Geography 710 Syl

Geography
Years 7–10
Syllabus
June 2003
Original published version updated:
April 2006 - BoS Job Number 2006198
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June 2003
ISBN 1 7409 9818 9
2006198
Contents
1 Introduction...................................................................................................................... 5
1.1 The K–10 Curriculum........................................................................................... 5
1.2 Students with Special Education Needs ............................................................... 6
2 Rationale .......................................................................................................................... 8
3 The Place of the Geography Years 7–10 Syllabus in the HSIE K–12 Curriculum ......... 9
4 Aim ................................................................................................................................ 10
5 Objectives ...................................................................................................................... 10
6 Features of Geography Learning ................................................................................... 11
7 Content – Geography (Mandatory)................................................................................ 23
7.1 Organisation of Content ..................................................................................... 23
7.2 Geography (Mandatory) Outcomes .................................................................... 24
7.3 Geography (Mandatory) – Content for Stage 4.................................................. 25
7.4 Geography (Mandatory) – Content for Stage 5.................................................. 35
8 Content – Geography (Elective) .................................................................................... 44
8.1 Organisation of Content ..................................................................................... 44
8.2 Geography (Elective) Outcomes ........................................................................ 45
8.3 Geography (Elective) – Content for Years 7–10................................................ 46
9 Life Skills Outcomes and Content ................................................................................. 59
9.1 Outcomes............................................................................................................ 60
9.2 Content ............................................................................................................... 61
10 Continuum of Learning in Geography K–10................................................................. 74
10.1 Stage Outcomes .................................................................................................. 74
10.2 Stage Statements................................................................................................. 77
11 Assessment..................................................................................................................... 81
11.1 Standards ............................................................................................................ 81
11.2 Assessment for Learning .................................................................................... 81
11.3 Reporting ............................................................................................................ 83
11.4 Choosing Assessment Strategies ........................................................................ 84
12 Glossary ......................................................................................................................... 86
Geography Years 7–10 Syllabus
1 Introduction
1.1 The K–10 Curriculum
This syllabus has been developed within the parameters set by the Board of Studies NSW in
its K–10 Curriculum Framework. This framework ensures that K–10 syllabuses and
curriculum requirements are designed to provide educational opportunities that:
• engage and challenge all students to maximise their individual talents and capabilities for
lifelong learning
• enable all students to develop positive self-concepts and their capacity to establish and
maintain safe, healthy and rewarding lives
• prepare all students for effective and responsible participation in their society, taking
account of moral, ethical and spiritual considerations
• encourage and enable all students to enjoy learning, and to be self-motivated, reflective,
competent learners who will be able to take part in further study, work or training
• promote a fair and just society that values diversity
• promote continuity and coherence of learning, and facilitate the transition between
primary and secondary schooling.
The framework also provides a set of broad learning outcomes that summarise the knowledge,
understanding, skills, values and attitudes essential for all students to succeed in and beyond
their schooling. These broad learning outcomes indicate that students will:
• understand, develop and communicate ideas and information
• access, analyse, evaluate and use information from a variety of sources
• work collaboratively with others to achieve individual and collective goals
• possess the knowledge and skills necessary to maintain a safe and healthy lifestyle
• understand and appreciate the physical, biological and technological world and make
responsible and informed decisions in relation to their world
• understand and appreciate social, cultural, geographical and historical contexts, and
participate as active and informed citizens
• express themselves through creative activity and engage with the artistic, cultural and
intellectual work of others
• understand and apply a variety of analytical and creative techniques to solve problems
• understand, interpret and apply concepts related to numerical and spatial patterns,
structures and relationships
• be productive, creative and confident in the use of technology and understand the impact
of technology on society
• understand the work environment and be equipped with the knowledge, understanding and
skills to evaluate potential career options and pathways
• develop a system of personal values based on their understanding of moral, ethical and
spiritual matters.
The ways in which learning in the Geography Years 7–10 Syllabus contributes to the
curriculum and to the student’s achievement of the broad learning outcomes are outlined in
the syllabus rationale.
In accordance with the K–10 Curriculum Framework, the Geography Years 7–10 Syllabus
takes into account the diverse needs of all students. It identifies essential knowledge,
understanding, skills, values and attitudes. It enunciates clear standards of what students are
expected to know and be able to do in Years 7–10. It provides structures and processes by
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which teachers can provide continuity of study for all students, particularly to ensure
successful transition through Years 5 to 8 and from Year 10 to Year 11.
The syllabus also assists students to maximise their achievement in Geography through the
acquisition of additional knowledge, understanding, skills, values and attitudes. It contains
advice to assist teachers to program learning for those students who have gone beyond
achieving the outcomes through their study of the essential content.
1.2 Students with Special Education Needs
In the K–6 curriculum, students with special education needs are provided for in the following
ways:
• through the inclusion of outcomes and content in syllabuses which provide for the full
range of students
• through the development of additional advice and programming support for teachers to
assist students to access the outcomes of the syllabus
• through the development of specific support documents for students with special
education needs
• through teachers and parents planning together to ensure that syllabus outcomes and
content reflect the learning needs and priorities of students.
Students with special education needs build on their achievements in K–6 as they progress
through their secondary study and undertake courses to meet the requirements for the School
Certificate.
It is necessary to continue focusing on the needs, interests and abilities of each student when
planning a program for secondary schooling. The program will comprise the most appropriate
combination of courses, outcomes and content available.
Life Skills
For most students with special education needs, the outcomes and content in sections 7 and 8
of this syllabus will be appropriate but for a small percentage of these students, particularly
those with an intellectual disability, it may be determined that these outcomes and content are
not appropriate. For these students the Life Skills outcomes and content in section 9 and the
Life Skills assessment advice below can provide the basis for developing a relevant and
meaningful program.
Access to Life Skills outcomes and content in Years 7–10

A decision to allow a student to access the Geography Years 7–10 Life Skills outcomes and
content should include parents/carers and be based on careful consideration of the student’s
competencies and learning needs.
The decision should establish that the outcomes and content in sections 6 and 7 of the
Geography Years 7–10 Syllabus are not appropriate to meet the needs of the student.
Consideration should be given to whether modifications to programs and to teaching,
including adjustments to learning activities and assessment, would enable the student to
access the syllabus outcomes and content.
As part of the decision to allow a student to access the Geography Years 7–10 Life Skills
outcomes and content, it is important to identify relevant settings, strategies and resource
requirements that will assist the student in the learning process. Clear time frames and
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strategies for monitoring progress, relevant to the age of the student, need to be identified and
collaborative plans should be made for future needs.
It is not necessary to seek permission of the Office of the Board of Studies for students to
undertake the Geography Years 7–10 Life Skills outcomes and content, nor is it necessary to
submit planning documentation.
Life Skills assessment

Each student undertaking a Geography Years 7–10 Life Skills course will have specified
outcomes and content to be studied. The syllabus content listed for each outcome forms the
basis of learning opportunities for students.
Assessment should provide opportunities for students to demonstrate achievement in relation

to the outcomes and to generalise their knowledge, understanding and skills across a range of
situations or environments including the school and the wider community.
Students may demonstrate achievement in relation to Geography Years 7–10 Life Skills
outcomes independently or with support. The type of support will vary according to the
particular needs of the student and the requirements of the activity. Examples of support may
include:
• the provision of extra time
• physical and/or verbal assistance from others
• the provision of technological aids.
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2 Rationale
Geography is a rich and complex discipline involving two key dimensions:
• the spatial dimension – where things are and why they are there
• the ecological dimension – how humans interact with environments.
A study of Geography builds on students’ prior learning and experience to enable them to
explain patterns, evaluate consequences and contribute to the management of physical, social,
cultural and built environments. Geography does this by:
• focusing objectively on the physical components of environments – this enables students
to view a community as part of the wider global environment
• providing a basis for recognising and responding to the constant changes taking place in
environments at local, regional, national and global scales
• providing geographical methodologies that contribute to an understanding of the world
• examining the various perspectives of people in communities and the consequences of
their actions on environments
• developing an appreciation of the intrinsic value of environments – this may enrich the
lives of those who experience them
• empowering students with a knowledge of civics that enables them to exercise citizenship.
The study of Geography develops a wide range of skills such as gathering, organising and
evaluating geographical information from a variety of sources, including fieldwork. Through
the spatial dimension, geography enables students to identify and analyse the physical, social,
economic, political, legal and technological factors that influence where things are and why
they are there. The ecological dimension requires students to identify and analyse the ways
humans interact with environments and in so doing develops students’ skills in evaluating
arguments and problem-solving. Culture is a key determinant of people’s lives and worldview
and through the study of Geography students develop knowledge and understanding of
different cultures and develop perspectives that enhance their understanding of the world.
The study of Geography enables students to critically assess the ideas and opinions of others
and to form and express their own ideas and arguments. In so doing it forms a basis for active
participation in community life, ecological sustainability, creating a just society, promoting
intercultural understanding and lifelong learning. Through the study of civics and citizenship
students develop knowledge of the decision-making processes that exist at a variety of scales,
which informs them of ways they can participate as responsible and informed members of
society.
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3 The Place of the Geography Years 7–10 Syllabus in the HSIE

K–12 Curriculum
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4 Aim
The aim of the Geography Years 7–10 Syllabus is to stimulate students’ enjoyment of and
interest in the interaction of the physical and human environments. Students achieve this as
they develop geographic knowledge, understanding, skills, values and attitudes and engage in
the community as informed and active citizens.
5 Objectives
Skills
Through the study of Geography, students will develop skills in:
• acquiring, processing and communicating geographical information
• choosing and applying appropriate geographical tools.
Knowledge and understanding

Through the study of Geography, students will develop knowledge and understanding about:
• the characteristics and spatial distribution of environments
• how people and communities modify, and are affected by, the environment
• how physical, social, cultural, economic and political factors shape communities,
including the global community
• civics for informed and active citizenship.
Values and attitudes

Through the study of Geography, students will develop interest in, and informed and
responsible attitudes towards, people, cultures, societies and environments, with a
commitment to:
• ecological sustainability
• a just society
• intercultural understanding
• informed and active citizenship
• lifelong learning.
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6 Features of Geography Learning

Geography Years 7–10 consists of:
• Geography (Mandatory) Stage 4
• Geography (Mandatory) Stage 5
• Geography Elective
• Geography Life Skills.
In this section, features of Geography learning that apply to all these courses are described.
They are:
• cross-curriculum content
• foundational knowledge and skills
• prior learning from Human Society and Its Environment K–6
• values and attitudes
• fieldwork
• geographical issues
• geographical tools
• geographical skills.
Cross-curriculum content
Cross-curriculum content assists students to achieve the broad learning outcomes defined in
the Board of Studies K–10 Curriculum Framework. It is incorporated in the content of the
Geography Years 7–10 Syllabus in the following ways:
Information and Communication Technologies (ICT)

The study of Geography requires students to have the skills to access and use a range of
information and communication technologies. Exercising the following ICT skills in
Geography will assist students in the formal and informal assessment of computing skills.
Geography (Mandatory) Stage 4 requires students to:

• create a desktop-published document for a specific audience
• develop and refine search techniques using the internet
• collect and interpret electronic information
• design and create a multimedia presentation
• use email for a specific geographical purpose
• practise ethical behaviour when using email and the internet
• use a range of digital images, maps, sound and other appropriate multimedia sources to
develop a multimedia presentation or webpage.

• create a formatted, multiple-paged document containing web-links to communicate
geographical information
• design and create a simple database from student research
• import data from other ICT applications into student research findings
• design and create a multimedia presentation or webpage to communicate geographical
information to a particular audience, including maps and diagrams as appropriate
• critically analyse a website, including the ethics of the site
• access, collect and interpret electronic information.
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Geography (Elective) requires students to incorporate appropriate ICT in each focus area and,
depending on the focus area chosen, requires students to:
• create a multimedia presentation
• conduct research using appropriate primary and secondary sources and relevant
information and communication technologies
• communicate findings using appropriate written, graphic and oral forms using a variety of
• use word-processing software to communicate findings about a geographical issue.
Work, Employment and Enterprise

Each course in the Geography syllabus develops knowledge and understanding of
demographic and geographic patterns of employment and unemployment and an
understanding of global linkages created through work and employment. Students also learn
how unions and other organisations in Australia and overseas have a role in community
action, conflict resolution and a wide range of issues affecting workers and communities, such
as environmental protection, land rights and conflict over land use.
Aboriginal and Indigenous

Students have opportunities in all courses to study indigenous people. In the mandatory
Geography courses students consider the importance of land to Aboriginal and other
indigenous people in contemporary society, for cultural and economic reasons. By gaining an
understanding of the unique relationship that Aboriginal and other indigenous people have to
the land, students are able to view contemporary social and political issues involving
indigenous people locally and globally from a range of points of view.
Civics and Citizenship

Civics and citizenship education is not a separate entity within the Geography Years 7–10
Syllabus. Civics and citizenship knowledge and understanding are embedded in the
objectives, outcomes and content in this syllabus. As students engage in learning in
Geography they will be equipped with the knowledge, skills, values and attitudes for
informed and active participation in Australian society and as global citizens.
Knowledge of civics is essential for effective citizenship. Informed and active citizens support
democratic participation, foster individual and group involvement in civil society, critically
question existing political institutions and social, economic and political arrangements, and
facilitate democratic change. Informed and active citizenship means that the individual not
only participates through formal political channels but also exercises critical judgement about
political issues and participates in decision-making.
Students in Stage 4 have opportunities to develop knowledge and understanding of:

