn Geography, students extend their literacy skills as they explore, interpret, and evaluate geographical phenomena and issues, and communicate geographically. Students develop their literacy capability by using appropriate geographical terminology, and by reading, interpreting, and creating maps and visual representations. They explore and explain location and spatial relationships, and access, research, analyse, and select appropriate primary and secondary sources. Students communicate in a variety of forms, using appropriate conventions for the acknowledgment of sources. Geography encompasses the field of spatial literacy, including understanding spatial relationships and awareness of how geographical space is represented, analysing issues, and developing solutions within a spatial framework.

Numeracy


Through Geography, students develop their numeracy capability as they investigate location, distance, and spatial distributions, and use measurement tools, scale, and units appropriate to fieldwork and mapping tasks. They use graphs, diagrams, and statistics related to geographical locations, events, features, and other phenomena. Students display data, using appropriate geographical conventions such as transects, cross sections, population pyramids, and thematic maps. In constructing and interpreting maps, students work with numerical concepts of grids, scale, distance, area, and projections. They interpret and extrapolate from statistical information to predict trends and outcomes from data.

Information and Communication Technology (ICT) CapabilityIn Geography, students develop their ICT capability when they locate, select, evaluate, communicate, and share geographical information using digital tools, including spatial technologies. Students develop their ICT capability by using a range of digital technologies to manipulate and interrogate data. They creatively present research findings using various multimodal approaches, including infographics, maps, and digital presentations. Students enhance their understanding of the ICT capability by exploring the impact and effects of technologies on place, economic activity, and people’s lives.

Critical and Creative ThinkingIn Geography, students develop critical and creative thinking as they explore and investigate geographical information, concepts, and ideas. They develop and practise critical and creative thinking by using logic when evaluating evidence, testing explanations, analysing arguments, and making decisions. Students are encouraged to be innovative and critical in designing fieldwork and creative in proposing management strategies or responses. Students think creatively about the ways in which places and spaces might be better designed, and visualise possibilities. Opportunities for critical and creative thinking are integral to Geography as students make recommendations for improvements to human and physical environments. Personal and Social CapabilityStudents of Geography develop their personal and social capability through becoming aware of how to take responsible personal, social, and/or environmental action in support of or against decisions by organisations, governments, or other bodies. Students develop and refine their skills in listening to, respecting, and acknowledging diverse perspectives and opinions. Students are encouraged to take responsible social and environmental action to advocate for sustainable change in their local area and in society more broadly.

Ethical UnderstandingIn Geography, students develop ethical understanding as they investigate current geographical issues. As students develop their understanding of the concepts of sustainability and social justice, they consider the ethical implications of human behaviour on societies now and for future generations. Through asking ethical questions about human rights and citizenship, students develop informed values and attitudes and become aware of their own roles and responsibilities as citizens of the Earth. When undertaking fieldwork, students consider ethical protocols for investigating and working with people and preserving places and environments.

Intercultural UnderstandingThrough Geography, students develop intercultural understanding as they examine geographical issues and perspectives in a broad range of cultural contexts. Students further develop their intercultural understanding by valuing diversity, researching case studies that challenge pre-existing perceptions, and learning about a range of people, groups, cultures, and nations. They explore issues in local, national, and global contexts to expand their knowledge of, and develop empathy for a diverse range of groups and peoples.


HEALTH AND SAFETYIt is the responsibility of the school to ensure that duty of care is exercised in relation to the health and safety of all students and that school practices meet the requirements of the Work Health and Safety Act 2012.

Northern Territory Department of Education Policy and Guidelines Excursions and field trips must comply with the relevant policy and guidelines document located

here.

LEARNING SCOPE AND REQUIREMENTSOVERVIEWThere are two units of study in the Year 10 curriculum for Geography:

Environmental change and management Geographies of human wellbeing

Environmental change and managementThis study focuses on investigating environmental geography through an in-depth study of a specific environment. The unit begins with an overview of the environmental functions that support all life, the major challenges to their sustainability, and the environmental world views – including those of Aboriginal and Torres Strait Islander Peoples – that influence how people perceive and respond to these challenges. Students investigate a specific type of environment and environmental change in Australia and one other country. They apply human–environment systems thinking to understand the causes and consequences of the change and geographical concepts and methods to evaluate and select strategies to manage the change.

Geographies of human wellbeingThis study focuses on investigating global, national and local differences in human wellbeing between places. This unit examines the different concepts and measures of human wellbeing, and the causes of global differences in these measures between countries. Students explore spatial differences in wellbeing within and between countries, and evaluate the differences from a variety of perspectives. They explore programs designed to reduce the gap between differences in wellbeing. These distinctive aspects of human wellbeing are investigated using studies drawn from Australia, India and across the world as appropriate.

