Contemporary Teacher Leadership Assessment 1

Stuart McMahon – 18377822
10298 CONTEMPORARY
TEACHER LEADERSHIP
ASSESSMENT 1
Stuart McMahon - 18377822
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Contents
Contents................................................................................................................ 2
Executive Summary............................................................................................... 2
Background Information to the Unit.......................................................................3
Comparative Table................................................................................................ 4
Recommendations................................................................................................. 7
Introduction........................................................................................................ 7
Literacy Enhancements...................................................................................... 8
Numeracy Enhancements...................................................................................9
Critical and Creative Thinking Enhancements..................................................10
Assessment Enhancements..............................................................................11
Differentiation Enhancements..........................................................................11
Conclusion........................................................................................................ 12
Reconstructed Unit.............................................................................................. 13
Legend.............................................................................................................. 13
Reconstructed Scope and Sequence................................................................14
Concept Map..................................................................................................... 17
Reconstructed Assessment Task......................................................................18
Reconstructed Marking Criteria........................................................................21
Reconstructed Unit outline using UbD..............................................................23
References........................................................................................................... 49
Appendices.......................................................................................................... 52
Original Scope and Sequence...........................................................................52
Original Unit Outline......................................................................................... 57
Original Assessment Task................................................................................. 74
Original Marking Criteria................................................................................... 74
Executive Summary
This report considers proposed changes to the stage 6 Geography unit

Urban places provided by Doonside Technology High School. The changes made
will be per the Understanding by Design (UbD) framework authored by McTigue
and Wiggins (2012). The unit in focus is Urban places the second out of the three
geography units that students will undertake during their HSC. I lead the final
Syllabus point of this unit, the ‘Urban Dynamics’ section to a mixed ability class
of 12 students.
Doonside Technology High School (DTHS) neighbours the suburb of

Blacktown in Western Sydney. DTHS consists of 617 students, with the majority
located in the bottom quarter in the socio-educational advantage index. The
nature of the schools consists of 16% Indigenous students and 42% of students
who speak a language other than English (Acara, 2018).
The purpose of this report is to provide explicit and pragmatic

recommendations that would enhance the teaching and learning process when
utilising this unit of work. Improving this unit is achieved by applying the idea of
backward design which is a critical aspect of the UbD Framework. It involves
three stages: Identify desired results, Determine assessment evidence and Plan
learning.
This report will make the following recommendations to Doonside Technology High
School
1. The unit outline is to include a section titled “Transfer Goals” that list
specific literacy, numeracy, critical thinking, and practical skills required of
students to be successfully able to think geographically and make
meaning of their world. This complies with Stage 1 of UbD.
2. The assessment task has been altered under stage 2 of UbD. The
recommendation is that a performance-based assessment places students
in an authentic situation that requires them to utilise specific geographical
skills and concepts. Students will be required to create a project proposal
and present it to a committee within the school environment.
3. Firstly, this amended unit will provide multiple opportunities to apply their
learning and receive feedback. Secondly, all resources will be uploaded to
the school online portal for access outside the classroom (google slides).
This addresses stage 3 of the UbD framework.
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Background Information to the Unit
The focus of the urban place’s unit is a geographical investigation of World

Cities, megacities and the urban dynamics of cities and suburbs. It is designed as
part of the stage 6 HSC geography course for an audience with a fundamental
understanding off basic geography. This unit succeeded people and economic
activity; my practicum took place during the final section of the Urban place’s
unit. My responsibility was to teach the entirety of the Urban dynamics syllabus
point, which accumulated to thirteen lessons over four weeks in term 2.
Therefore, only this section of the program will be amended under the UbD
framework. During this experience, I incorporated essential geographical skills
such as direction, estimating time in photographs, grid referencing, fieldwork,
and population pyramids. Geographical Skills that are essential for students to
complete their geographical skills section of their HSC examination.
Comparative Table
Suggested
Area of Concerns of the Research support for
Strengths of the area Changes to
consideratio area of the changes
of consideration counteract
n consideration suggested.
concerns
The original unit The unit, while it The unit should Thomas et al. (2010)
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utilises PEEL and does provide the provide more Critical literacy is a
ALARM writing opportunity for focused and relevant community practice,
templates. This students to draw materials that not a student-based
allows all students of meaning from enlighten and activity. It’s not
all abilities to refine reading and audio challenge the about students
and restructure their materials. It does perspectives of the identifying answer
literacy skills for not provide students students. but being in a space
their HSC with adequate that they can be
examination. opportunity to read open to express
and evaluate their ideas and not
The unit includes materials with conform to the
HSC example support critically. teachers or society’s
questions that (p.94).
provide students
with the opportunity
the practice and
receive feedback on
their literacy skills.
Life Skills students Students engage in Teacher utilises Allison et al. (2016)
Literacy
have access to problem-based and more activities that recommend that
sentence starters, inquiry-based centre on direct and students require
modelled learning which guided instruction more teacher
paragraphs and results in students instead of discovery guidance,
descriptors for accessing materials and inquiry-based this is consistent
advanced meta- without teacher teaching. with Vygotsky’s
language. guidance. The (1978) Zone of
quality of the Proximal
research articles and Development.
what the students Furthermore,
gain from are Kirschner, Sweller &
difficult to assess in Clarke (2006)
student-centred suggest that
activities. unguided instruction
could have a
negative impact of
learning, compared
with guided
instruction.
The original unit This unit employs This unit should A constructivist
employs the use of explicit instruction a include a skills approach to skills
Numeracy graphs, maps and teacher-centred lesson to ensure lessons involves
statistics that approach to students have the integrating skills into
require students to acquiring necessary foundational places and themes
explain geographical skills mathematical that are stimulating
patterns, processors understanding to and relevant to the
and future trends complete skills students (Davidson
through relevant required in a et al., 1998).
case studies. geographical
context. Providing
activities that
require students to
apply numeracy
regularly.
The unit utilises Lack of dedicated Students will gain a Implementing a
Direct instruction to skills greater more unified
develop student’s lessons/activities to understanding of curriculum approach
numeracy skills in ensure students mathematical by ensuring
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trend analysis, have the concepts by curriculum

estimating time in fundamental skills to Including the integration is a
photographs, engage in data mathematics priority at your
fieldwork activities analysis & department in the school. Liaison with
and data analysis population teaching and the mathematics
(ABS). pyramids. learning process. department ensures
students have the
opportunity to
develop their
fundamental skills
that are critical
across KLAs. (Drake
& Savage, 2016.;
Davidson et al.,
1998).
This unit utilises The main concerns Could adapt the Silva et al. (2018)
problem-based with this area are activity to be a argue that “PBL as
learning (PBL) an the activities were longitudinal task an active teaching
instructional limited by time. The that could either a strategy
approach that unit did not provide formative demonstrates its
requires students to adequate time and assessment task or potential for learning
engage in in-depth resources for just an engaging, through the
analysis and students to have informal integration of
evaluation of real- that opportunity to collaborative task. students’ cognitive,
world problems develop their critical behavioural and
(Yeung, 2010) and creative social dimensions,
thinking skills. fostering closer
integration with the
Critical and
context of
Creative
Thinking
professional
activity”.
Through inquiry- Lack of instruction Allow time for Allen et al. (2011)
based pedagogy, modelled examples students to make PBL process call on
this unit asks and probing to false starts & errors. “students to become
students to use determine the Then intervene and self-directed
critical and creative accuracy, relevance correct. The teacher learners, faculty
thinking as they and depth of student takes the role of a facilitators guide
collect, assess and information. facilitator. them by monitoring
evaluate information discussion and
in this active- intervening when
learning based appropriate”.
pedagogical model.
This unit does Majority of the Include more McTighe and
incorporate learning sources used in this community Wiggins, 2011 state
Understandi intentions and unit were secondary speakers. “A textbook must be
ng by success criteria in extracted from the Access more viewed as a guide,
Design each lesson; in doing prescribed textbook paid/online not the curriculum”.
so, students are —only a limited resources that differ
aware of the amount of primary from textbook
purpose of learning resources. Out of content.
and how to measure date statistics and Add more relevant
their progress. In forging case studies and primary sources
Stage 6, content may impact the to achieve rigour
relevancy towards relevancy of the unit and improve the
the student as well and its usefulness students'
as the assessments for the HSC. experience.
are critical.
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This unit abides by The assessment A Performance- McTighe and

registration dates to evidence does not based assessment Wiggins (2011) state
backwards map to reflect the desired task that requires “performance tasks
the assessment learning results of students to ask students to
tasks, and this is the unit. demonstrate some apply their learning
evident as most of the six facets of to a new and
lessons end with an assessment. authentic situation
HSC practice as means of
question related to assessing their
the content. understanding and
ability to transfer
their learning, In the
UbD framework.”
Recommendations
Introduction
The stage 6 unit ‘Urban places’ is a critical investigation into large cities
and urban localities, it requires students to gain an understanding of
Urbanisation, which is a significant geographical process shaping human
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geography. It asks students to explain the changing nature, spatial patterns, and
urban dynamics in operation in Sydney. Students must analyse how these
processes impact how we live, e.g. affordability, congestion and employment.
This unit does have its strengths in improving literacy; it has a range of writing
and reading activities. It provides adequate opportunity for students to utilise
geographical skills that include numeracy elements. It offers relevant problem-
based activities to develop student critical and creative thinking with in-depth,
well-thought scenarios. It is well resourced, albeit massively on the prescribed
textbook, but it is a functioning program that can easily be taught again and
earn positive learning outcomes. However, the assessment is counterintuitive to
the unit, and the activities have the opportunity to be strengthened and
improved. A central belief of the teaching profession is continued growth and
improvement, which brings us to the purpose of this report to improve. The
recommendations to the reconstructed program were guided by the
Understanding by Design Framework (UbD) (Wiggins & McTighe, 2005). The
adjustments to the program aim to address the concerns and limitations of the
program, in terms of achieving cross-curricular priorities, differentiation, and
assessment.
Literacy Enhancements
The original program succeeds in providing multiple opportunities for

students to develop their reading, writing and critical literacy skills. Through the
incorporation of HSC practice questions and a range of source material, it
engages students cognitive and analytical thinking capabilities. It utilises super
six analysis and writing scaffolds in a productive and differentiated nature
leading to positive learning outcomes. However, there are concerns when
implementing an active learning pedagogical model, which is a heavily student-
centred approach (see lesson 33 in Appendix). Kirschner et al. (2006) suggest
that unguided instruction is an ineffective approach to student development
because when students engaging with higher-order texts without teacher input
learning will be unclear and disordered. Individual students in a mixed ability
classroom may find it challenging to draw meaning from higher-order
geographical texts and evaluate urban management strategies without
guidance. Research recommends that you employ guided instruction during
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critical literacy activities, consistent with Vygotsky’s Zone of Proximal

Development (Allison et al., 2016; Poehner, 2012).
Furthermore, the unit possesses a limited number of secondary sources

outside of the textbook. To maintain student engagement, more relevant
secondary sources should be sought and examined as a class to improve
students reading, metalanguage and textual knowledge (Acara, 2020). Thomas
et al. (2010) state that critical literacy is a community practice where students
are in a space that they can be open to express their ideas and not conform to
the teachers or society’s views (p.94). The purpose of this pedagogy is to
generate stimulating discussion drawing on higher ability students to raise the
quality of knowledge and learning. In terms of differentiating literacy, using
Point, Evidence, Elaborate and Link (PEEL) scaffolds at multiple stages of the
program will assist with students writing structure. However, its essential the
unit steadily removes the writing scaffolds ensuring we do not limit and confine
students writing within the structure. Overscaffaolding is a drawback of this
heavily structured differentiation strategy; however, using it as a starting
reference to raise the writing standards of lower to mixed ability students is
beneficial (Gibbons, 2018).
Numeracy Enhancements
Students develop their numeracy capabilities within Geography as they

investigate fundamental geographical concepts such as spatial distribution,
mapping skills, trend and data analysis (Nesa, 2009). This unit employed explicit
instruction during skill sections with modelled examples which lead to relative
positive learning outcomes (see lesson 31 in Appendix). Some students can retain the
skill and apply it; however, this approach is teacher-centred. This pedagogical
model potentially creates Issues with monitoring student progress and the ‘wash-
out’ effect, which is when there is no longitudinal skill acquisition by students.
Concerns with this approach are that students who lack confidence, perceptual
problems, fluency of skill and place problems will find it challenging to retain and
apply the skill in succeeding instances. Davidson et al. (1998) suggest a
constructivist approach to implementing numeracy skills in geography lessons,
incorporating skills activities throughout the program to provide a sense of
relevancy and engagement to real-world problems and case studies. Davidson
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et al. (1998) state that demonstrating abstract geographical ideas through real
and concrete illustrations can assist students in relating to the experience.
Constantly revisiting fundamental skills in relevant situations will help students
retain those essential skills required of them in their HSC skills section (Nesa,
2008). Drake and Savage (2016) discuss how to assist students to engage in
numeracy skills across KLAs is to move towards a more unified curriculum. By
Liaising with the mathematics department to use geographical contexts within
their lessons to provide students with further opportunity to develop those
fundamental skills required (Davidson et al., 1998). Curriculum integration is
essential for students to see the purpose of learning that these skills will are
used beyond school (Acara, 2020). The aim of these changes is improving
numeracy at the outset and lead to a deeper level of understanding for students
to apply the skills such as interpreting statistics and spatial reasoning (Acara,
2020).
Critical and Creative Thinking Enhancements
To maximise the learning experiences of students concerning critical and

creative thinking. It’s not necessarily about rethinking the types of activities but
adjusting the approach to the tasks already present using the Understanding by
Design framework. This program does utilise a constructivist approach
effectively incorporating pedagogical models such as problem-based learning
and student-based collaborative activities. The concern with how this approach
was implemented is that multiple opportunities for teacher feedback for self-
adjustment were omitted (See lesson 36/37 in Appendix ), which is a critical aspect for
this pedagogy to be effective (Wiggins & McTighe, 2005). According to Allen et
al. (2011), PBL is “critically dependent on the instructor’s scaffolding of students’
active learning and knowledge construction” (p.23). Therefore, the teacher as a
facilitator should plan for intervals of class discussion to help students engage
more deeply into the ideas and provide useful resources to assist student
learning (Allen et al., 2011). This approach to learning provides students with the
opportunity to investigate and communicate geographically and increase pro-
social collaborative behaviours (NESA, 2009). Additionally, it instils students with
informed and responsible values critical to becoming active and informed
citizens while developing students ethical research practices (NESA, 2009; Acara,
2020). The goal of these recommendations is to develop an interest in urban
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geography, retain student engagement and improve students critical thinking

