102094 SECONDARY CURRICULUM 2B

11 - 12 GEOGRAPHY
JADE CUNNINGHAM 17999508
ASSESSMENT ONE PROFESSIONAL TASK

UNIT OF WORK_________________________________________________________________________________________________

Global Challenges - Development Geography Pages 2-18

Global Challenges - Natural Resource Use Pages 19-20

RESOURCES____________________________________________________________________________________________________

Resource One - Development and Poverty Pages 21-28

Resource Two - The Impact of Unequal Development Pages 29-33
Resource Three - Issues of Development Pages 34-35

RATIONALE_____________________________________________________________________________________________________

Extended Explanation Pages 36-39

Reference List Page 40

pg. 1
UNIT OF WORK

Stage 6 l Geography
Course: Year 11 Senior Geography Global Challenges Duration: 14 weeks/ 54 hours Global Challenges timing: Term 2, Week 4 - Term 3, Week 7
Development Geography Duration: 4 weeks / 16 hours Development Geography timing: Term 2, Weeks 6 - 10
Unit: Global Challenges
Option: Development Geography
Rationale Outcomes
Geography is the study of the human and physical world. Geography allows
students to perceive the dynamic world around them through the Syllabus Outcomes:
development of geographical investigation tools.
P4 analyses changing demographic patterns and processes
P5 examines the geographical nature of global challenges confronting humanity
Within the unit Global Challenges, students engage in a geographical
investigation of the social, cultural, political, economic and environmental P8 selects, organises and analyses relevant geographical information from a
challenges that are occurring on a global scale. Students learn to variety of sources
investigate and communicate geographical knowledge, as supported by P9 uses maps, graphs and statistics, photographs and fieldwork to conduct
the use of geographical skills and tools. Students learn about Population geographical inquiries
Geography, Development Geography and Natural Resource Use through P10 applies mathematical ideas and techniques to analyse geographical data
the collection and synthesis of data, analysis of information and addressing
geographical questions. P12 communicates geographical information, ideas and issues using written
and/or oral, cartographic and graphic forms.

Geographic concepts and skills Content focus

Students investigate and communicate geographically by
• asking and addressing geographical questions such as
- how and why is the distribution of the world’s population
changing?
- how can spatial inequality be defined?
Development Geography is an ongoing global challenge for the world. The option
Development Geography allows students to investigate the nature of
development and spatial variations on a global scale. Students explore a range of
current issues related to the spatial patterns of development and the equity
issues related to this.

pg. 2
Students learn to use geographical skills and tools such as Within the Development Geography option students learn about
- interpreting frequency distributions and diagrams about access • the nature of development
to food, shelter and educational opportunities for different • the use of indicators to illustrate spatial variations in the level and rate of
groups. development at a global scale
• issues arising from these spatial patterns of development such as access
Students identify geographical methods applicable to, and useful in, the to food, shelter, social support, health and educational opportunities
workplace such as equity issues related to ethnicity, class and gender, and ecologically
sustainable development.
- mapping global patterns of population distribution and
migration
- applying information technology such as the Internet to
understand population change
- the relevance of a geographical understanding of global
challenges to a particular vocation such as: advising diplomats
and politicians, practising journalism, participating in non-
government organisations (NGOs), providing background
information for tourist agencies and media outlets.

Unit context within Scope and Sequence Key terminology • absolute poverty
• refugee
Global Challenges is the second topic completed by Year 11 students • development • asylum seeker
within the Stage 6 Geography syllabus. • developing • per capita
Within the Unit Global Challenges, students are completing the options • developed • gross income
Development Geography and Natural Resource Use. Students complete • emerging • life expectancy
their fieldwork requirements within the Natural Resource Use option. • spatial variations • infant mortality
• relative poverty
This unit of work provides sixteen hours of content for the Development
Geography topic, and four hours of content for the introduction to the
Natural Resource Use option.
One lesson each fortnight within Term 2 and 3 is dedicated to the Senior
Geography Project.

pg. 3
Literacy Numeracy Information and communication Differentiation
• Do now activities • Do now activities technologies • Extension activities
• ALARM scaffold • Geographical skills • Google Slides • Product
• Close passages • Google Forms • Process
• Kahoot • Content
• Youtube clips
• Research