The content of this year level is organised into two strands: geographical knowledge and understanding geographical inquiry and skills.

These strands are interrelated and have been developed to be taught in an integrated manner, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are school-based programming decisions.

Key inquiry questions A framework for developing students’ geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data.


The key inquiry questions for Year 10 are: how can the spatial variation between places and changes in environments be explained? what management options exist for sustaining human and natural systems into the future? how do world views influence decisions on how to manage environmental and social change?

YEAR 10 CONTENT DESCRIPTIONS

Geographical Knowledge and UnderstandingUnit 1: Environmental change and management

1. Human-induced environmental changes that challenge sustainability (ACHGK070) 2. Environmental world views of people and their implications for environmental management

(ACHGK071) 3. The Aboriginal and Torres Strait Islander Peoples’ approaches to custodial responsibility and

environmental management in different regions of Australia (ACHGK072)

Select ONE of the following types of environment as the context for study: land (e.g. forests, deserts, grasslands and farmland), inland water, coast, marine or urban. A comparative study of examples selected from Australia and at least one other country should be included

4. The application of systems thinking to understand the causes and likely consequences of the environmental change being investigated (ACHGK073)

5. The application of geographical concepts and methods to the management of the environmental change being investigated (ACHGK074)

6. The application of environmental economic and social criteria in evaluating management responses to the change (ACHGK075)

Unit 2: Geographies of human wellbeing

7. Different ways of measuring and mapping human wellbeing and development, and how these can be applied to measure differences between places (ACHGK076)

8. Reasons for spatial variations between countries in selected indicators of human wellbeing (ACHGK077)

9. Issues affecting development of places and their impact on human wellbeing, drawing on a study from a developing country or region in Africa, South America or the Pacific Islands (ACHGK078)

10. Reasons for, and consequences of, spatial variations in human wellbeing on a regional scale within India or another country of the Asia region (ACHGK079)

11. Reasons for, and consequences of, spatial variations in human wellbeing in Australia at the local scale (ACHGK080)

12. The role of international and national government and non-government organisations' initiatives in improving human wellbeing in Australia and other countries (ACHGK081)

Geographical Inquiry and Skills

Observing, questioning and planning

1. Develop geographically significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts (ACHGS072)

Collecting, recording, evaluating and representing


2. Evaluate sources for their reliability, bias and usefulness and select, collect, record and organise relevant geographical data and information, using ethical protocols, from a range of appropriate primary and secondary sources (ACHGS073)

3. Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies (ACHGS074)

4. Represent spatial distribution of geographical phenomena by constructing special purpose maps that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS075)

Interpreting, analysing and concluding

5. Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS076)

6. Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS077)

7. Identify how geographical information systems (GIS) might be used to analyse geographical data and make predictions (ACHGS078)

Communicating

8. Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS079)

Reflecting and responding

9. Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080)

YEAR 10 ACHIEVEMENT STANDARDThe Achievement Standard as outlined below is aligned with the performance standards for Year 10 Geography. The Performance Standards are to be used for the assessment of student learning.

By the end of Year 10, students explain how interactions between geographical processes at different scales change the characteristics of places. Students identify, analyse and explain significant interconnections between people, places and environments and explain changes that result from these interconnections and their consequences. They predict changes in the characteristics of places and environments over time, across space and at different scales and explain the predicted consequences of change. They evaluate alternative views on a geographical challenge and alternative strategies to address this challenge using environmental, economic, political and social criteria and draw a reasoned conclusion.

Students use initial research to develop and modify geographically significant questions to frame an inquiry. They critically evaluate a range of primary and


secondary sources to select and collect relevant, reliable and unbiased geographical information and data. Students record and represent multi-variable data in of the most appropriate digital and non-digital forms, including a range of graphs and maps that use suitable scales and comply with cartographic conventions. They use a range of methods and digital technologies to interpret and analyse maps, data and other information to make generalisations and inferences, propose explanations for significant patterns, trends, relationships and anomalies across time and space and at different scales, and predict outcomes. They analyse and synthesise data and other information to draw reasoned conclusions, taking into account alternative perspectives. Students present findings, arguments and explanations using relevant geographical terminology and graphic representations and digital technologies in a range of selected and appropriate communication forms. They evaluate their findings and propose action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations. They explain the predicted outcomes and consequences of their proposal.

Australian Curriculum

ASSESSMENT SCOPE AND REQUIREMENTSEVIDENCE OF LEARNINGThe following assessment types enable students to demonstrate their learning in Year 10 Geography:

Assessment Type 1: Geographical Skills and ApplicationsAssessment Type 2: Fieldwork.