• how decision-making processes operate at local, national and global levels
• how they can become involved as individuals in decision-making processes
• how they can exercise their rights and responsibilities as citizens
• the roles of individuals, groups and governments in identifying and protecting
environments, including World Heritage sites
• the strategies and processes that individuals, groups and governments use to influence
change
• the responsibilities and responses of individuals, groups and governments to the
community and the environment
• a group involved in reducing global inequalities and/or a group involved in promoting
sustainability.
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• how decision-making processes operate at local and national levels
• how they can become involved as individuals in decision-making processes
• how they can exercise their rights and responsibilities as citizens
• how individuals, groups and levels of government are involved in the process of change in
Australian communities
• the purposes, structures and actions of community groups responding to change in
Australian communities
• individual, group and government responsibilities and responses to geographical issues
• decision-making processes involved in the management of geographical issues in
Australia and implications for sustainability, social justice and equity
• informed and active citizenship by proposing individual and/or group action to address a
geographical issue in Australia
• the roles of the government and of non-government organisations, and related treaties
and/or agreements for specific Australian–global links
• government population policies in terms of growth, migration and refugees
• the responses of individuals, groups and governments in Australia and other nations to
reconciliation and human rights
• human rights agreements and implications for the international community
• strategies that Australia can adopt to address the future challenges of population, human
rights and reconciliation.
Students in Elective Geography have opportunities to develop knowledge and understanding

of:
• individual, group and government responsibilities and responses to geographical issues
• the ways individuals participate as informed and active citizens
• indigenous rights and formal treaties and agreements related to world resources
• conflict and conflict-resolution processes related to specific geographical issues and
studies
• decision-making processes of individuals, groups and governments
• government and community group initiatives to promote development, quality of life and
environmental sustainability
• the sovereignty of nations and changing world political alliances.
Difference and Diversity

In each Geography course students examine the importance of social and cultural practices for
individuals and groups. Students are encouraged to value difference and to challenge social
injustice that is caused by attitudes to difference. A central focus of the Stage 5 mandatory
Australian Geography course is an investigation of the ways in which diversity contributes to
a sense of community and identity, including national identity.
Environment
Environmental cross-curriculum content is an integral part of the Geography syllabus in all
courses. It is explicit in the objectives and outcomes as well as being the focus of several
sections of the syllabus. Students of Geography examine the spatial and ecological
dimensions of a range of environments, both Australian and global. They learn to apply the
knowledge that they have gained to develop their own opinions and to act responsibly with
regard to the environment.
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• a sense of place about global environments
• the processes that form and transform global environments
• the interrelationships between people and global environments
• the physical and human elements of global environments
• the location of global environments
• the use of natural resources and sustainability
• environmental management and ecological sustainability
• contemporary environmental issues
• the responsibilities and responses of individuals, groups and government to issues in the
environment
• informed and active citizenship in relation to global environments.

• a sense of place about Australian environments
• the processes that form and transform Australian environments
• the interrelationships between people and Australian environments
• the physical and human elements of Australian environments
• the location of Australian environments
• environmental management, biodiversity and ecological sustainability
• the responsibilities and responses of individuals, groups and different levels of
government to issues in the environment
• informed and active citizenship in relation to Australian environments.
Students in Elective Geography have opportunities to develop knowledge and understanding

of:
• the processes that form and transform environments
• the importance of the environment and issues associated with the environment
• the importance of habitats to species
• the environmental impacts of various forms of production
• positive and negative changes in environments, and sustainable environments.
Gender
In each course in Geography the content includes opportunities for students to investigate
how life opportunities may differ according to gender. Students consider human rights and the
inequalities that exist in opportunities for females and males in Australia and globally. They
are also encouraged to consider contemporary geographical issues from a range of views. The
wide range of teaching and learning experiences available in Geography ensures that all
students can be catered for equally.
Key Competencies
Geography provides a powerful context within which to develop competencies essential for
the acquisition of effective, higher-order thinking skills necessary for further education, work
and everyday life.
Key competencies are embedded in all Geography courses and form an essential part of
student learning. The key competencies of collecting, analysing and organising information
and communicating ideas and information reflect core processes of geographical inquiry and
are explicit in the objectives and outcomes of the syllabus. The other key competencies are
developed through the methodologies of the syllabus and through classroom pedagogy.
Students work as individuals and as members of groups to conduct geographical inquiries
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and, through this, the key competencies planning and organising activities and working with
others and in teams are developed. When students construct, read and interpret maps, analyse
statistical evidence and construct tables and graphs, they are developing the key competency
using mathematical ideas and techniques. During investigations, students will need to use
appropriate information technologies and so develop the key competency of using
technology. Finally, the exploration of issues and investigation of the nature of spatial and
ecological problems contributes towards students’ development of the key competency
solving problems.
Literacy
Literacy skills in reading, writing, talking, listening and viewing are essential to the
acquisition of geographical skills and knowledge. In all courses, acquiring, processing and
communicating geographical information provide explicit links to the development of literacy
skills. Acquiring and processing geographical information require reading, listening to and
viewing a range of geographical information sources; communicating requires students to
present information using a variety of oral, written and nonverbal text types. Furthermore,
these skill areas, and the literacy skills inherent in them, link directly to the development of
the key competencies of collecting, analysing and organising information and communicating
ideas and information.
Multicultural
Content within the study of Geography develops students’ knowledge and understanding of
the multicultural nature of Australian society and how this shapes Australia’s changing
identity. Each course enables students to develop an appreciation of other cultures and builds
understanding that is essential to a multicultural society.
Numeracy
Content within the study of all Geography courses requires students to analyse statistical data,
construct and interpret graphs and maps, and use latitude and longitude. In this way, students
are developing skills in numeracy in a range of practical ways.
Foundational knowledge and skills

The study of Global Geography (in Stage 4) and Australian Geography (in Stage 5), which
incorporate civics and citizenship, contributes to the development of the following
foundational knowledge and skills:
• analysing and using geographical tools
• gathering, analysing and evaluating data from a variety of sources
• critically assessing the ideas and opinions of others, evaluating arguments, expressing
their own ideas and arguments, and presenting geographical information to different
audiences
• understanding geographical processes and inquiry through fieldwork.
Through study of the Stages 4 and 5 Mandatory Geography courses and if studied, the
Elective Geography course, students develop these foundational knowledge and skills for
current and future learning. Content related to civics and citizenship in the Geography
syllabus is also foundational to students’ informed and active participation as citizens.
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Prior learning from Human Society and Its Environment K–6

Many students enter Stage 4 Geography with substantial prior learning from Stages 1–3. This
is especially the case for students who have engaged with the outcomes and content in the
Human Society and Its Environment K–6 Syllabus (1998). The outcomes from HSIE K–6 are
in section 10.1 (pp 74–75) and stage statements from Stage 1 (which includes Early Stage 1)
to Stage 5 are in section 10.2 (pp 77–80).
Values and attitudes

Values and attitudes form a significant and critical part of the Geography syllabus and
underpin the content, helping students to develop informed and responsible attitudes towards
people, cultures, societies and environments and to appreciate their rights and responsibilities
as citizens of Australia and as global citizens. In particular, students are able to develop a
commitment to ecological sustainability, a just society, intercultural understanding, informed
and active citizenship, and lifelong learning.
Fieldwork
Fieldwork is an essential part of the study of Geography. It is a geographical tool that
facilitates the understanding of geographical processes and geographical inquiry. Fieldwork
can enhance learning opportunities for a wide range of students because it caters for a variety
of teaching and learning styles.
Fieldwork enables students to:

• acquire knowledge about environments by observing, mapping, measuring and recording
phenomena in the real world in a variety of places, including the school
• explore the geographical processes that form and transform environments
• use different kinds of geographical tools including information and communication
technology to assist in the interpretation of, and decision-making about, geographical
phenomena
• locate, select, organise and communicate geographical information
• explore different perspectives on geographical issues.
Fieldwork activities should be carefully planned to achieve syllabus outcomes. Whether they
are undertaken locally, at more distant sites or by using information and communication
technology, fieldwork activities should be integrated with the teaching/learning program to
take full advantage of the enhanced understanding that can be achieved through direct
observation, field measurements and inquiry learning.
The mandatory, elective and life skills courses contain outcomes that will be more easily
achieved within a relevant context provided by fieldwork. Fieldwork activities may be
specific to a focus area or may be integrated to encompass a number of focus areas.
There are many opportunities for fieldwork in Stages 4 and 5. In the mandatory Stage 4
course, fieldwork uses Australian examples in teaching/learning programs to facilitate
understanding of global issues and environments. Information and communication technology
provides an avenue for students to undertake virtual fieldwork activities.
In the mandatory Stage 5 course, students undertake significant fieldwork activities. In one
such activity, students in Focus Area 5A3 develop and implement a Research Action Plan as
follows.
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Research Action Plan

To develop a Research Action Plan the following steps should be taken:
Step 1 Identify the aim/purpose of the investigation.
Step 2 Generate a number of focus questions to be addressed by the investigation.
Step 3 Decide which primary and secondary data are needed to answer the focus
questions.
Step 4 Identify the techniques that will be used to collect the data.
Step 5 Collect primary and secondary data.
Step 6 Process and analyse the data collected.
Step 7 Select presentation methods to communicate the research findings effectively.
Step 8 Propose individual or group action in response to the research findings and, where
appropriate, take such action.
Geographical issues
Students gain an awareness of, and develop attitudes and values about, a range of
geographical issues of concern to people at different times and places. The variety of scale
and time enables previously acquired knowledge and skills to be applied in different contexts.
The issues assist in acquiring, clarifying, analysing and judging values. They allow students to
suggest possible solutions and participate in problem-solving.
As an entry point to the teaching and learning of geographical processes, geographical issues
engage students’ interest and enable them to build on prior knowledge and experiences. The
selection and use of issues in any geographical study must take into account the extent to
which the information source demonstrates the spatial, ecological and civics and citizenship
aspects of the issue.
Teachers should make reference to a variety of information sources, including professional

journals, television documentaries, a variety of newspapers and magazines, CD-ROMs, the
internet, databases, library information services, government departments and non-
government agencies. The selection and analysis of geographical issues should take into
account the agenda-setting role of the media, including the selection of issues, the way they
are reported and the print space or air time devoted to the issue.
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Geographical tools
Geographical tools are to be integrated in teaching and learning in the mandatory courses and
in the elective course. The use of information and communication technologies (ICT) with
geographical tools will assist students to gather, analyse and communicate geographical
information in appropriate formats.
Note: In Stage 5 students learn to use the Stage 5 geographical tools while continuing to
incorporate the Stage 4 geographical tools.
Stage 4 (Note: * indicates geographical tool targeted in focus area)

Tool Content Focus Area
In working towards Stage 4 outcomes, students learn
to: 4G1 4G2 4G3 4G4
Maps • use an atlas * *
• use various types of maps: physical, political, * *
topographic, thematic
• identify and use elements of maps, including * *
legend, direction, title, scale, border
• distinguish between different types of map * *
projections
• locate features on a map using:
– latitude and longitude * *
– area and grid references * *
• identify physical and cultural features on a map * *
• measure distances on a map using a linear scale * *
• identify scale as written, linear or representative * *
fraction
• use the points of a compass to determine * *
direction
• identify and interpret relief using shading, spot * *
heights, colour and contour lines
• construct a sketch map * * *
• read synoptic charts: wind direction and speed,
*
pressure patterns, fronts and rainfall
Fieldwork • use geographical instruments, including: * *
– a compass to determine direction * *
– a clinometer and tape * *
– weather instruments, a Beaufort wind scale * *
and cloud identification charts
– vegetation identification charts * *
• collect and record data in the field, including: * *
– design and conduct interviews * *
– construct and implement surveys * *
– field sketch, diagram * *
Graphs and • identify and calculate maximum, minimum, total, * *
Statistics range, rank and average
• construct and interpret bar, column, line, climatic * *
and proportional graphs
Photographs • draw a line drawing * *
• distinguish between oblique, aerial, ground-level * *
photographs and satellite imagery
• collect and interpret photographic images * * *
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Stage 5 (Note: * indicates geographical tool targeted in focus area)

Tool Content Focus Area
In working towards Stage 5 outcomes, students
continue to incorporate the Stage 4 tools and also
learn to: 5A1 5A2 5A3 5A4
Maps • use various types of maps and flow charts * * *
• locate features using degrees and minutes of * * *
latitude and longitude
• calculate the area of a feature * *
• calculate the density of a feature * *
• measure bearings on a map * *
• calculate local relief * *
• identify the aspect of a slope * *
• construct a cross-section * *
• calculate the gradient of a slope * *
• construct a transect * *
• construct a land-use map * *
• describe and explain relationships on maps * * *
• read and interpret synoptic charts * *
• distinguish between large-scale and small-scale * *
maps
Fieldwork • develop a research action plan *
• use fieldwork techniques to collect primary and * *
secondary data
Graphs and • construct and interpret population pyramids * *
Statistics • construct and interpret divided bar and column * *
graphs, and composite line graphs
• recognise and account for change using statistical * * *
data
Photographs • interpret satellite images * *
• collect and use digital images * *
Note: When using geographical tools teachers could also use geographical information
systems (GIS) as appropriate to support student learning in Geography.
19
Geographical skills
Geographical skills are an integral aspect of learning in Geography. The following
geographical skills relate specifically to Stage 4 outcomes 4.1, 4.2 and 4.3 and Stage 5
outcomes 5.1, 5.2 and 5.3. They are to be integrated into teaching and learning across all
focus areas.
Stages 4–5
Skills Content
The content described below should be integrated with the
content in the focus areas.
Students develop skills in: Students learn to:
• acquiring geographical • consider:
information – what do I already know/understand?
– by reflecting on prior – what skills do I bring to this inquiry?
learning – what written and graphical resources do I already have?
– by asking geographical • ask:
questions – what is there? where is it? why is it there?
– what are the effects of it being there? how is it changing
over time? should it be like this?
– what groups are involved? what do different groups
think? what action is appropriate?
– by identifying and • locate and gather information from a variety of primary and
gathering geographical secondary sources, including maps, globes, plans, fieldwork,
information information and communication technology, books, 3D
models, videos, photographs
• make and record observations about environments in written
and graphical form
• evaluate the appropriateness of information gathered
• reflect on the appropriateness of information-gathering
processes
• processing geographical • observe and interpret geographical relationships in maps
information
• observe and interpret geographical trends and relationships
– by analysing geographical
in tables and graphs
information
• analyse geographical data using simple mathematics
• process, present and analyse geographical information using
information and communication technology (census data on
a computer database, CD-ROMs)
– by organising and • prepare maps and plans of real or imaginary places using
synthesising geographical pictures and/or symbols at a variety of scales, eg mind maps
information
• select and use appropriate graphical methods (incorporating
information and communication technology) to present
information in maps and diagrams
• draw conclusions and make generalisations
20
Students develop skills in: Students learn to:

