YEAR 8 GEOGRAPHY UNIT – HUMAN GEOGRAPHY “URBAN MYTHS”

Unit Title:

Physical geography Human Geography

UNIT 2 AUSTRALIAN CURRICULUM YEAR 8 GEOGRAPHY: URBAN MYTHS (25 weeks /1 semester)

Inquiry questions:1. How do environmental and human processes affect the characteristics of places and environments?2. How to the interconnections between places, people and environment affect the lives of people?3. What are the consequences of changes to places and environments and how can these changes be managed?

This unit focuses on the reasons for and impact of migration and urbanisation with comparative studies of Australian domestic and international migration patterns, patterns of settlement in the United States of America and the effects of urbanisation in an Asian country (Indonesia/China).

K & U GEOGRAPHICAL INQUIRY AND SKILLS

Explain the significance, interconnection and characteristics of places and the relationships between them.

Use and apply a range of concepts related to location, distribution and pattern to describe their observations and findings and to explain the relationships between concepts.

Compare perceptions of biophysical environments and the structure and functioning of biophysical environments at different scales.

Explain aspects of sustainability in order to show how sustainability is related to geographical contexts.

Select the focus of a geographical inquiry and develop and refine questions to inform this inquiry.

Determine a purpose and scale for the inquiry, design the sequence of the inquiry and identify relevant sources.

Evaluate information sources and collection methods for their capacity to provide useful information to respond to the inquiry.

Process and examine data to identify patterns, trends, relationships and anomalies.

Form conclusions in response to their inquiry, including evaluating alternatives and making recommendations.

use geographical vocabulary, concepts and geographical conventions and develop geographical texts, including reports and oral presentations.

Select key findings from their inquiry and plan for action.

Achievement Standard

By the end of Year 8, students explain geographical processes that influence the characteristics of places and explain how places are perceived and valued differently. They explain interconnections within environments and between people and places and explain how they change places and environments. They propose explanations for spatial distributions and patterns among phenomena and identify associations between distribution patterns. They compare alternative strategies to a geographical challenge and propose a response, taking into account environmental, economic and social factors.Students identify geographically significant questions from observations to frame an inquiry. They locate relevant information from a range of primary and secondary sources to answer inquiry questions. They represent data and the location and distribution of geographical phenomena in a range of appropriate graphic forms, including maps at different scales that conform to cartographic conventions. They analyse geographical data and other information to propose explanations for spatial patterns, trends and relationships and draw reasoned conclusions. Students present findings, arguments and ideas using relevant geographical terminology and graphic representations in a range of appropriate communication forms. They propose action in response to a geographical challenge taking account of environmental, economic and social considerations and predict the outcomes of their proposal.

Geographical Concepts Content Descriptions Assessment

☐ Place☐ Space☐ Environment☐ Interconnection☐ Sustainability☐ Scale☐ Change

Knowledge and Understanding Geographical Skills and Inquiry Suggested Assessment Tasks

(as negotiated by timetabling and HOD)

Comparative Multi-modal Presentation that demonstrates use of statistics and data between an Australian city and an Asian City (COLLECTION OF WORK); 3-5 minutes.

Response to Stimulus Test – Short Answer Sentence and Paragraph responses demonstrating knowledge and understanding of terminology ; Labelling and Interpreting Data and Statistics

(SUPERVISED ASSESSMENT); 45-60

The causes and consequences of urbanisation, drawing on a study from Indonesia, or another country of the Asia region (ACHGK054)

The differences in urban concentration and urban settlement patterns between Australia and the United States of America, and their causes and consequences (ACHGK055)

The reasons for and effects of internal migration in Australia (ACHGK056)

The reasons for and effects

Observing and Questioning Determine a focus for the inquiry within an area of interest, for example,

make a prediction or develop a key question Develop and evaluate questions through perspectives of place, space and

environment and other relevant conceptsPlanning, collecting and evaluating

Determine a purpose and operational scale and then design the sequence of the geographical inquiry

Design the inquiry and develop a plan to determine which data will be needed, and to locate this data from fieldwork, library and online research using spatial technologies, maps, statistics, photographs and other images

Select appropriate geographical methodologies to collect, organise and store data, including following protocols for consultation with local Aboriginal communities and/or Torres Strait Islander communities