capabilities.
Assessment Enhancements
It is the teacher's responsibility to assess that we achieved the desired

learning results and that students can successfully gain transferable skills. The
assessment must be redesigned following the UbD framework. The original
assessment task is a topic test which limits a student’s opportunity to
demonstrate cross-curricular priorities. Implementing a longitudinal
performance-based task that requires students to apply their learning to
authentic problems, creates a sense of relevance and fosters closer integration
to the context of the professional activity (McTighe & Wiggins, 2011; Silva et al.,
2018). Authentic problems require students to address complex situations with
thought and judgements, not reciting cues; this provides genuine evidence of the
desired results (McTighe & Wiggins, 2005, p. 155). A task of this nature is a
chance to fosters a sense of responsible, autonomous and lifelong learning in our
students (NESA, 2009). Creating a research proposal overtime means obtaining
evidence of learning over succeeding lessons and not solely on a single event,
which is essential as evidence of learning is the purpose of assessment. The idea
of longitudinal is key as understanding develops as a result of continuous inquiry
and rethinking; therefore, students gain a deeper understanding and develop
their higher-order thinking skills (McTighe & Wiggins, 2005, p.152). A productive
assessment must aim to engage and motivate learners; however, it’s also
essential to gather evidence along the way this method of assessment provides
that opportunity. This adjustment is in alignment with stage 2 of the UbD
framework, and it ensures that all goals are appropriately addressed, resulting in
a more coherent and focused program (McTighe & Wiggins, 2011).
Differentiation Enhancements
The original unit does provide instances for core+extension and

collaborative grouping to ensure differentiation needs were met, although
there’s always something more we could be doing to ensure students are
supported. The nature of this unit and amended assessment task allows for
flexibility in differentiation, a universal goal in education is to recognise and
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meet the varying needs and strengths of learners. To do this, we must apply the
Universal design for learning (UDL) at all appropriate and necessary areas of the
program. The UDL is an evidence-based approach to curriculum and instruction
centred on the idea that education is accessible to all and that no single method
of learning can suit all students (Post & Rainsville, 2011). It is essential that
throughout the program multiple means of representation, multiple means of
expression and multiple means of engagement are provided when applicable
(Loreman, Deppeler, & Harvey, 2011, p. 140). The purpose of these adjustments
is to create a safe and supportive classroom so that all students can access
learning materials and engage with the content.
Conclusion
The modified alterations and recommendations to this program at its core

aim to improve the teaching and learning experience as a whole. It aims to foster
student engagement and motivation of students through a range of relevant
activities that challenge students cognitive, social and physical capabilities. By
adjusting this program under the UbD framework, it ensures a more rigorous,
validated and strengthened learning sequence that supports student learning
and prepares students for assessments. The adjustments at their core aim to
improve the teaching and learning cycle, which should always be the goal of
every educator to move towards a more equitable and beneficial approach.
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Reconstructed Unit
Legend
All recommendations, amendments and enhancements added to this reconstructed unit will be coded in the
following method for apparent reference and understanding.
Critical and Creative Differentiation

Literacy Numeracy UbD
Thinking and Scaffolding
Reconstructed Scope and Sequence

HSIE FACULTY - Year 12 GEOGRAPHY- Scope and sequence- 2018/2019
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Term 1-2019 1 2 3 4 5 6 7 8 9 10 1
AT2 Due 1
TOPICS Local Case Study WORLD CITIES MEGA CITIES
SUB-TOPICS Effects of global changes in the economic activity Nature, The role of The Relationship of Nature, Challenges Responses to
Character and World Cities dominance and Character of living in the challenges
Spatial & Operation dependence and Spatial Mega of living in
Distribution of of Global Distribution Cities Mega Cities
World Cities Networks of Mega
Cities
SKILLS & ● Refer to Skills and Fieldwork for People Urban Places: 33.3% of Indicative Course Time (45.5 Hours) - (13 Weeks)
FIELDWORK & Economic Activity
Skills to be taught include Map Interpretation and Graph and Statistical
Analysis. More specifically-
● Calculating population density using maps of a large city

● Constructing a transect to show land-use change in a local area
● Describing patterns, linkages, networks and change, using maps of
large cities and other urban areas
● Constructing and interpreting choropleth maps
● Synthesising and evaluating fieldwork data about the dynamics of
change in a country town or suburb
● Interpreting trends from logarithmic and semi logarithmic data about
the growth of mega cities
● Analysing population pyramid data to investigate the implications on
health and social issues of a rapidly growing city
● Calculating the time of day when a photograph was taken and
relating a photo to a map of a streetscape
Fieldwork is to be taught in conjunction with this unit. Students will learn to:
● Formulate geographical questions/issues for study
● Identify, collect and record geographical data from a variety of
primary sources
● Construct a log of events and activities, which records the
development of fieldwork activity
Synthesise data and evaluate the fieldwork activity
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OUTCOMES H1, H4, H5, H6, H7, H8, H9, H10, H11, H12, H13 H1, H3, H5, H6, H7, H8, H9, H10, H11, H12, H13
ASSESSMENT AT2: WORLD CITIES – TEST ASSESSMENT WEIGHT: 25% DUE: WEEK 10 – TERM 1 IN CLASS
TERM 1: 2019 – People & Economic Activity (WEEK 1 - 2) / URBAN PLACES (WEEK 3 – 11)
TERM 2: 2019 – URBAN PLACES (Weeks 1-5)/Ecosystems at Risk (Week 6 – 10)

TERM 2-2019 1 2 3 4 5 6 7 8 9 10
AT3 Due
TOPICS URBAN DYNAMICS ECOSYSTEMS AND THEIR MANAGEMENT
SUB-TOPICS Case Study of Urban Dynamics of change Case Study of Urban Dynamics of Biophysical Vulnerability and
The Importance of Ecosystem
in: change in: Interactions Resilience of Ecosystems
Management and Protection &
→One large city in a developed world →One country town/suburb Evaluation of traditional and
contemporary management
strategies
SKILLS & ● Refer to Skills and Fieldwork for Urban Places Ecosystems at Risk: 33.3% of Indicative Course Time
FIELDWORK ● Field trip through observatory.com to Pyrmont/Sydney (45.5 Hours) - (13 Weeks)
● ASSESSMENT: Begin at the end of Term 1 – due end of Term 2
longitudinal performance-based task. Skills to be taught include Map Interpretation and
Graph and Statistical Analysis. More specifically-
● Calculating the gradient of a slope as a ration
● Calculating the vertical exaggeration of a cross
section describing a specific ecosystem
● Determining sight lines between two points
● Recognising features of changing pressure
patterns on weather maps in order to describe
characteristics of different ecosystems
● Constructing a log of events and activities to
manage the development of a fieldwork activity
explaining human impacts on an ecosystem at
risk
● Interpreting frequency distributions and
diagrams about energy flows in different
ecosystems
● Constructing a précis map from an aerial photo
or satellite image to describe spatial patterns of
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overland flow
● Using GIS to examine spatial and ecological
issues relevant to the protection and
management of ecosystems
Fieldwork is to be taught in conjunction with this unit.

Students will learn to:
● Formulate geographical questions/issues for
study
● Identify, collect and record geographical data
from a variety of primary sources
● Construct a log of events and activities, which
records the development of fieldwork activity
ASSESSMENT AT3: Extended Response – 25%: Due Week 10
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Concept Map
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Literacy: Numeracy: Critical and Creative Thinking: Differentiation UbD:
Reconstructed Assessment Task
Note: This original Assessment task and marking criteria were created under
the UbD framework. A performance task that places students in an authentic
situation and provides students with the opportunity to demonstrate at least
four of the six facets of understanding.
Sample Formal Assessment Task Notification – Part A

Geography – Year 12
Urban Places
Sample for implementation for Year 12 from 2019
Context
In class, students have investigated the processes that shape our cities and how
we make sense of our world. Urbanisation has dominated Sydney from the shift
from rural-based lifestyles to those based in towns and cities. More than half the
world’s population now lives in urban places. This shift will continue for the
foreseeable future. However, there must be a plan to ensure sustainable,
equitable growth. This task requires you to take the role of an expert Urban
planner to use the knowledge you have gained over this unit to persuade a
planning committee on what you think Sydney should continue towards in terms
of Urban planning.
Timing: Issued Term 2 Week 3

- Due Term 2 Week 10 (Estimate –
Task number: 1 Weighting: 25%
may not work with Ecosystem as
Risk)
Outcomes assessed
A student:
 H1: Explain the changing nature, spatial patterns and interaction of
ecosystems, urban places and economic activity
 H3: Analyse contemporary urban dynamics and apply them in specific
contexts
 H8: Plan geographical inquiries to analyse and synthesise information
from a variety of sources
 H10: Apply maps, graphs and statistics, photographs and fieldwork to
analyse and integrate data in geographical contexts
 H11: Apply mathematical ideas and techniques to analyse geographical
data
 H12: Explain geographical patterns, processes and future trends through
appropriate case studies and illustrative examples
 H13: Communicate complex geographical information, ideas and issues
effectively, using appropriate written and/or oral, cartographic and
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graphic forms.
Nature of the task – Project Proposal
You have investigated Urban dynamics, the forces that shape and reshape cities
over time. Sydney faces an enormous economic and social challenge in the
future, and we need a realistic and achievable urban plan. You are required to
become an expert Urban planner and convince a planning committee (Teacher,
principal, guests) that you believe Sydney should take specific steps for a
sustainable and equitable future.
This task is comprised of two sections. Students are first required to create a
research report outlining your proposal supported by evidence (statistics,
photographs, graphs, articles, and our fieldwork trip). Part B asks students to
present their project to a committee in a mode of their choosing.
Part A: Project Report (1200-1500 words) (Due end of week 8)
Creating a project proposal is about trying to convince someone to choose your
option because it will address a specific issue and be beneficial for certain
parties.
Your Proposal must:
- First Identify a challenge or challenges you believe Sydney Faces (500
Words)
- Discuss your Vision, what do you want to see change? (300 Words)
- Analyse the benefits and challenges of your vision? (500 Words)
- Briefly explain the cost and the approach to achieve your idea (200
Words)
A Scaffold will be provided to assist in the structure of your report.

Part B: Presentation (2-3 Minutes) (Due in week 9)
The second part of this assessment is a presentation that summarises your
proposal in a clear, concise manner. It needs to be between 2-3 minutes and
includes
 The challenges Sydney faces and why?

 Your Vision
 The benefits and challenges to implementing your vision
 Then the cost and approach to achieve your vision.
You may choose how you wish to present this whether it be a video, PowerPoint,
model/diorama, posters, infographics, mock interview, mock news report,
scrapbook, mock debate.
Marking criteria
You will be assessed on how well you:
 Investigate and communicate geographically
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 Present complex geographical information effectively.
Feedback provided
 The teacher will provide written feedback outlining strengths and areas for
improvement in students project proposals, discuss their use sources and
the integration of evidence, to guide future learning.
Resources/ Scaffolds:
Project Proposal Scaffold
These are the challenges Sydney must address to achieve a sustainable and
equitable future…..
(Examples)
 Economic Restructuring
 Overpopulation
 Housing
 Patterns of Advantage and Disadvantage
 Access to amenities (transportation, supermarkets etc.)
 Ecological sustainability
These are challenges because…..
Numeracy – Graphs
Utilise evidence, e.g. statistics, graphs, photographs, our field trip.
Your Visions (how would you solve these challenges.

 Discuss Urban dynamics. (for example, solving overpopulation
requires urban consolidation)
 Utilise evidence on how your vision will solve this issue (photograph
of urban consolidation already occurring.
Discuss the benefits and challenges your vision will face when attempting to
implement
 Why is your idea worth it?
 What will be challenging to achieve with your vision?
Conclusion:
 How much will your vision cost?
 How will you begin to approach implementing your vision?
 How long will it take?
 When should you start?
 Why do you believe this is important?
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Reconstructed Marking Criteria
Marking guidelines
A student: Mark
range
 presents sophisticated arguments for Urban challenges Sydney

must address
 forms sophisticated analysis about challenges/benefits of their
proposal
 presents a comprehensive analysis and interpretation of relevant
sources in support of a geographical inquiry 21-25
 presents clear and sophisticated conclusions to support their
geographical plan through the use of relevant evidence from a
range of sources
 communicates high-level geographical understanding in an
appropriate form
 presents sustained arguments for Urban challenges Sydney must

address
 forms a good analysis about the challenges/benefits of their
proposal
 presents an analysis and interpretation of relevant sources in
support of a geographical argument. 16-20
 presents clear and concise conclusions to support a geographical
argument through the use of relevant evidence from a range of
sources
 communicates thorough geographical understanding in an
appropriate form
 presents some arguments for Urban challenges Sydney must

address
 presents some analysis about the challenges/benefits of their
proposal
 presents sound analysis and interpretation of a range of sources
10-15
in support of a geographical argument
 presents general conclusions to support a geographical
argument through the use of some geographical evidence.
 communicates some geographical understanding in an
appropriate form
 Presents limited arguments for the urban challenges Sydney 5-9

must address.
 Presents limited information about challenges/benefits of their
proposal
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 attempts to analyse and interpret sources in support of the

geographical argument
 attempts to presents conclusions to support a geographical
argument through the use of geographical evidence.
 communicates basic geographical understanding through
descriptive texts
 presents no arguments for the urban challenges Sydney must

address
 presents limited to no information relating to the
challenges/benefits of their proposal 1–4
 presents limited to no conclusions to support a geographical
argument through, no incorporation of evidence from sources
 displays limited geographical understanding
22 | P a g e
Legend: Literacy: Numeracy: Critical and Creative Thinking: Differentiation & Scaffolding: UbD:
Reconstructed Unit outline using UbD
Please note: For this assessment, this section only includes the lessons planned and implemented by me.
Therefore, only the Urban dynamics section of the unit Urban places unit is shown in this section. The entirety
of the Unit has been omitted as it was not my own to evaluate.
Unit Title: Urban Places

Unit Outline Unit duration
The focus of this study is a geographical investigation of world cities, megacities and the urban dynamics of large cities and urban localities. Urbanisation is the most critical 13 Weeks/40 Hours
geographical process shaping the Earth’s cultural geography. The shift from rural-based lifestyles to those based in towns and cities is the most significant terrestrial event in
human history. More than half the world’s population now lives in urban places. This shift will continue for the foreseeable future and this until will allow students to recognise 40 Lessons
features and plan for the spread of urbanisation sustainably.
Big ideas/critical concepts Why does this learning matter?