• communicating geographical • present geographical information in the form of both oral
information and written reports accompanied by maps and graphs,
– by answering geographical including databases, flow charts, multimedia presentations,
questions debates, role-plays, models and simulations
• communicate a logical argument/opinion in oral/written
form to a variety of audiences, peers, teachers, parents and
carers
• reflect on the appropriateness of different forms of
communication
– by applying geographical • apply generalisations to solve geographical problems and
information make reasoned decisions, reflect on sequences of activities
undertaken during learning and at the culmination of
learning and propose ways of applying this learning to new
learning situations
• practise extended writing activities based on extended
reading and research
• participating as informed and • gather knowledge of civics and decision-making processes
active citizens
• reflect on the meaning of citizenship and how this varies
– by acquiring knowledge
between groups
about civics
– by applying this • propose and, where appropriate, take individual action about
knowledge for active contemporary geographical issues, participate in community
citizenship action about contemporary geographical issues
(eg Streamwatch, Clean Up Australia)
• review and modify individual and group participation
21
7 Content – Geography (Mandatory)

The content is expressed in the form of learn about and learn to statements connected to the
course outcomes.
The Geography (Mandatory) outcomes are listed on page 23 and the content of Geography
(Mandatory) is described in section 7. The Geography (Elective) outcomes are listed on page
45 and the content of Geography (Elective) is described in section 8. Life Skills outcomes and
content are in section 9 (beginning page 59).
7.1 Organisation of Content
The mandatory Geography course is divided into Global Geography (Stage 4) and Australian
Geography (Stage 5). Each stage has four focus areas.
Essential content
Students must undertake 100 hours of study in Global Geography and 100 hours of study in
Australian Geography.
The Geography syllabus has two key dimensions that form the basis for the study of all
content in Geography:
• the spatial dimension – where things are and why they are there
• the ecological dimension – how humans interact with environments.
Additional content
To allow students to broaden and deepen their geographical skills, knowledge and
understanding, the focus areas in Stages 4 and 5 provide opportunities for additional studies
of relevant environments or communities or geographical issues. Where the syllabus indicates
‘At least ONE’ or ‘At least TWO’ studies, students can undertake additional studies
depending on their interest and expertise.
22
7.2 Geography (Mandatory) Outcomes
Objectives Stage 4 Outcomes Stage 5 Outcomes
Students will develop: A student: A student:

skills in acquiring, 4.1 identifies and gathers 5.1 identifies, gathers and
processing and geographical information evaluates geographical
communicating information
geographical
4.2 organises and interprets 5.2 analyses, organises and
information
geographical information synthesises geographical
information
4.3 uses a range of written, oral 5.3 selects and uses appropriate
and graphic forms to written, oral and graphic forms
communicate geographical to communicate geographical
information information
skills in choosing and 4.4 uses a range of geographical 5.4 selects and applies appropriate
applying appropriate tools geographical tools
geographical tools
knowledge and 4.5 demonstrates a sense of place 5.5 demonstrates a sense of place
understanding about about global environments about Australian environments
the characteristics and
spatial distribution of
environments
knowledge and 4.6 describes the geographical 5.6 explains the geographical
understanding about processes that form and processes that form and
how people and transform environments transform Australian
communities modify, environments
and are affected by,
4.7 identifies and discusses 5.7 analyses the impacts of
the environment
geographical issues from a different perspectives on
range of perspectives geographical issues at local,
national and global scales
knowledge and 4.8 describes the interrelationships 5.8 accounts for differences within
understanding about between people and and between Australian
how physical, social, environments communities
cultural, economic and
4.9 describes differences in life 5.9 explains Australia’s links with
political factors shape
opportunities throughout the other countries and its role in
communities,
world the global community
including the global
community
knowledge and 4.10 explains how geographical 5.10 applies geographical
understanding about knowledge, understanding and knowledge, understanding and
civics for informed skills combine with knowledge skills with knowledge of civics
and active citizenship of civics to contribute to to demonstrate informed and
informed citizenship active citizenship
Life Skills
For some students with special education needs, particularly those students with an
intellectual disability, it may be determined that the above outcomes are not appropriate. For
these students, Life Skills outcomes and content can provide the basis for the development of
a relevant and meaningful program – see section 9.
23
24
7.3 Geography (Mandatory) – Content for Stage 4
Stage 4 Geography incorporates learning related to global geography and the interaction of
human and physical elements of the environment in a global context.
The study of Geography develops a wide range of skills such as gathering, organising,
evaluating and communicating geographical information from a variety of primary and
secondary sources, including fieldwork.
The study of Geography also provides opportunities for students to use a wide range of
geographical tools including information and communication technologies (ICT). Teachers
need to ensure that ICT are incorporated into teaching and learning programs so that students
have the opportunity to become competent, discriminating and creative users of ICT. Students
will be better able to demonstrate achievement of syllabus outcomes if they can use ICT
effectively.

When implementing the content for Stage 4 the following information and communication
technologies (ICT) are to be integrated into teaching and learning activities by the end of the
stage.

• create a desktop-published document for a specific audience
• develop and refine search techniques using the internet
• collect and interpret electronic information
• design and create a multimedia presentation
• use email for a specific geographical purpose
• practise ethical behaviour when using email and the internet
• use a range of digital images, sound and other appropriate multimedia sources to develop
a multimedia presentation or webpage.
Note: In addition to the required ICT listed above teachers may integrate other ICT as
appropriate.
25
Focus Area 4G1 Investigating the World

Focus: An introduction to the discipline of Geography and the nature of geographical
inquiry.
Outcomes
A student:
4.1 identifies and gathers geographical information
4.2 organises and interprets geographical information
4.3 uses a range of written, oral and graphic forms to communicate geographical information
4.4 uses a range of geographical tools
4.5 demonstrates a sense of place about global environments
4.6 describes the geographical processes that form and transform environments
4.10 explains how geographical knowledge, understanding and skills combine with knowledge of
civics to contribute to informed citizenship.
Geographical tools in this focus area
The geographical tools listed below are to be integrated into teaching and learning activities in this
focus area. (For details of all tools see pages 18–19.)
Maps
• use an atlas
• use various types of maps: physical, political, topographic and thematic
• identify and use elements of maps: legend, north point, title, scale and border
• distinguish between different map projections
• locate features on a map using latitude and longitude, and grid and area references
• identify physical and cultural features on a map
• use the points of a compass to determine direction
• construct a sketch map
• read synoptic charts
Fieldwork
• use geographical instruments
• collect and record data in the field
Photographs
• draw a line drawing
• collect and interpret photographic images
The following ICT are suggested for integration in teaching and learning in 4G1:
– create a desktop-published document for a specific audience
– develop and refine search techniques using the internet
26
Students learn about: Students learn to:

The nature of Geography
• the physical elements of environments: • classify features of the environment as
– air – solar energy physical or human elements
– flora and fauna (heat and light)
– soil – water
• the human elements of environments: • record patterns of physical and human
– agricultural – economic elements of environments
– industrial – political
– settlements – sociocultural
• the interaction of the physical and human • identify patterns resulting from the interaction
elements of the physical and human environments
Our world
• global representation using maps • recognise continents using different map
projections
• the importance and use of latitude • use latitude to describe the global pattern of
climate, including the spatial and seasonal
change in insolation
• the importance and use of longitude • use longitude to explain world time zones
• global patterns of physical and human • describe global patterns of physical and
features human features
Geographical research
• key geographical questions • apply key geographical questions to a local
environment
• fieldwork: • use geographical tools to measure and record
– the use of geographical tools in elements of the local environment
investigating the physical and human
• present geographical information about the
environment
local environment using a range of written,
oral and graphic forms
World Heritage sites
• natural (physical) and cultural (human) sites • identify and locate natural and cultural World
Heritage sites
• the criteria and process for World Heritage • use geographical questions to investigate a
listing World Heritage site
• international treaties and agreements related • explain the importance of World Heritage
to World Heritage sites listing
• legal obligations of governments to the
preservation of World Heritage sites
• organisations responsible for World Heritage • outline the role of individuals, groups and
sites governments in identifying and protecting
World Heritage sites
27
Focus Area 4G2 Global Environments

Focus: The geographical processes that form and transform global environments, and human
interactions within environments.
Outcomes
A student:
4.6 describes the geographical processes that form and transform environments
4.8 describes the interrelationships between people and environments
Maps
• use various types of maps
• locate features using latitude and longitude, area and grid references
• identify physical and cultural features on a map
• measure distances on a map using linear scale
• identify scale as written, linear or representative fraction
• identify and interpret relief
Graphs and Statistics
• identify and calculate maximum and minimum, total, range, rank and average
• construct and interpret bar, column, line, climatic and proportional graphs
Photographs
• distinguish between oblique, aerial, ground-level photographs and satellite imagery
– collect and interpret electronic information
– design and create a multimedia presentation
28

Global environments
• types of global environments and their • locate different global environments
location:
– coasts – polar lands
– coral reefs – rainforests
– deserts – rivers
– grasslands – tundra
– mountains – wetlands
At least ONE global environment selected
from the list above:
• the spatial distribution of the selected global • recognise the spatial distribution of a global
environment environment
• the major geographical processes that operate • describe the geographical processes that
within the chosen environment: shape the selected environment
– atmospheric processes
• draw and describe the operation of a simple
– biotic processes
ecosystem
– geomorphic processes
– hydrologic processes
• the way humans, including indigenous • describe the interaction of humans with the
groups, interact with the environment environment
At least ONE community and the way it
interacts with the selected global environment:
• the way the environment influences the • describe the interrelationship of the
community environment and a specific community
• the way the relationship between the • explain how individuals, community
community and the environment is changing organisations and government actions are
contributing to the current management of the
environment
• strategies and processes that individuals, • identify the responsibility of government to
groups and governments use to influence the community and its environment
change
• the way the community is responding to these • describe current use of the environment and
changes suggest strategies for future ecological
sustainability
29
Focus Area 4G3 Global Change

Focus: The changing nature of the world and responses to these changes.
Outcomes
A student:
4.5 demonstrates a sense of place about global environments
4.7 identifies and discusses geographical issues from a range of perspectives
4.9 describes differences in life opportunities throughout the world
Maps
• use an atlas
• identify and use elements of maps, including legend, direction, title, scale, border
• distinguish between different types of map projection
• measure distances on a map using linear scale
• identify scale as written, linear or representative fraction
• identify and calculate maximum, total, range, rank and average
• construct and interpret bar column, line, climatic and proportional graphs
Photographs
• distinguish between oblique, aerial, ground-level photographs and satellite imagery
– use email for a specific geographical purpose
– practise ethical behaviour when using email and the internet
30

The changing nature of the world
• globalisation: • outline the process of globalisation
– the globalisation process
• recognise the role of technology in the
– changes in technology
globalisation process
– impacts of globalisation
• identify examples of economic and cultural
factors that are part of globalisation
• identify the impact of globalisation at an
individual, local, national and global scale
• changing global relationships: • describe ways in which global relationships
– business are changing as a result of globalisation
– nations
– organisations
Global inequalities
• extremes of poverty and wealth • identify global patterns of poverty and wealth
• variations in the access of people to essential • describe global variations in the access of
aspects of life including: people to a range of essential aspects of life
– education
– food
– health
– shelter
– water
• variations in the distribution, access and use • identify global patterns of resource use
of natural resources:
• explain the link between resource use and
– use of natural resources
sustainability
– sustainability of natural resources
• different life opportunities and quality of life • describe different global life opportunities
throughout the world and quality of life, including those based on
gender
Global organisations
• global organisations by investigating either: • discuss methods used by groups to influence
– a group involved in reducing global the global community
inequalities
OR
– a group involved in promoting ecological
sustainability
31
Focus Area 4G4 Global Issues and the Role of Citizenship

Focus: Global geographical issues and appropriate methods of citizenship for their
management.
Outcomes
A student:
4.7 identifies and discusses geographical issues from a range of perspectives
4.8 describes the interrelationships between people and environments
4.9 describes differences in life opportunities throughout the world
Maps
• use an atlas
• use various types of maps: physical, political, topographic, thematic
• locate features on a map using latitude and longitude, area and grid references
Fieldwork
• use geographical instruments
• collect and record data in the field
• identify and calculate maximum, total, range, rank, and average
• construct and interpret bar column, line, climatic and proportional graphs
Photographs
– use a range of digital images, maps, sound and other appropriate multimedia sources to
develop a multimedia presentation or webpage
32

Global geographical issues
• global geographical issues, which must • recognise global geographical issues
include: • describe the nature of global geographical
– access to fresh – land issues
water degradation
– climate change – threatened
– energy use habitats
– human rights – tourism
– indigenous – urbanisation
people and self- – use of ocean
determination resources
• the need to promote ecological sustainability • explain the links between human actions and
the consequences for ecological sustainability
on a global scale
At least TWO global geographical issues
selected from the list above:
• the nature of the issue • describe the spatial dimensions of the issue
• describe the ecological dimensions of the
issue
• different perspectives relevant to the issue • identify perspectives and bias about the issue,
including in media reports
• the responsibility of governments to the issue • describe the actions of individuals, groups
and governments in relation to the issue
• the actions of individuals, groups and
governments
• implications for social justice and equity • communicate appropriately with
organisations to participate as a global citizen
33
34
7.4 Geography (Mandatory) – Content for Stage 5
Stage 5 Geography incorporates learning related to Australian geography and the interaction
of human and physical geography in a local context.
The study of Geography develops a wide range of skills such as gathering, organising,
evaluating and communicating geographical information from a variety of primary and
secondary sources, including fieldwork.
The study of Geography also provides opportunities for students to use a wide range of
geographical tools including information and communication technologies (ICT). Teachers
need to ensure that ICT are incorporated into teaching and learning programs so that students
have the opportunity to become competent, discriminating and creative users of ICT. Students
will be better able to demonstrate achievement of syllabus outcomes if they can use ICT
effectively.