Assess the effectiveness of methodology and suitability of collected dataProcessing, analysing, interpreting and concluding

Select appropriate geographical methodologies to retrieve and interrogate data

Analyse different sources of data to identify relationships, trends, patterns, anomalies and generalisations

Synthesise data and develop conclusions in response to the inquiry, for

of internal migration in China (ACHGK057)

The reasons for and effects of international migration in Australia (ACHGK058)

The management and planning of Australia’s urban future (ACHGK059)

example, a prediction or a key finding Propose alternatives, strategies or solutions to the inquiry and make

decisions on a course of actionCommunicating

Develop geographical texts using appropriate geographical vocabulary, concepts and geographical conventions to communicate effectively in one or more of the following forms: written, oral, visual and graphic

Select appropriate methods, including the use of ICT to display data in graphs, tables, maps or statistics

Reflecting and responding Reflect on the inquiry process, including a review of all methods of collection,

retrieval, analysis and presentation of data, examine conclusions, and if necessary revisit earlier phases with further questions or change techniques

Select key findings from an inquiry to inform decisions on how to best respond to the question, issue or problem and where appropriate, plan for action

minutes.

Proposal for New North Western Australian City Report (RESEARCH); 500-800 words that demonstrates ability to present findings based on statistical analysis.

Response to Stimulus Essay Response (SUPERVISED ASSESSMENT); up to 400 words, 60-90 minutes.

Learning Framework Community ContributorLeader and Collaborator

Active InvestigatorEffective Communicator

Designer and CreatorQuality Producer

Cross Curricula Priorities

Catholic EthosAboriginal and Torres Strait Islander

Histories and Cultures

Social Emotional LearningAsia and Australia’s Engagement

with Asia

Inclusive EducationSustainability Education

General Capabilities LiteracyCritical and Creative Thinking

NumeracyEthical Behaviour

Information and Communication TechnologyPersonal and Social Competence

Links to other LA’s English , Mathematics, Science, Arts, MFL, History.

COMMON CURRICULUM ELEMENTS Recognising letters, words and other symbolsFinding material in an indexed collection Recalling

Using vocabulary appropriate to a context Summarising/condensing written text Compiling lists/statistics

Structuring /organising extended written text Structuring /organising a mathematical argument Explaining to others

Reaching a conclusion which is consistent with a given set of assumptions Inserting an intermediate between members of a series

AnalysingSynthesisingJudging /evaluatingCreating /composing /devising Justifying

/remembering Interpreting the meaning of words or other symbols Interpreting the meaning of pictures/illustrationsInterpreting the meaning of tables or diagrams or maps or graphs Translating from one form to another Using correct spelling, punctuation, grammar

Recording /noting dataCompiling results in a tabular form GraphingCalculating with or without calculatorEstimating numerical magnitudeApproximating a numerical value Substituting in formulaeSetting out /presenting/ arranging/ displaying

Expounding a viewpoint Empathising Comparing, contrastingClassifyingInterrelating ideas/themes/issuesReaching a conclusion which is necessarily true provided a given set of assumptions is true

Extrapolating Applying strategies to trial and test ideas and proceduresApplying a progression of steps to achieve the required answer Generalising from informationHypothesisingCriticising

Perceiving patternsVisualisingIdentifying shapes in two and three dimensionsSearching and locating items/informationObserving systematically GesturingManipulating /operating /using equipmentSketching /drawing

A note on resources: While Pearson, AEF and Macmillan texts and resources are referred to here, many other publishers have produced texts that are consistent with the content descriptors of the Australian Curriculum and should be considered at school-level.

Learning and Teaching StrategiesWeeks 1-4 Term III Inquiry Sub-question What, When, Where, How and Why is Urbanisation?

