Contents PAGE

Assessment 2

The unit outline 5

Pre Lesson 21

Post Lesson 30

Justification 40

Appendix 45

SCOPE AND SEQUENCE 45

CONCEPT MAP 46
ASSESSMENT HANDBOOK 47
ASSESSMENT SCHDULE 48

1
Assessment
Faculty English
Unit Global Challenges
Topic Cultural integration
Marks 25 marks
Due Term 3 Week 5

Part A Writing Task Consumer Culture

1. Define and explain Consumer culture.

5 Marks

250 Words

2. IPHONE vs SAMSUNG GALAXY

Watch the following video

https://www.youtube.com/watch?v=bJafiCKliA8

Critically evaluate how each manufacturer influence consumer culture through media and
branding.

-What are marketing strategies the company use?

-What makes the brands popular?
-What makes people seek trends and consume?

750 Words

10 marks

2. Student provides evidence of using geographical tools of inquiry through out assessment i.e.
Survey and questioning.

Provide evidence within an appendix including all research material a bibliography,

reference list and any evidence to highlight the process of geographical inquiry.

2
Syllabus Outcomes
The diffusion, adoption and adaptation of mass
consumer culture reflected in media, fashion, P7 formulates a plan for active geographical
brand images, sport, music and religion inquiry

Geographical inquiry P8 selects, organises and analyses relevant

geographical information from a
- What is it? variety of sources
- Where is it?
- Why is it there?
- How did it get there? P9 uses maps, graphs and statistics, photographs
- How has it changed over time? and fieldwork to conduct
- How is it affected by people? geographical inquiries
- How are people affected by it?
- Should it be like this? P12 communicates geographical information,
- What action is appropriate? ideas and issues using written
- What might it be like in the future? and/or oral, cartographic and graphic forms

3
Marking rubric

Fail Pass Credit Distinction High Distinction

<50 50-60 60-80 80-90 90-100
Define and explain No definition. Poor Provides Definition. Provides sound definition. Provides Excellent Provides intricate
Consumer culture. explanation without Satisfactory explanation Clear Explanation with definition. Higher order Definition. Critical
examples. with some examples. examples provided. explanation with sound explanation with clear
5 Marks examples provided. points. Examples are
provided
Critically evaluate how Poor evaluation provided. Evaluation of example Sound Evaluation of Critical evaluation of Critical evaluation of
each manufacturer Student does not address provided. Student example provided. Student example provided. Student example provided. Student
influence consumer media or branding. addresses media or addresses media and addresses media and addresses media and
culture through media branding. branding. Student branding. Student branding. Student
and branding addresses the questions addresses the questions addresses the question
15 marks provided. provided. provided with a sound
argument and conclusion
Geographical tools for Student demonstrates a Student demonstrates an Student demonstrates a Student demonstrates Student demonstrates
inquiry poor understanding of understanding of sufficient understanding of sound understanding of developed understanding
geographical tools for geographical tools for geographical tools for geographical tools for of using geographical tools
5 marks inquiry. Student provides inquiry. Provides some inquiry. Provides enquiry. Provides evidence for inquiry. Provides
no examples of use in evidence of use in satisfactory evidence of of use. evidence for use.
assessment. assessment. use.
Presentation and Poor formatting. Uses font Student formatting clear, Student formatting clear, Student formatting clear, Student formatting clear,
formatting and formatting other than uses. Uses font and uses Times new roman uses Times new roman uses Times new roman
the prescribed. Consistent formatting other than the font 11 1.5 spacing. font 11 1.5 spacing. font 11 1.5 spacing.
5 Mark deduction punctuation errors. prescribed. Consistent Relevant headings clear Relevant headings clear Relevant headings clear
punctuation errors. scaffolding. Consistent scaffolding. Some spelling scaffolding. Minimal
spelling and punctuation and punctuation errors. spelling mistakes.
errors

-Formatting is used on a deduction basis. The students start with the all marks then deductions are made for not conforming to the formatting
guidelines outlined in the assessment hand book.

4
Unit Outline

UNIT OUTLINE
Subject: Geography Course: Preliminary HSC Number of Weeks: 13
Unit title: Global
Challenges
Key Concepts/ Big Ideas The importance of this learning
Investigating and communicating geographically
Population geography: the changing nature, rate
and distribution of the worlds population The focus of this study is a geographical investigation of the social, cultural, political,
economic and environmental challenges, which are occurring at the global scale.
Cultural Integration

Political Geography

Unit context within Scope and Sequence Syllabus Outcomes

Term 2 week 7-10 P1 differentiates between spatial and ecological dimensions in the study of geography
Term 3 week 1 - 10 P4 analyses changing demographic patterns and processes
P5 examines the geographical nature of global challenges confronting humanity
P6 identifies the vocational relevance of a geographical perspective
P7 formulates a plan for active geographical inquiry
P8 selects, organises and analyses relevant geographical information from a
variety of sources
P9 uses maps, graphs and statistics, photographs and fieldwork to conduct
geographical inquiries
P10 applies mathematical ideas and techniques to analyse geographical data
P12 communicates geographical information, ideas and issues using written

5
 and/or oral, cartographic and graphic forms.

Literacy Focus Numeracy Focus ICT Focus Differentiation

Geographical writing Geographical calculations Interpreting photos
Data collection Gradient slope and rations Interpreting data statistics Modifying the pace, level and content of teaching,
Logging events and Vertical exaggeration and Navigating websites learning and assessment activities
activities cross sections Navigating online
Analysing graphs geographical tools I.e. Promoting a student to a level of study beyond
interpreting data Bureau of meteorology their age group
Using GIS to examine
spatial distribution Assessing a student's current level of learning and
addressing aspects of the curriculum that have not
yet been mastered.

Addressing the needs of gifted and talented

students

Addressing the needs of students from Life skills

Program

Addressing the need for students with learning

difficulties

6
Wee Syllabus Content Teaching and Learning Strategies including assessment for learning. Resources
k/
Seq
uenc
e
Population Students Learn to Text book
Geography How and why is the distribution of the worlds population changing? Dictionary
1 Calculating population density of a chosen area using a map Power point
The changing Applying information technology such as the Internet to understand Work sheets
nature, rate population changing Folders for work sheets
and distribution Computer lab
of the worlds Individual Lesson Structure
Activity instructions
population GIS program
Pre lesson for assessment.
1. Defining terms, analysing population distribution
2.Case study (Sydney) population distribution
3.Research computer lab. Using geographical survey i.e. GIS
4. Revision and informal assessment and clarification

Differentiation
EALD Teaching students of EAL/D requires an understanding of the characteristics
of EAL/D learning. It is important that students are given the opportunity to
concurrently learn English as part of the general curriculum. Teaching resources for
EAL/D can be found;
https://acaraweb.blob.core.windows.net/resources/EALD_Learning_Progressi
on.pdf
Learning difficulties Catering for students with learning difficulties or those with a
learning disability must be designed to enable students to meet the same outcomes
using alternative strategies. Teachers must work in conjunction with the appropriate
learning support unit to determine an appropriate strategy to differentiate.