When implementing the content for Stage 5 the following information and communication
technologies (ICT) are to be integrated into teaching and learning activities by the end of the
stage.

• create a formatted, multiple-paged document containing web-links to communicate
• design and create a simple database from student research
• import data from other ICT applications into student research findings
• design and create a multimedia presentation or webpage to communicate geographical
information to a particular audience
• critically analyse a website, including the ethics of the site
• access, collect and interpret electronic information.
Note: In addition to the required ICT listed above teachers may integrate other ICT as
appropriate.
35
Focus Area 5A1 Investigating Australia’s Physical Environments

Focus: The unique characteristics of Australia’s physical environments and the responses of
people to the challenges they present.
Outcomes
A student:
5.1 identifies, gathers and evaluates geographical information
5.2 analyses, organises and synthesises geographical information
5.3 selects and uses appropriate written, oral and graphic forms to communicate geographical
information
5.4 selects and applies appropriate geographical tools
5.5 demonstrates a sense of place about Australian environments
5.6 explains the geographical processes that form and transform Australian environments
5.10 applies geographical knowledge, understanding and skills with knowledge of civics to
demonstrate informed and active citizenship.
Maps
• use various types of maps and flow charts
• locate features using degrees and minutes of latitude and longitude
• calculate the area of a feature
• measure bearings on a map
• calculate local relief
• identify the aspect of a slope
• construct a cross-section
• calculate the gradient of a slope
• construct a transect
• describe and explain relationships on a map
• read and interpret synoptic charts
Photographs
• interpret satellite images
The following ICT are suggested for integration in teaching and learning in 5A1:
– create a formatted, multiple-paged document containing web-links to communicate
36

The Australian continent
• Australia’s geographical dimensions: • compare Australia’s size and shape with other
– relative size and shape continents and countries
– latitude and longitude
• locate and recognise Australia on a world
map using latitude and longitude
• the origins of the continent: • explain the origins of the continent from an
– Aboriginal perspective Aboriginal and geographical perspective
– geographical perspective
Physical characteristics that make Australia
unique
• major landforms and drainage basins • identify and represent Australia’s major
physical features and patterns on a variety of
maps
• patterns of: • describe Australia’s major physical features
– climate – natural resources and patterns
– weather – vegetation
• explain the interrelationships that exist in the
physical environment of Australia
• unique flora and fauna • explain adaptations of flora and fauna to the
Australian environment
• natural hazards in Australia including: • describe the range of natural hazards in
– bushfires – floods Australia and their consequences
– droughts – storms
– earthquakes – tropical cyclones
At least ONE natural hazard from the list
above:
• the nature of the natural hazard in Australia
• the geographical processes involved • describe the geographical processes
associated with the natural hazard
• the impacts of the natural hazard: • describe the economic, environmental and
– economic social impacts of the natural hazard in
– environmental Australia
– social
• the responsibility and responses of • investigate responses of individuals,
individuals, groups and various levels of community-based groups and different levels
government to the impact of the natural of government to the hazard
hazard
37
Focus Area 5A2 Changing Australian Communities

Focus: Ways in which communities in Australia are responding to change.
Outcomes
A student:
information
5.7 analyses the impacts of different perspectives on geographical issues at local, national and
global scales
5.8 accounts for differences within and between Australian communities
5.9 explains Australia’s links with other countries and its role in the global community
Maps
• calculate the area of a feature
• calculate the density of a feature
• construct a land use map
• distinguish between large-scale and small-scale maps
• construct and interpret population pyramids
• construct and interpret divided bar and column graphs, and composite line graphs
• recognise and account for change using statistical data
Fieldwork
• use fieldwork techniques to collect primary and secondary data
Photographs
• interpret satellite images
– design and create a simple database from student research
– import data from other ICT applications into student research findings
38

Human characteristics that make Australia
unique
• demographic characteristics: • describe past and current population patterns
– age structure – gender in Australia
– distribution – growth rates
• describe trends in Australia’s demographic
– ethnic – population size
characteristics, incorporating the use of
composition
graphs and statistics
• explain how Australia’s changing
demographic characteristics are influencing
the nature and identity of Australian society
Types of communities
• types of communities in Australia including • identify a range of Australian communities
indigenous communities based on shared space and/or social
organisation
• differences within and between Australian
communities
Factors causing change in Australian
communities
• factors causing change including an overview • describe the factors causing change in
of: Australian communities
– changing nature and patterns of work
– cultural integration
– demographic change
– globalisation of economic activity
– lifestyle expectations
– new technologies
– recognition of native title
– resource depletion
At least ONE Australian community:
• factors that contribute to the community’s • define the community in terms of its shared
sense of identity space and/or social organisation
• factors causing change in the community • describe the factors causing change and the
impacts of change on the community
• individuals, groups and levels of government • analyse the strategies and actions of
involved in the process of change individuals, groups and different levels of
government in responding to change
• community responses to change • explain the impacts of change on the
community
• purpose, structure and actions of community • identify a community group and describe how
groups responding to change it responds to change
39
Focus Area 5A3 Issues in Australian Environments

Focus: Ways in which geographical understanding contributes to the sustainable
management of issues affecting the Australian environment.
Outcomes
A student:
information
5.5 demonstrates a sense of place about Australian environments
5.6 explains the geographical processes that form and transform Australian environments
global scales
Maps
• calculate the density of a feature
• calculate local relief
• identify the aspect of a slope
• measure bearings on a map
• construct a cross-section
• calculate the gradient of a slope
• construct a transect
• construct a land use map
• read and interpret synoptic charts
Fieldwork
• develop a research action plan
• use a variety of techniques to collect and record primary and secondary data
Photographs
• collect and use digital images
– design and create a multimedia presentation or webpage to communicate geographical
information to a particular audience, including maps and diagrams as appropriate
40

Geographical issues
• geographical issues affecting Australian • describe each geographical issue in relation
environments including: to:
– air quality – spatial inequality – its nature
– coastal – urban growth and – its impacts
management decline – the responses by individuals, groups and
– land and water – waste governments to the issue
management management
• outline how a range of geographical issues
are affecting Australian environments
At least TWO geographical issues affecting
Australian environments, selected from the list
above (one study must include fieldwork):
– the geographical processes relevant to the • explain the interaction of the physical and
issue human elements of the environment
– the perceptions of different groups about
• recognise the responsibility of the levels of
the issue
government to the issue
– individual, group and government
responses to the issue • propose actions that promote:
– decision-making processes involved in – sustainability
the management of the issue – social justice
– management of the issue and implications – equity
for sustainability, social justice and equity
• evaluate the success of individuals, groups
and the levels of government in managing the
issue
• investigate a geographical issue through • develop a research action plan
fieldwork by developing and implementing a
• apply fieldwork techniques
research action plan (as outlined on page 17)
• present geographical information in an
appropriate format
• demonstrate active citizenship by proposing
individual/group action to address the issue
41
Focus Area 5A4 Australia in Its Regional and Global Contexts

Focus: Australia in its regional and global contexts and the roles of individuals and groups
in planning for a better future.
Outcomes
A student:
information
global scales
5.8 accounts for differences within and between Australian communities
5.9 explains Australia’s links with other countries and its role in the global community
Maps
• distinguish between large-scale and small-scale maps
• construct and interpret population pyramids
• construct and interpret divided bar and column graphs, and composite line graphs
Photographs
• collect and use digital images
– critically analyse a website, including the ethics of the site
– access, collect and interpret electronic information
42

The place of Australia in the world
• Australia’s location in relation to its near • locate Australia in the Asia–Pacific region and
neighbours and their territorial boundaries the world
Australia’s regional and global links
• the ways Australia interacts with other • collect data to identify and locate nations with
nations including: which Australia has regional and global links
– aid – migration and describe the nature of the links
– communication – tourism • communicate findings that demonstrate
– culture – trade Australia’s links in its regional and global
– defence – sport context
At least ONE regional and global link chosen
from aid, defence, migration or trade:
• the nature of the link • describe the link and identify countries involved
• the roles of the government and of non- • explain the roles and actions of different levels
government organisations in relation to the of government in relation to the link
link • discuss the importance of relevant non-
government organisations in relation to the link
• treaties and/or agreements relevant to the • identify and describe the purpose of a treaty
link and/or agreement relevant to the link
• outline the importance of the treaty and/or
agreement to the countries involved in the link
• cultural, economic and geopolitical • analyse the advantages and disadvantages of
advantages and disadvantages to Australia the link to Australia
• social justice and equity issues in Australia • recognise implications for social justice and
and other countries equity in relation to the link
Future challenges for Australia:
Population
• current and future population trends: • identify and discuss government population
– growth rates, age structure and spatial policies:
distribution – growth rates
– government population policies to – refugees
manage population growth – migration
• implications of population trends: • analyse current and future population trends
– ecological sustainability and their implications
– population movement and urban planning
Human rights and reconciliation
• future challenges for Australia in relation to: • identify human rights agreements
– human rights • describe responses of individuals, groups and
– reconciliation governments in Australia to these challenges
• how other nations have responded to these • compare the responses of Australia and other
challenges nations to the challenges
• recognise implications for the international
community
• strategies to address the challenges • suggest strategies Australia can adopt to
address the challenges better in the future
43
8 Content – Geography (Elective)
8.1 Organisation of Content
The Geography (Elective) course provides students with the opportunity for additional
learning through the engagement with additional Geography content. It provides students with
a broader understanding of the discipline of Geography and the processes of geographical
inquiry, and enables depth studies through flexible programming of focus areas.
Students may undertake either 100 hours or 200 hours of study in Geography (Elective) in
Stage 4 and/or Stage 5.
Programs must be developed from at least THREE of the eight focus areas in Geography
(Elective) for 100 hours and from at least FIVE of the eight focus areas for 200 hours.
44
8.2 Geography (Elective) Outcomes
Objectives Stage 4 Outcomes Stage 5 Outcomes
Students will develop: A student: A student:

skills in acquiring, E4.1 identifies and gathers E5.1 identifies, gathers and evaluates
processing and geographical information geographical information
communicating E4.2 organises and interprets E5.2 analyses, organises and
geographical geographical information synthesises geographical
skills in choosing and E4.3 uses a range of written, oral E5.3 selects and uses appropriate
applying appropriate and graphic forms to written, oral and graphic forms
geographical tools communicate geographical to communicate geographical
knowledge and E4.4 uses a range of geographical E5.4 selects and applies appropriate
understanding about tools geographical tools
the characteristics and
spatial distribution of E4.5 describes the geographical E5.5 explains the geographical
environments processes that form and processes that form and
transform environments transform environments
knowledge and E4.6 describes the importance of the E5.6 analyses the importance of the
understanding about world’s environments and world’s environments and
how people and issues associated with them issues associated with them
communities modify, E4.7 identifies the causes and E5.7 explains the roles and
and are affected by, consequences of tensions and responsibilities of individuals,
the environment conflicts at local, national and groups and governments in
global scales resolving tensions and
knowledge and conflicts at a range of scales
understanding about
how physical, social, E4.8 describes contemporary world E5.8 analyses contemporary world
cultural, economic and events and issues in terms of events and issues in terms of
political factors shape their ecological and spatial their ecological and spatial
communities, dimensions dimensions
including the global E4.9 explains how geographical E5.9 applies geographical
community knowledge, understanding and knowledge, understanding and
skills combine with knowledge skills with knowledge of civics
knowledge and of civics to contribute to to demonstrate active
understanding about informed citizenship citizenship
civics for informed
E4.10 describes patterns, functions E5.10 explains patterns, processes
and active citizenship
and issues associated with and issues associated with
human activity at a range of human activity at a range of
scales scales
E4.11 identifies physical, social, E5.11 describes physical, social,
cultural, economic and political cultural, economic and political
issues at a range of scales issues at a range of scales
Stage 4 outcomes have been provided to assist the assessment and reporting of student
achievement in those schools that choose to begin elective study before Year 9. Teachers are
advised to select from the elective course content to target the specific needs of students who
commence study in Stage 4.
45
8.3 Geography (Elective) – Content for Years 7–10
Focus Area E1 Physical Geography (25–40 indicative hours)

Focus: The geographical processes that form and transform the physical world.
Stage 5 Outcomes
A student:
E5.1 identifies, gathers and evaluates geographical information
E5.2 analyses, organises and synthesises geographical information
E5.3 selects and uses appropriate written, oral and graphic forms to communicate geographical
information
E5.4 selects and applies appropriate geographical tools
E5.5 explains the geographical processes that form and transform environments
E5.6 analyses the importance of the world’s environments and issues associated with them
E5.10 explains patterns, processes and issues associated with human activity at a range of scales
E5.11 describes physical, social, cultural, economic and political issues at a range of scales.
Geographical tools and ICT
Appropriate geographical tools (selected from those listed on pages 18–19) and ICT are to be
integrated into the teaching and learning activities in this focus area.