FOCUS 1 To understand the causes and consequences of urbanisation across Australian and International regions

FOCUS 2 To demonstrate the economic, environmental and social advantages and disadvantages of living in large cities

K & U Geographical Skills & InquiryASSESSMENT

OPPORTUNITIES

The causes and consequences of urbanisation, drawing on a study from Indonesia, or another country of the Asia region (ACHGK054)

Observing and QuestioningPlanning, collecting and evaluatingProcessing, analysing, interpreting and concludingCommunicatingReflecting and responding

In-class observationStudent participationStudent WorkbookHomework TasksAssessment Research

TEACHING AND LEARNING ACTIVITIES TERMINOLOGY RESOURCES

Urbanisation Topics to be covered: Population density Urbanisation

- Key terminology (see right)- Spatial Patterns of global growth in cities and rural areas- Impact on natural resources- Asia Region patterns of urbanisation (using statistics and graphic representations)- Focus on either Indonesia or China (Pearson text China or AEF “Jakarta Faces” is a great

resource)- Positive and Negative Outcomes of Urbanisation- Economic, Environmental and Demographic effects of Urbanisation

Use of Statistics: How do human geographers find and use data?Sub-questions:Where do human geographers gather data from?

- www.abs.gov.au What is the difference between primary and secondary data?What is the difference between qualitative and quantitative data?

ASSESSMENT: Commence research journal/student record of research for Comparative Multi-modal Presentation that demonstrates use of statistics and data between an Australian city and an Asian City (COLLECTION OF WORK); 3-5 minutes.

Suggested time frame – set assignment in Week 2 with a submission date in Week 5 or as decided by HOD.

Useful sites for Students to gather and compare sets of data:

www.nationmasters.comhttp://www.statsilk.com/maps/world-stats-open-datahttp://www.s-cool.co.uk/a-level/geography/urban-profiles

Population distributionUrban areaRural areaUrban growthUrbanisationMega-cityCommuteDeveloping WorldFormal EconomyGlobal EconomyInformal EconomyInfrastructureMegacityPush and Pull FactorsQuality of LifeRegional centreSea changeSquatter SettlementStandard of LivingUrban SprawlUrbanisationWorld CityGraphData/DatumQuantitativeQualitativeStatisticsSampleVariable

Pearson Chapter 11 “Urbanisation”11.1 World Cities11.2 Urbanisation in Asia11.4 Impacts of Urbanisation11.5 Urbanisation11.6 Impacts of Urbanisation11.7 Urbanisation in Australia

AEF “Jakarta Faces” Module http://www.asiaeducation.edu.au/curriculum_resources/geography/year_7-8_jakarta_faces/year_7-8_jakarta_faces.html

StatisticsCh. 4 “Keys to Geography” AGTA – Macmillan

Internet SitesBBC Urbanisation GCSE:http://www.bbc.co.uk/

schools/gcsebitesize/geography/urban_environments/urbanisation_medcs_rev1.shtmlAustralian Bureau of Statistics:www.abs.gov.au

REFLECTION

Learning and Teaching StrategiesWeek 5-8 Inquiry Sub-question What factors influence urbanisation in Australian cities and how are these factors

comparative to factors influencing North American cities?

FOCUS 1 To understand the causes and consequences of the concentration of Australia’s urban population in just a few cities.

FOCUS 2 To describe how the pattern of urban concentration in the United States of America differs from the pattern in Australia.

K & U Geographical Skills & Inquiry ASSESSMENT OPPORTUNITIES

The differences in urban concentration and urban settlement patterns between Australia and the United States of America, and their causes and consequences (ACHGK055)

Observing and QuestioningPlanning, collecting and evaluatingProcessing, analysing, interpreting and concludingCommunicating Reflecting and responding

In-class observationStudent participationStudent WorkbookHomework TasksComparative Multi-Modal Pres (Week 5)

TEACHING AND LEARNING ACTIVITIES TERMINOLOGY RESOURCES

Urbanisation Topics to be covered:Australian Population Density and Distribution

- Locate Australian urban centres- Examine how population distribution and density have changed since European colonisation- Examine the physical, historic and economic factors that influenced patterns of distribution and

density- Examine advantages and disadvantages of urban concentration in Australia

Case Study – PerthExamine geography, population growth, ethnic diversity, infrastructure needs and related statistics to explain growth, trend changes, reasons for rapid expansion and notable changes to ethnic landscapes.Population Distribution in the USAExamine population distribution maps and statistics. Identify major centres and geographic features like climate, landforms, rivers and transport networks.Examine patterns of internal migration and suburban settlement patterns.Examine correlation between precipitation levels and population settlements.

Migration to the USAExamine illegal immigration to the US and origin of predominant groups of undocumented migrants.Define the term “melting pot” and how it relates to immigration in the US.Examine destinations for migrants within the US.Why is Mexican immigration to the US declining?

