Content - Stages 4 and 5

The content of the Mandatory course comprises:

The content described in Geographical Tools, Geographical Skills, and Values and Attitudes is to be integrated with the content in the Focus Areas.

Geographical Skills - Stages 4 and 5

Both courses in this syllabus are composed of focus areas for geographical inquiry. The applied nature of these focus areas requires a particular methodological approach. Students should be proficient in the understanding and application of a range of geographical skills so that they can become critical and creative thinkers about the world and its environment.

In learning geographical skills, a student will work towards the following Stage 4 outcomes:

4.1 - identifies and gathers geographical information

4.2 - organises and interprets geographical information

4.3 - uses a range of written, oral and graphic forms to communicate geographical information

4.4 - demonstrates a sense of place about environments outside Australia

4.5 - describes the geographical processes that form and transform environments

4.6 - identifies and discusses geographical issues from a range of perspectives

4.7 - describes the interrelationships between people and environments

4.8 - describes differences in life opportunities throughout the world in terms of social, cultural, economic and physical environments

4.8 - explains how geographical knowledge, understanding and skills contribute to active and informed citizenship.

In learning geographical skills, a student will work towards the following Stage 5 outcomes:

5.1 - identifies, gathers and evaluates geographical information

5.2 - analyses, organises and synthesises geographical information

5.3 - selects and uses appropriate written, oral and graphic forms to communicate geographical information

5.4 - demonstrates a sense of place about Australian environments

5.5 - explains the geographical processes that form and transform Australian environments

5.6 - analyses the impact of different perspectives on geographical issues at local, national and global scales

5.7 - explains Australia’s links with other countries and its role in the global community

5.8 - accounts for differences within and between Australian communities

5.9 - applies geographical knowledge, understanding and skills to demonstrate active and informed citizenship.

Geographical Skill Through the study of Geography, students will develop skills in: acquiring geographical information by reflecting on prior learning by asking geographical questions by identifying and gathering geographical information	Stages 4–5 Content Note: The content described below should be integrated with the content in the focus areas. Students will learn to: consider: What do I already know/understand? What skills do I bring to this inquiry? What written and graphical resources do I already have? What information technology can I use? ask: What is there? Where is it? Why is it there? What are the effects of it being there? How is it changing over time? Should it be like this? What action is appropriate? What will it be like in the future? locate and gather information from a variety of primary and secondary sources, including maps, globes, plans, fieldwork, information technology, books, 3D models, videos, photographs make and record observations about environments in written and graphical form evaluate the appropriateness of information gathered reflect on the appropriateness of information-gathering processes.
processing geographical information by analysing geographical information by organising and synthesising geographical information	use maps to observe and interpret geographical relationships use tables and graphs to observe and interpret geographical trends and relationships use simple mathematics to analyse geographical data use information technology to process, present and analyse geographical evidence, eg a computer database using local census data, CD ROMs on geographical phenomena and issues prepare maps and plans of real or imaginary places using pictures and/or symbols at a variety of scales, eg mind maps select and use appropriate graphical methods (incorporating information technology) to present evidence in maps and diagrams draw conclusions and make generalisations.
communicating geographical information by answering geographical questions by applying geographical information	present geographical information in the form of both oral and written reports accompanied by maps and graphs, including databases, flow charts, multimedia presentations, debates, role-plays, models and simulations communicate a logical argument/opinion in oral/written form to a variety of audiences, peers, teachers, parents and carers reflect on the appropriateness of communication processes apply generalisations to solve geographical problems and make reasoned decisions reflect on sequences of activities undertaken throughout learning and at the culmination of learning and propose ways of applying this learning to new learning situations practise extended writing activities based on extended reading and research.
participating as active and informed citizens by acquiring knowledge about citizenship by applying this knowledge to take action	reflect on the meaning of citizenship and how this varies between groups describe different concepts of citizenship. propose and, where appropriate, take individual action about contemporary geographical issues participate in community action about contemporary geographical issues, eg Streamwatch, Clean Up Australia review and modify individual and group participation.