• plate tectonics: • locate the major tectonic plates and their
– theory boundaries
– evidence
• interpret geographical information about the
– types of plate margins
plates from a variety of sources
– volcanic and earthquake activity
– folding and faulting • explain the relationships between plate
boundaries and major physical features
• investigate the impacts of current tectonic
processes on the environment
• weathering: • describe mechanical and chemical weathering
– mechanical
• explain the role of weathering in shaping the
– chemical
landscape
• mass movement • examine the role of humans in the process of
mass movement
• erosion and deposition: • identify the agents of erosion and deposition
– agents of erosion and deposition: wind,
• distinguish between weathering and erosion
water, ice
• at least ONE landscape produced by one of • recognise the main landforms in the selected
the following: study
– landform processes • explain the processes that create landforms
– human interactions • describe human interactions with the
landscape
46

• climate: • distinguish between weather and climate
– global circulation: insolation, pressure, • explain the global circulation of the
wind, temperature, rainfall atmosphere
– global climatic patterns • describe global climatic patterns
– factors affecting climate: latitude, • analyse climate data from a variety of sources
altitude, maritime and continental
influences
– climate change • examine issues resulting from climate change
• weather: • collect and record weather data
– types of rainfall
• describe meteorological processes
– factors affecting temperature and
humidity • create a multimedia presentation assessing the
– extreme weather events: droughts, floods, impacts of an extreme weather event on a
storms community
• biogeography
• at least ONE vegetation community: • classify vegetation
– location of the community
• explain the relationships between soil and
– soil-forming processes
vegetation
– development of vegetation
– human impacts • collect and record soil and vegetation data in
the field
• analyse the impact of humans on a specific
vegetation community
47
Focus Area E2 Oceanography (25–40 indicative hours)

Focus: The features and importance of the world’s oceans and issues associated with them.
Stage 5 Outcomes
A student:
information
E5.7 explains the roles and responsibilities of individuals, groups and governments in resolving
tensions and conflicts at a range of scales
E5.9 applies geographical knowledge, understanding and skills with knowledge of civics to
demonstrate active citizenship

The features of the world’s oceans
• location of the world’s oceans • identify and locate the world’s oceans
• physical features of the ocean floor • describe the major physical features of the
world’s ocean basins
• major ocean currents • identify the major ocean currents
• ocean ecosystems • contrast different ocean ecosystems using
diagrams
The importance of the world’s oceans
• influence on climate • explain the interrelationship of ocean currents
and global climate
• El Niño and La Niña • identify features of El Niño and La Niña
• habitat for species • describe the importance of the ocean as a
habitat for marine species
• ocean resources • identify resources that the ocean provides
• outline the economic importance of oceans as
a resource
Ownership and control • account for patterns of ownership and
exploitation of ocean resources
• the oceans as a global common • discuss the importance of oceans as global
commons
• international treaties and agreements • identify treaties and agreements that deal with
ocean resources
• indigenous rights • examine indigenous rights in relation to
oceans
48

At least ONE of the following issues relating to • describe the geographical processes related to
the use of oceans: the issue
– whaling
• identify individuals, groups and governments
– fishing
involved in the issue
– waste disposal
– nuclear testing • investigate conflict resolution processes in
– indigenous rights relation to the issue
– oil and mineral exploitation
• analyse different perspectives in relation to
– shipping
the issue
– tourism
• evaluate contemporary management practices
related to the issue in terms of ecological
sustainability
49
Focus Area E3 Geography of Primary Production (25–40 indicative hours)

Focus: The patterns, functions and issues associated with primary production.
Stage Outcomes
A student:
information
E5.8 analyses contemporary world events and issues in terms of their ecological and spatial
dimensions

Primary production
• types of primary production: • identify different types of primary production
– agriculture: intensive, extensive,
subsistence, commercial
– mining: open-cut, underground, drilling
– fishing: driftnet, longline, aquaculture
– forestry: selective logging, clear-felling,
plantation farming
• global patterns of primary production: • locate different types of primary production at
– agriculture a global scale
– mining
• describe the global patterns of primary
– fishing
production
– forestry
• multinationals’ involvement in primary • examine the role of multinationals in primary
production production
At least ONE primary production at either
local, regional or global scale:
• the nature of the primary production • describe the characteristics of the primary
production
• the geographical processes involved • explain the geographical processes involved
• the environmental, social and economic • discuss environmental, social and economic
impacts impacts of the primary production
50

• contemporary issues related to the primary • discuss decision-making associated with the
production chosen study and the way in which
individuals, groups and governments can
influence the decision-making
• identify different perspectives and views
associated with the chosen contemporary
issue
• current and future primary production • describe the current importance of primary
production to the local, national and global
community
• propose future patterns of primary production
at a variety of scales
51
Focus Area E4 Development Geography (25–40 indicative hours)

Focus: The spatial patterns and causes of global inequality and the need for appropriate
development strategies to improve quality of life.
Stage 5 Outcomes
A student:
information
dimensions

Development
• definitions of development • discuss various definitions of development
• indicators of development • compare levels of development using
indicators
At least ONE country in the developing world:
• factors contributing to the country’s level of • prepare a profile of the country containing
development qualitative and quantitative data
• regional variations in the level and rate of • identify causes of inequalities in development
development within the country
• government initiatives to promote • investigate government and community
development initiatives and how they contribute to the
quality of life of the people
• community-based initiatives to enhance the
life opportunities of people in the country
At least ONE contemporary development issue
selected from:
– population growth • identify contemporary development issues
– economic dependency relevant to the selected country
– political and human rights
• examine the roles of individuals, groups and
– access to resources
governments
– the role of transnational corporations
– international aid • describe ways in which individuals and
– refugees citizens participate as informed and active
– the role and status of women citizens
– health
– environmental degradation
52
Focus Area E5 Australia’s Neighbours (25–40 indicative hours)

Focus: The environments of Australia’s neighbours and specific geographical issues within
the Asia–Pacific Region.
Stage 5 Outcomes
A student:
information
dimensions

The Asia–Pacific Region
• the major physical features • locate the major physical features
• explain the factors shaping the diversity of
the physical environment
• settlement patterns • describe settlement patterns
• cultural diversity • examine aspects of cultural diversity
At least ONE country from the Asia–Pacific
region:
• nature of the physical environment • locate the country
• recognise geographical regions
• population characteristics • collect and process population statistics
• settlement patterns • describe and explain settlement patterns
• economy • identify key economic characteristics
• international relations • discuss contemporary international relations
• future directions • predict future directions
53
Focus Area E6 Political Geography (25–40 indicative hours)

Focus: The nature and distribution of political tensions and conflicts, and strategies towards
effective resolutions.
Stage 5 Outcomes
A student:
information
dimensions

World political divisions
• nation-states and sovereignty • recognise the sovereignty of nation-states
• changing world political divisions and • identify different political systems
alliances
• identify world trade blocs
• examine the dynamic nature of political,
economic and military power
Political tension and conflict at a variety of
scales
• locations of political tension and conflict • identify sources of political tension and
conflict
• groups involved in political tensions and • investigate areas of conflict in the world
conflict using a variety of media including the internet
• evaluate the different perspectives of groups
involved
The roles of individuals, groups and
governments in conflict resolution
• promotion of cultural tolerance and social • discuss how individuals, groups and
justice governments share responsibilities for a better
world
• provision of humanitarian aid
• development and sustainable environments • describe successful management of conflict
• provision of peace-keeping forces • propose methods for resolution of political
tensions and conflict
54

• the roles of nation-states and international • communicate appropriately with individuals,
organisations groups and governments involved in political
tensions and conflicts
At least ONE area of political tension and
conflict:
• the location of the political tension and • locate the area affected by political tension
conflict and conflict
• the nature of the political tension and conflict • describe the nature of the political tension and
conflict
• causes of the political tension and conflict • outline the events leading to the political
tension and conflict
• groups involved and their different • evaluate the perspectives of groups involved
perspectives in the political tension and conflict
• methods of conflict resolution • identify attempts at conflict resolution and
evaluate their effectiveness
• propose alternative solutions
55
Focus Area E7 Interactions and Patterns along a Continental Transect

(25–40 indicative hours)
Focus: The factors responsible for causing variation in spatial patterns across a continent
from one specific location to another.
Stage 5 Outcomes
A student:
information
dimensions
E5.10 explains patterns, processes and issues associated with human activity at a range of scales.

Broad continental patterns
• at least ONE study chosen from the list
below:
– Adelaide to Darwin railway • conduct a geographical inquiry along a
– Indian to Pacific Oceans along the Tropic transect from one specific location to another:
of Capricorn – construct a transect
– the Nile from source to mouth – identify the locations on a map
– the Andes from coastal Peru to Amazon
rainforest
– the Trans-Siberian Railway
– India from north to south
– North America from Los Angeles to New
York
– Antarctica through the South Pole
– school-developed study
Features along transects
• this study is to include changes in:
– climate • describe and explain changes along the
– topography selected transect in relation to specific
– vegetation features of the:
– fauna – physical environment
– land use – human environment
– population
• discuss decisions by individuals, groups and
– settlement
governments in relation to specific features
– resource use
along the transect
56

• places of significance along the transect:
– distinctive landforms
– human occupation
– places of religious or cultural significance
A geographical issue
• students investigate at least ONE • use word-processing software to communicate
geographical issue relevant to the study area findings about a geographical issue
57
Focus Area E8 School-developed Option (25–40 indicative hours)
This elective provides students with the opportunity to develop their geographical knowledge
and understanding of a particular location and/or area of inquiry that caters for their interests,
needs and resources. Students will use geographical inquiry methodologies and investigate the
spatial, ecological and civics and citizenship aspects of a selected study.
Focus: Ways in which the spatial and ecological dimensions interact and the role of
informed and active citizenship in the interaction.
Stage 5 Outcomes
A student:
information
dimensions

A specific area of interest in the field of
geography:
• the variety of sources of information • conduct research using appropriate primary
available and secondary sources and relevant
• the spatial, ecological and civics and • investigate the spatial, ecological and civics
citizenship aspects of the study and citizenship aspects of the study
• evaluate relevant material
• ICT available for research and • communicate findings using appropriate
communication written, graphic and oral forms using a
variety of information and communication
technologies
58
9 Life Skills Outcomes and Content

The Board of Studies recognises that a small percentage of students with special education
needs may best fulfil the mandatory curriculum requirements for Geography by undertaking
Life Skills outcomes and content. (Requirements for access to Life Skills outcomes and
content are detailed in section 1.2.)
Life Skills outcomes will be selected on the basis that they meet the particular needs, goals
and priorities of each student. Students are not required to complete all outcomes. Outcomes
may be demonstrated independently or with support.
In order to provide a relevant and meaningful program of study that reflects the needs,
interests and abilities of each student, schools may integrate Geography Life Skills outcomes
and content across a variety of school and community contexts.
The course of study for those students who will fulfil the mandatory requirements for HSIE
through the study of Life Skills outcomes and content for both Geography and History:
• must include Geography and History outcomes and content that relate to Australia
• may be drawn from the Life Skills outcomes and content in the courses offered across the
key learning area
• will be undertaken in each of Years 7–10
• will incorporate appropriate geographical tools and skills (see pages 18–21) and ICT (see
page 11)
• will reflect the learning needs and priorities of students.
59
9.1 Outcomes
Objectives Outcomes
Students will develop: A student:

knowledge and LS.1 experiences a range of environments
understanding about the
LS.2 moves around in the environment
characteristics and spatial
distribution of environments LS.3 recognises the features of a range of environments
knowledge and LS.4 explores the effects of the physical environment on people’s
understanding about how activities
people and communities
LS.5 explores the effects of people’s activities on the physical
modify, and are affected by,
environment
the environment
LS.6 investigates environmental issues and challenges
LS.7 explores the diversity of Australian communities
LS.8 recognises different perspectives about events and issues
knowledge and LS.9 investigates differences in life opportunities across a range of
understanding about how environments
physical, social, cultural,
economic and political
factors shape communities,
including the global
community
knowledge and LS.10 recognises the importance of active and informed citizenship
understanding about civics
for informed and active
citizenship
skills in acquiring, LS.11 uses a variety of strategies to locate and select information
processing and
communicating
skills in choosing and LS.12 uses a variety of strategies to organise and communicate
applying appropriate information
geographical tools
60
9.2 Content
The content forms the basis for learning opportunities. Content will be selected on the basis
that it meets the needs, goals and priorities of each student. Students are not required to
complete all the content to demonstrate achievement of an outcome.
The content for Geography Life Skills reflects the Focus Areas of the Mandatory Geography
Stage 4 and Stage 5 content. The examples provided are suggestions only.
61
Focus Area LSG1 Investigating the World
Outcomes
A student:
LS.1 experiences a range of environments
LS.3 recognises the features of a range of environments
LS.4 explores the effects of the physical environment on people’s activities
LS.10 recognises the importance of active and informed citizenship
LS.11 uses a variety of strategies to locate and select information
LS.12 uses a variety of strategies to organise and communicate information.
• geographical features of the immediate • experience and participate in activities that
environment: focus on the immediate environment
– school – school: classroom, canteen, playground,
– community assembly areas
– community: shops, library, swimming
pool, park
• geographical language used to describe • respond to geographical language, eg ‘put
features of the environment your bag in the locker on the top floor’, ‘turn
left at the end of the corridor’, ‘meet the
teacher at the western end of the park’
• identify features of the local environment
using geographical language, eg ‘the traffic
lights are located next to the service station’,
‘the creek in our town is likely to flood after
heavy rain’
• identify features of the environment beyond
their local community using geographical
language, eg ‘there is a rainforest 100
kilometres to the west’, ‘the nearest coastline
is 70 kilometres to the east’
• geographical tools that can be used to explore • use geographical tools for a range of
the environment: activities, eg use maps, a compass and
– maps brochures to determine a suitable location for
– thermometers a bushwalk or camp
– graphs and statistics
• use geographical tools to use public or private
– photographs
transport, eg street directory, route maps
– compasses
– models • locate themselves in relation to features of the
– fieldwork local environment, eg use a shopping centre
directory to identify current position and
locate a specific shop, use a community
noticeboard to locate the position of a park,
use a noticeboard in a national park to locate
a walking track
• moving around the environment using safe • identify assistance needed to move around the
practice as: immediate environment, eg help in
– a pedestrian negotiating steps, assistance in using a
– a transport user wheelchair
– a traveller
62