Assessment for learning Assessment as learning Assessment of learning

• Exit cards • Feedback • Pre-test
• Quizzes • Questioning • Recorded feedback and student progression
• One-minute essays • Reflective journal • Summative assessment task completed
• Graffiti wall during Natural Resource Use option
• Think - pair - share - share
• ALARM responses

Targeted literacy and numeracy Assessment/ Checking student Information and communication Differentiation
understanding technology (ICT)

pg. 4
 Content Outcomes Teaching and Learning Strategies Resources
Lesson 1 • examines the • Population Geography is concluded and students Google Forms
geographical nature of are introduced to the syllabus points of the
option Development Geography https://www.google.com.au/forms/about
global challenges /
Students learn about confronting humanity
• the nature of P5 • Students participate in a pre-test using a Google
development Forms quiz Stage 6 Geography Syllabus
• Pre-test assesses students’ prior knowledge of https://educationstandards.nsw.edu.au/
key geographic concepts and skills central to the wps/portal/nesa/11-12/stage-6-learning-
Development Geography topic including areas/hsie/geography
- What is development?
- What are the three stages of development?
- What is poverty? Individual whiteboards
- What factors influence a places level of
development?
Whiteboard markers
- What information can be gained by reading a
population pyramid?
• Teacher analyses students’ pre-test responses to Camera/Phone
develop following lessons based upon students’
prior knowledge
What is human development?
https://www.youtube.com/watch?v=Hwg
• Students are given a physical copy of the syllabus
ZQ1DqG3w&t=32s
points for the option
• Teacher explains each point and what will be
covered in this part of the Global Challenges What is poverty?
topic
https://www.youtube.com/watch?v=tXp
• Using the copy of the syllabus, students cut and
m7xDRWk4
paste each individual dot point on a new page
• Each page will be used throughout the
Development Geography topic for students to What causes poverty?
make a reflective journal for their summary notes
pg. 5
 on each syllabus point https://www.youtube.com/watch?v=SCU
hFFQ_ZRA
• In table groups, students are given a small
whiteboard
• Each group is to use their copy of the syllabus to How do we measure poverty?
create a concept map of the Development https://www.youtube.com/watch?v=w5
Geography topic wORaWcWPY
• Students make notes or create critical thinking
questions for each syllabus point
• Each groups whiteboard is collected and a photo
of each board is taken to use at the conclusion of
the unit

• Students watch a series of Youtube videos and

are introduced to development
Lesson 2 and 3 • examines the • Do now activity- Students watch the Poverty Inc. Poverty Inc. trailer
geographical nature of trailer and complete a one-minute essay
answering the question https://vimeo.com/109863354
global challenges
Students learn about confronting humanity - How does aid (in some circumstances) have a
• the nature of P5 negative effect on poverty and development? Wordle
development • Students share their answers with their table
group http://www.wordle.net/
• Each group selects one answer to share
• One-minute essays are collected and marked.
Students are given feedback and their
understanding of concepts recorded

• Teacher gives feedback on student data

collected in the pre-test
• Students are given a handout of the questions
asked and suggested answers based upon both
students and teacher response to each question

pg. 6
 • Students are to research their own definitions
for key concepts relating to the nature of
development
- Levels of development
- Types of poverty
• Students are to make notes in their own style to
understand key concepts in their books or on
laptops

• Extension activity- Students are to research a

newspaper article online from the last twelve
months about poverty and development.
Students create a Wordle using the article and
examines the reoccurring words.

• Students add summary notes to their reflective

Lesson 4 and 5
Students learn about
journal under the nature of development
syllabus point
•analyses changing • Do now activity- Students complete a survey OECD Happiness Index
demographic patterns based upon the OECD Happiness Index to rate
and processes P4 their wellbeing in a number of areas from 1 to http://www.oecdbetterlifeindex.org/#/11
10 111111111