Students will learn that: The learning matters because:
● Urban places have a distinctive character ● Characteristics of urban places affect the future planning, expansion and cost of cities
● Urban places require relationships and interdepend on other ● An awareness of these relationships allows students to evaluate the effects of urban places
urban places ● Students can analyse how these processes have an impact on housing affordability, congestion, pollution and people
● Urban places follow a set of processes that shape their form
and character
Place in scope & sequence/Building the field Target outcomes
This unit is the 2nd unit that students will cover as part of the HSC H1: Explain the changing nature, spatial patterns and interaction of ecosystems, urban places and economic activity
course. This unit will allow students to develop core skills in analysing a
range of photographs and maps to prepare for the skills component of H3: Analyse contemporary urban dynamics and apply them in specific contexts
the examination. H5: Evaluate environmental management strategies in terms of ecological sustainability
H6: Evaluate the impacts of, and responses of people to, environmental change
23 | P a g e
H7: Justify geographical methods applicable and useful in the workplace and relevant to a changing world
H8: Plan geographical inquiries to analyse and synthesise information from a variety of sources
H9: Evaluate geographical information and sources for usefulness, validity and reliability
H10: Apply maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in geographical contexts
H11: Apply mathematical ideas and techniques to analyse geographical data
H12: Explain geographical patterns, processes and future trends through appropriate case studies and illustrative examples
H13: Communicate complex geographical information, ideas and issues effectively, using appropriate written and/or oral, cartographic and
graphic forms.
Literacy Numeracy ICT Assessment

skills skills skills
ALARM Template Mapping Skills Google Satellite Assessment Task 2: World Cities Topic Test - 25%
Data Analysis
SuperSix Analysis Strategies Trend Analysis Google Platforms Assessment as Learning
Cross-curricular numeracy • Collaborative / Peer feedback
PEEL Template writing structure VR Glasses • 3-2-1 Activities
lessons
Metalanguage (Urban Dynamics/ Estimating time in Photographs • Reflection tasks
processes) • ICT inquiry performance tasks
Assessment of Learning
Develop critical literacy through • HSC Trial
analysing articles. • Inquiry-based Performance Assessment Task
Assessment for Learning
• Workbooks extracts
• HSC practice Questions
• Class discussions
• Observations
• Fieldwork excursion
Resources
24 | P a g e
 Upload all resources, for example, literacy scaffolds, Urban dynamics summary PowerPoints, geography numeracy skills sheets, and research articles. To an accessible online platform, e.g. google drive (this
was used to an extent at the school; however, only the lessons were uploaded not additional resources).
Transfer Goals
Discipline/Skill Transfer Goal

Numeracy Apply mathematical skills to authentic geographical contexts. Able
to draw meaning from graphs, statistics, photographs to make
informed geographical decisions.
Literacy Able to effectively portray meaning in a variety of forms.
Geography Plan geographical inquiry, evaluate management strategies and
analyse contemporary Urban Dynamics.
Arts Create an original assessment task in a creative and persuasive
mode to express geographical patterns and future trends.
Possible Evidence of
Content: Actual Learning
Teaching Learning
Outcomes: Students learn Experiences/Resources/Differentiation/Links to Reg/Date
Strategies/co
about: Assessment: Differentiation
ntent:
Urban Dynamics
H1 explains the Students Learn About: Lesson 28 Big Idea: What Teacher to first discuss the new topic, provide a syllabus outline, and how it is 06.05.19
changing nature, spatial are the processes known as related to their assessment task and HSC examination. The teacher is to remind
25 | P a g e
patterns and interaction The urban dynamics of Urban Dynamics shaping students of classroom expectations and ensure they realise that this unit involves S.McMahon
of ecosystems, urban change: the morphology of cities. discussing their home/local area. Reiterate the importance of class etiquette and
places and economic respect when encountering material that may be personal for individual students. Student Responses
activity ● suburbanisation Remind students if there are any issues, they have the opportunity to raise their
,
concerns with the teacher.
exurbanisation, Learning Intentions:
counter- Students will investigate
H3 analyses urbanisation, Urban Dynamics and
contemporary urban decentralisation explain the nature, causes Do Now: Using the Two map images on lesson 1 PowerPoint, describe how
dynamics and applies , consolidation, and results of each Sydney has changed?
them in specific urban decay, process.
urban renewal, Teacher to project image and printout the images for physical copies for students
contexts
urban village, of visual impairment.
Google Classroom
spatial
exclusion Success Criteria: Do Next (ii): Class definition of Urban dynamic & morphology. Ask students to read Document
the quote
I was successful today Provide extracts for
because I could: ‘Geographers seek out and investigate the processes responsible for any changes students who do not
taking place.’ prefer ICT learning.
Identify where each
Dynamic occurs on Why is it essential we investigate the dynamics shaping the morphology of large
throughout Sydney. cities?
Explain each dynamic, why Provide an article outlining Urban dynamics and morphology that is not the
it occurs and the results of Pearson textbook, possible of observatory.com that focuses on Sydney.
the process. Student
Students are then required to complete a PEEL paragraph that defines Urban
Responses/Discussion
dynamics and discuses why its essential to study them.
Do Next (iii) Using the Chromebooks; Students use google doc ‘Urban Dynamics’.
Allocate students a number that corresponds with a dynamic. Instruct students to
enter their work into the table and that they are required to
i) Define the Dynamic; explain the process. And suggest where it occurs.
i) Explain what causes the process to occur, concerning Sydney.
ii) Explain the result of the change, with Sydney.
26 | P a g e
Peel scaffold provided

Pair life skill students together online or hardcopy
The teacher should assist specific students who require more guidance with this
activity. The teacher provides an exemplar example to set clear expectations of
what quality of work is to be expected.
Ensure all Dynamics are covered, and the work is entered into the table on the
google doc, as it will be printed out and presented the next lesson.
Extensions Activity: Higher Ability students are required to discuss the relationship
between socio-economic status and they're allocated dynamic. By writing a peel
paragraph trying to convince the audience of the positives and negatives on how
their urban dynamics affect the people living in their area.
Provide links to research articles and databases that provide accurate and reliable
information on Urban dynamics to ensure quality critical reading.
Do Next (iv) Class Discussion – Each student discusses their urban dynamic,
including:
- What is the process?

- Where it occurs?
- what changes as a result of the process Provide all
Resources/activities/mod
Resulted in limited discussion – Intervals should be set during the main activity to elled examples and links
discuss concepts and ideas more deeply in a collaborative process. Students gain to further readings on
a deeper understanding of the results/impacts of urban dynamics. By provided google slides for student
instruction consistently throughout the activity, it will also provide students with access.
more clarity and resources while completing the activity.
H1 explains the Students Learn To: Lesson 29 Big Idea: What Do Now: Complete ‘Types of photographs’ on the worksheet. (5 Minutes) Ensure Worksheet 08.05.19
changing nature, spatial are the processes known as students know this is to test their knowledge on the skill.
patterns and interaction ● calculating the Urban Dynamics shaping S.McMahon
time of day Before delivering this lesson, organise with the maths department that the students
of ecosystems, urban
27 | P a g e
places and economic when a the morphology of cities. require a maths lesson on concepts such as angles, time, degrees, using a Class discussion/
activity photograph was protractor and distance. Assisting students with critical skills and provide a sense Worksheet
taken and of relevancy across KLAs.
relating a photo
to a map of a Learning Intentions:
H3 analyses streetscape Students will investigate
contemporary urban photographs and identify The teacher is to outline learning intentions and highlight the importance of being
dynamics and applies Urban Dynamics and able to achieve this skill as it’s a possible HSC question in the skills section of the
them in specific Students Learn About: explain the nature, causes HSC exam.
contexts and results of each
● the urban Do Next (i) Estimating time of day in Photographs. (15 Minutes) Show students a
process. Student
dynamics of morning, midday and afternoon shot of an area within the school that shows
change: shadows moving. Ask students what time they think it is in each photo and what responses/Worksheet
H10 applies maps, suburbanisation assisted them with their estimate. Write what is needed on the board to estimate
graphs and statistics, , Success Criteria: time including
photographs and exurbanisation,
fieldwork to analysing counterurbanisa I was successful today · Where north is in the photo
and integrate data in tion, because I could: · The direction the photographer is facing
decentralisation · Knowing that sunrise = East & Sunset = West
geographical contexts
, consolidation, · Shadows from buildings/Trees
urban decay, · West lying = AM East lying = PM
urban renewal, Identify and describe types
of photographs · The sharpness of the shadow
urban village,
As a class go through the steps of estimating the time in Source A on the
spatial
Apply photographs and PowerPoint.
exclusion
fieldwork to analyse
information and describe Students then continue with the worksheet that consists of 3 questions that require
urban dynamics students to estimate the time in several photographs.
First practice question is scaffolded for life skills students Teacher is to work with
students who may find this activity challenging.
Do Next (ii) Remainder of the lesson Google
Drive/Presentation
Students create a presentation using a strategy of their choosing. e.g. PowerPoint.
A Presentation that
28 | P a g e
- Defines their Dynamic

- Explains the causes of their dynamic
- Identifies the results of the change
- Provides visual evidence of their dynamic (Photograph)
Show students an exemplar presentation. The type of presentation and level of
work that is expected. Provide all
Instruct students to share it with my google drive then present up the front of the elled examples and links
class for 1-2 minutes. Provide each student with a link/hard copies, so students to further readings on
have a personalised resources handbook of all urban dynamics to assist with google slides for student
future assessments. access.
H1 explains the Students learn to: Lesson 30 Big Idea: Do Now: Students complete a mix and match activity together, requiring them to Whiteboard (class) 10.05.19
changing nature, spatial What are the processes link the dynamic and photo of the dynamic with the definition. (5 mins - Max 10)
patterns and interaction ● identifying, known as Urban May print out individual S. McMahon
collecting and Dynamics shaping the Teacher to emphasise that this activity is a test of their knowledge of Urban copies if able to.
recording morphology of cities. Dynamics which Is critical for their Assessment task for this Unit. Highlight that
places and economic
geographical they will need to refer to at least two dynamics during their assessment task so
activity data from a they must be able to identify and explain each dynamic. Written in their
variety of
primary sources Learning Intentions: Do Next (i) Virtual Fieldwork Research ICT activity books/Responses after
Students will undertake the activity
H3 analyses virtual fieldwork to Using Chromebooks, student access field sites on google maps. Each site
contemporary urban Students Learn About: observe Urban Dynamics
illustrates an urban dynamic in the ‘real’ world. Students must identify the
dynamics and applies occurring throughout
appropriate dynamic and describe the process. I will print out images of
them in specific ● the urban Greater Sydney.
contexts dynamics of 1. Visit the link of your Allocated field Site and Identify and describe the field sites for students
change: dynamic shown at the site. unable to access the
suburbanisation 2. Using their table of Dynamics definitions, students are to transfer online material.
Success Criteria:
,
H8: Plan geographical meaning to the virtual fieldwork sites. Ask students to write a PEEL Google
exurbanisation, I was successful today
inquiries to analyse and paragraph explaining why you believe that the dynamic you have chosen
counterurbanisa
29 | P a g e
synthesise information tion, because I could: is present at your allocated site. Drive/Presentation
from a variety of decentralisation 3. Choose an Urban Dynamic, Research where it is occurring in Greater
sources , consolidation, Sydney. Find it on google maps and describe the urban dynamic at the
urban decay, site?
Identify and describe the
urban renewal,
Dynamic occurring at the
urban village, site.
Extension activity Written in their workbooks
H10 applies maps, spatial
graphs and statistics, exclusion Research locate and 4. The teacher then asks students to analyse their field side and engage in
photographs and explain a dynamic critical thinking. Based on the nature of the housing and environment at
fieldwork to analysing occurring in Sydney your field site, what do you believe the socioeconomic status of that
and integrate data in location is? Students will be required to access the Australian Bureau of
Complete a Diagnostic
geographical contexts Statistics (ABS) to find evidence, e.g. employment, housing, weekly
Quiz on Plicker
earnings for their field site.
Provide a teacher definition of SES and a scaffolded example of a location, the

