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Shape of the Australian Curriculum Geography Consultation June – August 2010.

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Presentation on theme: "Shape of the Australian Curriculum Geography Consultation June – August 2010."— Presentation transcript:

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2 Shape of the Australian Curriculum Geography Consultation June – August 2010

3 Get a copy of the draft Shape of the Australian Curriculum: Geography

4 June – August 2010: Consultation on the draft Shape of the Australian Curriculum: Geography October 2010 – February 2011: Development of draft Geography curriculum March -May 2011: National consultation on the draft Geography curriculum September 2011: Digital publication of the Geography curriculum January 2012: Curriculum ready for implementation. NSW will decide when the Australian Curriculum: Geography will be implemented What’s next?

5 Curriculum shaping for Geography Curriculum writing Implementation Evaluation and review Phases in the development of the Australian Curriculum

6 Content strandsContent descriptionsContent elaborationsAchievement standards Curriculum design Shape of the Australian Curriculum, June 2009

7 . The Draft Shaping Paper has been written by Associate Professor Alaric Maude with the support of an Advisory Panel. Associate Professor Alaric Maude is an Associate Professor in the school of Environment (Geography, Population and Environmental Management) at Flinders University. His research expertise is in regional development in the Asia Pacific region. Geography shaping paper

8 StageYears of ageSchool years 15-8K , 8-9, Stages of schooling – Proposed year groups for Geography

9 The Australian Curriculum:  is being developed for K-10 and Years 11 – 12  is described in Years not Stages  has content descriptions not outcomes. How is the curriculum organised?

10 Rationale and aims Rationale describes the nature of the learning area provides an outline of learning Aims identify the major learning that students will be able to demonstrate

11 Geography is defined in the Rationale  Does the Rationale adequately provide a definition of geography and why we teach geography to our students ’?  Does the Rationale describe the contemporary scope of geography? Rationale What is geography?

12 The term ‘environment’ is defined in the rationale (Page 4) The term ‘environment’ has a range of meanings. This paper uses the term ‘biophysical environment’ for what is sometimes called the ‘natural environment’. It uses ‘built environment’ to mean the constructed environment of buildings, roads and other infrastructure. The term ‘human environment’ is not used. The terms ‘environment’ and ‘environmental’ when used in the paper, mean biophysical environment. However, when geographers study the biophysical environment they also investigate the interrelationships between human societies and this environment. Definition of Environment

13 The Aims identify specific geographical aims to be addressed in the curriculum.  Are the Aims both comprehensive and sufficiently succinct? Aims of Geography?

14 Indigenous history and culturesSustainabilityAsia and Australia’s engagement with Asia Cross- curriculum dimensions

15  Will each of the cross curriculum dimensions provide appropriate information to incorporate detailed learning in all years of the curriculum?  Is the breadth and depth of these dimensions appropriate? Cross curriculum dimensions

16 General capabilities Literacy Numeracy Information and communication technologies Social competence Intercultural understanding Teamwork Thinking skills Creativity Self management Ethical behaviour

17 All general capabilities have been identified as being supported by geography  Is the breadth and depth of these general capabilities appropriate for Geography?  Do the descriptions of these capabilities scope the depth and breadth of learning that is typically provided by geography teaching and learning? General capabilities

18 Geographical Knowledge and understanding PlaceEnvironmentSpace Geographical Inquiry and skills Structure of the geography curriculum

19  Are these strands appropriate curriculum organisers K-12?  Do the strands adequately describe the scope and learning of geography? Structure of the geography curriculum

20  The following slides describe the suggested scope and sequence for K-10  Although it is described Year by Year it is also grouped in Stages Suggested Scope and Sequence K-10

21  Does the suggested scope and sequence K-10 adequately describe, in general terms, the sequence of learning for geography?  Do the examples of possible content adequately describe geographical learning for each stage and K-10? Scope and sequence K-10

22 Geographical skills Observation, description, location, direction and distance, simple plans, images and globes, outline maps Place Geographical vocabulary, local area, distant places Environment Weather and seasons, resources of biophysical environment Space Observe how features are arranged in space Major Concepts: Place, risk, order, location Years K-2

