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: Spatial patterns
Key process: Communicating
Core PS 5.4
Students use maps, diagrams and statistics to justify placing value on environments in Australia and the Asia-Pacific region.
Geography PS 5.4
Students investigate the characteristics of and the processes operating in biophysical environments in areas such as wetlands, arid lands and forests.
Core PS 6.4
Students use maps, tables and statistical data to express predictions about the impact of change upon environments.
Geography PS 6.4
Students undertake fieldwork to monitor the impact of a development proposal on the features of a natural and/or built environment, using indicators appropriate to environmental impact assessments.
Students know: Spatial patterns
maps and diagrams
thematic (population, economic activity etc.)
statistics and their representation
environments in Australia and the Asia-Pacific region
graph and map trends before and after introduction of conservation measures or after a development that uses natural resources e.g. groyne construction on Sunshine/Gold Coast beaches, LandCare initiatives, ‘Waterwatch’ programmes, sandmining at Beachmere (Bribie Island)
combine maps and tables to identify trends and express predictions of change such as habitat loss impacting on endangered species e.g. farming and brigalow/grasslands loss; rangelands occupation and bilby loss, sugar cane farming and mahogany glider