7
 Gifted and talented - Blooms taxonomy is a valuable resource when determining
how to differentiate for students with gifted and talented traits. The capabilities of
gifted and talented students vary. Additional work or differentiated work must be
catered to their specific capabilities. Increasing the academic rigor, challenge students
to evaluate or judge rather than just identifying or recounting.
Life skills outcomes GLS 1 Explores the features of a range of environments
2 Spatial patterns Text book
of fertility and Students Learn to Kleeman, G. (2008). Global
mortality How and why is the distribution of the worlds population changing? interactions 1: preliminary
Calculating population density of a chosen area using a map course(17408190719781740819077th e
Mapping global patterns of population distribution and migration d.). Pearson Heinemann.
Dictionary
Individual Lesson Structure Power point
Work sheets
Folders for work sheets
1. Defining Key terms, Critical analysis case study population change historically Predetermined website concerning
2. Population analysis of Australia population distribution
3. Comparing populations between countries and understanding why there are http://www.abs.gov.au/
differences. Newspaper articles (electronic)
4. Revision and informal assessment http://www.smh.com.au/business/the-
economy/consumer-spending-above-trend-
Differentiation in-december-20170119-gtukij.html
EALD Teaching students of EAL/D requires an understanding of the characteristics
of EAL/D learning. It is important that students are given the opportunity to
concurrently learn English as part of the general curriculum. Teaching resources for
EAL/D can be found;
https://acaraweb.blob.core.windows.net/resources/EALD_Learning_Progressi
on.pdf
Learning difficulties Catering for students with learning difficulties or those with a
learning disability must be designed to enable students to meet the same outcomes
using alternative strategies. Teachers must work in conjunction with the appropriate
learning support unit to determine an appropriate strategy to differentiate.
Gifted and talented - Blooms taxonomy is a valuable resource when determining
how to differentiate for students with gifted and talented traits. The capabilities of

8
 gifted and talented students vary. Additional work or differentiated work must be
catered to their specific capabilities. Increasing the academic rigor, challenge students
to evaluate or judge rather than just identifying or recounting.

Life skills Outcomes: GLS2 investigates the spatial relationships in a range of

environments

3 Types, volumes Students Learn to Text book Global Interactions 1

and directions How and why is the distribution of the worlds population changing? Dictionary Oxford
of population Calculating population density of a chosen area using a map Power point
movements Mapping global patterns of population distribution and migration Work sheets
such as rural- Folders for work sheets
urban Article, the demise of small towns dubbo
Individual Lesson Structure
migration, labor
migration and BOS migration rates and distribution
refugee 1.Defining key terms, domestic migration http://www.abs.gov.au/
migration 2. Case study, Dubbo and the demise of small towns
3. Refugee migration Australia,
4. Revision and informal assessment

Differentiation
EALD Teaching students of EAL/D requires an understanding of the characteristics
of EAL/D learning. It is important that students are given the opportunity to
concurrently learn English as part of the general curriculum. Teaching resources for
EAL/D can be found;
https://acaraweb.blob.core.windows.net/resources/EALD_Learning_Progressi
on.pdf
Learning difficulties Catering for students with learning difficulties or those with a
learning disability must be designed to enable students to meet the same outcomes
using alternative strategies. Teachers must work in conjunction with the appropriate
learning support unit to determine an appropriate strategy to differentiate.
Gifted and talented - Blooms taxonomy is a valuable resource when determining
how to differentiate for students with gifted and talented traits. The capabilities of

9
 gifted and talented students vary. Additional work or differentiated work must be
catered to their specific capabilities. Increasing the academic rigor, challenge students
to evaluate or judge rather than just identifying or recounting.

Life skills Outcomes: GLS3 explores the relationships between geographical

processes and physical environments

4 issues arising Students Learn to Text book Global interactions

from the How and why is the distribution of the worlds population changing? Dictionary - oxford
changing size Calculating population density of a chosen area using a map Power point
and distribution Mapping global patterns of population distribution and migration Work sheets
of population Folders for work sheets
including Case study
Individual Lesson Structure
environmental,
economic and
social impacts. 1. Defining key terms, pre assessment. Brainstorming understanding social
implications to migration.
2. Environmental impact of migration case study
3. Social and economic change as a result of migration.
4. Revision and informal assessment

Differentiation
EALD Teaching students of EAL/D requires an understanding of the characteristics
of EAL/D learning. It is important that students are given the opportunity to
concurrently learn English as part of the general curriculum. Teaching resources for
EAL/D can be found;
https://acaraweb.blob.core.windows.net/resources/EALD_Learning_Progressi
on.pdf
Learning difficulties Catering for students with learning difficulties or those with a
learning disability must be designed to enable students to meet the same outcomes
using alternative strategies. Teachers must work in conjunction with the appropriate
learning support unit to determine an appropriate strategy to differentiate.

10
 Gifted and talented - Blooms taxonomy is a valuable resource when determining
how to differentiate for students with gifted and talented traits. The capabilities of
gifted and talented students vary. Additional work or differentiated work must be
catered to their specific capabilities. Increasing the academic rigor, challenge students
to evaluate or judge rather than just identifying or recounting.

Life skills Outcomes : GLS4 explores the interrelationships between people s

activities and physical environments

5 Cultural Students Learn to Text book Global interactions 1

Integration Dictionary - Oxford
what is the future of the nation-state? Power point
The diffusion, interpreting frequency distributions and diagrams about access to food, Work sheets
adoption and shelter and educational opportunities for different groups. Folders for work sheets
adaptation of the relevance of a geographical understanding of global challenges to a Computer lab Working with Government
mass particular vocation websites statistics and GIS.
consumer Information regarding rates of vocation
culture Post lesson for assessment
Individual Lesson Structure
reflected in
https://www.youtube.com/watch?v=bJafiCKl
media, fashion, 1. Defining key terms, national state study and research iA8
brand images, 2.Computer lab, interpretation of diagrams
sport, music 3. Vocation and challenges associated with global integration
and religion 4. Revision and informal assessment

Differentiation

EALD Teaching students of EAL/D requires an understanding of the characteristics

of EAL/D learning. It is important that students are given the opportunity to
concurrently learn English as part of the general curriculum. Teaching resources for
EAL/D can be found;

11
 https://acaraweb.blob.core.windows.net/resources/EALD_Learning_Progressi
on.pdf
Learning difficulties Catering for students with learning difficulties or those with a
learning disability must be designed to enable students to meet the same outcomes
using alternative strategies. Teachers must work in conjunction with the appropriate
learning support unit to determine an appropriate strategy to differentiate.
Gifted and talented - Blooms taxonomy is a valuable resource when determining
how to differentiate for students with gifted and talented traits. The capabilities of
gifted and talented students vary. Additional work or differentiated work must be
catered to their specific capabilities. Increasing the academic rigor, challenge students
to evaluate or judge rather than just identifying or recounting.