• the use of indicators to •uses maps, graphs and

illustrate spatial statistics, photographs Google Slides
and fieldwork to RESOURCE ONE
variations in the level https://www.google.com/slides/about/
and rate of conduct geographical • Using Google Slides, teacher recaps development
development at a global inquiries P9 • Using photographs students determine the level
scale of development experienced Whiteboard
• Students are explained the indicators used to

pg. 7
Students learn to measure a country’s level of development Whiteboard markers
• Indicators include the Human Development
•investigate and Index, OECD, income, health and education
communicate Gapminder
geographically by asking
and addressing • In groups students identify the positives and https://www.gapminder.org/tools/#$char
geographical questions negatives of indicators to measure development t-type=bubbles
such as and poverty
- how can spatial • On the board each group adds their ideas under Blank world map
inequality be defined? the positive or negative column
• identify geographical http://repairpstrecovery.com/world-
• Class discusses their ideas
methods applicable to, map-blank-with-countries-border-copy-
and useful in, the printable-blank-world-outline-maps-
globe-earth-refrence-world-map-blank-
workplace such as • Skills activity- Using Gapminder students
- mapping global with-countries-border-copy-printable-
interpret the correlation of countries life
patterns of population blank-world.html/ceabaeaaaefba-world-
expectancy and income per person, per capita
map-blank-with-countries-border-copy-
distribution and • Class identifies different countries level of
migration printable-blank-world-outline-maps-
development and poverty based upon the
globe-earth-refrence-world-map-blank-
shown data
with-countries-border-copy-printable-
blank-world
• Extension activity- Using the Gapminder website
students explore Dollar Street. Students select World Poverty Clock
one family to compare to their own experience
of development. Students create a comparison https://worldpoverty.io/
table of their lives and opportunities
Why some countries are poor and others
• Students are given a blank world map that rich
includes countries https://www.youtube.com/watch?v=9-
• Using the Wold Poverty Clock on laptops, 4V3HR696k&t=92s
students are to create an annotated map of the
location of countries living in extreme poverty
• Using their complete maps students write a
pg. 8
 response to the question
- Outline the spatial variations in the level and rate
of development at a global scale, making
reference of the annotated world map

• Class watches Youtube clip- why some countries

are poor and others rich
• Video shows the influences that impact
countries development
• Discussion is had about the impact of institutions
and geography on the spatial distribution of
development

• Using the spatial distribution of countries living

in extreme poverty students investigate two
countries of their choosing that are living in
extreme poverty
• Students assess the rate of development using
indicators and any relevant information such as
the countries health care system, government
structures and geographic location

• Students complete a close passage activity to

understand spatial inequality

• Exit Slip- Using the information collected about

the two countries, the completed world map
and Youtube video students define what spatial
inequality looks like in the world today

pg. 9
Lesson 6 and 7 • analyses changing • Do now activity- students complete a five-minute Google Slides
demographic patterns letter writing exercise. Students write a formal
letter to the Australian Prime Minister about an https://www.google.com/slides/about/
and processes P4
Students learn about issue relating to the global spatial variation of
• the use of indicators to • uses maps, graphs and the rate of development The 1951 Refugee Convention
illustrate spatial statistics, photographs https://www.unhcr.org/1951-refugee-
variations in the level and fieldwork to conduct
• The world is facing the global challenge of the convention.html
and rate of geographical inquiries P9
refugee crisis. This crisis has a significant impact
development at a global on the rate of development on a global scale.
scale • communicates What does it mean to be a refugee?
• Students are introduced to the concepts refugee
geographical https://www.youtube.com/watch?v=25b
and asylum seeker by Google Slides
information, ideas and
Students learn to • Teacher explains the purpose of the 1951 wiSikRsI&t=130s
issues using written
Refugee Convention and the ratified countries
•investigate and and/or oral,
communicate cartographic and Should refugees come to Australia? 1979
• Students watch and analyse a series of videos
geographically by asking graphic forms P12
about refugees and asylum seekers https://www.youtube.com/watch?v=djk
and addressing
• Students complete see, think, wonder worksheet mna0paVE
geographical questions
while watching videos
such as
• Students consider the purpose of the author and
- how and why is the Life inside a Syrian refugee camp
identify any bias presented throughout the
distribution of the https://www.youtube.com/watch?v=54m
videos
world’s population w84Xu_Rs
• Videos include closed captions for all students’
changing?
participation in activity
• identify geographical
methods applicable to, The refugees stuck on Manus: five years
• Skills activity- Students are given a series of and counting
and useful in, the
population pyramids. Students interpret
workplace such as https://www.youtube.com/watch?v=fsIa
population pyramid data to assess the changing
- applying information AvORnDg
distribution of the world’s population in
technology such as the
different locations.
Internet to understand
population change World Population Growth
• Students investigate how and why the world’s https://ourworldindata.org/world-