H12: Explain urban dynamic occurring and evidence-based arguments on why this is low SES
geographical patterns, environment, e.g. buildings, graffiti, space.
processes and future
trends through
appropriate case
studies and illustrative Do Next (ii)
examples PEEL scaffold hardcopy/
Students are required to submit their PEEL paragraph (2) through google
Enlarged versions for
docs, or photograph, this is essential for students to receive feedback.
Visual-impaired learners.
Teacher-led discussion through the eight field sites, giving opportunity for
each student to discuss their field site with their peers. (have the field site
open at the front of the classroom (virtual fieldwork). Students discuss:
 What did they believe their location SES status was? And
why?
 What their ABS data revealed?
Provide all
Teacher continually provides FEEDBACK through this section of the Resources/activities/mod
30 | P a g e
activity. The goal of this part of the lesson is to consolidate student learning elled examples and links
and ensure all students understand each dynamic, where it occurs and its to further readings on
relationship with socioeconomic status (extension). Remind them a second google slides for student
time this activity relates to their assessment task. access.
3. If finished, visit the other sites and repeat the process of question 1.
•Identify and describe the dynamic shown at the site.
Note: Be prepared to discuss your Question 1 Site.
Provide Life skills students with a lower-order Dynamic to identify and describe.
e.g. Urban decay/Suburbanisation
Do Next (iii) If complete, continue with creating presentations/presenting from the
last lesson.
H1 explains the Students Learn To Lesson 31 Big Idea: A case Do Now: Diagnostic Quiz using Plickers covering the nature of Urban Dynamics. Plicker Report 13.05.19
changing nature, spatial study of the results of urban
patterns and interaction Analyse the structure of dynamics in a large city. Do Next (i): Students watch https://www.youtube.com/watch?v=b85J84y9Owo Hard copy provided for S. McMahon
of ecosystems, urban population pyramids and gain a visual overview of the changing nature of Sydney. And complete the students who cannot
places and economic create a population provided table. The table consists of four sections (major statistics, social-cultural access the online Plickers
activity pyramid on Sydney trends, economic trends, and challenges). Students are to fill out this table based quiz.
Learning Intentions: on the information drawn from the channel seven report.
Students investigate the Provide students with
changing nature and The teacher provides 1 example of each section of the table to ensure students their PowerPoint that are
H3 analyses Students Learn About development of Greater are clear on what the expectations are. combined into a portfolio
contemporary urban Sydney as a result of Urban
A case study of the Extension Activity: Worksheet/Workbooks/W
dynamics and applies Dynamics
results of the urban hiteboard
them in specific Ask students to go beyond the source material and speculate what they believe
dynamics in a large city
contexts the impact of the Urban dynamic (change) on that location is beyond what the PEEL scaffold
selected from the
developed world Success Criteria: video states. Students will be asked to give reasons for their thinking, address provided/sentence starter/
other viewpoints and weakness in their ideas. teacher provided example
H12: Explain Students complete the
The teacher provided
31 | P a g e
geographical patterns, Plickers diagnostic Quiz exemplar. An example

processes and future would be Urban
trends through Students describe the Do Next (ii) Using students’ knowledge of Urban Dynamics complete Questions 1. consolidation in the CBD
appropriate case structure and purpose of 1. Identify and explain Urban renewal and Urban consolidation using a PEEL yes provided more
studies and illustrative population pyramids. paragraph. Allow students to engage in past materials provided in earlier lessons housing but will
examples to assist in their response. Students use higher-order concepts and subject- overwhelm the public
Students complete the pre- specific vocabulary to express meaning.
activities on the observatory transport network due to
activity worksheets. Do Next (iii) Population Pyramids overpopulation. This
extension activity will be
H13: Communicate
Emphasise the importance of understanding this skill and ability to apply this skill implemented as
complex geographical
as it will be essential in their assessment task and the skills section of the HSC core+plus enhancement
information, ideas and
examination. to ensure the socio-
issues effectively, using
emotional wellbeing of
appropriate written and Students use population pyramid handout that shows two sets of data from 1991
students.
oral, cartographic and and 2016 Pyrmont.
graphic forms.
1. What are the features of Population Pyramid?
2. What does a Population Pyramid Show us?
3. Why do we use Population Pyramids?
4. Analyse and compare key population trends using source A & B, give
reasons why?
Observatory Activity
Worksheet/ Links to the
Before the lessons ask mathematics department to run refresher lessons on online version
calculation population percentage decrease/increase, this will assist students who
lack some foundational math skills required in the geography skills section.
Using:https://quickstats.censusdata.abs.gov.au/census_services/getproduct/censu
s/2011/quickstat/SSC11923 Provide access to
online/hardcopy material.
5. outline the main features of Pyrmont’s population?

Additional instructions
and differentiated
questions provided for
32 | P a g e
Do Next (iv) The History and future of Pyrmont's renewal and consolidation: students of lower ability.
Provide all
● watch:https://aso.gov.au/titles/documentaries/concrete-city/clip3/ Resources/activities/mod
● Answer Question 3. on the Pyrmont Activity Booklet elled examples and links
● Watch:https://www.youtube.com/watch?v=Q_13eIyqF20 to further readings on
● Answer Question 4. on the Pyrmont Activity Booklet google slides for student
access.
Do next (v) Students use https://invest.nsw.gov.au/why-nsw and their knowledge
from ‘World Cities’ to complete page 2 of the Pyrmont activity worksheet.
Numeracy Skills Extension:
Provide access to a population pyramid worksheet give students the remaining

time to finish this task, then continue it for homework. Ensure students return the
worksheet for feedback in a week. This task will require students to revisit critical
geographical numeracy skills and prepare them for assessment.
H1: Explain the Students Learn To: Lesson 32 Big Idea: Does Do Now: HSC question 2017. Student Workbooks 14.05.19
changing nature, spatial who you affect where you
patterns and interaction ● Constructing live? ‘Using an example, Outline what exurbanisation means.’ S.McMahon
and interpreting
of ecosystems, urban Provide a PEEL paragraph scaffold (Point, Evidence, Elaborate, Link). After Provide Hardcopy/E-book
choropleth
places and economic students first attempt their collect sheets for FEEDBACK, provide a second
maps
activity scaffold Use guided instruction during the second attempt reading through an Whiteboard /Class
Learning Intentions:
exemplar scaffold and highlighting each section (point, evidence, Elaborate, Link). Discussion
Students investigate the
Students Learn About: To provide the opportunity for students to make links between each step and the
processes that shape social
H3: Analyse A case study of the geography and the spatial structure of the paragraph.
contemporary urban patterns of advantage and Provide students with a
results of the urban Do Next (i) As a class, determine what is the social structure and discuss the
dynamics and apply disadvantage in Sydney hard copy of the
dynamics in a large city processes that shape social geography, including:
them in specific choropleth map and
selected from the
contexts ● Socio-economic status infographic
developed world including
Success Criteria: ● economic restructuring,
● its social ● distribution of wealth & poverty
structure and I was successful today Using a choropleth map on the PowerPoint: An issue is the evidence
H12: Explain
spatial patterns because I could of the learning students
33 | P a g e
geographical patterns, of advantage Explain the factors that ● the factors that determine a person's socioeconomic status? were discussing but
processes and future and shape the spatial patterns ● Explain what does locational disadvantage mean and how recording little
trends through disadvantage, of advantage and does it affect people? information. I would
appropriate case wealth and disadvantage in Sydney ● What groups are most at risk of poverty? provide a scaffold with
studies and illustrative poverty, headings, e.g. SES,
Using the infographic on the PowerPoint discusses the key trends of income and
examples ethnicity Examine choropleth maps Economic restructuring,
wealth distribution of Australia as a class.
and analyse the inequalities wealth and poverty. So,
in access to the occupation, The discussion required students to utilise their critical literacy, we engaged with during the activity
income, education, housing the material as a class, and the discussion was fruitful, so there’s no need to students would be
H13: Communicate and healthcare. change the activity. However, I would provide the definitions with an example of actively note-taking,
critical geographical terms, e.g. locational disadvantage, quintile, distribution, highlighting to them the
economic restructuring, spatial. To ensure clarity during the activity, so I would not importance of this as it is
have to keep explaining what each process means. a part of their assessment
appropriate written and
task.
oral, cartographic and
graphic forms.
Do Next (ii) Jigsaw Activity – Allocate groups of 2. Each pair is assigned an
inequality or spatial pattern, including:
Housing Student Workbooks /

● Using source 7.8.2 & 7.8.3 on page 244. Describe the pattern of Google Classroom?
mortgage and rental values in Sydney?
● Explain the relationship between access to housing and social
inequality?
● Compare the advantages and disadvantages of the two ways people can
access the housing market by purchasing or renting?
Education
● Explain the importance of education in shaping a person’s future?
● Using 7.8.5 on page 245, discusses the distribution of HSC results?
● Explain the relationship between socioeconomic status and education?
Healthcare
● Using source 7.8.6 on page 246 describe the distribution of general
practitioners?
● Using source 7.8.7 discusses the relationship between premature deaths
and access to education?
34 | P a g e
● Explain how socio-economic status impacts access to healthcare?

Occupation and Income
● Using Source 7.7.8, 7.7.9 & 7.7.10 on page 240 describe the spatial
pattern of unemployment and its relationship with tertiary education?
● Using page 243 & Source 7.8.1 Outline the impact of economic
restructuring on employment opportunities in Sydney?
● Using page 243 & Source 7.8.1 describe what economic restructuring is?
And how that can impact getting employment
This Jigsaw activity had required students to utilise their literacy, numeracy and
critical thinking skills. I would rerun it with a few changes and ensure there was a
final product.
I would find sources outside of the textbook. Case studies that were relevant to the
students, e.g. Blacktown. This means when it came to using their numeracy skills
like data and trend analysis, they would be further engaged.
Provide all
The teacher actively monitors discussions and intervenes when necessary—taking
the role of a facilitator when students are discussing social issues like employment elled examples and links
& education. At the end of the lesson, ask students as a class to create their to further readings on
poster, infographic, a visual guide. That includes all four spatial patterns the jigsaw google slides for student
comes together creating an original learning resource for students. access.
Provide a copy of the visual resource printed out/online for each student with
feedback provided on each section.
3.develop knowledge GLS5 identifies factors Lesson 32 Big Idea (life Life Skills Questions
and understanding that influence where Skills): Housing
about global and local people live and work ● Using source 7.8.2 & 7.8.3 on page 244. Describe what this choropleth
forces which impact on Big Idea: How does where map shows what do you see?
people, urban places GLS7 investigates you live to affect you? ● Why is it a disadvantage to be renting instead of buying a home?
and economic activity economic activity in a Education
35 | P a g e
range of places ● Explain the importance of education in shaping a person’s future?

● How does your view of education change depending on where you live?
Healthcare
● On source 7.8.6 Identify where there are no doctors, is there a link to
low-socioeconomic status?
● Using source 7.8.7 discusses the relationship between premature deaths
and access to education?
● Why would geographers need to know where you're able to access
healthcare and where you cant?
● Using Source 7.7.8, 7.7.9 & 7.7.10 on page 240 is there a link between
employment and education?
H1: Explain the Students Learn About: Lesson 33 Big Idea: Does Do Now: Read ‘Migrant streams’ students outline how the migrant stream changed Student Workbooks 15.05.19
changing nature, spatial who you affect where you over time, and what motivated groups to migrate to Australia?
patterns and interaction A case study of the live? S. McMahon
of ecosystems, urban results of the urban I adjust the nature of this activity as it does require students to engage in critical
places and economic dynamics in a large city reading. Changing this task to a whole class collaborative approach so the teacher
activity selected from the can use guided instruction to ensure students make meaningful connections about
developed world including Learning Intentions: the source material. Critical literacy is a community-based task meaning students
Students investigate need to feel safe and supported, so they feel free to express their ideas and not Whiteboard/Workbooks
● its social Sydney's spatial patterns of just conform to others.
H3: Analyse structure and ethnicity and Sydney's Student workbooks
contemporary urban spatial patterns changing economic Do Next: Sydney's Geography of Ethnicity students use the handout to:
of advantage Provide ALARM and
dynamics and apply character.
and 1. Explain why new arrivals in Sydney find themselves in a PEEL scaffolds for
them in specific
disadvantage, position of relative disadvantage? students still requiring
contexts support (by this stage of
wealth and Adjust this activity to a journal reflection, provide the opportunity for students to
poverty, Success Criteria: engage in critical and creative thinking. Students would have to make an informed the program students
ethnicity evidence-based judgement then express those ideas from the perspective of should be confident with
H12: Explain ● changing I was successful today another individual. This activity is more stimulating, relevant and personal, then the structure of PEEL.
geographical patterns, economic because I could requiring them to answer a short answer question.
processes and future character, 2. Using the Sydney Ethnicity handout choose an ethnicity and
Outline Australia's migrant describe the spatial distribution of that group, is there a
trends through nature and Provide hard copy and
location of stream and describe connection between birthplace and socio-economic status?
appropriate case Sydney's spatial distribution
36 | P a g e
studies and illustrative residential land, of ethnicity. Do Next (ii) HSC Practice Question: online Access
examples commercial and
industrial Complete HSC practice HSC Practice Question: Describe the spatial patterns of advantage and
development Question on Spatial disadvantage in a large City?
patterns of advantage and
H13: Communicate disadvantage in a large city. Provide Teacher exemplar (rough example)
Provide PEEL paragraph
Define economic West London generally appears to have more advantage than in East London. As scaffolds for lower-ability
restructuring and examine a rule, people in West London have enjoyed higher incomes, better housing students (aim to remove
Sydney's major economic provision and superior social services/facilities such as Hyde Park and the the scaffolds soon
sectors and future trends Knightsbridge shopping precinct. East London was traditionally an industrial area depending on progress.
that was affected by globalisation that created disadvantage through
graphic forms.
unemployment, crime and urban decay.
Reiterate the importance of structure in HSC writing, and that for the writing
component of their assessment task, this level of writing is to be expected.
Do Next (iii) Students copy down the definition of economic restructuring?