• identify people who can provide assistance to
move around the immediate environment,
eg peers, parents, carers
• use modes of travel to meet individual needs
in the immediate environment, eg bike,
wheelchair, car, bus
• recognise and use appropriate modes of travel
to access facilities in the local community
• demonstrate safe practice as a pedestrian,
eg obey signals, stop signs and traffic lights,
identify places to cross roads safely, walk on
footpaths wherever possible, walk toward
rather than away from oncoming traffic when
there is no footpath
• demonstrate safe practice when travelling in a
vehicle, eg when entering or leaving a
vehicle, using safety restraints, appropriate
behaviour towards other passengers
• use a range of public and private transport
• physical features of the world: • recognise physical features of the world,
– continents eg land or oceans on a globe or map
– oceans • locate physical features of the world, eg use a
– river systems map or globe to locate mountain ranges and
– mountain ranges deserts
• human features of the world: • recognise human features of the world,
– towns eg identify well-known cities of the world
– major cities from photographs, pictures, video
• locate human features of the world, eg locate
well-known cities on a map or globe
• World Heritage sites • locate Australian World Heritage sites, eg use
a map of Australia to locate areas that have
World Heritage listings such as the Greater
Blue Mountains, visit a World Heritage site
• gather information on a World Heritage site
• communicate information related to a World
Heritage site, eg presentation, display, project
63
Focus Area LSG2 Global Environments
Outcomes
A student:
LS.5 explores the effects of people’s activities on the physical environment
LS.9 investigates differences in life opportunities across a range of environments
• types of global environments: • participate in a case study of one or more
– coasts environments
– wetlands
• select and locate an environment for study
– grasslands
– polar lands • gather geographical information related to the
– mountains environment
– tundra
• identify features of the environment,
– deserts
eg climate, altitude, weather, water cycle
– tropical rainforests
– coral reefs • recognise processes that shape the landforms
in the chosen environment, eg weathering,
erosion
• explore aspects of the environment,
eg participate in the making of a model of the
chosen environment which could be small-
scale or large-scale (eg turn a classroom into
a coral reef); include music, colours, textures
• explore the effects of the climate on the lives
of people in the environment chosen for
study, eg the effect the chosen environment
has on housing, clothing, food, agriculture,
transport, recreation; match the appropriate
housing, clothing, food, agriculture, transport,
recreation to the environment
• organise and communicate information
related to the environment, eg computer
presentation, display, model, project, stories,
case study, discussion
64
Focus Area LSG3 Global Change
Outcomes
A student:
• fundamental human rights • recognise the rights of people to food, shelter,
water, clean air, health, education
• global human inequalities • recognise that some people do not have
access to basic human rights
• locate areas on a map or globe where people
may not have access to basic human rights
• explore factors that deny access to basic
human rights, eg war, flood, famine, other
natural disasters, political practice,
overpopulation
• how citizenship protects fundamental human • explore the ways in which individuals, groups
rights and governments can contribute to the
preservation of human rights:
– individuals, eg students can assist with
fundraising, write letters, join a group
– groups, eg a class might sponsor a child,
write a letter, organise a petition, raise
funds
– governments, eg foreign aid
65
Focus Area LSG4 Global Issues and the Role of Citizenship
Outcomes
A student:
• how human activities influence or affect the • identify human activities that impact on the
climate climate, eg motor vehicles, industry
emissions, fires, fossil fuels
• investigate strategies that can reduce the
impact of human activity on the climate,
eg using public transport, selecting solar
heating, promoting public awareness,
providing incentives
• the importance of clean water for people, • explore the factors that limit access to clean
animals and crops fresh water, eg drought, floods, pollution,
water management
• explore strategies that increase the
availability of clean fresh water, eg restricting
pollution, using bore water and wells,
promoting public awareness
• the importance of land protection and • recognise the importance of trees, and the
management roles they play in the protection of the land,
eg preventing land degradation, providing
habitats, providing clean air
• explore the factors that lead to land
degradation, eg mining fossil fuels, land
development, tourism, waste management,
industry
• explore the consequences of land clearing,
eg soil erosion, air quality, high salinity
levels, destruction of habitats
• investigate strategies to prevent land
degradation:
– individuals, eg plant trees, dispose of
waste appropriately, recycle, respect
natural environments, act as an informed
consumer in the purchase of products
– groups, eg raise awareness, lobby,
organise community activities
– governments, eg provide effective waste
management programs, legislate to
maintain a balanced environment, provide
incentives
66

• environmental threats to oceans, coastlines • identify the potential threats to oceans and
and their geographical features coastlines, eg pollution and waste disposal,
over-fishing, over-culling, tourism
• effective management of ocean resources • recognise that there are different perspectives
in relation to the effective management of
ocean resources, eg pollution and waste
disposal, fishing, whaling, tourism
• explore ways in which competing interests
can be managed to achieve a sound
environmental balance, eg re-stocking oceans,
use of quotas
• the land and oceans as a legacy and a trust • recognise the roles of individuals, groups,
communities and governments in the
preservation and maintenance of land and
oceans
• explore the connections of indigenous
peoples to the land and oceans
• the need to protect and preserve global • explore the ways in which individuals, groups
environments and governments can protect and preserve the
environment:
– individuals, eg recycling, effective
disposal of rubbish, conserving water and
electricity
– groups, eg Greenpeace, Clean Up
Australia, Landcare
– governments, eg legislation to reduce
habitat destruction, promotion of
sustainability
67
Focus Area LSG5 Investigating Australia’s Physical Environments
Outcomes
A student:
• Australia’s geographical dimensions: • trace, draw or model the shape of Australia,
eg using a template, drawing, painting or
modelling with plasticine or clay
– shape • recognise the shape of Australia, eg select the
shape of Australia from a range of shapes, use
a world map or atlas to locate Australia
– relative size • compare the size of Australia to other
continents, eg place a relief map of Australia
on top of other continents and compare size
– latitude and longitude • explore the use of horizontal lines (latitude)
and vertical lines (longitude) on maps to
establish position, eg locate on a map of
Australia the lines of latitude and longitude,
use a spherical shape and place ribbons in
latitudinal and longitudinal directions
• geological processes which have shaped the • identify specific geological processes
land (continental drift and plate tectonics) that
have shaped Australia, eg use relief plates of
Australia and surrounding continents to
demonstrate physical changes and movement
• Aboriginal perspectives on the origin of the • explore Aboriginal perspectives on the origin
continent of the continent, eg use Dreaming stories
and/or a conventional timeline to recognise
the length of time Aboriginal people have
lived in Australia
• recognise the cultural and economic
importance of land for Aboriginal people in
contemporary society, eg invite an Aboriginal
person to talk about the importance of land to
Aboriginal people
68

• patterns of: • recognise that there are varied types of
– landforms landforms, climates, vegetation and natural
– drainage basins resources in Australia, eg identify, gather and
– climate, rainfall, temperature display pictures of mountains, forests, coral
– vegetation reefs:
– natural resources – locate on a map the area where these
– soils occur
– gather information on one of these
– communicate information, eg place
pictures on a map to show location
• distinctive features of Australian flora • recognise well-known Australian trees and
flowers, eg wattle, bottlebrush, banksia, gum
tree
• recognise the distinctive features of native
Australian trees and flowers, eg flowers that
bloom in the desert
• investigate the impact of introduced species
of flora on native species, eg blackberry,
privet, lantana
• distinctive features of Australian fauna • recognise well-known Australian animals,
eg kangaroo, possum, koala, wombat,
platypus
• recognise the distinctive features of
Australian animals, eg habitat, diet,
reproduction, care for young
• investigate the impact of introduced species
of fauna on native species, eg cats, rabbits,
foxes
• effects of aspects of the physical environment • recognise that people’s activities are
on people’s activities: influenced by climate, topography and natural
– climate resources
– topography
• explore activities that are influenced by the
– natural resources
climate, eg agriculture, recreation, travel
• explore activities that are influenced by
topography, eg agriculture, industry,
recreation, transport
• explore activities that are influenced by
natural resources, eg agriculture, mining,
industry, transport
• natural hazards that affect people’s lives and • explore the impact of natural hazards on
activities: people and their activities, eg on homes,
– cyclones industry, farm animals, agricultural crops,
– storms recreation opportunities
– bushfires
• participate in a study of one or more natural
– landslides
hazards
– floods
– droughts • gather information in relation to one or more
– earthquakes natural hazards
(continued)
69

• investigate the impact of the natural hazards,
eg environmental (destruction of bush),
personal and social (destruction of property,
deaths), economic (loss of income, loss of
governmental revenue, cost of replacement)
• recognise individuals, groups and government
departments/agencies that respond to disasters
caused by natural hazards, eg SES, fire
brigades, ambulance, police
• identify strategies that individuals can use to
respond to natural hazards, eg dial 000,
remain indoors during storms, wear protective
clothing
• explore the strategies that individuals, groups
and governments can implement to prevent
and reduce the impact of natural hazards:
– individuals, eg clean gutters, remove
build-up of combustible material from
around houses, follow evacuation
procedures, keep houses in good repair
– groups, eg remove combustible material
from public areas and parks, establish
evacuation procedures
– governments, eg implement legislation
regarding the building of houses in
bushland areas, develop and monitor
building standards to reduce the impact of
a natural disaster
70
Focus Area LSG6 Changing Australian Communities
Outcomes
A student:
• settlement in Australia • investigate settlement features that are
significant in Australia, eg where people
choose to live, agriculture, industry
• Australia’s cultural identity: • recognise the range of cultures represented in
– lifestyle, multiculturalism the class, school and wider community
• explore the ways that cultural diversity has
contributed to Australia’s identity,
eg celebrations, food, music and dance, art
and craft, customs, beliefs
• factors contributing to a sense of identity in • recognise that they are members of a variety
Australian communities of communities, eg school, clubs,
neighbourhoods, cultural and religious groups
• explore the features of communities,
eg common interest, geographical location,
beliefs, cultures
• types of changes that can occur within • investigate changes that have taken place in
individual communities their immediate communities, eg greater
access to computers and the internet, opening
or closure of shops or services, land or
industry development in the local community
• factors that have caused changes in • explore factors that have resulted in changes
Australian communities in communities, eg new technologies,
demographic change, lifestyle expectations,
changing nature and patterns of work
71
Focus Area LSG7 Issues in Australian Environments
Outcomes
A student:
• a range of geographical issues affecting • explore issues affecting Australian
Australian environments environments, eg management of land, water,
coastline, resources, air quality, tourism,
population change, urban growth and decline,
disposal and recycling of waste, bushfire
prevention
• the importance of clean water for people, • investigate the factors that limit the access to
animals and crops in Australia clean fresh water in Australia, eg drought,
floods, pollution, water management
• explore strategies that will increase the
availability of clean fresh water, eg restricting
pollution, using bore water and wells,
promoting public awareness, caring for water
supply catchment areas
• the importance of land protection and • recognise the importance of trees and the
management in Australia roles they play in the local environment,
eg preventing land degradation, providing
habitats, providing clean air
• explore the factors that lead to land
degradation in Australia, eg mining fossil
fuels, land development, tourism, waste
management, industry
• investigate the consequences of land clearing
in Australia, eg soil erosion, reduced air
quality, run-off, salinity, destruction of
habitats
• investigate strategies to prevent land
degradation in Australia:
– individuals, eg plant trees, dispose of
waste appropriately, recycle, respect
natural environments, act as an informed
consumer in the purchase of products
– groups, eg raise awareness, lobby,
organise community activities
72

– governments, eg provide effective waste
management programs, legislate to
maintain a balanced environment, provide
incentives
• the potential threat to oceans and coastlines • recognise the potential threats to oceans and
and their geographical features coastlines of Australia, eg pollution and waste
disposal, over-fishing, tourism
• recognise the impact of oil spills on birds,
fish and other sea creatures
• investigate the impact of tourism on a
significant natural site, eg Great Barrier Reef
• factors that contribute to population changes • explore factors that contribute to population
in cities and towns change, eg industry – expansion or reduction,
transport – access and affordability, housing –
availability and affordability
Focus Area LSG8 Australia in Its Regional and Global Contexts
Outcomes
A student:
• Australia’s location in relation to the world • locate Australia on a map, globe or atlas
• recognise and locate Australia’s near
neighbours
• recognise and locate countries with which
Australia has important connections and
friendships
• the types of links Australia has with its near • explore ways in which Australia establishes
neighbours and with other countries: links with other countries, eg humanitarian
– trade aid, sporting links, tourism links
– defence
– aid
– sport
– migration
– environment
– tourism
73
10 Continuum of Learning in Geography K–10