pg. 10
 population distribution is changing. Students population-growth
consider the impact of population growth in
developing, emerging and developed countries.
Students must include the impact of the global
refugee crisis on the movement of people
• Each table group compares their findings with
each other

• Students add to their reflective journal a

summary of syllabus point
• Students books are collected to mark journals
and record progress of outcome achievement
Lesson 8 •examines the • Do now activity- Students complete a Think - Pair
geographical nature of - Share - Share to answer the question
global challenges - how does your geographic location determine
Students learn about confronting humanity your life opportunities, provide examples
• issues arising from P5
these spatial patterns of RESOURCE TWO
development such as
access to food, shelter, • Students are given six allocated groups by
social support, health teacher to ensure a diverse range of learning
and educational styles and ability in each group
opportunities • The six groups investigate different issues
associated with the global spatial patterns of
development. Groups research the following
Students learn to topics
• investigate and - Access to food
communicate - Access to shelter
geographically by asking - Access to social support
and addressing - Access to health care
geographical questions - Access to education opportunities
such as - Access to employment opportunities

pg. 11
 - how and why is the • Each group has the lesson to become experts on
distribution of the their chosen topic
world’s population • Each group adds to the collaborative class slides
changing? • Students present their findings as experts using
their slides

• Slides will remain available for student access as

a study resource

• As students listen to their peers present, they

also complete a worksheet table of the different
issues related to development
• Each group is given feedback from peers and
teacher
• Students are able to ask each other questions

• Exit Slip- students are to pick which factor they

think is the most important/detrimental issue for
a country’s development
Lesson 9 and 10 • examines the RESOURCE THREE ALARM
geographic nature of https://www.virtuallibrary.info/alarm.ht
global challenges • Using the information collected from the
Students learn about previous lesson on the six identified issue that ml
confronting humanity
• issues arising from P5 haven risen from spatial patterns of http://alarm.strikingly.com/
these spatial patterns of development students are to complete an
development such as • uses maps, graphs and ALARM scaffold for each
access to food, shelter, statistics, photographs • Students are explicitly taught how to write an
social support, health and fieldwork to conduct ALARM scaffold and the benefit of them for the
and educational geographical inquiries P9 HSC
opportunities • As a class, the access to food ALARM is

pg. 12
 • applies mathematical completed on the board
ideas and techniques to • Students are given a high level of teacher support
Students learn to analyse geographical to complete the other five scaffolds individually
•use geographical skills data P10 • Group discussion is encouraged
and tools such as
- interpreting frequency
distributions and • The ALARM scaffolds are added to the reflection
diagrams about access journal for the spatial patterns syllabus point
to food, shelter and • Students books are collected and ALARM
educational scaffolds are marked and given feedback
opportunities for • Feedback is recorded
different groups.

• Skills activity- Students interpret frequency

Lesson 11 and 12
• communicates
Students learn about
• equity issues related to
ethnicity, class and
diagram data to gain a holistic understanding of
spatial patterns of development and opportunity
within Sydney
• Students identify the impact of relative poverty
on the level of development experienced by an
individual in a similar or different situation to
their own
• Using this data, in groups students formulate
ideas to support individuals with unequal access
to personal development and opportunities
• Groups research a similar city to Sydney in the
world and compare frequency distribution of
relative poverty and its impact
• Do now activity- Students re-watch the Poverty Poverty Inc. trailer
Inc. trailer and complete a one-minute essay
answering the question https://vimeo.com/109863354
geographical - How does aid (in some circumstances) have a
information, ideas and negative effect on poverty and development?
issues using written Aid and trade?
• Students compare their one-minute essay