Students then examine source 7.2.1 to understand Sydney’s major economic
sectors and future trends
Provide one example of how to examine trends on a bar graph and how to use
mathematical evidence in geographical writing. Then ask students to find three
trends themselves and write down how they would use that evidence in an
extended response.
Do Next (iv) Using the ‘Spotlight’ handout
● describe the nature of Australia's economic transformations over the

past four decades?
3-2-1 Activity (End of Lesson) Ask each student three things they learnt, two things
they found interesting and 1 question they still have. Write on an exit slip to be
collected.
Provide FEEDBACK on the previous 3-2-1 activity in the earlier lessons. To

demonstrate to students that their work is being monitored and that there is 3-2-1 Sheets to be
37 | P a g e
meaning to the activities. collected
Provide all
elled examples and links
to further readings on
google slides for student
access.
H1: Explain the Students Learn About: Lesson 34 Big Idea: How Do Now: HSC Practice Question Contrast Two Urban Dynamics of change HSC practice question 17.05.19
changing nature, spatial do we use land in Sydney? operating in this massive city. Handout
patterns and interaction A case study of the How has it changed over S. McMahon
of ecosystems, urban results of the urban time? Collected the handout and provided feedback in the next lesson on their writing
places and economic dynamics in a large city structure, use of evidence and conciseness with answering the question directly.
activity selected from the
developed world including Sentence Starter added for life skills students,
● changing Students investigate Notify students that a significant part of their assessment task surrounds
H3: Analyse economic Sydney's changing nature employment, as Sydney faces several economic challenges in the future. This
contemporary urban character, and location of residential, lesson may be the focus of your assessment task if you would so choose.
dynamics and apply nature and commercial and industrial Do Next (i) As a Classwork through PowerPoint drawing on students’ knowledge Workbooks
them in specific location of development.
residential land, from the field trip and previous lessons to discuss and make notes. Clarifying
contexts areas of confusion and ensuring students understand:
commercial and
industrial The teacher is to provide
Success Criteria: - Urban Corridor
development - Why did Industry leave Sydney's Central Industrial Area? hints referring back to the
H12: Explain - What factors caused the decline in Manufacturing in Sydney?
I was successful today field trip, specific
geographical patterns, - How did Sydney’s industrial landscape change over the past decades?
because I could examples where we were
processes and future During this activity, the teacher probes student understanding based on their field
trip into Sydney Pyrmont and background knowledge. Students will be required to walking etc.
trends through
appropriate case make informed judgements on the economic decline of industry and manufacturing
in Sydney.
studies and illustrative Explain how and why the
examples nature and location of Students Explain how and why the nature and location of Sydney's Industrial land Extension: How does the
Sydney's Industrial land use economic restructuring in
38 | P a g e
have changed? the latter half of the 20th

use have changed? (remember PEEL paragraph) century affect the type of
H13: Communicate Describe the factors that nature of jobs in the 21st
complex geographical determine where people at this stage, we want to limit the amount of scaffolding and allow space for
students to express their writing and provide meaningful feedback. century?
information, ideas and live in Sydney? And explain
issues effectively, using this shapes where the Do Next (ii)
appropriate written and nature and location of
residential land? - factors that determine the nature and location of residential land: Provide printouts of
- Affordability (revisit income classes) choropleth maps and
graphic forms. - Perceptions of ‘liveability access to online access
- Social and demographic trends and for easy accessibility.
- suitable housing stock
- Pair lower ability students
Assign students in pairs a factor and a hardcopy choropleth map, Student examine
the sources and define and describe five key trends and be prepared to share with higher ability.
them with the class. Students use data and trend analysis skills from previous
lessons. The teacher provided an
exemplar for students of
Describe the factors that determine where people live in Sydney? And explain this lower ability.
shape where the nature and location of residential land?
Definitions of critical
Collect their writing piece for feedback in previous lessons. The goal of this terms for students having
constant writing and feedback is that when it comes to HSC study student will have difficulty with
multiple marked exemplars of short answer questions. geographical
metalanguage.
Provide all
google slides for student
access.
H1: Explain the Students Learn About: Lesson 35 Big Idea: Who Do Now: Students copy vital terms and factors that contribute to a culture of the PEEL Scaffold 20.05.19
changing nature, spatial we are and how we see place.
A case study of the
39 | P a g e
patterns and interaction results of the urban ourselves is reflected in Provide students with a table of critical geographical metalanguage using guided
of ecosystems, urban dynamics in a large city place. instruction, applying each term to a specific relevant example in Chinatown.
places and economic selected from the
activity developed world including Do Next (i): As a class, discuss the factors that contribute to a culture of place and
apply them to the context of Chinatown. Students engage with a variety of sources Workbooks/Chromebooks
● culture of the Learning Intentions: and complete ‘Chinatown’ on the culture of place worksheet.
place as Students investigate
H3: Analyse expressed in Sydney's Culture of place Do Next (iii) In allocated pairs, using Chromebooks students research their Culture of Place
contemporary urban the architecture, through the context of allocated suburb/area and describe its Culture of place on their worksheet. Worksheet/Chromebooks
dynamics and apply streetscape, Chinatown and one other Worksheet to be collected at the end of the lesson.
them in specific heritage area.
contexts architecture, Life skills students paired with higher ability student
noise, colour, Culture of Place
Do Next (Extension activity) (iv) Students are asked to apply urban consolidation Worksheet/Workbooks
street life,
Success Criteria: and urban renewal to their allocated area and explain how this dynamic may
energy, vitality
H8: Plan geographical change a suburbs ‘culture of place’. Provide all
and lifestyles Students can describe the
inquiries to analyse and Resources/activities/mod
factors that determine an example is provided on PowerPoint for life skills students elled examples and links
synthesise information
where people live and to further readings on
from a variety of
explain how these google slides for student
sources
processes shape the nature access.
and location of residential
land.
H13: Communicate
complex geographical Students can describe the
information, ideas and ‘culture of place’ in
issues effectively, using Chinatown and one other
appropriate written and area.
graphic forms.
H1: Explain the Students Learn About: Lesson 36 Big idea: City Do Now: Describe the culture of place of Chinatown? 24.05.19
changing nature, spatial growth is inevitable, but
40 | P a g e
patterns and interaction A case study of the sustainably approaching Limited scaffolding but provide key metalanguage with definitions on the board. S.McMahon
of ecosystems, urban results of the urban development is critical. Steadily decreasing scaffolds will allow them to complete the short answer
places and economic dynamics in a large city question by addressing all terms, e.g. colour, noise, architecture. Whiteboard/Student
activity selected from the Workbooks
developed world including Do Next: Mind Map Activity - future planning challenges in the city of Sydney?
● growth, Students investigate Notify students that future planning challenges is the topic of their assessment and
H3: Analyse Sydney's future growth and allow them each to write on the board one challenge they would like to address. PowerPoints/ google
development, pres./ animation/video
contemporary urban future trends development.
dynamics and apply (Note this task is similar to the assessment so I will use it now as a beginning
and ecological
them in specific lesson to introduce them to their assessment task.)
sustainability
contexts Success Criteria: Do Next (i): Collaborative Research and Presentation. Students are required to
analyse key trends, identify and discuss urban challenges, and evaluate
Students can: management plans regarding a particular LGA. Students present their findings in a
H8: Plan geographical ● Analyse key manner of their choosing and attempt to persuade the NSW government (us) to
inquiries to analyse and trends opt for their plan. Their presentation must be for a minimum of 3 minutes in an
synthesise information ● Discuss attempt to. Students are required to:
from a variety of Challenges
sources ● Evaluate ● Outline the future trends (population, employment) of your allocated
development Local government area (LGA)
● Discuss two or more challenges your area faces (liveability, transport,
plans traffic congestion, access to services/employment, managing waste,
● suggest clean water, population growth, etc.).
H12: Explain sustainable ● Discover if there is already a development plan in place to solve this
geographical patterns, recommendations issue? Evaluate the solution If there isn’t one or you believe the plan will
processes and future not address the challenge than suggest recommendations on how you
trends through would approach solving the challenge.
appropriate case ● MAKE THEIR PLAN SUSTAINABLE!
studies and illustrative
Stop the lesson periodically to provide links to resources and monitoring students Provide all
examples
progress to ensure student clarity on the task. Asses students sources to provide Resources/activities/mod
high quality guided instruction during an active learning inquiry-based task.
Paired Life Skills together and provided them we assisted, guided and independent to further readings on
H13: Communicate
instruction google slides for student
complex geographical access.
information, ideas and - Assisted: Used their LGA as an example for the class, completed ABS
41 | P a g e

appropriate written and and found their development plan.
- Guided: Printed out steps on how to complete the research aspect
oral, cartographic and - Independent: life skills students make their judgements and create their
graphic form presentation, may require additional help from the teacher.
H1: Explain the Students Learn About: Lesson 37 Big idea: City Do Now: Where are you at the activity. Students complete checklist scaffold to Checklist Sheets 27.05.19
changing nature, spatial growth is inevitable, but ensure they are ready to present and cover all of the activity’s expectations. Collected
patterns and interaction A case study of the sustainably approaching S.McMahon
of ecosystems, urban results of the urban development is critical.
places and economic dynamics in a large city
selected from the Do Next: Students present their findings in a mode of their choosing. Observing
activity students use presentation response scaffold to note down:
● growth, Students investigate - the population trends of each LGA
development, - the challenges each LGA faces
H3: Analyse Sydney's future growth and
future trends - The development plans of each LGA
contemporary urban development. Presentations/Google
dynamics and apply and ecological classroom
them in specific sustainability Note: Due to the adjusted assessment task, this lesson will not be necessary.
contexts Success Criteria:
Instead, this lesson should be a focus on HSC questions the types of questions
Students can: students may be required to answer drawing on pasts exemplars and examples
completed in class. Hard copy/E online)
H8: Plan geographical ● Analyse key
inquiries to analyse and trends Do Next: Teacher goes through ‘Types of HSC questions’ to address the different Sentence starts
synthesise information ● Discuss format and questions asked concerning urban dynamics.
from a variety of Challenges Essential definition
sources ● Evaluate Using guided instruction, the class collaboratively goes through paragraph glossary provided for
development structure (PEEL), key geographical metalanguage used in specific questions, e.g. lower ability students.
plans Consolidation. Provide students with a sample HSC extended response question
● suggest allow class time to start in an ensure they submit it for FEEDBACK in the following Sample paragraphs
H12: Explain sustainable week. provided.
geographical patterns, recommendations
processes and future Provide all
42 | P a g e
trends through Resources/activities/mod

appropriate case elled examples and links
studies and illustrative to further readings on
examples google slides for student
access.
H1: Explain the Students learn about: Lesson 38 Big idea: Urban Do Now: Explain what Urban Consolidation means and give an example to support Worksheet 28.05.19
changing nature, spatial consolidation is the future of your answer. (4 Lines)
patterns and interaction ● a case study Sydney, even this close to S.McMahon
that is showing Do Next: Using Chromebooks, as class access ‘our Blacktown’ 2039 and discuss
of ecosystems, urban home. Student workbooks
one of the population and household trends using the infographics in the PDF. Students also
places and economic
urban dynamics access Blacktowns Profile ID and look at ‘forecast household types’ students draw
activity listed above, on previous knowledge from nature and location of residential land to answer:
operating in a Learning Intentions:
country town or Students investigate the Will high-density housing suit the lifestyle needs of the dominant groups in the
H3: Analyse suburb. dynamic Urban future?
contemporary urban consolidation operating in Intervals should be set during the activity to discuss concepts and ideas more
dynamics and apply the suburb of Blacktown deeply in a collaborative process. Students gain a deeper understanding of the
them in specific results/impacts of urban dynamics. Critical literacy is a community practice and
skills are developed more effectively when following Vygotsky zone of proximal
contexts development.
Success Criteria: Do Next (i): Students look at why Blacktown is turning to Urban consolidation.
Watch https://www.youtube.com/watch?v=eMXnzMusmac (if able in the Library)
H8: Plan geographical Students can: we discuss as a group the advantages and disadvantages of Urban consolidation;
inquiries to analyse and then students are required to research on Chromebooks (Library).
Explain why Urban
synthesise information Consolidation is occurring Explain why Urban consolidation is occurring in Blacktown? Discussion/Workbooks
from a variety of in Blacktown. Do Next (ii): In pairs, students are required to research and identify examples of
sources urban consolidation in Blacktown. Ensure they know it can be an example that is
Identify and locate completed or is planned to be constructed soon. Ensure students know they can
examples of Urban use google maps/google earth like the previous Urban dynamics activity. Or find a Provide all
Consolidation in Blacktown government/building plan that outlines where consolidation will be occurring in Resources/activities/mod
H13: Communicate elled examples and links
complex geographical Blacktown.
information, ideas and Do Next (iii): (Extension Activity) Teacher goes through ‘Types of HSC questions’ google slides for student
43 | P a g e
issues effectively, using to address the different format and questions asked concerning urban dynamics. access.
graphic form
H1: Explain the Students learn about Lesson 39: Urban Do Now: Students are to complete the See, Think, Wonder activity using the image Student 29.05.19
changing nature, spatial consolidation is the future of as a stimulus. workbooks/Discuss/ list
patterns and interaction ● a case study Sydney, even this close to on board. S.McMahon
showing one of Do Next: As a class, we create a positive/negatives mind map to consolidate the
of ecosystems, urban home.
the urban critical ideas brought up in the previous lesson. Discussing the critical effects of
places and economic
dynamics listed Urban consolidation on Blacktown, e.g. Westpoint, Train Station, New university,
activity above, Parking structures, access to Blacktown Hospital. Aesthetics, traffic congestion.
operating in a Learning Intentions: Losing the social diversity and multicultural links Blacktown possess. The
country town or Students investigate the affordability of the area may rise. May force out low-income residents in
H3: Analyse suburb. dynamic Urban surrounding areas. sustainability, e.g. Bunya/Zoo
contemporary urban consolidation operating in
dynamics and apply the suburb of Blacktown. Highlight to students that this can be a topic for their assessment task and that the
them in specific activity we are doing together is the skills required of students to compete with
contexts their assessment task successfully.
Success Criteria: Do Next (i): Get students to apply their knowledge by Using Source A and Source
Students can: B to write a PEEL paragraph explaining how Urban consolidation is operating in Student
H8: Plan geographical Blacktown? Workbooks/Whiteboard
inquiries to analyse and Identify where urban
synthesise information consolidation is operating in Life skills receive different question describe where Urban consolidation is
from a variety of Blacktown. happening in Blacktown and why?
sources
Explain how Urban Do Next (ii) Students are divided into two sections those for Urban consolidation
and those against it. Depending on the student's position, they must choose their Worksheet collected
consolidation is operating in
Blacktown. topic they wish to focus on. Then draw upon their knowledge and individual
H13: Communicate research to create an original infographic on canvas. That is required to use their
complex geographical Create an infographic that knowledge along with research to create an infographic on canvas. Canva/Google Drive
information, ideas and describes the effects of
issues effectively, using Urban Consolidation on Provide all
44 | P a g e
appropriate written and Blacktown. Students access: Resources/activities/mod