Life skills Outcomes : GLS5 identifies factors that influence where people live and
work

6 the factors Text book Global interactions 1

affecting Students Learn to Dictionary - Oxford
cultural what are the factors responsible for cultural integration? Power point
integration using information technology to collect and synthesize data relevant to Work sheets
such as ecologically sustainable development Folders for work sheets
technological Media article online
change, Individual Lesson Structure Questions regarding debate topic.
transnational Computer lab Using applications to
corporations perform geographical inquiry
(TNCs), global 1.Defining key terms. Computer lab. Researching cultural integration. Google earth
media 2. Media study, economic changes as a result of globalisation and cultural Google maps
integration.
networks,
cultural 3. Class debate, Is cultural integration good for Australia?
imperialism 4.Revision and informal assessment.
and the actions
Differentiation

12
 of governments EALD Teaching students of EAL/D requires an understanding of the characteristics
of EAL/D learning. It is important that students are given the opportunity to
concurrently learn English as part of the general curriculum. Teaching resources for
EAL/D can be found;
https://acaraweb.blob.core.windows.net/resources/EALD_Learning_Progressi
on.pdf
Learning difficulties Catering for students with learning difficulties or those with a
learning disability must be designed to enable students to meet the same outcomes
using alternative strategies. Teachers must work in conjunction with the appropriate
learning support unit to determine an appropriate strategy to differentiate.
Gifted and talented - Blooms taxonomy is a valuable resource when determining
how to differentiate for students with gifted and talented traits. The capabilities of
gifted and talented students vary. Additional work or differentiated work must be
catered to their specific capabilities. Increasing the academic rigor, challenge students
to evaluate or judge rather than just identifying or recounting.

Life skills Outcomes : GLS6 uses knowledge of an environment to plan and

undertake travel

7 The effects of Students Learn to Text book Global interactions 1

cultural how can spatial inequality be defined? Dictionary - Oxford
integration interpreting frequency distributions and diagrams about access to food, Power point
such as shelter and educational opportunities for different groups. Work sheets
homogenized the relevance of a geographical understanding of global challenges to a Folders for work sheets
landscapes, particular vocation Examples regarding homogenised
economic landscapes
dominance and Debate questions
dependence, Individual Lesson Structure
threats to
cultural
diversity and 1. Define Key Terms, Spatial inequality cause and affect

13
 sovereignty, 2. Case study homogenised landscapes and cash crops.
and shrinking 3. Debate: is cultural diversity important.
time/space. 4. Revision and informal assessment.

Differentiation
EALD Teaching students of EAL/D requires an understanding of the characteristics
of EAL/D learning. It is important that students are given the opportunity to
concurrently learn English as part of the general curriculum. Teaching resources for
EAL/D can be found;
https://acaraweb.blob.core.windows.net/resources/EALD_Learning_Progressi
on.pdf
Learning difficulties Catering for students with learning difficulties or those with a
learning disability must be designed to enable students to meet the same outcomes
using alternative strategies. Teachers must work in conjunction with the appropriate
learning support unit to determine an appropriate strategy to differentiate.
Gifted and talented - Blooms taxonomy is a valuable resource when determining
how to differentiate for students with gifted and talented traits. The capabilities of
gifted and talented students vary. Additional work or differentiated work must be
catered to their specific capabilities. Increasing the academic rigor, challenge students
to evaluate or judge rather than just identifying or recounting.

Life skills Outcomes: GLS7 investigates economic activity in a range of places

8 Natural resource Students Learn to Text book Global interactions 1

use Dictionary - Oxford
what types of conflicts can arise from the ownership and use of natural Power point
the nature of resources? Work sheets
natural Folders for work sheets
resources Individual Lesson Structure Case study
Newspaper article
1. Define key terms. Analysing natural resources types and value.

14
 2. Case study. What is Australias most valuable resource
3. Conflict as a result of ownership. Media study.
4. Revision and informal assessment

9 spatial patterns Students Learn to Text book Global interactions 1

and what types of conflicts can arise from the ownership and use of natural Dictionary - Oxford
consequences resources? Power point
of the applying information technology such as the Internet to understand Work sheets
distribution and population change Folders for work sheets
consumption of Research and journal articles.
natural Individual Lesson Structure Documentary video renewable energy .
resources at a
global scale
1. Impact of using non-renewable resources. Global warming and climate change.

2. Carrying capacity of global resources vs human consumption

3. Renewable energy and the future of energy.
4. Revision and informal assessment

Differentiation
EALD Teaching students of EAL/D requires an understanding of the characteristics
of EAL/D learning. It is important that students are given the opportunity to
concurrently learn English as part of the general curriculum. Teaching resources for
EAL/D can be found;
https://acaraweb.blob.core.windows.net/resources/EALD_Learning_Progressi
on.pdf
Learning difficulties Catering for students with learning difficulties or those with a
learning disability must be designed to enable students to meet the same outcomes
using alternative strategies. Teachers must work in conjunction with the appropriate
learning support unit to determine an appropriate strategy to differentiate.
Gifted and talented - Blooms taxonomy is a valuable resource when determining
how to differentiate for students with gifted and talented traits. The capabilities of
gifted and talented students vary. Additional work or differentiated work must be

15
 catered to their specific capabilities. Increasing the academic rigor, challenge students
to evaluate or judge rather than just identifying or recounting.

Life skills Outcomes: GLS8 explores the nature of development and change at a
range of scales

10 economic and Students Learn to Text book Global interactions 1

political issues what types of conflicts can arise from the ownership and use of natural Dictionary - Oxford
related to the resources? Power point
use of natural using information technology to collect and synthesize data relevant to Text book Global interactions 1
resources, their ecologically sustainable development Dictionary - Oxford
ownership and Work sheets
management Individual Lesson Structure Folders for work sheets
Debate questions
Documentary
1.Defining key terms. Documentary study and questions
2. Debate, political tension over land ownership and natural resources.
3. Computer lab. Researching information to a relevant case study.
4. Revision, informal assessment.

Differentiation
EALD Teaching students of EAL/D requires an understanding of the characteristics
of EAL/D learning. It is important that students are given the opportunity to
concurrently learn English as part of the general curriculum. Teaching resources for
EAL/D can be found;
https://acaraweb.blob.core.windows.net/resources/EALD_Learning_Progressi
on.pdf
Learning difficulties Catering for students with learning difficulties or those with a
learning disability must be designed to enable students to meet the same outcomes
using alternative strategies. Teachers must work in conjunction with the appropriate
learning support unit to determine an appropriate strategy to differentiate.
Gifted and talented - Blooms taxonomy is a valuable resource when determining
how to differentiate for students with gifted and talented traits. The capabilities of
gifted and talented students vary. Additional work or differentiated work must be

16
 catered to their specific capabilities. Increasing the academic rigor, challenge students
to evaluate or judge rather than just identifying or recounting.

Life skills Outcomes: GLS9 researches an ecosystem at risk

11 Environmental Students Learn to Text book Global interactions 1

and social Dictionary - Oxford
issues related using information technology to collect and synthesize data relevant to Power point
to the use of ecologically sustainable development Work sheets
natural Folders for work sheets
resources such interpreting frequency distributions and diagrams about access to Case study
as ecologically food, shelter and educational opportunities for different groups. Debate questions
sustainable
development,
Individual Lesson Structure
and the
impacts on,
and responses 1. Defining key terms, Social issues related to sustainable development
of, indigenous 2. Case study, natural gas mining in the hunter valley.
peoples. 3. Debate, economic advantage vs resource extraction
4. Revision and informal assessment

Differentiation
EALD Teaching students of EAL/D requires an understanding of the characteristics
of EAL/D learning. It is important that students are given the opportunity to
concurrently learn English as part of the general curriculum. Teaching resources for
EAL/D can be found;
https://acaraweb.blob.core.windows.net/resources/EALD_Learning_Progressi
on.pdf
Learning difficulties Catering for students with learning difficulties or those with a
learning disability must be designed to enable students to meet the same outcomes
using alternative strategies. Teachers must work in conjunction with the appropriate
learning support unit to determine an appropriate strategy to differentiate.
Gifted and talented - Blooms taxonomy is a valuable resource when determining
how to differentiate for students with gifted and talented traits. The capabilities of

17
 gifted and talented students vary. Additional work or differentiated work must be
catered to their specific capabilities. Increasing the academic rigor, challenge students
to evaluate or judge rather than just identifying or recounting.