pg. 13
 gender, and ecologically and/or oral, answer to the response they completed in https://www.youtube.com/watch?v=aiOu
sustainable cartographic and lesson two IdQoXng&t=4s
development. graphic forms P12 • Class reflects on how their ideas of development
has grown throughout the unit
• Students share key similarities and differences of What are the different types of aid?
Students learn to their thoughts https://www.youtube.com/watch?v=oHi
• identify geographical NFi_0hcI
methods applicable to, • Students are introduced to the equity issues that
and useful in, the exist in relation to unequal development in the
workplace such as world Google Slides
- the relevance of a • Students create definitions of key words in their https://www.google.com/slides/about/
geographical book
understanding of global
challenges to a • Students are introduced to the concept of aid
particular vocation such and Australia’s involvement through Youtube
as: advising diplomats clips
and politicians, • Students reflect on the views of Poverty Inc.
practising journalism, trailer and the World Vision Australia Youtube
participating in non- clips to develop their understanding of the role
government of aid for development
organisations (NGOs),
providing background
information for tourist • Teacher explains aid and patterns of aid
agencies and media provision in the world using Google Slides
outlets. • Students make notes about the role of aid for
development

• Class holds a four corners debate on the

provision of aid by Australia
• Students are each given a number that is
revealed to correspond with the perspective
they will be debating from

pg. 14
• Students consider this perspective and must
debate based on that individuals’ ideas
1. Australian House of Representations member
2. An NGO worker in a developing country
3. An Australian tax payer
4. A refugee living in Australia
5. A journalist reporting in a developing country
6. A tourist from an emerging country in Australia
• Students move to their chosen corner in silence,
students aren’t able to reveal which perspective
they have until everyone has chosen their side
• Each side is given five minutes to discuss
different ideas to argue their viewpoint
• Each side shares their viewpoint and other sides
have the opportunity for rebuttal

• The four corners debate is held again from the

student’s own perspectives
• Each group shares their viewpoint

• Each student creates a profile of an individual

living in a developing country. Students must
consider the persons geographic location,
ethnicity, class, gender and age
• Using this profile, students gather information to
understand what they day to day experience of
that individual would be
• Using the information students are to create a
daily schedule of their person with high levels of
detail and descriptions such as the food they
consume, litres of water available for the

pg. 15
 individual, their house

• Extension activity- Students create a sketch of

the house their person would live in, reflective of
their geographic location
Lesson 13 and 14 • selects, organises and • Do now activity- Students work together as a Kahoot
analyses relevant class to create a Graffiti wall to highlight the
geographical information https://kahoot.com/
issue of development to the school
Students learn about from a variety of sources
• Students use key words, phrases and drawings
P8
•equity issues related to to create an eye-catching depiction of their 8 Millennium Development Goals: what
ethnicity, class and knowledge of development we met and missed
gender, and ecologically https://www.youtube.com/watch?v=A5gi
sustainable • Students complete a Kahoot quiz to test their OGjj5X8
development. memory of the Millennium Development Goals
and Sustainable Development Goals
• Student data and saved and recorded What is Sustainable Development?
Students learn to
• Class reflects on their knowledge of the goals https://www.youtube.com/watch?v=3W
• identify geographical and their purpose ODX8fyRHA&t=6s
methods applicable to,
and useful in, the
workplace such as • Students are reintroduced to the Millennium The facts about gender equality and the
- the relevance of a and Sustainable Development Goals through Sustainable Development Goals
geographical Youtube clips
https://www.youtube.com/watch?v=K-
understanding of global • While watching the clips student’s complete
oc4GOoWOI
challenges to a worksheet to make notes of the successes and
particular vocation such extended goals made
as: advising diplomats
and politicians,
• Using students’ prior knowledge and developed
practising journalism,
knowledge throughout the topic students are to
participating in non-
evaluate the eight millennium development
government
goals
organisations (NGOs),
pg. 16
providing background
information for tourist
agencies and media • Students assess the sustainable development
outlets. goals and their equity
• Students research the principles of ecologically
sustainable development to support their
answer
• Students make an informed judgement as to
whether the goals are inclusive and achieved
equally around the world