oral, cartographic and elled examples and links
graphic form https://www.canva.com/design to further readings on
create an infographic, download and share it on google drive. google slides for student
access.
A modelled example is provided to all students to show the expected quality of
work explicitly.
H1: Explain the Students Learn About Lesson 40 Big Idea: The Do Now: Students are to complete a matching activity. Linking the Urban dynamic Worksheet hardcopy. 3.06.19
changing nature, spatial results of Urban dynamics to the definition (revision)
patterns and interaction A case study of the in Sydney. S. McMahon
of ecosystems, urban results of the urban Do Next: Students are to engage with the PowerPoint to revise Urban dynamics
places and economic dynamics in a large city content. As a class, we outline key ideas and clarify student understanding of
activity selected from the specific syllabus dot points. Students are required to take revision notes.
developed world Learning Intention:
Students will revisit the key This PowerPoint is an excellent teaching resource that provides a clear and
ideas of the unit. concise summary of the entire Urban dynamic’s syllabus point, including case
H3: Analyse studies, statistics, graphs and article extracts. It’s a quality resource that should be
contemporary urban provided to all students for their assessment task and HSC revision. The
dynamics and apply Success Criteria: I was limitations of this activity where it was teacher-centred tasks with only a few
them in specific successful today because I moments of good discussion. Unable to effectively monitor student understanding
contexts could: and knowledge. To adapt this task, I would change the layout of the PowerPoint
providing interactive elements such as: Provide all
Define the urban dynamics Resources/activities/mod
of change a.Literacy: short writing tasks in crucial areas. Geographical elled examples and links
metalanguage requiring students to define terms. to further readings on
Examine what we have b.Numeracy: ABS statistics, graphs, photographs, and infographics. I google slides for student
studied in this unit and would remove all analysis from the PowerPoint and ask students to access.
clarify key ideas and complete the section.
themes. c.C&CT: At certain areas, e.g. employment, social trends, urban planning,
and education. The teacher provides reflective writing sections asks for
their evidence-based reflection on specific trends.
d.Provide all HSC short answer questions they have completed over the
unit to ensure they prepared for their assessment and HSC.
e. Life skills students will receive a heavily scaffolded PowerPoint instead,
45 | P a g e
with PEEL writing scaffolds, definitions, sentence starters, guided-

assisted-independent instruction when analysing numeracy elements.
Do Next (i): Allocate students an HSC extended response question. Due next
Wednesday.
Go through the extended response question allocated in lesson 37. They are
provided critical feedback for their assessment task and HSC study.
46 | P a g e
References
Allen, D., Donham, R., Bernhardt, S., Buskist, W., & Groccia, James E. (2011).
Problem‐based learning. New Directions for Teaching and
Learning, 2011(128), 21-29.
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Critical and
Creative Thinking understanding. Retrieved March 28th, 2020, from
https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/critical-and-creative-thinking/
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Literacy.
Retrieved March 23rd, 2020, from
capabilities/literacy/
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Numeracy.
Retrieved March 25 th , 2020, from
capabilities/numeracy/?searchTerm=numeracy#dimension-content
Caleb Allison, C., Kumar Laxman, & Mei Lai. (2016). New Setting, Same Skill:
Teaching Geography Students to Transfer Information Literacy Skills from
Familiar to Unfamiliar Contexts. International Journal of Education and
Literacy Studies, 4(2), 27-38.
Davidson, G., Stevens, B., & Williams, A. (1998). Developing numeracy through
geography. Teaching Geography, 23(4), 174-177.
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Drake, M. S., & Savage, M. J. (2016). Negotiating accountability and integrated
curriculum from a global perspective. International Journal of Learning,
Teaching and Educational Research, 15(6), 127-144.
Gibbons, S. (2019). "Death by PEEL?" The teaching of writing in the secondary
English classroom in England. English in Education: Writing, 53(1), 36-45.
Kirschner, P., Sweller, J., & Clark, R. (2006). Why Minimal Guidance During
Instruction Does Not Work: An Analysis of the Failure of Constructivist,
Discovery, Problem-Based, Experiential, and Inquiry-Based
Teaching. Educational Psychologist, 41(2), 75-86.
Loreman, T., & Deppeler, Joanne, , author. (2011). Inclusive education: Supporting
diversity in the classroom (2nd ed.).
NSW Education Standards Authority. (n.d.). Geography Stage 6 Syllabus. Retrieved
March 16th, 2020, From
https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-
areas/hsie/geography
Post, K., & Rainville, E. (2011). Universal Design for Learning. OT Practice, 16(4),
12-14,17.
Poehner, M. (2012). The Zone of Proximal Development and the Genesis of Self ‐
Assessment. Modern Language Journal, 96(4), 610-622.
Silva, A., Bispo, A., Rodriguez, D., & Vasquez, F. (2018). Problem-based
learning. Revista De Gestão, 25(2), 160-177.
Thomas, P., Hall, L., & Piazza, S. (2010). Challenging Texts: Engaging with Critical
Literacy: Reflections on Teaching and Learning. The English Journal, 99(5),
91-94
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Yeung, S. (2010). Problem-Based Learning for Promoting Student Learning in
High School Geography. Journal of Geography, 109(5), 190-200. DOI:
10.1080/00221341.2010.501112
McTighe, J., and Wiggins, G. (2011). Understanding by design Framework:
Introduction: What is the UbD Framework. ASCD. Alexandria, VA:
https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pd
Wiggins, Grant P., Wiggins, Grant P., author, McTighe, Jay, ProQuest, & Gale
Virtual Reference Library. (2005). Understanding by design (Expanded 2nd
ed.). Alexandria, VA: Association for Supervision and Curriculum
Development.
49 | P a g e
Appendices
Original Scope and Sequence
HSIE FACULTY - Year 12 GEOGRAPHY- Scope and sequence- 2018/2019
TERM 4: 2018 – People and Economic Activity (WEEK 1-10)

Term 4-2018 1 2 3 4 5 6 7 8 9 10
AT1 Due
TOPICS Global Economic Activity Local Case Study
SUB-TOPICS Nature, Spatial Patterns and Factors explaining the nature, spatial patterns and
The The nature of Locational Ecological dimensions &
future directions of ONE future directions of the selected economic activity
environmental, the economic Factors Internal and External linkages
economic activity in a global social and enterprise and flows
context economic operating at a
impacts of the local scale
economic
activity
SKILLS & People and Economic Activity: 33.3% of Indicative Course Time (45.5 Hours) - (13 Weeks)
FIELDWORK
Skills to be taught include Map Interpretation and Graph and Statistical Analysis. More specifically-
● Analysing spatial relationships using land use and topographic maps

● Interpreting flow charts depicting trade data
● Identifying, collecting and recording geographical data from primary sources through fieldwork
● Calculating the rate of increase or decrease between two points on a line graph showing employment change
● Interpreting a ternary graph depicting raw material inputs
● Interpreting proportional circles containing pie graphs
● Calculating the area of a land use or vegetation type from aerial photographs, absolutely and relatively
● Identifying spatial associations, interactions and changes from aerial photographs
● Identify, collect and record geographical data from a variety of primary sources
● Construct a log of events and activities, which records the development of fieldwork activity
● Synthesise data and evaluate the fieldwork activity
OUTCOMES H1, H4, H5, H6, H7, H8, H9, H10, H11, H12, H13
50 | P a g e
ASSESSMENT AT1: Fieldwork & Fieldwork Report – 25%: Due Week 9

Term 1-2019 1 2 3 4 5 6 7 8 9 10 1
AT2 Due 1
TOPICS Local Case Study WORLD CITIES MEGA CITIES
SUB-TOPICS Effects of global changes in the economic activity Nature, The role of The Relationship of Nature, Challenges Responses to
character and World Cities dominance and character of living in the challenges
Spatial & Operation dependence and Spatial Mega of living in
Distribution of of Global Distribution Cities Mega Cities
World Cities Networks of Mega
Cities
SKILLS & ● Refer to Skills and Fieldwork for People Urban Places: 33.3% of Indicative Course Time (45.5 Hours) - (13 Weeks)
FIELDWORK & Economic Activity
Skills to be taught include Map Interpretation and Graph and Statistical
Analysis. More specifically-
● Calculating population density using maps of a large city

● Constructing a transect to show land use change in a local area
● Describing patterns, linkages, networks and change, using maps of
large cities and other urban areas
● Constructing and interpreting choropleth maps
● Synthesising and evaluating fieldwork data about the dynamics of
change in a country town or suburb
● Interpreting trends from logarithmic and semi logarithmic data about
the growth of mega cities
● Analysing population pyramid data to investigate the implications on
health and social issues of a rapidly growing city
● Calculating the time of day when a photograph was taken and
relating a photo to a map of a streetscape
● Identify, collect and record geographical data from a variety of
primary sources
● Construct a log of events and activities, which records the
development of fieldwork activity
51 | P a g e
ASSESSMENT AT2: WORLD CITIES – TEST ASSESSMENT WEIGHT: 25% DUE: WEEK 10 – TERM 1 IN CLASS
TERM 1: 2019 – People & Economic Activity (WEEK 1 - 2) / URBAN PLACES (WEEK 3 – 11)
TERM 2: 2019 – URBAN PLACES (Weeks 1-5)/Ecosystems at Risk (Week 6 – 10)

TERM 2-2019 1 2 3 4 5 6 7 8 9 10
AT3 Due
TOPICS URBAN DYNAMICS ECOSYSTEMS AND THEIR MANAGEMENT
SUB-TOPICS Case Study of Urban Dynamics of change Case Study of Urban Dynamics of Biophysical Vulnerability and
The Importance of Ecosystem
in: change in: Interactions Resilience of Ecosystems
Management and Protection &
→One large city in a developed world →One country town/suburb Evaluation of traditional and
contemporary management
strategies
SKILLS & ● Refer to Skills and Fieldwork for Urban Places Ecosystems at Risk: 33.3% of Indicative Course Time
FIELDWORK (45.5 Hours) - (13 Weeks)
Skills to be taught include Map Interpretation and

Graph and Statistical Analysis. More specifically-
● Calculating the gradient of a slope as a ration
● Calculating the vertical exaggeration of a cross
section describing a specific ecosystem
● Determining sight lines between two points
● Recognising features of changing pressure
patterns on weather maps in order to describe
characteristics of different ecosystems
● Constructing a log of events and activities to
manage the development of a fieldwork activity
explaining human impacts on an ecosystem at
risk
● Interpreting frequency distributions and
diagrams about energy flows in different
ecosystems
● Constructing a précis map from an aerial photo
or satellite image to describe spatial patterns of
overland flow
52 | P a g e
● Using GIS to examine spatial and ecological

issues relevant to the protection and
management of ecosystems
Fieldwork is to be taught in conjunction with this unit.

Students will learn to:
● Formulate geographical questions/issues for
study
● Identify, collect and record geographical data
from a variety of primary sources
● Construct a log of events and activities, which
records the development of fieldwork activity
ASSESSMENT AT3: Extended Response – 25%: Due Week 10
TERM 3: 2019 – Ecosystems at Risk (WEEK 1)/Trial HSC (WEEK 2)/Ecosystems at Risk (Week 3-4)/Trial HSC (Week 5)/Ecosystems at Risk (6-10)
Term 3-2019 1 2 3 4 5 6 7 8 9 10
AT4 Due
TOPICS ECOSYSTEMS AND THEIR Trial HSC Trial HSC CASE STUDIES OF ECOSYSTEMS
MANAGEMENT Week 1 Week 2
SUB-TOPICS The Importance of Ecosystem CASE STUDY 1 – CASE STUDY 1 – CASE STUDY 2 –
Management and Protection Great Barrier Reef Great Barrier The Atacama Desert
& Evaluation of traditional Reef
and contemporary
management strategies
SKILLS & ● Refer to ● Refer to ● Refer to Skills and Fieldwork for
FIELDWORK Skills and Skills and Ecosystems at Risk
Fieldwork for Fieldwork
Ecosystems at for
Risk Ecosystems
at Risk
OUTCOMES H1, H2, H5, H6, H7, H8, H9, H10, H11, H12, H13
ASSESSMENT Assessment Task 4: Trial HSC Examination: 3 Hour Examination: 25%
53 | P a g e
54 | P a g e
Original Unit Outline
Unit Title: Urban Places

Unit Outline Unit duration
The focus of this study is a geographical investigation of world cities, megacities and the urban dynamics of large cities and urban localities. Urbanisation is the most important 13 Weeks/40 Hours
geographical process shaping the Earth’s cultural geography. The shift from rural-based lifestyles to those based in towns and cities is the most significant terrestrial event in
human history. More than half the world’s population now lives in urban places. This shift will continue for the foreseeable future and this until will allow students to recognise 40 Lessons
features and plan for the spread of urbanisation in a sustainable manner.
Big ideas/key concepts Why does this learning matter?

Students will learn that: The learning matters because:
● Urban places have a distinctive character ● Characteristics of urban places affect the future planning, expansion and cost of cities
● Urban places require relationships and interdepend on other ● An awareness of these relationships allows students to evaluate the effects of urban places
urban places ● Students are able to analyse how these processes have an impact on housing affordability, congestion, pollution and people
● Urban places follow a set of processes that shape their form
and character
Place in scope & sequence/Building the field Target outcomes
This is the 2nd unit that students will cover as part of the HSC course. H1: Explain the changing nature, spatial patterns and interaction of ecosystems, urban places and economic activity
This unit will allow students to develop core skills in analysing a range
of photographs and maps in order to prepare for the skills component H3: Analyse contemporary urban dynamics and apply them in specific contexts
of the examination. H5: Evaluate environmental management strategies in terms of ecological sustainability
H6: Evaluate the impacts of, and responses of people to, environmental change
H7: Justify geographical methods applicable and useful in the workplace and relevant to a changing world
H8: Plan geographical inquiries to analyse and synthesise information from a variety of sources
H9: Evaluate geographical information and sources for usefulness, validity and reliability
55 | P a g e
H10: Apply maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in geographical contexts
H11: Apply mathematical ideas and techniques to analyse geographical data
H12: Explain geographical patterns, processes and future trends through appropriate case studies and illustrative examples
H13: Communicate complex geographical information, ideas and issues effectively, using appropriate written and/or oral, cartographic and
graphic forms.
Literacy Numeracy ICT Assessment

skills skills skills
ALARM Template Mapping Skills Google Satellite Assessment Task 2: World Cities Topic Test - 25%
SuperSix Analysis Strategies Data Analysis Google Platforms
Trend Analysis VR Glasses
Outcomes: Content: Possible Actual Learning Experiences/Resources: Evidence of Reg/Date

Students learn Teaching Learning
about: Strategies/co
ntent:
Urban Dynamics
H1 explains the Students Learn About: Lesson 28 Big Idea: What Do Now: Using the Two map images on lesson 1 PowerPoint, describe how 06.05.19
changing nature, spatial are the processes known as Sydney has changed?
patterns and interaction The urban dynamics of Urban Dynamics shaping S.McMahon
of ecosystems, urban change: the morphology of cities. Do Next (ii): Class definition of Urban dynamic & morphology. Ask students to read
places and economic the quote
● suburbanisation
activity , ‘Geographers seek out and investigate the processes responsible for any changes Student Responses
exurbanisation, Learning Intentions: taking place’
counterurbanisa Students will investigate
tion, Why is it important we investigate the dynamics shaping the morphology of large
Urban Dynamics and
56 | P a g e
H3 analyses decentralisation explain the nature, causes cities?

contemporary urban , consolidation, and results of each
dynamics and applies urban decay, process.
them in specific urban renewal,
urban village, Do Next (iii) Using the Chromebooks, Students access google doc ‘Urban
contexts
spatial Dynamics’. Allocate students a number that corresponds with a dynamic. Instruct
exclusion Success Criteria: Students they enter their work into the table and that they are required to
I was successful today

because I could: i) Define the Dynamic, explain the process. and suggest where it occurs.
i) Explain what causes the process to occur, in relation to Sydney.
Identify where each ii) Explain the result of the change, in relation to Sydney.
Dynamic occurs on
throughout Sydney. Pair life skill students together
Explain each dynamic, why Ensure all Dynamics are covered, and the work is entered into the table on the
it occurs and the results of google doc, as it will be printed out and presented next lesson. Google Classroom
the process.
Document
Do Next (iv) Class Discussion – Each student discusses their urban dynamic
including:
- What the process is?