Life skills Outcomes: GLS10 explores key geographical issues and challenges facing
Australia and the world

12 Revision and catch The two final allocated as indicative hours are revision or catch up weeks. Each week contains
up week 4 60 minute lessons. These lessons will be allocated to catch up weeks if units of work go for
longer than anticipated and or revision weeks. Yearly examinations are at the end of term 3,
the final two weeks will give students time to study and revise during class time where they
have the opportunity to speak with their teacher.

Differentiation
EALD Teaching students of EAL/D requires an understanding of the characteristics
of EAL/D learning. It is important that students are given the opportunity to
concurrently learn English as part of the general curriculum. Teaching resources for
EAL/D can be found;
https://acaraweb.blob.core.windows.net/resources/EALD_Learning_Progressi
on.pdf
Learning difficulties Catering for students with learning difficulties or those with a
learning disability must be designed to enable students to meet the same outcomes
using alternative strategies. Teachers must work in conjunction with the appropriate
learning support unit to determine an appropriate strategy to differentiate.
Gifted and talented - Blooms taxonomy is a valuable resource when determining
how to differentiate for students with gifted and talented traits. The capabilities of
gifted and talented students vary. Additional work or differentiated work must be
catered to their specific capabilities. Increasing the academic rigor, challenge students
to evaluate or judge rather than just identifying or recounting.

Life skills Outcomes: GLS11 uses geographical tools and skills

13 Revision and catch

up week

18
 Final week allocated for catch up lessons and revision lessons to enable students
to prepare for yearly examinations.

Life skills Outcomes: GLS12 uses strategies to gather, investigate and communicate
geographical information

Assessment Details Outcomes

Cultural Integration P7 formulates a plan for active geographical inquiry

P8 selects, organises and analyses relevant geographical information from a
The consumer culture variety of sources
P9 uses maps, graphs and statistics, photographs and fieldwork to conduct
20 marks geographical inquiries
P12 communicates geographical information, ideas and issues using written
25% of total Grade
and/or oral, cartographic and graphic forms.
Due week 5

Evaluation of the Learning Indicators of Learning

and Teaching
- Students meet the outcomes required in the unit
-Reflective practice - Students complete assessment tasks
-Post lesson evaluations - Students demonstrate understanding of geographical concepts
- Students survey - Students apply geographical tools for inquiry
-Evidence based evaluation - Students demonstrate application of geographical skills
- Evidence based practice - Informal assessment strategies
- Formal assessment

19
References :

ACARA. (2015). English as an additional language or dialect teacher resource. Retrieved from ACARA website:
https://acaraweb.blob.core.windows.net/resources/EALD_Learning_Progression.pdf

20
Pre Lesson Plan

Topic area: Global Challenges Stage of Learner: stage 6 Syllabus Pages: 20

Date: na Location Booked: Class room Lesson Number: 4/52

Time: 60 minutes Total Number of students 25 Printing/preparation

30

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment
P1 differentiates between
spatial and ecological Informal The diffusion, adoption The relevance of a
dimensions in the study of observation and adaptation of mass geographical
geography consumer culture understanding of global
Formative reflected in media, challenges to a particular
P7 formulates a plan for active assessment student fashion, brand images, vocation
geographical inquiry and teacher sport, music and religion

P8 selects, organises and Summative

analyses relevant geographical
assessment
information from a variety of
sources

P9 uses maps, graphs and

statistics, photographs and
fieldwork to conduct
geographical inquiries

P10 applies mathematical

ideas and techniques to analyse
geographical data

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Literacy Formulating a plan and asking and addressing

Numeracy Information and Communication geographical questions for active inquiry: What is
Technology (ICT) Capability there? Where is it? Why is it there? What are the
Critical and Creative Thinking effects of it being there? How is it changing over
Intercultural Understanding time? Should it be like this? What will it be like in the
future?
Aboriginal and Torres Strait Islander Histories and Cultures
Asia and Australias Engagement with Asia Presenting information in the form of both oral and
written reports accompanied by maps, diagrams,
tables, graphs and photographs

Identifying spatial interaction and change using a

variety of sources

Describing patterns, relationships, networks, linkages

and evidence of change within and between regions
or areas

21
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of 1.2 Deep 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats understanding 1.6 Substantive
knowledge as something that requires active construction and requires students 1.3 Problematic communication
to engage in higher-order thinking and to communicate substantively about knowledge
what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers criteria 2.5 Students self
work productively in an environment clearly focused on learning. Such pedagogy 2.2 Engagement regulation
sets high and explicit expectations and develops positive relationships between 2.3 High Expectations 2.6 Student direction
teacher and students and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and knowledge 3.5 Connectedness
important to students. Such pedagogy draws clear connections with students 3.2 Cultural knowledge 3.6 Narrative
prior knowledge and identities, with contexts outside of the classroom, and with 3.3 Knowledge
multiple ways of knowing all cultural perspective. integration

Teaching Indicators of presence in the lesson

element
1.3 Problematic Open ended activities to require students to create solution activity 2
knowledge

2.6 Student Task are designed so that students exercise some direction over the selection of activities
direction i.e. creating their own survey.

Task requires students to apply their own cultural knowledge to geographical concepts for
3.2 Cultural example consumer culture and major branding that is familiar to the student.
knowledge

22
T Teaching and learning actions Organisation
5 Introduction Teacher prepares the classroom, gathers T
appropriate resources and sets up relevant
Students are introduced to their assessment task. PowerPoint presentation. Explain to the class
In the introduction the students will understand the importance of this what is going to happen in todays class.
lesson as it will help students understand the process that is required in
order to complete the assessment task successfully. Students enter the classroom, sit down and
prepare to begin working on classroom content.
Students listen to the teacher as they explain to
the class what is going to happen.

10 Activity 1 Teacher presents the concept for the students to S

see. Teacher gives the students an example of a
Geographical Inquiry Task geographical concept and how to perform
geographical inquiry.
Students are given a geographical concept;
Student attention to the teacher and watch the
Consumer Culture demonstration of geographical inquiry. Once the
students have watched the demonstration,
Students are then to perform a process of geographical inquiry: student will perform their own geographical
inquiry for the topic presented (Consumer
- What is it? culture). Students are expected to undergo the
- Where is it? same process of inquiry.
- Why is it there?
- How did it get there? Resources: White board, Whiteboard markers.
- How has it changed over time? Students will create a process of geographical
- How is it effected by people? inquiry in their work books. This will enable them
- How are people affected by it? to understand how to scaffold an inquiry.
- Should it be like this?
- What action is appropriate?
- What might it be like in the future?