• In groups students create a proposal to the

United Nations for an ecologically sustainable
development proposal that will support equity
and development around the world
• Each group creates their proposal as supported
by evidence
• Groups present these proposals in the form of a
roleplay, with the other groups being the general
assembly
• The class makes the verdict to pass the proposal
based on the proposals plausibility, supporting
evidence, equability and sustainability

• Students complete their reflection journal entry

about syllabus point
• Students reflection journals are collected and
marked
• Feedback is given and recorded
• Any clear gaps in student knowledge are
addressed in next lesson

pg. 17
Lesson 15 and 16 • examines the • Students complete the pre-test given at the Google Forms
geographical nature of commencement of the unit
global challenges • Student data is recorded and utilised for the next https://www.google.com.au/forms/about
Students learn about confronting humanity lesson /

• the nature of P5
development • Each table group is given a printed photo of their
original concept maps written on whiteboards
• Using the image students are to annotate and
add further detail to provide a summary concept
map and critical thinking questions based upon
the Development Geography option

• Students are given a worksheet of HSC based

questions created for the Development
Geography option to assist in their revision

• Students are placed into groups based upon

results of the pre-test
• Groupings are made based on similar questions
answered incorrectly and clear strengths in
particular areas of the topic
• In groups students complete circuit activities
including content and skills based on areas of
students’ strengths and improvements
Lesson 17 • examines the • Students watch the documentary Ten Billion Ten Billion Documentary
geographical nature of (2015)
• Documentary explains the impact of population https://www.youtube.com/watch?v=jV5x
global challenges iRKw5f4
Students learn about confronting humanity growth and development on the earth, and the
• the nature of P5 use of resources
development • Documentary summarises Development
• the nature of natural Geography topic and introduces Natural
resources Resource Use option

pg. 18
Lesson 18 and 19 • examines the • Students are given the syllabus points for the Stage 6 Geography Syllabus
geographical nature of Natural Resource Use option
• Students use the dot points to create a reflective https://educationstandards.nsw.edu.au/
global challenges wps/portal/nesa/11-12/stage-6-learning-
Students learn about confronting humanity journal throughout the topic
areas/hsie/geography
• the nature of natural P5
resources • Students are introduced to the nature of natural
resources by defining what they are and their
different uses using Google Slides Why natural resource use matters?
• Students watch the Why natural resource use https://www.youtube.com/watch?v=7pP
matters? a0mRCky4
Google Slides
• Students investigate what natural resources are https://www.google.com/slides/about/
critical for their everyday life
• As a class, the whiteboard is used to create a list
of all the natural resources used by the class Whiteboard

• Using Google Forms students create their own Whiteboard markers

natural resource use survey using their
understanding of resources and their level of
Google Forms
supply
• Students consider ecological footprint and https://www.google.com.au/forms/about
natural resource alternatives /
• Students answer each other’s surveys and get
family and friends outside of the class to
complete

• Exit slip- students answer the question how

heavily does the world rely on natural
resources? What would the world start to look
pg. 19
 like as we run out of some essential natural
resources?
• Answers are collected and marked
Lesson 20 • examines the • Fieldwork activity- using knowledge of natural
geographical nature of resources, students conduct an investigation
global challenges into the Geography Faculty Building
Students learn about confronting humanity • In groups students are to create a research
• the nature of natural P5 question and hypothesis relating to the buildings
resources natural resource use
• uses maps, graphs and • Once students have established a fieldwork
statistics, photographs question, and method of primary and secondary
and fieldwork to conduct data collection students move around the
geographical inquiries P9 building collecting their evidence

• Once groups have collected their data, students

reflect on the process and what has been learnt
• Using these ideas students begin to brainstorm
ideas for their future excursion to a local
business to conduct fieldwork on natural
resource consumption and sustainable
management

RESOURCE ONE- DEVELOPMENT AND POVERTY (GEOGRAPHIC KNOWLEDGE AND SKILLS - NUMERACY MAP AND DATA INTERPRETATION)

pg. 20
https://docs.google.com/presentation/d/1VTzHLgcSINonuhTnMCqerUTEmFSiLJa0amAj4QrnXYw/edit?usp=sharing