- Where it occurs?
- what changes as a result of the process Student
Responses/Discussion
H1 explains the Students Learn To: Lesson 29 Big Idea: What Do Now: Complete ‘Types of photographs’ on the worksheet. (5 Minutes) Ensure Worksheet 08.05.19
changing nature, spatial are the processes known as students know this is to test their knowledge on the skill.
patterns and interaction ● calculating the Urban Dynamics shaping S.McMahon
time of day Do Next (i) Estimating time of day in Photographs. (15 Minutes) Show students a
of ecosystems, urban the morphology of cities.
when a morning, midday and afternoon shot of an area within the school that shows
places and economic
photograph was shadows moving. Ask students what time they think it is in each photo and what
activity taken and assisted them with their estimate. Write what is needed on the board in order to
relating a photo Learning Intentions: estimate time including Class discussion/
to a map of a Students will investigate Worksheet
H3 analyses streetscape photographs and identify · Where north is in the photo
contemporary urban Urban Dynamics and · The direction the photographer is facing
dynamics and applies explain the nature, causes · Knowing that sunrise = East & Sunset = West
57 | P a g e
them in specific Students Learn About: and results of each · Shadows from buildings/Trees
contexts process. · West lying = AM East lying = PM
● the urban · The sharpness of the shadow
dynamics of
change:suburba
As a class go through the steps of estimating the time in Source A on the
H10 applies maps, nisation, Success Criteria:
exurbanisation, PowerPoint.
graphs and statistics,
photographs and counterurbanisa I was successful today
Students then continue with the worksheet that consists of 3 questions that
fieldwork to analyse and tion, because I could:
requires students to estimate the time in several photographs.
integrate data in decentralisation
geographical contexts , consolidation, Do Next (ii) Remainder of the lesson
urban decay,
Identify and describe types
urban renewal, Students create a presentation using a mode of their own choosing. e.g.
urban village, of photographs
PowerPoint. Student
spatial Apply photographs and
exclusion A Presentation that responses/Worksheet
fieldwork to analyse
information and describe - Defines their Dynamic
urban dynamics - Explains the causes of their dynamic
- Identifies the results of the change
- Provides visual evidence of their dynamic (Photograph) Google
Drive/Presentation
H1 explains the Students Learn to: Lesson 30 Big Idea: Do Now: Students complete a mix and match activity together, requiring them to Whiteboard 10.05.19
changing nature, spatial What are the processes link the dynamic and photo of the dynamic with the definition.. (5 mins - Max 10)
patterns and interaction ● identifying, known as Urban S.McMahon
collecting and Dynamics shaping the
recording morphology of cities.
places and economic Do Next (i) Virtual Fieldwork Research ICT activity
geographical
activity data from a
variety of
primary sources Learning Intentions: Using Chromebooks, student access field sites on google maps. Each site
Students will undertake
H3 analyses illustrates an urban dynamic in the ‘real’ world. Students must identify the Written in their
virtual fieldwork to
contemporary urban observe Urban Dynamics appropriate dynamic and describe the process. books/Responses after
Students Learn About:
dynamics and applies occurring throughout the activity
them in specific ● the urban
58 | P a g e
contexts dynamics of Greater Sydney.

change:suburba
nisation, 1.Visit the link of your Allocated field Site:
exurbanisation,
H8: Plan geographical Success Criteria: •Identify and describe the dynamic shown at the site.
counterurbanisa
inquiries to analyse and tion, I was successful today
synthesise information decentralisation 2.Choose an Urban Dynamic, Research where it is occurring in Greater
because I could:
from a variety of , consolidation, Sydney. Find it on google maps and describe the urban dynamic at the
sources urban decay, site?
urban renewal,
urban village, Identify and describe the
spatial Dynamic occurring at the
H10 applies maps, exclusion site. Extension Activities:
graphs and statistics,
Research locate, and 3.If finished, visit the other sites and repeat the process of question 1.
photographs and
explain a dynamic Google
fieldwork to analyse and occurring in Sydney
integrate data in •Identify and describe the dynamic shown at the site. Drive/Presentation
geographical contexts Successfully complete a
Diagnostic Quiz on Plicker
Note: Be prepared to discuss your Question 1 Site.
H12: Explain
geographical patterns,
processes and future Provide Life skills students with a lower-order Dynamic to identify and describe.
trends through e.g. Urban decay/Suburbanisation
appropriate case
examples
Do Next (iii) If complete continue with creating presentations/presenting from last

lesson.
59 | P a g e
H1 explains the Students Learn To Lesson 31 Big Idea: A case Do Now: Diagnostic Quiz using Plickers covering the nature of Urban Dynamics. Plicker Report 13.05.19
changing nature, spatial study of the results of urban
patterns and interaction Analyse the structure of dynamics in a large city. Provide students with S. McMahon
of ecosystems, urban population pyramids and their powerpoints that are
create a population Do Next (i): Students watch https://www.youtube.com/watch?v=b85J84y9Owo to combined into a portfolio
places and economic gain a visual overview of the changing nature of Sydney. and complete the
activity pyramid on Sydney
Learning Intentions: provided table.
changing nature and
H3 analyses Students Learn About development of Greater Do Next (ii) Using students knowledge of Urban Dynamics complete Questions 1 Worksheet/Workbooks/W
contemporary urban Sydney as a result of Urban hiteboard
A case study of the
dynamics and applies Dynamics
results of the urban
them in specific dynamics in a large city Do Next (iii) Population Pyramids
contexts selected from the
developed world Success Criteria: Students use population pyramid handout that shows two sets of data from 1991
and 2016 pyrmont.
H12: Explain Students successfully
complete the Plickers 6. What are the features of Population Pyramid?
geographical patterns,
diagnostic Quiz 7. What does a Population Pyramid Show us?
8. Why do we use Population Pyramids?
trends through 9. Analyse and compare key population trends using source A & B, give
Students describe the
appropriate case reasons why?
structure and purpose of
population pyramids.
examples
students complete the pre- using
activities on the observatory https://quickstats.censusdata.abs.gov.au/census_services/getproduct/census/2011
activity worksheets. /quickstat/SSC11923 Observatory Activity
H13: Communicate Worksh
information, ideas and outline the main features of pyrmonts population
appropriate written
60 | P a g e
and/or oral, Do Next (iv) The History and future of Pyrmont's renewal and consolidation:
cartographic and
graphic forms. Observatory Activity
● watch:https://aso.gov.au/titles/documentaries/concrete-city/clip3/ Worksheet
● Answer Question 3. on the Pyrmont Activity Booklet
● Watch:https://www.youtube.com/watch?v=Q_13eIyqF20
● Answer Question 4. on the Pyrmont Activity Booklet HSC practice question
handout.
Do next (v) Students use https://invest.nsw.gov.au/why-nsw and their own
knowledge from ‘World Cities’ to complete page 2 of the pyrmont activity
worksheet.
H1: Explain the Students Learn To: Lesson 32 Big Idea: Does Do Now: HSC question 2017. Student Workbooks 14.05.19
changing nature, spatial who you are effect where
patterns and interaction ● Constructing you live? ‘Using an example, Outline what exurbanisation means’ S.McMahon
and interpreting
of ecosystems, urban Do Next (i) As a class determine what is social structure and discuss the
choropleth
places and economic processes that shape social geography including:
maps
activity Whiteboard /Class
● Socio-economic status Discussion
Students Learn About: ● economic restructuring,
processes that shape social ● distribution of wealth & poverty
H3: Analyse A case study of the geography and the spatial Using choropleth map on the powerpoint:
contemporary urban results of the urban patterns of advantage and
dynamics and apply dynamics in a large city disadvantage in Sydney ● the factors that determine a person's socioeconomic status?
them in specific selected from the ● Explain what does locational disadvantage mean and how
contexts does it affect people?
● What groups are most at risk of poverty?
Success Criteria:
● its social Using the infographic on the powerpoint discuss the key trends of income and
structure and I was successful today wealth distribution of Australia as a class.
H12: Explain
spatial patterns because I could
geographical patterns, of advantage Do Next (ii) Jigsaw Activity – Allocate groups of 2. Each pair is assigned an
processes and future and Explain the factors that inequality or spatial pattern including:
trends through disadvantage, shape the spatial patterns
appropriate case wealth and Housing
of advantage and
studies and illustrative poverty,
61 | P a g e
examples ethnicity disadvantage in Sydney ● Using source 7.8.2 & 7.8.3 on page 244. Describe the pattern of
mortgage and rental values in Sydney?
Examine choropleth maps ● Explain the relationship between access to housing and social
and analyse the inequalities inequality?
H13: Communicate in access to occupation, Whiteboard / Class
● Compare the advantages and disadvantages between the two ways
complex geographical income, education, housing people can access the housing market by purchasing or renting? Discussion
information, ideas and and healthcare. Education
appropriate written ● Explain the importance of education in shaping a person’s future?
and/or oral, ● Using 7.8.5 on page 245 discuss the distribution of HSC results?
cartographic and ● Explain the relationship between socioeconomic status and education?
Healthcare
graphic forms.
● Using source 7.8.6 on page 246 describe the distribution of general
practitioners?
● Using source 7.8.7 discuss the relationship between premature deaths
and access to education? Student Workbooks /
● Explain how socio-economic status impacts the access to healthcare? Google Classroom?
● Using Source 7.7.8, 7.7.9 & 7.7.10 on page 240 describe the spatial
pattern of unemployment and its relationship with tertiary education?
● Using page 243 & Source 7.8.1 Outline the impact of economic
restructuring on employment opportunities in Sydney?
H1: Explain the Students Learn About: Lesson 33 Big Idea: Does Do Now: Read ‘Migrant streams’ students outline how the migrant stream Student Workbooks 15.05.19
changing nature, spatial who you are effect where changed over time and what motivated groups to migrate to Australia?
patterns and interaction A case study of the you live? S.McMahon
of ecosystems, urban results of the urban Do Next: Sydney's Geography of Ethnicity students use handout to:
selected from the 3. Explain why new arrivals in Sydney find themselves in a
activity position of relative disadvantage?
developed world including Learning Intentions:
Students investigate 4. Using the Sydney Ethnicity handout choose an ethnicity and
Whiteboard/Workbooks
● its social Sydney's spatial patterns of describe the spatial distribution of that group, is there a
H3: Analyse structure and connection between birthplace and socio-economic status?
ethnicity and Sydney's
contemporary urban spatial patterns changing economic Do Next (ii) HSC Practice Question:
dynamics and apply of advantage character.
them in specific and HSC Practice Question: Describe the spatial Patterns of advantage and
disadvantage, disadvantage in a large City?
62 | P a g e
contexts wealth and Do Next (iii) Students copy down the definition of economic restructuring. Students HSC Handout
poverty, than examine source 7.2.1 to understand sydney's major economic sectors and
ethnicity Success Criteria: future trends Student workbooks
● changing
H12: Explain I was successful today Do Next (iv) Using the ‘Spotlight’ handout
economic
geographical patterns, character, because I could
processes and future nature and ● describe the nature of Australia's economic transformations over the
Outline Australia's migrant past 4 decades?
trends through location of
stream and describe
appropriate case residential land, 3-2-1 Activity (End of Lesson) Ask each students 3 things they learnt, 2 things they
sydney's spatial distribution
studies and illustrative commercial and
of ethnicity. found interesting and 1 question they still have. write on an exit slip to be collected.
examples industrial
development Complete HSC practice
Question on Spatial 3-2-1 Sheets to be
H13: Communicate patterns of advantage and collected
complex geographical disadvantage in a large city.
Define economic
restructuring and examine
appropriate written
Sydney's major economic
and/or oral,
sectors and future trends
cartographic and
graphic forms.
H1: Explain the Students Learn About: Lesson 34 Big Idea: How Do Now: HSC Practice Question Contrast Two Urban Dynamics of change HSC practice question 17.05.19
changing nature, spatial do we use land in Sydney? operating in this large city. Handout
patterns and interaction A case study of the how has it changed S. McMahon
of ecosystems, urban results of the urban overtime?
selected from the Sentence Starter added for life skills students
activity
● changing Students investigate Do Next (i) As a Class work through powerpoint drawing on students knowledge
H3: Analyse economic sydney's changing nature from the field trip and previous lessons to discuss and make notes. Clarifying
contemporary urban character, and location of residential, areas of confusion and ensuring students understand:
dynamics and apply nature and commercial and industrial
63 | P a g e
them in specific location of development. - Urban Corridor Workbooks