Students can use search tools including the internet text books
and newspaper articles to complete this task

25 Following the geographical inquiry, students will write a short paragraph Teacher prompts the class to begin finishing up S
describing the geographical concept. their geographic inquiry and look to summarise
the concept in a short paragraph.
Links to assessment
Students start writing the summary on the
Assessment requires a process of geographical inquiry in order to geographical inquiry task they just completed.
complete the task successfully. By completing the task in class the Summary will be written in their workbooks.
student have made a start on their assessment by understanding and
researching the geographical concept that the assessment task is Resources: work books
hindered on.

Differentiation
Teacher can use a number of predetermined websites to help
student find information regarding consumer culture.
http://consumerculturetheory.org/
https://www.youtube.com/watch?v=XS1sKdOTg6Y&t=412s

Gifted and talented students are encouraged to go into further depth

if they complete the task quickly.
CCP and GC
Literacy - Writing task
Critical and Creative Thinking Geographical inquiry
Intercultural Understanding Effect of consumer culture
Asia and Australias Engagement with Asia Globalisation and the effect
of the consumer culture.

23
30 Activity 2 S
In Class Survey Teacher Brings the students to attention and
Students are required to create a survey question that they will explains the next task.
implement in class.
Student listen to teacher explanation of the task.
Students can choose any topic to do with global challenges but must
Students then start the task by creating their
be short and have easily recordable data for example: what type of
survey question.
smart phone do you use? Why do you use this type of smart phone?
Resources:
35 Student will then apply the survey question to their peers in the Teacher prompts the next task to begin. S
classroom. Students will have 10 minutes to complete their surveys
by interviewing peers and gathering their information. Student walk around the class applying the
survey to their peers. Students are to gather
information and data as they go.

Resources: Work sheet to scaffold he survey

Attached in resources.

45 Students have 5 -10 minutes to write a short summary of the survey Teacher: teacher explains the next part of the S
they created and the results they found. Students will also highlight task. Answers questions as required and help out
the difficulties they may have had when creating the survey. around the class.
What were some difficulties you had when creating the survey?
If you were to do it again how would you change your survey? Student: Work quietly on the summary. Asks
questions if required.

Links to assessment Resources: Student will answer the evaluation

questions in their workbooks.
Assessment requires students to gain an understanding of the
consumer culture. Students conducting in class survey on the use
smart phones gives the students insight into some of the reasons a
consumer culture might exist i.e. marketing and branding to make a
product desirable
Differentiation
Life skills program students can be given an example of how to
conduct the survey what questions to ask and how to interoperate
the data.
Gifted and talented if students complete task early they will write a
critical explanation and present to the class.
CCP and GC
Literacy Writing and structuring survey information
Numeracy scaffolding of information and data.
ICT Using ICT resources to gather information
Critical and Creative Thinking evaluating information

50 Activity 3 Teacher Speaking from the front of the room. T

Marking Rubric For assessment
This task is an opportunity for the students to see how the Student: Listening to the teacher as they explain
assessment task will be marked. Teacher will go through the marking the marking rubric.
rubric to demonstrate what they will be looking for when marking
the assessment. Show students how the marking rubric works, what Resources: Marking Rubric to be used in the
areas to target how to get the best possible marks. Highlight that the assessment.
marking rubric is part of their assessment and they should be using
the rubric when writing their assessment.
60 Activity will continue until the class is over. At this point students are
encouraged to ask questions and seek clarification, as it will be the last
lesson that is dedicated to the assessment task.

24
Reflection

What can I do to teach students to practice geographical inquiry, how will this help them
with the assessment task? How can I give the students the best opportunity to do well in an
assessment task whilst ensuring the assessment task is still intellectually challenging.
Where I think I can improve when creating lesson plans is providing more detail in the
lesson and being more aware of how someone may apply this lesson if they were to pick it
up with out being told what they needed to do previously. I have improvements to make on
my pedagogical content knowledge and I am yet to fully understand the best possible
pedagogical strategies to implement geographical theories and concepts. If I were to
improve on the lesson plan next time I would integrate more resources that would help
with the conceptualising of theories that are introduced. However, the idea of this lesson is
to prepare the students for the assessment task. I find it difficult to integrate content whilst
giving the students the best opportunity to complete the assessment task successfully.

Learning Outcome Method of measurement and recording

P7 formulates a plan for active Activity 1 students perform a process of geographical inquiry.
geographical inquiry

P8 selects, organises and analyses Activity 2 Students will conduct a in class survey to acquire
relevant geographical information geographical information from a variety of sources.
from a variety of sources

P9 uses maps, graphs and Activity students conduct a form of fieldwork in the form of a
statistics, photographs and fieldwork geographical survey that they will be able to apply to their assessment
to conduct geographical inquiries
task.

P10 applies mathematical ideas Activity 2 Students analyse results of the survey using mathematical
and techniques to analyse skills to interoperate data
geographical data

Other considerations

Graduate Evidence within this lesson

Standards
STANDARD 1 1.2 Know how students learn
KNOW STUDENTS Based on the diverse nature of students learning abilities, differentiation strategies
AND HOW THEY have been incorporated into the lesson plan, to cater for the diverse range of abilities.
LEARN
STANDARD 2 2.2 Content selection and organisation
KNOW THE Selection of content is based on blooms taxonomy. Lesson is scaffolded to begin with
CONTENT AND HOW low cognitive difficulty and build into higher order critical and creative thinking.
TO TEACH IT Students begin with identifying consumer culture then develop their understanding
through making connections to relevant examples.
STANDARD 3 3.2 Plan, structure and sequence learning programs
PLAN FOR AND Lesson plan part of sequenced learning program where including scope and sequence,
IMPLEMENT unit outline and individual lesson plans. Information and learning outcomes are gather
EFFECTIVE from the stage 6 nsw syllabus.
TEACHING AND
LEARNING

25
 STANDARD 4 4.1 Support student participation
CREATE AND Differentiation strategies are used to increase participation amongst the diverse
MAINTAIN learning needs of students. Examples where student participation is increase is the
SUPPORTIVE AND implementation of group tasks and cooperative learning.
SAFE LEARNING
ENVIRONMENTS
STANDARD 5 5.1 Assess student learning
ASSESS, PROVIDE Student learning is assessed through multiple means. Formative assessment is used to
FEEDBACK AND provide concurrent feedback for student learning. For example, lesson plan uses both
REPORT ON pre and post assessment lessons to ensure students are gaining the appropriate
STUDENT LEARNING
feedback to improve on future assessments.
STANDARD 6 6.4 Apply professional learning and improve student learning
ENGAGE IN Evidence based practice and teaching strategies are used to ensure the students
PROFESSIONAL learning experience has the best possible chance of success. In this lesson plan, blooms
LEARNING taxonomy has been used to structure learning activities in order to achieve a high order
cognitive achievement.
STANDARD 7 7.1 Meet professional ethics and responsibilities
ENGAGE Lesson plan meets all ethical standards and responsibilities.
PROFESSIONALLY
WITH COLLEAGUES,
PARENTS/CARERS
AND THE
COMMUNITY

WHS

Plan for safety of students and themselves

- Assess potential risks prior to entering the classroom
- Establish classroom behaviour rules early and remain consistent
- Ensure there is sufficient classroom work-space.
- Provide students with WHS information when required
- Be aware of students who may have allergies and or medical needs
- Be knowledgeable about the student welfare and disciplinary codes of the school
-Acknowledge the individual needs of students with special needs
-Ensure students take reasonable care of themselves and one and other during classroom activities.