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RESOURCE TWO - THE IMPACT OF UNEQUAL DEVELOPMENT (COLLABORATIVE SLIDES - INFORMATION AND COMMUNICATION TECHNOLOGY)
https://docs.google.com/presentation/d/1OJqmc0GS9Vz9s1gYr_Xpm7t-PsyDcjn6xLgVXVfcBaE/edit?usp=sharing

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RESOURCE THREE- ISSUES OF DEVELOPMENT (ALARM SCAFFOLD- LITERACY)

ALARM Matrix

ALARM is a literacy tool that is extremely valuable for scaffolding and answering questions. The matrix uses the HSC
directive terms in a progressive manner to ensure each important part of a question is being answered. The scaffold
works in a similar manner to PEEL by creating quality paragraph structure. Each box follows on to develop your
argument and answer the provided question.

Identify Describe Explain Analyse Critically Analyse Evaluate

It is important to remember an introduction and conclusion must also be included when writing an extended
response.

pg. 34
 Analyse the impact of development on the spatial variation of two chosen issues

Identify Describe Explain Analyse

Name and define the What are the features of the issue? What is the significance? What is the role How/why is it an issue? Use evidence
issue Provide examples of development in this?

pg. 35
RATIONALE

Effective programming for senior students must support the diverse needs of learners to achieve Stage Six Syllabus requirements and outcomes. The

sequencing of lessons is critical to develop students’ knowledge and skills in a coherent manner. Teacher’s own professional beliefs about curriculum is evident

within the teaching and learning strategies implemented within a unit of work. Supporting all adolescent seniors to have inclusive access to learning is achieved

by ensuring engagement and effective methods for differentiation. The integration of cross curriculum capabilities is a key consideration within programming

to support learners’ comprehension and growth as senior students. The Development Geography unit of work encompasses a range of teaching and learning

strategies to best support senior students learning and academic achievement.

Professional beliefs of the curriculum are reflected within an individual’s pedagogical approach to teaching and learning. The Australian Geography Curriculum

and the Stage Six Syllabus supports the development of students’ geographical knowledge, skills and investigation (NESA, 2015; BOSTES, 2009). Bloom’s

Taxonomy is a valuable cognitive pedagogical tool to ensure student comprehension and knowledge development (Krathwohl, 2002). The above unit of work

has utilised the principles of Bloom’s Taxonomy to provide students foundational knowledge, support the development of their own ideas and apply

geographical skills. The use of the ALARM Matrix within the unit of work is a literacy tool aligned with the principles of Bloom’s (ALARM Freshwater, 2013). The

use of Bloom’s Taxonomy has been supported by inquiry-based learning as a key pedagogical approach to the teaching and learning of geography. Inquiry-

based learning allows students to engage with the world around them by connecting with their own personal interests and experiences to understand the

world around them (Kleeman, 2015). The Global Challenges topic within the Stage Six Syllabus provides students the opportunity to reflect on their own
pg. 36
circumstances and how similar or contrasting it can be around the world (BOSTES, 2009). The above unit of work has incorporated opportunities for students to

engage in inquiry-based learning through various research investigations to develop information and communication technology skills whilst creating authentic

learning opportunities. Professional beliefs of quality pedagogy are reflected within programming through the selected teaching and learning strategies.

Professional beliefs attaining to the curriculum and corresponding teaching and learning strategies shapes programs to meet the needs of the senior students.

It is critical for teachers to understand the intent of syllabus documents to best support students learning. The Stage Six Geography Syllabus provides students

the opportunity to engage with both human and physical geography (BOSTES, 2009). Providing a variety of teaching and learning strategies within a program

enables students to access the knowledge and skills outlined within syllabus documents. The Australian Teaching Standards 2.3 5.1 and 5.2 highlight the

importance for Australian teachers to share the belief that assessment for, as and of learning is critical to ensure students are able to comprehend, apply,

question and engage with content (AITSL, 2014; NESA, 2018). The use of formative assessment strategies has been embedded within the above unit of work

throughout the learning sequence to ensure students able to comprehend and apply their knowledge to different situations (Regier, 2012). Formative

assessment is embedded within a pedagogical approach to teaching and learning to ensure students are supported in all aspects of their learning. Formative

assessment strategies are valuable for the sequencing of lessons to ensure all senior students have a deep understanding of concepts and are further

supported where needed (NESA, 2018). Programming must consider the teaching and learning strategies used to best support all learners’ academic

achievement.