23 Geographical skills Large scale maps, map scale and distance, locational and positional terminology, atlases, remote sensing images, observations and measurements, fieldwork Place Finding places, investigating populations of places, comparing places Environment Alter environments, using resources, environmental sustainability, shaping the land Space Explaining why things are located where they are Major Concepts: Centrality and remoteness, interaction, similarity, diversity, time, causation. Years 3-4

24 Geographical Skills Using small scale maps to find way, map land surface, settlement and circulation, locational and movement patterns, geographical inquiries, fieldwork, interviews, use of sources to classify and interpret data, construct climate graphs, use aerial photographs and satellite images, isopleth maps. Place Cultural difference between places and countries, how local community issues are managed, exploring places in the world with similar characteristics to own. Environment Local environment / project, Australian and world climates and human adaptations, an extreme environment, environmental hazards. Space How places are connected to each other, retailing and transport produce spatial patterns and town centres Major Concepts: System, spatial distribution, culture, adaptation, perception, evaluation Years 5-6

25 Years 7-10 Concepts: scale, behaviour, risk, power, linear and non linear change, sustainability, policy, representation, time-space compression, agglomeration and dispersal. Geographical inquiry skills: measuring environment, demographic, economic and social phenomena; use maps to develop and test generalisations; use mental maps; use choropleth maps; construct, interpret, analyse graphs, diagrams and statistics, use computer mapping software, interpret remotely sensed objects, understand GIS, evaluate information and reflect.

26 Year 7 knowledge and understanding Place Population and community structure of neighbourhood, comparative analysis of local place with other place of same scale Environment Environmental impact of housing and household consumption Space Investigate the places and spaces that students use, online spaces.

27 Years 8-9 knowledge and understanding Place Comparative analysis of places and countries; deeper study of selected countries Environment Environmental systems and change, concepts of nature and wilderness, world biomes and health, resources and human dependence, perception and use of resources, in-depth study of water and one other resource. Space Topics e.g. Sport, tourism, surfing, popular culture, food, retailing, crime and cybersapce; local economy, distribution of employment, effects of changing transport and communication technologies on local economies; population distribution and urban concentration, population mobility and consequences.

28 Year 10 knowledge and understanding Place Comparative analysis of places and countries; deeper study of selected countries Environment Environmental sustainability; in- depth studies (1+) of climate change, urban environments, forests, land, and marine resources. Space Migrant settlement, spatial patterns of economic wellbeing and its consequences.

29 Senior secondary Year 11 Unit 1 - Environment Unit 2 - Project Year 12 Unit 3 - Space Unit 4 – Place

30 Year 11 Unit 1: Environment In-depth study of (1+) coasts, deserts, rivers, forests and urban environments. Include risk assessment and management environmental hazards (1+) and role of climate change. Unit 2: Project Independent project – economic, cultural, political, social or environmental phenomena or issue.

31 Year 12 Unit 3: Space Include spatial structure of global economy, population movements, global resource consumption and environmental consequences, global inequalities, cultural diversity and localism using concepts of global diversity and change. Environmental, social, political and economics factors contributing to diversity of local and global opportunities and choices for people in different places. Unit 4: Place Studies of sustainability and future of urban and rural places. Including growth and decline, environmental sustainability, urban and rural economic and social issues, regional development, infrastructure, urban planning and management, community sustainability, creating resilient places. The variety and complexity of communities globally and locally in the context of planning.

32  Writers will be instructed to draft the curriculum so that it can be taught within the indicative time. Page 16 (59).  The indicative time is not identified in the Shaping Paper Indicative time

33 Does the content present a logical progression of learning K-12? Are the cognitive demands of Geography K-12 as described, appropriate? Does the description of geography identify the important learning we value in the subject?

34 Is the description of learning at the transition points Years 2-3, 6-7, appropriate? Does the suggested scope and sequence allow sequential learning of all cross curriculum dimensions? Will a range of students be engaged and interested in this geography learning?

35 After your discussions and analysis of the geography curriculum your feedback would be appreciated:  Please you use the Curriculum Support online forum or Send your feedback to Brian Elliott Manager HSIE Phone Anne Southwell SCA HSIE K-6 Phone Your feedback is important

36  Join the Geography Shaping Paper Online Forum on Yammer and contribute your views  aphyshapingpaperfeedback. Sharing your views: Yammer Group

37 Consultation/feedback ACARA: Board of Studies: curriculum/ Department of Education and Training: au/home/consultation.htm


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