contexts residential land, - Why did Industry leave Sydney's Central Industrial Area?
commercial and - What factors caused the decline in Manufacturing in Sydney?
industrial - How did the Sydney’s industrial landscape change over the past
Success Criteria: decades.
development
H12: Explain
geographical patterns, I was successful today Students Explain how and why the nature and location of Sydney's Industrial land
because I could use has changed? (remember PEEL paragraph)
trends through Do Next (ii)
appropriate case
studies and illustrative Explain how and why the - factors that determine the nature and location of residential land:
nature and location of - Affordability (revist income classes)
examples
- Perceptions of ‘liveability
Sydney's Industrial land use - Social and demographic trends and
has changed? - suitable housing stock
H13: Communicate Describe the factors that
complex geographical determine where people Describe the factors that determine where people live in Sydney? and explain this
information, ideas and live in Sydney? and explain shapes where the nature and location of residential land?
issues effectively, using this shapes where the
appropriate written nature and location of
and/or oral, residential land?
cartographic and
graphic forms.
H1: Explain the Students Learn About: Lesson 35 Big Idea: Who Do Now: Using the PEEL scaffold and source sheet students Describe the factors PEEL Scaffold 20.05.19
changing nature, spatial we are and how we see that determine where people live in Sydney? and explain how this shapes the
patterns and interaction A case study of the ourselves is reflected in nature and location of residential land?
of ecosystems, urban results of the urban place.
places and economic dynamics in a large city Sentence starter and scaffold provided for life skills students
Learning Intentions: Workbooks
● culture of place Students investigate Do Next: Students copy key terms and factors that contribute to a culture of place.
H3: Analyse as expressed in Sydney's Culture of place
contemporary urban the architecture, through the context of
dynamics and apply streetscape, Chinatown and one other Do Next (i):As a class, discuss the factors that contribute to a culture of place and
heritage
64 | P a g e
them in specific architecture, area. apply them to the context of Chinatown. Students engage with a variety of sources Culture of Place
contexts noise, colour, and complete ‘Chinatown’ on the culture of place worksheet. Worksheet
street life,
energy, vitality
Success Criteria:
and lifestyles
H8: Plan geographical Descriptions of difficult terms provided for life skills.
Students are able to
inquiries to analyse and
describe the factors that
determine where people
from a variety of Do Next (iii) In allocated pairs, using chromebooks students research their
live and explain how these
sources allocated suburb/area and describe its Culture of place on their worksheet.
processes shapes the
nature and location of Worksheet to be collected at end of lesson
residential land.
H13: Communicate
complex geographical Students are able to Life skills students paired with higher ability student
information, ideas and describe the ‘culture of
issues effectively, using place’ in Chinatown and
appropriate written one other area. Culture of Place
Do Next (Extension activity) (iv) Students are asked to apply urban consolidation
and/or oral, Worksheet
and/or urban renewal to their allocated area and explain how this dynamic may
cartographic and
change a suburbs ‘culture of place’.
graphic forms.
an example is provided on PowerPoint for life skills students
H1: Explain the Students Learn About: Lesson 36 Big idea: City Do Now: Describe the culture of place of chinatown? 24.05.19
changing nature, spatial growth is inevitable but
patterns and interaction A case study of the approaching development S.McMahon
of ecosystems, urban results of the urban in a sustainable manner is
dynamics in a large city Do Next: Mind Map Activity - future planning challenges in the city of Sydney
places and economic critical.
65 | P a g e
activity selected from the Whiteboard/Student

developed world including Workbooks
H3: Analyse Learning Intentions: Do Next (i): Collaborative Research and Presentation. Students are required to
contemporary urban ● growth, Students investigate analyse key trends, identify and discuss urban challenges, and evaluate
dynamics and apply development, Sydney's future growth and management plans regarding a particular LGA. They are to present their findings
them in specific future trends development. in a manner of their choosing for a minimum of 3 minutes in an attempt to Powerpoints
contexts and ecological persuade the NSW government (us) to opt for their plan. Students are required to:
sustainability
H8: Plan geographical ● Outline the future trends (population, employment) of your allocated
inquiries to analyse and Success Criteria: Local government area (LGA)
synthesise information ● Discuss 2 or more challenges your area faces (liveability, transport,
Students are able to: traffic congestion, access to services/employment, managing waste,
from a variety of
clean water, population growth, etc).
sources ● Analyse key ● Discover if there is already a development plan in place to solve this
trends issue? Evaluate the solution If there isn’t one or you believe the plan will
H12: Explain ● Discuss not address the challenge than suggest recommendations on how you
geographical patterns, Challenges would approach solving the challenge.
processes and future ● Evaluate ● MAKE THEIR PLAN SUSTAINABLE!
trends through development
appropriate case plans
studies and illustrative ● suggest
examples sustainable
recommendations
H13: Communicate
appropriate written
and/or oral,
cartographic and
graphic form
H1: Explain the Students Learn About: Lesson 37 Big idea: City Do Now: Where are you at activity. Students complete checklist scaffold to ensure Checklist Sheets 27.05.19
changing nature, spatial growth is inevitable but they are ready to present and cover all of the activities expectations. Collected
patterns and interaction A case study of the approaching development S.McMahon
of ecosystems, urban results of the urban in a sustainable manner is
places and economic dynamics in a large city critical.
selected from the Do Next: Students present their findings in a mode of their choosing. Observing
66 | P a g e
activity developed world including students use presentation response scaffold to note down:
● growth, Learning Intentions: - the population trends of each LGA

development, Students investigate - the challenges each LGA faces
H3: Analyse future trends Sydney's future growth and - The development plans of each LGA
contemporary urban and ecological development.
dynamics and apply Presentations/Google
sustainability
them in specific Do Next: (Extension Activity) Teacher goes through ‘Types of HSC questions’ to classroom.
contexts address the different format and questions asked in relation to urban dynamics.
Success Criteria:
Students are able to:

H8: Plan geographical
● Analyse key
trends
synthesise information ● Discuss
from a variety of Challenges
sources ● Evaluate
development
plans
H12: Explain ● suggest
geographical patterns, sustainable
recommendations
trends through
appropriate case
examples
H1: Explain the Students learn about: Lesson 38 Big idea: Urban Do Now: Explain what Urban Consolidation means and give an example to support Worksheet 28.05.19
changing nature, spatial consolidation is the future of your answer. (4 Lines)
patterns and interaction ● a case study sydney, even this close to S.McMahon
showing one of
of ecosystems, urban home. Student workbooks
the urban
places and economic Do Next: Using chromebooks, as a class access ‘our blacktown’ 2039 and discuss
dynamics listed
activity above, population and household trends using the infographics in the PDF. Students also
operating in a Learning Intentions: access Blacktowns Profile ID and look at ‘forecast household types’ students draw
country town or Students investigate the on previous knowledge from nature and location of residential land to answer:
H3: Analyse suburb.
67 | P a g e
contemporary urban dynamic Urban

dynamics and apply consolidation operating in
Will high density housing suit the lifestyle needs of the dominant groups in the
them in specific the suburb of Blacktown future?
contexts
Do Next (i): Students look at why Blacktown is turning to Urban consolidation.
Watch https://www.youtube.com/watch?v=eMXnzMusmac (if able in the Library)
Success Criteria: we discuss as a group the advantages and disadvantages of Urban consolidation,
H8: Plan geographical then students are required to research on Chromebooks (Library).
Students are able to:
synthesise information Explain why Urban Explain why Urban consolidation is occuring in Blacktown?
from a variety of Consolidation is occuring in
Do Next (ii): In pairs, students are required to research and identify examples of Discussion/Workbooks
sources Blacktown.
urban consolidation in Blacktown. Ensure they know it can be an example that is
Identify and locate completed or is planned to be constructed soon. Ensure students know they can
use google maps/google earth like the previous Urban dynamics activity. Or find a
examples of Urban government/building plan that outlines where consolidation will be occurring in
H13: Communicate
Consolidation in Blacktown Blacktown.
information, ideas and Do Next (iii): (Extension Activity) Teacher goes through ‘Types of HSC questions’
issues effectively, using to address the different format and questions asked in relation to urban dynamics.
appropriate written
and/or oral,
cartographic and
graphic form
H1: Explain the Students learn about Lesson 39: Urban Do Now: Students are to complete the See, Think, Wonder activity using the image Student 29.05.19
changing nature, spatial consolidation is the future of as stimulus. workbooks/Discuss/ list
patterns and interaction ● a case study sydney, even this close to on board. S.McMahon
showing one of
of ecosystems, urban home.
the urban
places and economic Do Next: As a class we create a positive/negatives mind map to consolidate the
dynamics listed
activity above, key ideas brought up in the previous lesson. Discussing the key effects of Urban
operating in a Learning Intentions: consolidation on Blacktown e.g. Westpoint, Train Station, New university, Parking
country town or Students investigate the structures, access to Blacktown Hospital. Aesthetics, traffic congestion. losing the
H3: Analyse suburb. dynamic Urban social diversity and multicultural links Blacktown posessess. the affordability of the
contemporary urban consolidation operating in area may rise. may force out low-income residents in surrounding areas.
dynamics and apply the suburb of Blacktown. sustainability e.g. Bunya/Zoo
68 | P a g e
them in specific
contexts
Success Criteria: Do Next (i): Get students to apply their knowledge by Using Source A and Source
B to write a PEEL paragraph explaining how Urban consolidation is operating in
Students are able to: Blacktown? Student
H8: Plan geographical Workbooks/Whiteboard
Identify where urban
Blacktown. life skills receive different question describe where Urban consolidation is
from a variety of
happening in Blacktown and why?
sources Explain how Urban
Blacktown.
Do Next (ii) Students are divided into two sections those for Urban consolidation
H13: Communicate
Create an infographic that and those against it. Depending on their position that are required to use their own Worksheet collected
describes the effects of knowledge along with research to create an infographic on canva.
Urban Consolidation on
issues effectively, using Students access:
Blacktown.
appropriate written
and/or oral, https://www.canva.com/design
cartographic and
create an infographic, download and share it on google drive.
graphic form Canva/Google Drive
A modelled example is provided to all students to explicitly show the expected
quality of work.
H1: Explain the Students Learn About Lesson 41 Big Idea: The Do Now: Students are to complete matching activity. Worksheet 3.06.19
changing nature, spatial results of Urban dynamics
patterns and interaction A case study of the in Sydney. S. McMahon
of ecosystems, urban results of the urban
dynamics in a large city Do Next: Students are to engage with the powerpoint to revise Urban dynamics
places and economic content. As a class we outline key ideas and clarify student understanding on
developed world Learning Intention: specific syllabus dot points. Students are required to take revision notes.
Students will revisit the key
ideas of the unit.
H3: Analyse Do Next (i): Allocate students a HSC extended response question . Due next
contemporary urban Wednesday.
dynamics and apply Success Criteria: I was
them in specific
69 | P a g e
contexts successful today because I

could:
Define the urban dynamics

of change
Examine what we have

studied in this unit and
clarify key ideas and
themes.
Registration
Date commenced: Date completed:
Teacher’s signature Head Teacher’s signature
70 | P a g e
Original Assessment Task

Original Marking Criteria
The original Assessment Task and Marking criteria is not applicable to this assessment task. It was a Topic test
that did not assess the area of content that I taught.
71 | P a g e

Contemporary Teacher Leadership Assessment 1

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Stuart McMahon – 18377822

This report considers proposed changes to the stage 6 Geography unit

Doonside Technology High School (DTHS) neighbours the suburb of

The purpose of this report is to provide explicit and pragmatic

Background Information to the Unit

The focus of the urban place’s unit is a geographical investigation of World

trend analysis, have the concepts by curriculum

This unit abides by The assessment A Performance- McTighe and

The original program succeeds in providing multiple opportunities for

critical literacy activities, consistent with Vygotsky’s Zone of Proximal

Furthermore, the unit possesses a limited number of secondary sources

Students develop their numeracy capabilities within Geography as they

Critical and Creative Thinking Enhancements

To maximise the learning experiences of students concerning critical and

geography, retain student engagement and improve students critical thinking

It is the teacher's responsibility to assess that we achieved the desired

The original unit does provide instances for core+extension and

The modified alterations and recommendations to this program at its core

Critical and Creative Differentiation

Reconstructed Scope and Sequence

● Calculating population density using maps of a large city

TERM 2: 2019 – URBAN PLACES (Weeks 1-5)/Ecosystems at Risk (Week 6 – 10)

Fieldwork is to be taught in conjunction with this unit.

Literacy: Numeracy: Critical and Creative Thinking: Differentiation UbD:

Reconstructed Assessment Task

Sample Formal Assessment Task Notification – Part A

Timing: Issued Term 2 Week 3

Literacy: Numeracy: Critical and Creative Thinking: Differentiation UbD:

A Scaffold will be provided to assist in the structure of your report.

 The challenges Sydney faces and why?

 Investigate and communicate geographically

Literacy: Numeracy: Critical and Creative Thinking: Differentiation UbD:

 Present complex geographical information effectively.

Project Proposal Scaffold

These are challenges because…..

Utilise evidence, e.g. statistics, graphs, photographs, our field trip.

Your Visions (how would you solve these challenges.

Literacy: Numeracy: Critical and Creative Thinking: Differentiation UbD:

Reconstructed Marking Criteria

 presents sophisticated arguments for Urban challenges Sydney

 presents sustained arguments for Urban challenges Sydney must

 presents some arguments for Urban challenges Sydney must

 Presents limited arguments for the urban challenges Sydney 5-9

Literacy: Numeracy: Critical and Creative Thinking: Differentiation UbD:

 attempts to analyse and interpret sources in support of the

 presents no arguments for the urban challenges Sydney must

Reconstructed Unit outline using UbD

Unit Title: Urban Places

Big ideas/critical concepts Why does this learning matter?

H11: Apply mathematical ideas and techniques to analyse geographical data

Literacy Numeracy ICT Assessment

Discipline/Skill Transfer Goal

Peel scaffold provided

- What is the process?

- Defines their Dynamic

Provide a teacher definition of SES and a scaffolded example of a location, the

geographical patterns, Plickers diagnostic Quiz exemplar. An example

5. outline the main features of Pyrmont’s population?

Numeracy Skills Extension:

Provide access to a population pyramid worksheet give students the remaining

Housing Student Workbooks /

● Explain how socio-economic status impacts access to healthcare?

range of places ● Explain the importance of education in shaping a person’s future?