Studies of Society and Environment Elaborations of core learning outcomes using a geographical perspective and geography learning outcomes



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Place and Space


Elaborations of core learning outcomes using a geographical perspective and geography learning outcomes.

The following elaborations are examples only of what students know and can do, and should not be considered prescriptive or exhaustive.
Key concept: Significance of place

Key process: Reflecting





Level 5

Level 5

Level 6

Level 6

Learning outcome

Core PS 5.5

Students evaluate ideas concerning sustainability to identify who will benefit and who will be disadvantaged from changes to a Queensland industry.



Geography PS 5.5

Students apply their knowledge and understanding of how different environments are interdependent and suggest preferred futures.



Core PS 6.5

Students make clear links between their values of peace and sustainability and their preferred vision of a place.



Geography PS 6.5

Students use a case study of a major geographical issue to investigate possible futures and implement practical suggestions and alternatives to achieve these.



Students know:
Significance of place

ideas concerning sustainability

preservation/conservation

fluctuating popular/political support

recycling

appropriate technology/alternative technology

vulnerable/endangered/extinct organisms

exploitation

intergenerational and interspecies equity

green tax

green investment and marketing

consumerism, environmentalism, welfarism

who may benefit and be disadvantaged from changes

rich/poor

rural/urban

local/national/international/global

present generation/future generations

employers/employees

employed/unemployed

shareholder/consumer

people who use environment for recreation/people who use environment as industry resource

changes

size e.g. profit/geographic/market growth and decline, downsized labour force

technology e.g. capital/labour intensive, environmentally responsible

ownership e.g. public/private, local/national/ global

regulation

Queensland Industry

primary e.g. agriculture, pastoral, fisheries, timber, mining

secondary e.g. manufacturing

tertiary e.g. tourism, services, education, medical/scientific, technology ( bio-technology industries and advanced technology parks), sport

alternative industries


different environment

national parks and their surrounds

fluvial and coastal areas

grasslands and forests

areas for low cost/high cost housing

aspects of interdependency

location


accessibility

links


physical characteristics e.g. climate, soil

people networks

use


values of peace

reconciliation

celebrating difference

empathy


tolerance

cooperation

interdependence

non-violence

hope and optimism

values of sustainability

heritage


biodiversity

intergenerational equity

ecological integrity

conservation

wilderness

ability to satisfy needs



referred vision of a place

view of a place based on personal preference informed by principle of ecologically sustainable development



major geographical issues

atmospheric issues: greenhouse effect, ozone depletion, acid rain

land degradation: soil erosion, salinisation, soil infertility

coastal management

biospheric issues: land clearing, destruction of rainforest, loss of biodiversity

possible case studies

forest removal in PNG

dealing with waste from Ok Tedi mine, PNG

loss of sand to Sunshine Coast beaches

overgrazing in rangelands


Students can:
Reflect

evaluate ideas to identify

select a local industry experiencing change, identify possible alternatives and make judgments about which is the best option for the future of the local/wider community

consider lists of advantages and disadvantages of a change to a Queensland industry e.g. restrictions on logging/water use, diversification of crops and evaluate long term benefit

consider real life case studies, role playing situations e.g. irrigation and the cotton industry, where sustainability of current practices is questioned and feelings of people affected identified



show understanding by

completing practical exercises showing interdependency between environments



suggest

future management of the area



make clear links between values and vision

deliver an oral presentation illustrating a vision of a place, emphasising the values which underpin their decision to adopt this vision

participate in a practical project that contributes to a future vision of a place based on a plan underpinned by peace and sustainability e.g. a local creek revegetation project


conduct a geographic inquiry on one issue

What and where is the issue to be investigated?

How and why is the issue occurring?

What impact is the issue having on people and the environment?

What is currently being done and what could be done? Propose future scenarios and suggest practical suggestions to alleviate the negative impacts




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