Cities in the USAExamine and account for the location of North American cities.Examine the rise of urban settlements in the USA and the contributing factors that determine their

Exurban regionHinterlandInfrastructureInternal migrationMelting potPopulation DensityPopulation DistributionUrban DecayUrbanised Society

UrbanisationPearson Chapter 12 “Cities in Australia and the United States”12.1 Australia’s Population Distribution12.2 Case Study: Perth12.3 USA’s Population Distribution12.4 Migration to the USA12.5 Cities in the USA12.6 Case Study: NYC12.7 Case Study: Las Vegas

StatisticsCh. 4 “Keys to Geography” AGTA – Macmillan

ABS – Australia Cities Stats Analysis Exercise (see next page):http://abs.gov.au/websitedbs/

location (climate, landuse, geography, history).

Case Studies: New York City and Las VegasExamine the geography, history, population and neighbourhood identities of NYC.Examine the geography, origins, growth, population and role of tourism in Las Vegas.

Useful Sites for USA Urbanisation Study:http://www.census.gov/dataviz/visualizations/005/http://www.newgeography.com/content/002799-staying-same-urbanization-americahttp://www.mckinsey.com/insights/mgi/research/urbanizationhttp://www.statista.com/statistics/269967/urbanization-in-the-united-states/http://www.regionalstudies.org/https://www.cia.gov/library/publications/the-world-factbook/rankorder/rankorderguide.html

Use of Statistics – Class ICT Activity (see website link in Resources column)

This classroom activity compares the size of Australia’s state capitals and develops the use of proportional symbols to represent the data. There are two opportunities for extension. For a more accurate representation of the data, proportional circles may be drawn by making calculations of the areas of a circle. A second option for extension involves the integration of the statistics into a geographic information system (GIS) in order to develop the skills of digital thematic mapping. Resources required:

Map of Australia showing states and territories Tracing paper Computer and GIS software

ASSESSMENT: Response to Stimulus Test – Short Answer Sentence and Paragraph responses demonstrating

CaSHome.nsf/4a256353001af3ed4b2562bb00121564/c412f083004c2c96ca257305007d7288!OpenDocument

www.nationmasters.comhttp://www.statsilk.com/maps/world-stats-open-data

knowledge and understanding of terminology ; Labelling and Interpreting Data and Statistics (SUPERVISED ASSESSMENT); 45-60 minutes.

Suggested that only content and skills explicitly taught in Week 1-7 are covered in the exam. It is further recommended that practical revision guides reflecting the test are issued to students, a marking guide produced for teachers who may be new to teaching Geography and for clarity in moderation of marking. An opportunity for students to reflect on their study and performance process is also recommended and could perhaps feature underneath the marking rubric.

REFLECTION

Learning and Teaching StrategiesWeek 9-10/11 Inquiry Sub-question How have variations in patterns of urbanisation affected lifestyles in Australian cities?

FOCUS 1 To understand the main types of international migrations

FOCUS 2 To investigate the main origins and destinations of Australia’s international migrants and how these reinforce urban concentration in Australia

FOCUS 3 To describe how international migration had affected Australian urban lifestyles

K & U Geographical Skills & Inquiry ASSESSMENT OPPORTUNITIES

The reasons for and effects of internal migration in Australia (ACHGK056)

The reasons for and effects of international migration in Australia (ACHGK058)

Observing and QuestioningPlanning, collecting and evaluatingProcessing, analysing, interpreting and concludingCommunicating Reflecting and responding

In-class observationStudent participationStudent WorkbookHomework TasksResponse to Stimulus – Short Answer Test (Week 10/11)

TEACHING AND LEARNING ACTIVITIES TERMINOLOGY RESOURCES

Urbanisation topics to be covered:

International Migration- Categories of Migrants- Reasons for migration- Migrant Destinations

Australian Migration- Origins of Migrants- Destinations of Settlers

Australia’s Cultural Diversity- Multiculturalism- Spectrum of Cultural Impacts on Australian culture

Comparative Case Study between Melbourne and Darwin (this is a good opportunity to teach the analytical skills required for the Essay Test at the end of the unit – students with specific learning needs may require adjustments/modification including but not limited to: scaffolding, graphic organisers, mind-mapping, rank ordering, 1:1 clarification, school officer support with organisation, etc).