Stage outcomes and stage statements illustrate the continuum of learning in the Geography
Years 7–10 Syllabus.
10.1 Stage Outcomes
Early Stage 1 to Stage 3 Outcomes (Human Society and Its Environment)
Early Stage 1 Stage 1 Stage 2 Stage 3

Change and Continuity
Significant CCES1 CCS1.1 CCS2.1 CCS3.1
Events and Describes events Communicates the Describes events Explains the
People or retells stories importance of past and actions related significance of
that demonstrate and present people, to the British particular people,
their own heritage days and events in colonisation of groups, places,
and the heritage of their life, in the Australia and actions and events
others lives of family and assesses changes in the past in
community and consequences developing
members and in Australian identities
other communities and heritage
Time and (Outcome CCES1 CCS1.2 CCS2.2 CCS3.2
Change also applies here) Identifies changes Explains changes Explains the
and continuities in in the community development of
their own life and and family life and the principles of
in the local evaluates the Australian
community effects of these on democracy
different
individuals, groups
and environments
Cultures
Identities CUES1 CUS1.3 CUS2.3 CUS3.3
Communicates Identifies customs, Explains how Describes different
some common practices, symbols, shared customs, cultural influences
characteristics that languages and practices, symbols, and their
all people share, as traditions of their languages and contribution to
well as some of the family and other traditions in Australian
differences families communities identities
contribute to
Australian and
community
identities
Cultural (Outcome CUES1 CUS1.4 CUS2.4 CUS3.4
Diversity also applies here) Describes the Describes different Examines how
cultural, linguistic viewpoints, ways cultures change
and religious of living, through
practices of their languages and interactions with
family, their belief systems in a other cultures and
community and variety of the environment
other communities communities
74
Early Stage 1 Stage 1 Stage 2 Stage 3

Environments
Patterns of ENES1 ENS1.5 ENS2.5 ENS3.5
Place and Gathers Compares and Describes places in Demonstrates an
Location information about contrasts natural the local area and understanding of
natural and built and built features other parts of the
environments and in their local area Australia and interconnectedness
communicates and the ways in explains their between Australia
some of the ways which people significance and global
in which they interact with these environments and
interact with, and features how individuals
can care for, these and groups can act
environments in an ecologically
responsible
manner
Relationships (Outcome ENES1 ENS1.6 ENS2.6 ENS3.6
with Places also applies here) Demonstrates an Describes people’s Explains how
understanding of interactions with various beliefs and
the relationship environments and practices influence
between identifies the ways in which
environments and responsible ways people interact
people of interacting with with, change and
environments value their
environment
Social Systems and Structures
Resource SSES1 SSS1.7 SSS2.7 SSS3.7
Systems Identifies ways in Explains how Describes how and Describes how
which their own people and why people and Australian people,
needs and the technologies in technologies systems and
needs of others are systems link to interact to meet communities are
met, individually provide goods and needs and explains globally
and cooperatively services to satisfy the effects of these interconnected and
needs and wants interactions on recognises global
people and the responsibilities
environment
Roles, Rights (Outcome SSES1 SSS1.8 SSS2.8 SSS3.8
and also applies here) Identifies roles and Investigates rights, Explains the
Responsibilities responsibilities responsibilities structures, roles,
within families, and decision- responsibilities
schools and the making processes and decision-
local community in the school and making processes
and determines community and of state and federal
ways in which demonstrates how governments and
they should participation can explains why
interact with others contribute to the Australians value
quality of their fairness and
school and socially just
community life principles
75
Stage 4 and Stage 5 Outcomes (Geography Mandatory)
Stage 4 Outcomes Stage 5 Outcomes
A student: A student:
4.1 identifies and gathers geographical 5.1 identifies, gathers and evaluates
information geographical information
4.2 organises and interprets geographical 5.2 analyses, organises and synthesises
4.3 uses a range of written, oral and graphic 5.3 selects and uses appropriate written, oral
forms to communicate geographical and graphic forms to communicate
4.4 uses a range of geographical tools 5.4 selects and applies appropriate geographical
tools
4.5 demonstrates a sense of place about global 5.5 demonstrates a sense of place about
environments Australian environments
4.6 describes the geographical processes that 5.6 explains the geographical processes that
form and transform environments form and transform Australian
environments
4.7 identifies and discusses geographical issues 5.7 analyses the impacts of different
from a range of perspectives perspectives on geographical issues at local,
national and global scales
4.8 describes the interrelationships between 5.8 accounts for differences within and between
people and environments Australian communities
4.9 describes differences in life opportunities 5.9 explains Australia’s links with other
throughout the world countries and its role in the global
community
4.10 explains how geographical knowledge, 5.10 applies geographical knowledge,
understanding and skills combine with understanding and skills with knowledge of
knowledge of civics to contribute to civics to demonstrate informed and active
informed citizenship citizenship
76
10.2 Stage Statements
Stage statements are summaries of the knowledge, understanding, skills, values and attitudes
that have been developed by students as a consequence of achieving the outcomes for the
relevant stage of learning.
Geography in Stage 4 builds on students’ prior learning from Stages 1–3. Students in these
stages begin their study in an integrated way as they develop understanding of language and
numeracy, learn about natural and human environments in Science and Technology, and learn
about the interactions of people with one another and with the social, cultural and physical
environments in Human Society and Its Environment.
The content in the Human Society and Its Environment K–6 Syllabus has been split into four
interrelated strands: Change and Continuity, Cultures, Environments and Social Systems and
Structures. A brief overview of these strands is provided below.
Change and Continuity

Students learn that human societies and environments are affected by change and continuity.
Emphasis is placed on the importance of knowing about the past in order to understand the
present and hypothesise about the future. By studying the past students develop an
understanding about what it means to be an Australian.
Cultures
In learning about cultures, students develop an understanding of themselves, and an
appreciation of human similarities and differences which enables them to relate to others in
appropriate and socially just ways. They also appreciate that in democratic and culturally
diverse societies there are a range of viewpoints that influence behaviours. Students develop
an understanding of the diverse cultures that make up Australia, including its Aboriginal
heritage, and they appreciate that cultures are dynamic and evolve over time.
Environments
In learning about the environment students develop an ability to identify features, places, sites
and environments and they develop knowledge of the relationships between them. They learn
about the impact of human activity and the need to protect living standards by promoting
ecologically sustainable lifestyles. They learn of the balance between protection and use of
our environment and natural resources.
Students develop a commitment to participate in environmental management and

improvement activities and a commitment to the development of personal lifestyles
compatible with ecological sustainability.
Social Systems and Structures

Students develop understanding about roles, rights and responsibilities within social systems
and structures and how interacting with others in economic and social systems contributes to
society. Students explore how the democratic, political and legal systems of Australia are
constructed to incorporate changing values and practices.
77
Early Stage 1
At Early Stage 1, students draw connections between their own lives and the lives of students
around them. They identify physical and other changes in their own lives and talk about
events that have happened and the people involved. They have explored their immediate
environment and associate places important to them with activities that occur there. They
participate in activities to maintain and care for their personal and class environment and are
beginning to be environmentally responsible.
Students are becoming aware of their own unique characteristics as well as those that they
may share with others. They identify some of their basic needs and ways of satisfying these
needs. They accept responsibility for classroom tasks and roles. They have participated in
activities designed to help them understand basic assumptions of mapping.
Students use language associated with time, change and place. They acquire information by
direct observation, talking to others, and by viewing, reading and listening to texts. They
communicate their understandings orally and through writing and drawing, and by
constructing models.
Stage 1
At Stage 1, students identify the groups to which they belong as well as their own roles in
various group situations, eg student, family member, school member, peer group member.
They recount important family and community traditions and practices. They sequence a
number of events in the past and put forward ideas about future events. They explain changes
in their lives, in their community and other communities, including when special days occur.
Students differentiate between and describe natural and built features in their community.
They understand that feelings can be associated with particular places. They identify and
discuss changes in the environment of their community.
Students have explored the composition of a number of groups in their community and
recognise that groups have specific identifying features. They communicate their knowledge
of the customs, practices, symbols, religion, language and traditions of some community
groups, including those of their own family. Students demonstrate their understandings, using
strategies such as flow charts and descriptions. They display an understanding of rules in their
community and of their roles in obeying such rules.
Students discern the land and the sea on a globe and construct and use pictorial maps and
models of areas familiar to them. They use the language of location in relative terms in
statements such as ‘The school is next to the park’. Students acquire information about their
local community by direct and indirect experience. In doing so, they examine photographs,
read literary and factual texts, communicate with others and use various forms of electronic
media.
Stage 2
At Stage 2, students understand that their lives are influenced by local, national and global
events, both past and present.
78
They have investigated the environment and history of their local community and can make
comparisons with other areas. Students understand the roles of individuals, families, groups
and events in maintaining, developing, strengthening and changing communities. They are
aware of the world’s major religions. Students are aware of the structure, role and significance
of local government and of opportunities for civic action.
Students are proficient in the use of maps to identify key features of natural and built
environments in areas of Australia. They can locate the four compass points and other
significant features, including oceans, poles and significant lines of latitude such as the
Equator. On a map of New South Wales, they can locate key cities, towns, rivers and
mountains. Students recognise ecologically sustainable development as being part of human
interactions with environments.
Students have developed skills in the location and evaluation of information from a variety of
sources, including encyclopedias and electronic databases. They use information reports,
family trees, timelines, models, matrices and diagrams to communicate information and data.
Stage 3
At Stage 3, students identify examples of Australia’s global role in social and economic
interconnections and make judgements about their own, and Australia’s, contribution to
global society and its environment.
They have an understanding of the principles of Australian parliamentary democracy, and of

State and federal systems of government. They have investigated the development of
Australian identity through symbols and the influence of individuals and groups, with an
emphasis on cultural diversity. They appreciate the unique role of Aboriginal people in
shaping Australia’s identity.
Students have explored some Australian environments and are aware of Australian, regional
and global environmental issues, problems and possible courses of action aimed at solving
these. They have map-reading skills, including basic knowledge of coordinates and latitude
and longitude. They can accurately sketch and label maps using appropriate conventions and
terminology.
Students competently locate information from a variety of primary and secondary sources and
present this information in a variety of ways, including through detailed timelines, computer
databases, tables and information reports. They use their knowledge of participatory
democracy to formulate plans, and show leadership in attempting to remedy possible school,
local, national and global problems.
Stage 4
Students who have achieved Stage 4 have been introduced to the discipline of Geography for
the first time. They have an understanding of the inquiry-based nature of Geography and are
equipped to investigate global environments and communities using a variety of geographical
tools and skills. They are able to use these tools and skills to analyse the spatial and ecological
dimensions of the environment. Through their knowledge of global civics and citizenship they
are aware of the importance of managing the global environment at a variety of scales.
79
Students have a broad understanding of the location of the globe’s major environments and
are able to explain the geographical processes that have formed and continue to shape the
environment. They have studied examples of communities that inhabit different environments
– including an indigenous community. They are able to discuss the implications, evaluate the
sustainability and suggest alternative strategies for the future use and management of global
environments.
Students have studied contemporary geographical issues, and understand that it is the
geographer’s role to manage global issues and make judgments and decisions that will have
implications for equity, social justice and the future sustainability of life on earth. Students
recognise that as part of the global population there are things they share and that the future of
the population on earth is reliant on people taking considered action to ensure the future
sustainability of life on earth. Students have knowledge of civics and understand how
individuals, groups and governments influence global issues.
Stage 5
Students who have achieved Stage 5 Geography have built on their knowledge of
geographical tools and skills established in Stage 4 and have used these skills to investigate
Australia’s identity and its role in the world. They have investigated the natural and cultural
environment of Australia as well as the demographic characteristics that give Australia its
unique identity. They are aware of the challenges that living in the Australian environment
presents, and of the responses of groups, individuals and different levels of government to
these challenges.
In their study of Australian communities, students have developed knowledge of the diversity
of Australian communities and of the forces causing change in these communities. They have
knowledge about the effects of these forces and are familiar with ways that Australian
communities are responding to them. They are able to evaluate the methods that communities
use to manage change.
Students have developed a broad knowledge of geographical issues affecting the physical and
human environments of Australia and of responses to these issues. In their analysis of
contemporary geographical issues, students have developed the ability to undertake
geographical research, to collect and use primary and secondary data, to consider and analyse
a range of opinions and to evaluate solutions to complex geographical issues.
Students have an understanding of the ways in which Australia is linked to its region and the
global community and how these links affect the responsibilities and roles of Australia in the
regional and global contexts. They have knowledge of future challenges that Australia is
facing and can propose and participate in appropriate responses to these challenges.
At the completion of Stage 5 Geography, students are able to use their knowledge of civics to
influence and direct decision-makers, and to take considered social action on issues related to
ecological sustainability, their community, equity and social justice.
80
11 Assessment
11.1 Standards
The Board of Studies K–10 Curriculum Framework is a standards-referenced framework that

describes, through syllabuses and other documents, the expected learning outcomes for
students.
Standards in the framework consist of two interrelated elements:

• outcomes and content in syllabuses showing what is to be learnt
• descriptions of levels of achievement of that learning.
Exemplar tasks and student work samples help to elaborate standards.
Syllabus outcomes in Geography contribute to a developmental sequence in which students

are challenged to acquire new knowledge, understanding and skills.
The standards are typically written for two years of schooling and set high, but realistic,
expectations of the quality of learning to be achieved by the end of Years 2, 4, 6, 8, 10 and 12.
Using standards to improve learning