References (In APA)

Kleeman, G. (2008). Global interactions 1: preliminary course

(17408190719781740819077). Pearson Heinemann.

Bibliography

Arnould, E. J., & Thompson, C. J. (2005). Consumer culture theory (CCT): Twenty years of
research. Journal of consumer research, 31(4), 868-882.

Holt, D. B. (2002). Why do brands cause trouble? A dialectical theory of consumer culture
and branding. Journal of consumer research, 29(1), 70-90.

http://consumerculturetheory.org/
https://www.youtube.com/watch?v=XS1sKdOTg6Y&t=412s

26
Resources Attached:
Slides

27
28
Survey Scaffolding
Concept (what are you trying to find out)

Survey question 1(what type of smart phone do you own?)

Survey question 2 (Why did you buy this smart phone?)

Survey question 3 (What type of smartphone will you buy next? Why?)

Summary of results

29
Post Lesson Plan

Topic area: Global challenges Stage of Learner: Stage 6 Syllabus Pages: 20

Date: NA Location Booked: Classroom Lesson Number: 4/52

Time: 60 minutes Total Number of students 25 - 30Printing/preparation

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment The diffusion, adoption The relevance of a
P1 differentiates between and adaptation of mass geographical
spatial and ecological Informal consumer culture understanding of global
dimensions in the study of observation reflected in media, challenges to a particular
geography fashion, brand images, vocation
Formative sport, music and religion
P7 formulates a plan for active assessment
geographical inquiry

P8 selects, organises and

analyses relevant geographical
information from a variety of
sources

P9 uses maps, graphs and

statistics, photographs and
fieldwork to conduct
geographical inquiries

P10 applies mathematical

ideas and techniques to analyse
geographical data

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Literacy Formulating a plan and asking and addressing

Technology (ICT) Capability geographical questions for active inquiry: What is
there? Where is it? Why is it there? What are the
Critical and Creative Thinking effects of it being there? How is it changing over
Personal and Social Capability time? Should it be like this? What will it be like in the
Intercultural Understanding future?

Asia and Australias Engagement with Asia Presenting information in the form of both oral and
written reports accompanied by maps, diagrams,
tables, graphs and photographs

Identifying spatial interaction and change using a

variety of sources

Describing patterns, relationships, networks, linkages

and evidence of change within and between regions
or areas

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

30
 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

Teaching Indicators of presence in the lesson

element
1.5 Activities within the lesson use metalanguage strategies for example the graffiti wall
Metalanguage activity.

Students are given and shown how a marking rubric works and how it was used to
2.1 Explicit mark the assessment task.
quality criteria

3.3 Knowledge Tasks that require students to make connections to previous work and apply new
integration and additional information.

31
Time Teaching and learning actions Organisation

5 Introduction Teacher: Prepares the classroom, sets up power T

Students receive their assessment tasks that have been point as needed, prepares worksheets to be
marked. Students are given 5 minutes to read through the handed out.
assessment task and have a look at what their marks were
and the comments that have been inserted into the Student: enter the classroom and take a seat in
assessment. preparation for the beginning of the class. Student
receives the assessment and read through the
feedback.

Resources: Marked assessment tasks to be handed

back to the students.
10 Activity 1 Teacher: Teacher standing at the front of the T
Teacher will go through each section of the assessment classroom goes through the power point, and
task. The teacher will address the following questions; addresses the questions.

What elements were we looking for when marking the Student watch the power point and listen to the
assessment? teacher. At this point students are encouraged to
How we used the marking rubric? ask questions and seek feedback in regards to each
What could be do done differently next time? section of the assessment.

Resources: Power point slide, marking rubric

15 Teacher will now address the following questions Teacher: Standing at the front of the class gives S
generic feedback, overall what was done well. And
What was done well in the assessment task? overall what could have been improved on

What could have been improved on in the assessment Student listens to the teacher as they explain to
task? the class the aspects of the assessment task and
give generic feedback. At this point students are
Teacher will identify areas that need to be improved to encouraged to ask questions.
perform better in the HSC for examples: Essay writing and
critical writing. Resources: Power point slide following the
marking of the assessment the PowerPoint will be
Differentiation altered to give generic feedback
Differentiation is not required in this task.

25 Activity 2 News analysis Teacher is given a new paper article online, they S
are required to read the article and take notes.
What is the significance of this assessment?
Student: quietly read article and take notes on
Students will be presented with a news article that what they think is relevant to consumerism.
outlines the consumer culture and how it effects the way
people work spend money and the way they live their lives Resources: Print off of the article A FRENZY OF
CONSUMERISM
A frenzy of consumerism
http://www.smh.com.au/small-business/managing/work-in-
progress/a-frenzy-of-consumerism-20121206-2ayut.html

30 S
Graffiti board activity Teacher explains the activity then monitors the
class as they complete the activity.
Teacher will split the class into groups.
Students listen to the explanation of the task then
Teacher will hang up butcher paper around the room and participate by working in groups and writing on the
give each group a texter to write on the paper. walls their understanding of consumerism.

Students must write on the walls how the consumer Resources: Butcher paper, or whiteboards and
culture affects their lives. Students must draw something whiteboard markers. Multi coloured whiteboard
that represents consumerism to them (bringing creativity markers.

32
 the classroom) can be an object a process a flow map a
graph, what ever the students believe best represents
consumerism to them.

Differentiation
Students will be put in groups where the students abilities
will vary. Aim to group gifted and talented students with
those with learning difficulties. All students must
contribute to the graffiti wall. Gifted and talented students
may contribute by making connections and creating flow
charts.

CCP and GC
Literacy Using Literacy skills
Critical and Creative Thinking Creative activity
Personal and Social Capability group work and cooperative
work.
Ethical Understanding applying their knowledge and ethical
understanding to a group circumstance.
Intercultural Understanding applying and evaluating multiple
perspectives.

35 Each group will then be given a different colour texter, for Teacher: explains the next part to the activity, S
the next 5 10n minutes the student will walk around and whilst handing out the red texters. Teacher will
comment and add to the other groups graffiti wall. then monitor the class activity and help and or
contribute when needed.
At the end of the task the teacher will quickly run through
what has been drawn on the board. Student: Stand and use the red texter to make
contributions and comments to the other groups
graffiti wall.

Resources:

45 Activity 3 Teacher centred activity where by the teacher T

leads a discussion into what students have learned
Discussion when doing the assessment task

What have you learned from the assessment about the Student contributes to the discussion by answering
consumer culture and how it affects the way we live? the questions presented to them by the teacher.

What aspects of consumerism and the consumer culture Resources: Online discussion program. Back
make it a global challenge? Channel Chat . Students use the back channel chat
if they are having issues with participating in the
How is socialism affected by consumerism? activity.