At Year 10 for a one semester subject, students should provide evidence of their learning through four assessments, with at least two assessments from Assessment Type 1 and at least one assessment from Assessment Type 2. Each assessment type should have a weighting of at least 20%.

ASSESSMENT DESIGN CRITERIAThe assessment design criteria are based on the learning requirements and are used by teachers to:

clarify for the student what he or she needs to learn design opportunities for the student to provide evidence of his or her learning at the highest

level of achievement.

The assessment design criteria are the specific features that: students need to demonstrate in their evidence of learning teachers look for as evidence that students have met the learning requirements.

For this subject, the assessment design criteria are:


Knowledge and Understanding Analysis and Evaluation Application.

The specific features of these criteria are described below. The set of assessments, as a whole, must give students opportunities to demonstrate each of the specific features by the completion of study of the subject.

Knowledge and Understanding Analysis and Evaluation Application

KU1- Knowledge and understanding of geographical concepts.

KU2 - Knowledge and understanding of natural, built, economic, and/or social characteristics of places.

AE1 - Analysis of the interactions between, and interdependence of, people and environments at local, national, or global levels

AE2 - Analysis and evaluation of information to determine possible outcomes, make justifiable recommendations, and form conclusions

AP1 - Development and application of geographically significant questions to frame an inquiry

Ap2 - Application of geographical and fieldwork skills, including the use of spatial technologies, to identify and examine geographical issues.

Ap3 - Communication of geographical information, using subject-specific terminology and visual representations.

YEAR 10 GEOGRAPHY OVERVIEW

NTBOS Year 10 Subject

Australian Curriculum Content Strands and Descriptions

Assessment Types, Tasks and Weighting

Performance Standards for Assessments


Geo

grap

hy

Geographical Knowledge and Understanding

Unit 11-6

Unit 27-12

Geographical Inquiry Skills

1-9

Type 1: Geographical Skills and Applications at least two tasks written response no more than 800

words o an oral response maximum

of 5 minutes o multi modal response of

equivalent length each assessment type should have

a weighting of at least 20%Type 2: Fieldwork one fieldwork activity written evidence should be no more

than 800 wordso evidence presented orally no

more than 5 minutes, o or the equivalent for a

multimodal presentation of evidence

each assessment type should have a weighting of at least 20%

Students provide evidence of their learning through four assessment tasks

Knowledge and Understanding (UE)

1 – 2

Analysis and Evaluation (AE)

1 – 2

Application (A)1 - 3

SCHOOL ASSESSMENTAssessment Type 1: Geographical Skills and Applications

Students produce at least two geographical skills and applications tasks for a semester length subject to demonstrate knowledge and understanding of geographical concepts, and to examine geographical features, patterns, and processes.

These tasks may be multimodal, written, and/or oral in form. A written response should be a maximum of 800 words; an oral response should be a maximum of 5 minutes; a response in multimodal form should be of equivalent length.

For this assessment type, students provide evidence of their learning in relation to the following assessment design criteria: knowledge and understanding analysis and evaluation application.

Assessment Type 2: Fieldwork


Students undertake at least one fieldwork activity that is linked to a topic of study for a one semester subject. They use geographical skills to make observations, to record data in the field, and to identify, select, and analyse the field data. They produce multimodal, written, and/or oral evidence to communicate geographical information and findings, and make recommendations. Fieldwork data collection can be organised as a group or class activity or students can undertake individual fieldwork.A written response should be a maximum of 800 words; an oral response should be a maximum of 5 minutes; a response in multimodal form should be of equivalent length.

For this assessment type, students provide evidence of their learning in relation to the following assessment design criteria:

analysis and evaluation application.

PERFORMANCE STANDARDSThe performance standards describe five levels of achievement, A to E. Each level of achievement describes the knowledge, skills and understanding that teachers refer to in deciding how well a student has demonstrated his or her learning on the basis of the evidence provided.During the teaching and learning program the teacher gives students feedback on their learning, with reference to the performance standards.At the student’s completion of study of a subject, the teacher makes a decision about the quality of the student’s learning by:

referring to the performance standards taking into account the weighting given to each assessment type assigning a subject grade between A and E.

PERFORMANCE Standards matrix is on the next two pages.

PERFORMANCE STANDARDS FOR NTBOS YEAR 10 GEOGRAPHY

Knowledge and Analysis and Evaluation Application


Understanding

A Comprehensive knowledge and understanding of geographical concepts.

Comprehensive knowledge and understanding of the natural, built, economic, and/or social characteristics of places.

Insightful analysis of the interactions between, and interdependence of, people and environments at local, national, or global levels.