Teachers will be able to use standards in Geography as a reference point for planning teaching
and learning programs, and for assessing and reporting student progress. Standards in
Geography will help teachers and students to set targets, monitor achievement, and, as a
result, make changes to programs and strategies to support and improve each student’s
progress.
11.2 Assessment for Learning
Assessment for learning in Geography is designed to enhance teaching and improve learning.
It is assessment that gives students opportunities to produce the work that leads to
development of their knowledge, understanding and skills. Assessment for learning involves
teachers in deciding how and when to assess student achievement, as they plan the work
students will do, using a range of appropriate assessment strategies including self-assessment
and peer assessment.
Teachers of Geography will provide students with opportunities in the context of everyday
classroom activities, as well as planned assessment events, to demonstrate their learning.
In summary, assessment for learning:

• is an essential and integrated part of teaching and learning
• reflects a belief that all students can improve
• involves setting learning goals with students
• helps students know and recognise the standards they are aiming for
• involves students in self-assessment and peer assessment
• provides feedback that helps students understand the next steps in learning and plan how
to achieve them
• involves teachers, students and parents in reflecting on assessment data.
81
Quality Assessment Practices
The following Assessment for Learning Principles provide the criteria for judging the quality
of assessment materials and practices.
Assessment for learning:

• emphasises the interactions between learning and manageable assessment strategies
that promote learning
In practice, this means:
– teachers reflect on the purposes of assessment and on their assessment strategies
– assessment activities allow for demonstration of learning outcomes
– assessment is embedded in learning activities and informs the planning of future
learning activities
– teachers use assessment to identify what a student can already do.
• clearly expresses for the student and teacher the goals of the learning activity
– students understand the learning goals and the criteria that will be applied to judge the
quality of their achievement
– students receive feedback that helps them make further progress.
• reflects a view of learning in which assessment helps students learn better, rather
than just achieve a better mark
– teachers use tasks that assess, and therefore encourage, deeper learning
– feedback is given in a way that motivates the learner and helps students to understand
that mistakes are a part of learning and can lead to improvement
– assessment is an integral component of the teaching-learning process rather than being
a separate activity.
• provides ways for students to use feedback from assessment

– feedback is directed to the achievement of standards and away from comparisons with
peers
– feedback is clear and constructive about strengths and weaknesses
– feedback is individualised and linked to opportunities for improvement.
• helps students take responsibility for their own learning

– assessment includes strategies for self-assessment and peer assessment emphasising
the next steps needed for further learning.
• is inclusive of all learners

– assessment against standards provides opportunities for all learners to achieve their
best
– assessment activities are free of bias.
82
11.3 Reporting
Reporting is the process of providing feedback to students, parents and other teachers about
students’ progress.
Teachers can use evidence gathered from assessment to extend the process of assessment for
learning into their assessment of learning. In a standards-referenced framework this involves
teachers in making professional judgements about student achievement at key points in the
learning cycle. These may be at the end of a year or stage, when schools may wish to report
differentially on the levels of knowledge, understanding and skills demonstrated by students.
Descriptions of levels of achievement for Stage 4 and Stage 5 in Geography have been
developed to provide schools with a useful tool to report consistent information about student
achievement to students and parents, and to the next teacher to help to plan the next steps in
the learning process. These describe observable and measurable features of student
achievement at the end of a stage, within the indicative hours of study. Descriptions of levels
of achievement provide a common language for reporting.
At Stage 5 there are six levels of achievement. Level 6 describes a very high level of
achievement in relation to course objectives and outcomes. Level 2 describes satisfactory
achievement, while the level 1 description will help identify students who are progressing
towards the outcomes for the stage.
At the end of Year 10, teachers of Geography Years 7–10 will make an on-balance
judgement, based on the available assessment evidence, to match each student’s achievement
to a level description. This level will be reported on the student’s School Certificate Record of
Achievement.
At Stage 4 there are four levels of achievement. Level 4 describes a very high level of
achievement; levels 2 and 3 describe satisfactory and high achievement that should provide a
solid foundation for the next stage of learning. The level 1 description will help identify
students who are progressing towards the outcomes for the stage.
For students undertaking Life Skills outcomes and content in Years 7–10, the content listed
for each identified Life Skills outcome forms the basis of the learning opportunities for these
students. It also provides examples of activities on which teachers can base judgements to
report student progress in relation to individual learning goals.
83
11.4 Choosing Assessment Strategies
Planning for assessment is integral to programming for teaching and learning. In a standards-
referenced framework, teachers assess student performance on tasks in relation to syllabus
outcomes and make on-balance judgements about student achievement. Assessment relies on
the professional judgement of the teacher and is based on reliable data acquired in a fair and
challenging environment, from multiple performances in a variety of contexts. Assessment is
fundamental for furthering student learning.
In planning programs, teachers, individually and collaboratively, review the syllabus and
standards materials. They use these materials to describe for themselves what students should
know and be able to do at a particular stage, and they consider the kinds of evidence their
students could produce to show they have learnt what they needed to learn.
Students are provided with a description of the learning expected to be accomplished,

opportunities to discuss the criteria on which judgements will be based, time to learn, and
where possible, examples of what that learning looks like.
Assessment is used to determine the students’ initial knowledge, understanding and skills, to
monitor student progress and to collect information to report student achievement. The
assessment cycle is continuous; students receive and give themselves feedback on what they
have learnt, and what needs to be done to continue their learning. Students gain information
about their learning through feedback from teachers and from self-assessment and peer
assessment. The challenge and complexity of assessment tasks increase to enable students to
develop evaluative independence as they assess their own knowledge, understanding and
skills, and determine ways to improve their learning.
Teachers of Geography should employ a range of assessment strategies to ensure that

information is being gathered regarding the knowledge and understanding that are being
acquired, and the skills that are being developed. Strategies should be appropriate to the
outcomes being addressed, be manageable in number and be supportive of the learning
process. Teachers could work collaboratively in planning appropriate assessment strategies.
Working collaboratively leads teachers to develop a shared understanding of the syllabus
standards and also supports teachers in making consistent and comparable judgements of
student achievement in relation to these standards.
In planning for assessment in Geography it is important for teachers to consider:

• the requirements of the syllabus
• the accessibility of the proposed activity in terms of language requirements
• the appropriateness of the challenge presented to individual students
• resource availability
• how the task will be administered
• the way in which feedback will be provided.
In planning for assessment, teachers of Geography need to consider how results will be
recorded, with a view to ensuring that there is sufficient and appropriate information collected
for making an on-balance holistic judgement of the standard achieved by the student at the
end of the stage. The evidence collected should enable teachers of Geography to make
consistent judgements to meet the various reporting requirements that the system, school and
community may have.
84
Geography particularly lends itself to the following assessment techniques:
Inquiry-based research assignments and projects

Assessment activities might include an independent geographical research task to investigate
geographical issues and processes, a web-based research assignment, or the development of a
media portfolio.
When this technique is used for assessment purposes, students could be assessed on their
ability to:
• gather and analyse geographical information
• research geographical information
• communicate geographical information.
Fieldwork activities
Assessment activities might include pre-fieldwork and post-fieldwork tasks as well as the
actual fieldwork itself (eg the development of a questionnaire to be used in the fieldwork, the
collection of information in the field, and the writing up of a report to communicate the
fieldwork findings).
When this technique is used for assessment purposes students could be assessed on their
ability to:
• investigate key geographical questions
• develop geographical tools to be used in fieldwork tasks
• use geographical tools while on fieldwork
• communicate geographical information collected through fieldwork.
Presentations
Assessment activities might include prepared and impromptu oral presentations, role-plays,
poster presentations, prepared video/audio tapes and displays.
When this technique is used for assessment purposes students could be assessed on their
ability to:
• participate in scenarios
• communicate geographical information effectively using oral and graphical forms.
Peer assessment
Geography encourages the active involvement of students in the learning process.
Opportunities exist for individual and collaborative work. Activities involving peer
assessment might include evaluating the contributions of individuals to a group task, and
reflecting on a peer presentation.
Self-assessment
In Geography, students are encouraged to acquire basic skills to become self-directed
learners. Opportunities exist for students to reflect on their progress towards the achievement
of the syllabus outcomes. This reflection provides the basis for improving their learning.
Developing self-assessment skills is an ongoing process, becoming increasingly more
sophisticated and self-initiated as a student progresses.
85
12 Glossary
For the purposes of this syllabus the following terms and definitions are supplied.
Asia–Pacific The region that includes north-east and south-east Asia, Australasia,
Melanesia and Polynesia.
biodiversity The variety of living organisms on earth, including diversity within and
between species.
biosphere The realm of earth that includes all plant and animal life forms.
citizenship Membership of a nation-state that entails certain rights and
responsibilities. Informed and active citizenship involves individuals and
groups influencing decision-making at local, state, federal and global
scales, and actively participating in community activities and public
affairs.
civics An identifiable body of knowledge, skills and understanding relating to
the interactions of individuals, groups and governments in society,
including a country’s political and social heritage, democratic processes,
government, public administration and judicial system.
community An identifiable group interacting on the basis of shared space and/or
social organisation.
culture The body of beliefs, attitudes, skills and tools with which members of a
community structure their lives and interact with their environment.
democratic The processes through which individuals and groups participate in
processes decision-making about governance, rights and values.
developed world Countries, such as the US, UK, France, Germany, Japan and Australia,
that have high economic productivity, relatively high standards of living
and relatively democratic systems of government.
developing A term used to describe and group the world’s poorest countries – which
world surpass the developed world in terms of population and area of the
earth’s surface they occupy. Previously referred to as ‘South’ and ‘Third
World’ countries.
ecological The ability to meet the needs of the present generation without
sustainability compromising the ability of future generations to meet their needs.
ecosystem A system formed by the interactions of the living organisms (plants,
animals and humans) and physical elements of an environment.
environment The total physical and biotic features and influences surrounding a place
or organism.
geographical Areas of concern that arise due to changes in environments and which
issues can be investigated in spatial and ecological dimensions.
geographical The combinations of physical and human forces that form and transform
processes the world.
habitat The environment in which an organism lives; the land and resources
(food and shelter) required to support an organism.
heritage The assets, traditions and/or culture that belong to an individual, group,
86
community or nation as a result of birth, inheritance or membership.

human Those parts of the total environment altered or created by people.
environment
human rights Universal rights of individuals such as freedom of speech and religion
and equality before the law that cannot be overridden by the public
interest.
ICT Information and communication technologies including word-processing,
graphics, audio, multimedia and other computer applications.
local scale A scale of human organisation large enough to include distinct social,
cultural and economic activity, yet small enough to provide familiar
study.
nation-state The political unit of people living in a defined territory, with government
authority over their economy, political organisation and external security.
perspective A way of viewing the world, the people in it, their relationships with each
other and with their environments. For example, people might have
different perspectives because of their Aboriginal background, gender,
culture, socio-economic status or religion.
physical Includes water, air, living things, sunlight and natural features of the
environment earth’s surface.
political A body of people organised for political activity. Its scale may be local
organisation (eg a residents’ action group), regional, statewide, national or
international.
primary Original material collected by the author. It includes measurements,
material survey responses, photographs, digital images, maps and sketches.
research action A plan for achieving a research task. It involves identifying an aim,
plan asking specific geographical questions, identifying the data needed and
the time and resources available.
secondary Sources of data collected by someone other than the author, eg maps,
sources sketches and images.
social justice Fair and just treatment by a society of individuals and groups within it.
World Heritage The sites that have been added to the United Nations’ World Heritage
sites register because of universal historical, cultural, ecological or geological
significance.
87

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ISBN 1 7409 9818 9

1.1 The K–10 Curriculum

1.2 Students with Special Education Needs

Access to Life Skills outcomes and content in Years 7–10

Life Skills assessment

Assessment should provide opportunities for students to demonstrate achievement in relation

3 The Place of the Geography Years 7–10 Syllabus in the HSIE

Knowledge and understanding

Values and attitudes

6 Features of Geography Learning

Information and Communication Technologies (ICT)

Geography (Mandatory) Stage 4 requires students to:

Geography (Mandatory) Stage 5 requires students to:

Work, Employment and Enterprise

Aboriginal and Indigenous

Civics and Citizenship

Students in Stage 4 have opportunities to develop knowledge and understanding of:

Students in Stage 5 have opportunities to develop knowledge and understanding of:

Students in Elective Geography have opportunities to develop knowledge and understanding

Difference and Diversity

Students in Stage 4 have opportunities to develop knowledge and understanding of:

Students in Stage 5 have opportunities to develop knowledge and understanding of:

Students in Elective Geography have opportunities to develop knowledge and understanding

Foundational knowledge and skills

Prior learning from Human Society and Its Environment K–6

Values and attitudes

Fieldwork enables students to:

Research Action Plan

Teachers should make reference to a variety of information sources, including professional

Stage 4 (Note: * indicates geographical tool targeted in focus area)

Stage 5 (Note: * indicates geographical tool targeted in focus area)

Students develop skills in: Students learn to:

7 Content – Geography (Mandatory)

7.1 Organisation of Content

7.2 Geography (Mandatory) Outcomes

Objectives Stage 4 Outcomes Stage 5 Outcomes

Students will develop: A student: A student:

7.3 Geography (Mandatory) – Content for Stage 4

Information and Communication Technologies (ICT)

Geography (Mandatory) Stage 4 requires students to:

Focus Area 4G1 Investigating the World

Students learn about: Students learn to:

Focus Area 4G2 Global Environments

Students learn about: Students learn to:

Focus Area 4G3 Global Change

Students learn about: Students learn to:

Focus Area 4G4 Global Issues and the Role of Citizenship

Students learn about: Students learn to:

7.4 Geography (Mandatory) – Content for Stage 5

Information and Communication Technologies (ICT)

Geography (Mandatory) Stage 5 requires students to:

Focus Area 5A1 Investigating Australia’s Physical Environments

Students learn about: Students learn to:

Focus Area 5A2 Changing Australian Communities

Students learn about: Students learn to:

Focus Area 5A3 Issues in Australian Environments

Students learn about: Students learn to: