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: Economy and business
Students design models of Australian economic system to demonstrate its relationship to global trade.
Geography SRP. 5.2
Students participate in hypothetical/simulation activity to examine an issue and show an understanding of systems, resources and power.
Core SRP 6.2
Students make practical suggestions for improving productivity and working conditions in industry or business.
Geography SRP .6.2
Students complete a case study of an environmental inquiry involving procedural justice.
Students know: Economy and business
Australian economic system’s relationship to global trade
impact of free trade/protectionism on Australia’s different economic sectors
Australia’s exports to countries with specific needs e.g. disease/contaminant free produce, religious requirements e.g. Muslim need for live animal exports
influence on Australia’s economy of regional trade links (APEC, ASEAN) and other international trade links (WTO)
impact of world exchange rate fluctuations on Australia’s industries e.g. exports, tourism
reasons for Australia’s moves to expand exports to populous Asian markets (especially China, Indonesia etc.)
an issue relating to systems, resources, power
(could relate to an Australian or overseas issue)
a current issue which highlights the conflicts arising over different value positions e.g. a local/state government might wish to develop a particular enterprise in an area which will shore up the economy of the area (and perhaps beyond) but which leads to environmental or social conflict e.g. a tourist resort in a particularly sensitive environment
productivity and working conditions in an industry or business
nature of working conditions current in different countries and cultures
changes to industrial relations and its impact on industries and trade e.g. pastoralism, waterfront
the right to be heard in relation to a particular issue e.g. residents and freeway developments
the right to object to elements of a proposal, during preliminary phases e.g. mining development proposals
the right to fair compensation (monetary or otherwise), depending upon the outcome of a decision) e.g. land resumptions
Students can: Create
create and label a flow diagram of current/future scenarios of the optimal mix of economic activity in Australia, given particular circumstances e.g. impact of conflict in East Timor and the consequences for future trade
design a futures wheel to look at the issue of banning livestock exports to the Middle East (or other nations).
design a 3-D display showing the trade links Australia has with other nations
build interactive webpages which allow users to identify the changing geographic focus of Australia’s export destinations
participate in activity
engage in role play in groups adopting the following roles:
Leader of Residents’ Action Group (opposed to venture)
CEO of business operation
Group of individuals are members of a forum discussing whether or not a particular venture should proceed. Determine how the resources should be utilised, by whom and determine how to ameliorate those who may not be initially pleased by the outcome
make practical suggestions
write submissions to multinational companies to encourage them to change their practices regarding the exploitation of workers in both developed and developing nations
design a campaign for an MP to ban underpaid ‘piece-work’ activities within a particular electorate
develop practical suggestions for a local business/industry
gather information from a range of sources
identify an issue and articulate solutions
discuss solutions with practitioners in similar situation and modify plans