N.B. It is worth noting if students are familiar with the types of graphing and statistics they will need to be

Cosmopolitan LifestyleGuest WorkerInternal MigrationInternational MigrationInvoluntary MigrationMulticultural SocietyMulticulturalismUrban ConsolidationUrban DecayUrban RenewalWhite Australia Policy

UrbanisationPearson Chapter 13 “Migration to Australia”13.1 International Migration13.2 Australian Migration13.3 Australia’s Cultural Diversity13.4 International Migration and Urban Lifestyles13.5 Case Study: Melbourne13.6 Case Study: Darwin

StatisticsCh. 4 “Keys to Geography” AGTA – Macmillan

able produce in addition to interpret for the upcoming report. It may be a good time at the start of the next term to do some anecdotal observations of each student to ensure they have the necessary skills to complete the task at a satisfactory level and re-teach where necessary.

Useful Sites:Melbourne Lanes - http://www.thatsmelbourne.com.au/placestogo/LanewaysandArcades/Pages/LanewaysandArcades.aspxDarwin’s Mindil Beach Markets - http://www.darwin.nt.gov.au/live/your-community/recreation-families-children-and-young-people/marketsComparison of Cost of Living between Melbourne and Darwin –http://www.numbeo.com/cost-of-living/compare_cities.jsp?country1=Australia&city1=Darwin&country2=Australia&city2=Melbourne

Guest Speakers from Migrant Associations/Migrant Support Services

www.abs.gov.auwww.nationmasters.comhttp://www.statsilk.com/maps/world-stats-open-data

REFLECTION

Learning and Teaching Strategies

Week 1-4 Term IV Inquiry Sub-question How are rapid urbanisation, development and redevelopment affecting life in China?

FOCUS 1 What are the effects of rapid urbanisation on people in China and how has the distribution of the population changed in recent times?

FOCUS 2 What impact does rapid urbanisation have on rural and city dwellers?

FOCUS 3 How could ghost cities solve the problem of the shortage of affordable accommodation in China?

K & U Geographical Skills & Inquiry ASSESSMENT OPPORTUNITIES

The reasons for and effects of internal migration in China (ACHGK057)

Observing and QuestioningPlanning, collecting and evaluatingProcessing, analysing, interpreting and concludingCommunicating Reflecting and responding

In-class observationStudent participationStudent WorkbookHomework TasksResearch for Report

TEACHING AND LEARNING ACTIVITIES TERMINOLOGY RESOURCES

Urbanisation topics to be covered:http://www.asiaeducation.edu.au/curriculum_resources/geography/year_8_urbanisation_in_china/year_8_geog_urban_growth_in_china.html (Below titles are hyperlinked to the online activities)

Activity 1: Rural migration and urbanisationStudents investigate the mass movement of rural migrants to the cities, the impact of rapid growth and expansion of cities across China, and present a graphical representation of the data.

DisplacementGhost CityHutongWelfareDesolateCredit

UrbanisationAEF Module “Urbanisation in China”This module examines the rapid urbanisation, development and redevelopment that is

Activity 2: Adjusting to city livingStudents explore the displacement of rural migrants and city dwellers and conduct a news interview with a city resident affected by displacement.

Activity 3: Finding housing solutionsStudents investigate the building of ghost cities in China and the millions of apartments that remain empty. Students present their ideas about the use of ghost cities as a possible solution to the acute shortage of accommodation.Activity 4: ReflectionStudents reflect on what they have learned about the massive urbanisation taking place in China and some of the ensuing problems and planning required for rural migration, unemployment and rapid urbanisation.