Differentiation
If the discussion is not working as well as intended this
may be because the students are unwilling to answer in
front of the peers.

Back channel Chat is a live discussion board where

students can post answer anonymously whilst still
contributing to the discussion
http://backchannelchat.com/

50 Challenge Activitiy S
Teacher explains the task to the students. Teacher
Students are given 5 minutes to come up with a product gives students 5 minutes to complete task.
that will be attractive to consumers but be beneficial
socially. Students complete task quietly.

For example: Reusable shopping bags or baskets that will

decrease the amount of landfill.

33
 Differentiation
Student may require additional support when determining
what sort of product they want to create. Students may
need further prompting to help students develop ideas.

60 Presentation Teacher brings class to attention, teacher S

Students will present to the class the idea they have come delegates each group to present the example they
up with, have come up with
- How will the product attract consumers?
Student are delegated one by one to present the
- What aspect makes the product good for society? product they have com up with

Conclusion
Teacher finally prompts student to ask any final questions
relating to the topic that has been discussed in the class.

Any further questions on consumer culture?

Students are then given the option of seeing the teacher

later in order to gain further feedback.

34
Reflection

It is difficult to create tasks that reiterate the outcomes of the assessment without
either doing the activities from the assessment or creating too many activities that
are teacher centred. Students require student centred activities if they are to
understand the content they are being taught. When creating this lesson, I had to
ask myself what do the students need? What do they want to know? How can my
lesson improve the students outcomes through reflective practice? This process is
difficulty to achieve. Activities in the post lesson are often teacher centred. A
difficulty I have when creating this task was trying to think of differentiation
strategies that could be applied whilst teacher centred activities were occurring.
Assessment for learning is a concept that needed to be addressed in this lesson, how
can this lesson help the students further improve on their ability to complete future
assessment tasks. How valuable is the information I am giving them in the lesson?
Would it be more appropriate to spend the entire lesson doing the assessment as a
group or is it more beneficial doing tasks that require students to use the skills that
are required in the assessment task?

Learning Outcome Method of measurement and recording

P7 Formulates a plan for Activity 2 requires students to analyse a
active geographical inquiry geographical text which will require questions of
geographical inquiry

P8 Selects, organises and Activity 2 requires students to analyse a relevant

analyses relevant piece of geographical text.
geographical information from
a variety of sources

Other considerations

Graduate Standards Evidence within this lesson

STANDARD 1 1.5 Differentiate teaching to meet the specific learning needs of
KNOW STUDENTS students across the full range of abilities
AND HOW THEY Differentiation strategies have been used to ensure students
LEARN of all abilities have the chance to be successful. The
differentiation strategies are noted at the end of each activity
if applicable. For example, differentiation strategy in
discussion activity introduces a online discussion forum to
engage students who may not want to interact with out being
anonymous.

STANDARD 2 2.2 Content selection and organisation

KNOW THE Selection of content is based on the students needs at the
CONTENT AND HOW particular time of the unit. All content is chosen based on the
TO TEACH IT requirements outline in the stage 6 syllabus. The
organisation is based on the needs of the teacher and the
school. For example, the content that was chosen in this
lesson is used as It was the content that was required in the
assessment task. The lesson aim is to provide feedback,

35
 hence providing a specific reason for the content being
chosen.
STANDARD 3 3.5 Use effective classroom communication
PLAN FOR AND Lesson plan uses multiple forms of communication to cater
IMPLEMENT for the divers range of learning styles that exist amongst the
EFFECTIVE students. For example, lesson plans include visual
TEACHING AND communication, audible and written activities.
LEARNING
STANDARD 4 4.4 Maintain student safety
CREATE AND WHS standards are identified and managed before the
MAINTAIN commencement of the class. The WHS strategies can be
SUPPORTIVE AND seen at the end of the lesson plans.
SAFE LEARNING
ENVIRONMENTS
STANDARD 5
ASSESS, PROVIDE 5.2 Provide feedback to students on their learning
FEEDBACK AND Post lesson provides feedback on student learning through
REPORT ON offering feedback based on the results of the assessment
STUDENT LEARNING task. Lesson two incorporates activities that involve the use
of the marking rubric used to assess the students work.

STANDARD 6 6.2 Engage in professional learning and improve

ENGAGE IN practice
PROFESSIONAL Use formative assessment as a means of self-assessment
LEARNING to improve on professional practice. Lesson plans use
reflection as a form of formative assessment at the end of the
lesson plan to identify areas of improvement in the lesson.

STANDARD 7 7.1 Meet professional ethics and responsibilities

ENGAGE Lesson plan meets all ethical standards and responsibilities.
PROFESSIONALLY
WITH COLLEAGUES,
PARENTS/CARERS
AND THE
COMMUNITY

WHS

Plan for safety of students and themselves

- Assess potential risks prior to entering the classroom
- Establish classroom behaviour rules early and remain consistent
- Ensure there is sufficient classroom workspace.
- Provide students with WHS information when required
- Be aware of students who may have allergies and or medical needs
- Be knowledgeable about the student welfare and disciplinary codes of the school
-Acknowledge the individual needs of students with special needs
-Ensure students take reasonable care of themselves and one and other during
classroom activities

36
References (In APA)

http://www.smh.com.au/small-business/managing/work-in-progress/a-frenzy-of-consumerism-20121206-
2ayut.html

http://backchannelchat.com/

Resources Attached:

37
38
39
Justification
The zone of proximal development (ZPD) as described by Lev Vygotsky is the area
between what is known and what is yet to be known (Wass & Golding, 2014).
Teachers are responsible for the guidance of students across the ZPD and the
success of this guidance will define a teachers practice. Teachers use various
strategies to ensure they are giving students the best possible opportunity to learn.
This justification outlines targeted strategies that have been used within this unit with
links to relevant theories to justify their value in education.

Sequencing
Structure and sequencing of the program have been done using a process of
backward design. Using backward design begins with the end or the target that
needs to be achieved. The syllabus is the starting point as it holds the learning
outcomes that need to be achieved. The scope and sequence are then designed
followed by a concept map, assessment strategies/tasks, the unit outline, individual
lesson plans and teaching strategies. This process of backward design is known as
Understand By Design (UBD). The UBD strategy is a frequently used tool as it is both
reliable and useful when designing assessment and learning (Richards, 2013).

Student centred approach

The student centred approach to teaching involves students active involvement in
class activity and assessment, in order for them to construct learning for themselves
(Baeten, Struyven & Dochy, 2013). Hannafin, Hill, Land & Lee, (2014) demonstrate
the student centred approach to be effective, engaging and motivating for students
and highlight evidence for improved learning. Based on the evidence for student
centred learning, the activities within this unit were created with student centred
learning in mind. For example, the geographical tools for inquiry activity was
designed to enable students to individually conduct a geographical inquiry process in
order to build the skills and knowledge they needed to complete the assessment
task.

Problem Based Learning (PBL)

Problem based learning is an empowering strategy that enables students to think
critically and creatively in order to solve a predetermined problems (Savery, 2015).
PBL influenced the creation of activities within this unit, as lessons were designed to
give students the skills they needed to successfully complete the assessment task.
For example, students are required to create a survey in order to acquire information

40
on consumerism and the consumer culture. Students have to create their own
questions to try to accumulate the information they need. Students then used the
information they acquired from the survey to evaluate the problem they were given.
The PBL element to this in class task, enables students to apply the same strategy to
their assessment task in order to achieve a higher outcome.