Comprehensive analysis and evaluation of information to determine possible outcomes, make justifiable recommendations, and form conclusions.

Perceptive development and application of geographically significant questions to frame an inquiry.

Purposeful and well-considered application of a variety of geographical skills, including the use of spatial technologies, to identify and examine geographical issues.

Clear and coherent communication of relevant geographical information, using appropriate subject-specific terminology and visual representations.

B Well-considered knowledge and informed understanding of geographical concepts.

Well-considered knowledge and informed understanding of the natural, built, economic, and/or social characteristics of places.

Well-informed analysis of the interactions between, and interdependence of, people and environments at local, national, or global levels.

Detailed and well-considered analysis and evaluation of information to determine possible outcomes, make justifiable recommendations, and form conclusions.

Well-considered development and application of geographically significant questions to frame an inquiry.

Well-considered application of different geographical skills, including the use of spatial technologies, to identify and examine geographical issues.

Clear communication of relevant geographical information, using appropriate subject-specific terminology and visual representations.

C Considered knowledge understanding of geographical concepts.

Considered knowledge and informed understanding of the natural, built, economic, and/or social characteristics of places.

Informed analysis of the interactions between, and interdependence of, people and environments at local, national, or global levels.

Considered analysis and some evaluation of information to determine possible outcomes, make recommendations, and form conclusions.

Competent development and application of geographically significant questions to frame an inquiry.

Competent application of geographical skills, including the use of spatial technologies, to identify and examine geographical issues.

Competent communication of generally relevant geographical information, using mostly appropriate subject-specific terminology and visual


representations

D Recognition and basic understanding of some geographical concepts.

Some awareness and understanding of aspects of the natural, built, economic, or social characteristics of places.

Basic consideration and description of the interactions between, and interdependence of, people and environments at local, national, or global levels.

Superficial consideration of information to describe possible outcomes and recommendations.

Some development and application of geographically significant questions to frame an inquiry.

Some application of different geographical skills, which may include the use of spatial technologies.

Basic communication of some geographical information, using occasional subject-specific terminology and visual representations.

E Identification of one or more geographical concepts.

Emerging awareness of aspects of the natural, built, economic, or social characteristics of places.

Brief or attempted description of the interactions between, or interdependence of, people and environments at local, national, or global levels.

Description of information linked to a possible outcome or recommendation.

Attempted development and application of geographically significant questions to frame an inquiry.

Limited application of geographical skills.

Attempted communication of geographical information, with limited use of subject-specific terminology or visual representations.

SUPPORT MATERIALSASSESSMENT INTEGRITYThe SACE Assuring Assessment Integrity Policy outlines the principles and processes that teachers and assessors follow to assure the integrity of student assessments. This policy is available on the SACE website (www.sace.sa.edu.au) as part of the SACE Policy Framework.

RESOURCES FOR TEACHERS: STUDENT WORK SAMPLES AND EXPLANATORY VIDEOS Australian Curriculum: Geography

Introduction to Geography Mr Malcolm McInerney Glossary

Australian Curriculum: Geography Year 10 Work Samples Year 10 Geography portfolio – Satisfactory Year 10 Geography portfolio – Above Satisfactory Year 10 Geography portfolio – Below Satisfactory


http://australian-curriculum.org/humanities-and-social-sciences/geography/glossary

Australian Curriculum: Geography – Resources for Year 10 teachers from the Leading Learning Series – Making the Australian Curriculum work for us

Geography what is it for? Geography bringing it to life too!

CURRICULUM SUPPORTFieldwork is the physical activity of 'exploring geography'. Students undertake first-hand experiences of actual situations as they connect with the natural, managed and constructed environments. Fieldwork can take place locally in places students know, or further afield.

Information and resources to guide field work planning are available from GeogSpace located here.

Advice on Fieldwork data collection techniques is available on the SACE website.

REFERENCESAustralian Curriculum and Assessment Authority. (2017, Jan 5). Implications for teaching, assessing and reporting. Retrieved from Australian Curriculum: http://www.australiancurriculum.edu.au

Australian Curriculum and Reporting Authority. (2017, Jan 5). Australian Curriculum. Retrieved from www.australiancurriculum.edu.au

NTCET. (2017, Jan 5). Department of Education. Retrieved from www.nt.gov.au


https://www.google.com.au/search?safe=active&rlz=1C1GGRV_en-GBAU766AU766&ei=GroTWvLwGYGn8QW_uoOIBQ&q=sace+geography+fieldwork&oq=sace+geography+fieldwork&gs_l=psy-ab.12...0.0.0.626515.0.0.0.0.0.0.0.0..0.0....0...1c..64.psy-ab..0.0.0....0.cJFkuvgj3MM

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