pg. 37
Supporting the learning needs of senior students must take learners engagement into consideration when developing a unit of work. An engaging unit of work

must include a variety of teaching and learning strategies that challenge students of all abilities, incorporate current and relevant resources, and content

delivery that captures students’ attention. Within geography it is important to create meaningful and authentic learning opportunities for students (NESA,

2015). Learning can take many forms and can be most valuable through peer connections (Mellor, 2012). Although within Stage Six the use of group work is not

widely used for summative assessment, peer learning is extremely valuable to engage and support students learning within formative assessment and

classroom activities. The above unit of work has used group and pair work throughout a number of activities. The use of teacher determined groups is a

valuable strategy implemented within the unit of work to support diverse learners. The selection of groups allows students to support each other in their

learning and demonstration of knowledge and skills (Mellor, 2012). Student engagement is often maintained by creating a positive learning environment for

students to demonstrate their strengths and be supported and challenged to develop areas of improvement. Engagement supports the development and

academic achievement of senior students.

Creating a positive learning environment for senior students’ academic achievement is supported through the differentiation of teaching and learning. The use

of differentiation within programming enables all students to access learning and meet syllabus outcomes. Differentiation can take many forms including the

content, process and product students are engaging with (NSW Government, 2015). The use of differentiation can have many purposes including supporting

students access to information, engaging their interests, challenging their ability to apply a concept to a new situation, and alternative methods for presenting

information (Thomlinson & Moon, 2013). Within the above unit of work the differentiation of the process and product students engaged with enabled all

students access and inclusion in their learning. Activities utilised inquiry-based learning to enable students to build upon content knowledge with their own
pg. 38
interests and particular skills. The Development Geography unit of work provides high levels of teacher support and the opportunity for scaffolding. Extension

activities are also included to extend students learning and interest within the topic. Further adjustments are able to be made to differentiate learning for

students throughout the duration of the unit. All students must be supported in their learning for inclusive opportunities for academic achievement.

Senior students must be supported in all aspects of their learning to develop knowledge and skills for academic achievement. Teachers own professional beliefs

surrounding curriculum shapes the sequencing of teaching and learning strategies implemented within the classroom. The learning needs of senior students

can be best supported through engaging programming and appropriate use of differentiation. Literacy, numeracy and information and communication

technology has been targeted throughout the Development Geography unit of work. Programming must ensure that all students are supported and engaged in

their learning.

pg. 39
REFERENCE LIST

Australian Institute for Teaching and School Leadership (AITSL). (2014). Australian professional standards for teachers. AITSL. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

ALARM Freshwater. (2013). 01 © ALARM Introduction. YouTube. Retrieved from https://www.youtube.com/watch?v=gnZ2TiBh-QY

Board of Studies NSW. (2009). Geography stage 6 syllabus. BOSTES. Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-
learning-areas/hsie/geography

Kleeman, G. (2015). Inquiry-based learning in geography. Geography Teachers Association of NSW. Retrieved from
https://www.gtansw.org.au/files/resources/2015/Inquiry-Based%20Learning.pdf
Krathwohl, D.R. (2002). A revision of Bloom's Taxonomy: an overview. Theory into Practice, 41(4), 212-218. doi: 10.1207/s15430421tip4104_2

Mellor, T. (2012). Group work assessment: some key considerations in developing good practice. Planet, 25(1), 16-20. doi: 10.11120/plan.2012.00250016

NSW Education Standards Authority. (2015). Geography K-10 syllabus. NESA. Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-
10/learning-areas/hsie/geography-k-10

NSW Education Standards Authority. (2018). Assessment for, as and of learning. NESA. Retrieved from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/approaches

NSW Government. (2015). Differentiating content, process, product, learning environment. NSW Government Education and Communities. Retrieved from
http://www.ssgt.nsw.edu.au/documents/3_content_pro_etal.pdf

Regier, N. (2012). 60 formative assessment strategies. Regier Educational Resources.

Tomlinson, C., & Moon, T. (2013). Assessment and student success in a differentiated classroom. Alexandria, ASCD.

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