Assessment for learning

Students learning also involve the implementation of student and teacher
assessment. Formative assessment is a broad term that accounts for many tools that
are used by teachers to help teachers and students improve performance (Dixson, &
Worrell, 2016). Formative assessment can be described as assessment for learning,
it is an activity undertaken by teachers to provide feedback which in turn will be used
to improve teaching practice e.g. reflective practice. Each lesson plan that has been
created has room for reflection to ensure that the teacher is continuously aware and
improving on teaching practice. Students are given feedback on the assessment
through the implementation of a post assessment lesson. This is an example of
formative assessment that benefits the students learning, as they are able to reflect
on their own assessment practice.

Blooms Taxonomy
Blooms taxonomy is a set of intellectual building blocks that increase in abstraction
starting with simple memorizing and progressively working toward higher order
cognitive processors e.g. evaluation and creation (Cannon & Feinstein, 2014).
Blooms taxonomy provides teaching with educational objectives that they can strive
to achieve. Blooms taxonomy also provides teachers with a guideline that can be
followed when determining whether programs or activities need to be differentiated,
depending on the various learning needs the students present (Cannon & Feinstein,
2014). This unit has been scaffolded with blooms taxonomy used as a conceptual
guideline. Lessons are developed with the intention to gradually increase cognitive
difficulty starting with simple recounts then working toward evaluation and creation.
Aiming towards the higher educational objectives will improve the students ability to
perform toward higher bands within both their assessments and High school
Certificate.

41
Teaching standards
The Australian Professional standards for teaching ensure teachers are providing the
knowledge, practice and professional engagement that are required to deliver a
quality-teaching environment. Teachers must use the Australian professional
standards to ensure they are giving students the best opportunity to meet the
learning outcomes that are set out in the applicable syllabus. The Australian
Professional standards are referenced within this unit by reflecting on how the
standards are met in each lesson. This can be seen at the end of each lesson where
the professional standards are identified, and the learning strategies that meet the
standard is described.

Quality Teaching Framework

The quality-teaching framework is a guideline for teachers to use to ensure they are
providing a quality teaching and learning program. Teachers should use the
framework as a means of critical reflection of their current teaching program in order
to plan for and improve teaching programs. The quality-teaching program can be
seen in this unit at the beginning of the lesson. Before each learning activity the
quality-teaching framework has been referred to as a guideline to determine what
intellectual elements the teacher is trying to achieve.

Cross-curricular priorities and General Capabilities

Globalisation is has a major impact on the current world. Cross curricular priorities
are designed to give students the skills and knowledge to understand how content is
relevant to the their lives on a globalised context. General capabilities are the
capabilities that students need as key dimensions of quality learning. The General
capabilities are dimensions of learning that are achieved across multiple learning
areas. The cross curricular priorities and general capabilities transfer from the stage
4 and the stage 5 curriculum, this can be seen at the beginning of the lesson where
the CCPS and GC are have been identified. The CCPS and GC have been
implemented into the lesson plans and are acknowledged at the end of each activity
when applicable.

42
Reference

Baeten, M., Struyven, K., & Dochy, F. (2013). Student-centred teaching methods: Can they
optimise students approaches to learning in professional higher education?. Studies
in Educational Evaluation, 39(1), 14-22.

Cannon, H. M., & Feinstein, A. H. (2014). Bloom beyond Bloom: Using the revised taxonomy
to develop experiential learning strategies. Developments in Business Simulation and
Experiential Learning, 32.

Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the
classroom. Theory Into Practice, 55(2), 153-159.

Hannafin, M. J., Hill, J. R., Land, S. M., & Lee, E. (2014). Student-centered, open learning
environments: Research, theory, and practice. In Handbook of research on
educational communications and technology (pp. 641-651). Springer New York.

Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central, and

backward design. Relc Journal, 44(1), 5-33.

Savery, J. R. (2015). Overview of problem-based learning: Definitions and

distinctions. Essential readings in problem-based learning: Exploring and extending
the legacy of Howard S. Barrows, 5-15.

Wass, R., & Golding, C. (2014). Sharpening a tool for teaching: the zone of proximal
development. Teaching in Higher Education, 19(6), 671-684.

43
Appendix

Appendix A: Scope and sequence

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Preliminary Course 120 hours

Term 1 Biophysical interactions 54 HOUR Senior Geography Project 12 HOUR

P1 P2 P3 P6 P7 P8 P9 P10 P12 P7 P8 P9 P10 P11 P12

Term 2 Biophysical interactions 54 HOUR Global challenges 54 HOUR

P1 P2 P3 P6 P7 P8 P9 P10 P12 P1 P4 P5 P6 P7 P8 P9 P10 P12

Term 3 Global challenges 54 HOUR

P1 P4 P5 P6 P7 P8 P9 P10 P12

High School Certificate Course 120 Hours

Term 1 Ecosystems at Risk(33.3% of course time 40 hours)

Term 2 Ecosystems at Risk(33.3% of course time Urban Places(33.3% of course time 40 hours)
40 hours)

Term 3 Urban Places(33.3% of course time 40 hours) People and Economic Activity (33.3% of course time
40 hours)

Term 4 People and Economic Activity (33.3% of course time 40 hours)

44
Appendix B: Concept Map

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APPENDIX C: Assessment Handbook

ASSIGNMENT SUBMISSION DETAILS

Students will submit a single word document with all components of the task required.
Students will submit the assessment on the explicit date that is outlined in the assessment
task its self.

Formatting is a required detail of quality assessment submission. It is imperative that

students abide by the submission requirements of the assessment including the
formatting;

All assessment must be submitted

- Times New Roman
- Font 11
- Spacing 1.5
Students who do not abide by the formatting outlined in the assessment task risk losing
marks toward the final mark of the assessment.

Extension of Assessment Due Date

Extension will only be accepted with relevant documentation of sickness or misadventure.
For example, a doctors certificate must be submitted to teacher or year adviser prior to
the submission date. Misadventure will only be accepted with an appropriate letter from
parent or carer, and the request of an interview.

Late Submission of Assignments

Late submissions will incur a penalty of up to 10% per day without approval for extension.
Assessment will not be accepted after assessment task have been returned to students for
feedback

Return of Assignments
Assessment feedback will be provided on return of assessment. Assessment post lesson
will be organised to give students generic and individualised feedback

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Appendix D: Assessment schedule

Component Task 1 Task 2 Task 3 Task 4 Weighting

Task Task 1 Photo Essay Task 2 Half yearly Task 3 Essay Task 4 Yearly exams Weighting
examination Cultural integration
Due Date Term 1 Week 9 Term 2 Week 8 Term 3 Week 5 Term 3 week 9
Outcomes
Knowledge and 10 10 10 10 40
understanding of
course content
Geographical tools 5 5 5 5 20
and skills

Geographical inquiry 5 10 5 20
and research,
including fieldwork

Communication of 5 5 10 20
geographical
information, ideas and
issues in appropriate
forms

Marks 25 20 25 30 100

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