Each activity has an accompanying set of supporting materials as follows:

China's internal migration Impact of urbanisation on people Ghost cities and empty apartments

Addition Resources as suggested by AEF (in Teachers’ Notes):Learning Fundamentals: resources – works of Jane Genovese, an Australian graphic artist, who created popular infographics that are available online4 Simple Online Infographic Generators – many images to assist in the design of infographicsHutong – Wikipedia definition and description of hutongsChina's ghost towns – article with satellite images about the sprawling and desolate ghost cities and the abundant accommodation not being used (from Mail Online)Reporter's Notebook – strategies about how to structure information from Harvard's Visible Thinking RoutinesUrban Development and Destruction of the Old Neighbourhoods in China – information about impact of destruction of hutongs and the disappearance of an old way of life

Videos

Urban Migration in China – Infographic Animation – YouTube video animation from The Economist showing growth of urban centres from rural migration by Guy Thompson and Guy Hunter, VertigoMotionDesignThe largest migration in history – YouTube videographic from The Economist showing the acceleration of urban population growth and rural migration across China from the 1980s

occurring in many parts of China. Students will gain insights into the impact on rural migrants having to adjust to life in big cities and the displacement of many city dwellers due to rapid building development. Students will focus on people and some of the issues people face through conducting a mock interview and presenting possible solutions to accommodation shortages.

StatisticsCh. 4 “Keys to Geography” AGTA – Macmillan

Guest Speakers from Migrant Associations/Migrant Support Services

www.abs.gov.auwww.nationmasters.comhttp://www.statsilk.com/maps/world-stats-open-data

Urbanisation in China – YouTube video from The Economist tracing the impact on rural and city populations arising from rapid urbanisation in ChinaUrban Migration for Young Chinese on the Rise – YouTube video showing the difficulties faced by Ahong, a 21 year-old hairdresser from a rural village who has worked his way up to become a stylist in a trendy hair salonWalk through a Beijing Hutong – YouTube video showing the streets and buildings in a traditional hutongChina's Ghost Cities – YouTube video about the rise of uninhabited and desolate ghost cities across China, from SBS Dateline by Analyst Gillum Tulloch

Comparative Case Study between Melbourne and Darwin (this is a good opportunity to teach the analytical skills required for the Essay Test at the end of the unit – students with specific learning needs may required adjustments/modification including but not limited to: scaffolding, graphic organisers, mind-mapping, rank ordering, 1:1 clarification, school officer support with organisation, etc).

ASSESSMENT: Commence research research journal/student record of research for Proposal for New Australian City Report (RESEARCH); 500-800 words that demonstrate ability to present findings based on statistical analysis and depth of knowledge and understanding of the impact of urbanisation.

For many students, this may be their first opportunity to experience writing a formal report. It may be worth explicitly teaching the expectations of the genre. The requirements for writing reports can be found here, but may need to be previewed and refashioned in order to reach students. https://www.dlsweb.rmit.edu.au/lsu/content/pdfs/2_assessmenttasks/super_report.pdf

Suggested time frame – set assignment in Week 4 with a submission date in Week 8 or as decided by HOD.

REFLECTION

Learning and Teaching StrategiesWeek 5-9 Inquiry Sub-question How is studying the nature and patterns of urbanisation useful in planning for the future?

FOCUS 1 To describe the factors that influence population movements in Australia

FOCUS 2 To understand how the mining boom has influenced the distribution of the Australian population

FOCUS 3 To investigate two mining locations in Australia

K & U Geographical Skills & Inquiry ASSESSMENT OPPORTUNITIES

The reasons for and effects of internal migration in Australia (ACHGK056)

The management and planning of Australia’s urban future (ACHGK059)

Observing and QuestioningPlanning, collecting and evaluatingProcessing, analysing, interpreting and concludingCommunicating Reflecting and responding

In-class observationStudent participationStudent WorkbookHomework TasksNew North Western Australian City Proposal – Report (Week 8)Response to Stimulus – Essay Test (Week 9)

TEACHING AND LEARNING ACTIVITIES TERMINOLOGY RESOURCES

Urbanisation topics to be covered:Australia’s Economic TransformationAustralia: internal migrationsCase Study: The mobility of Indigenous AustraliansAustralia’s Mining BoomImpacts on Regional Australia

BasinCounter-urbanisationExurbanisationIndustrial RevolutionNomadicPrimary Sector

UrbanisationPearson Chapter 14 “Mining and Population Changes”14.1 Australia’s Economic

Case Study: Bowen BasinCase Study: North West Shelf

Assessment Skills:- Explicit Teaching of Report Genre and Style Requirements; Explicit Teaching of Essay Genre

Requirements in Essay Conditions

N.B. It is worth consulting with your HOD and/or Senior Geography Teachers to ensure expectations are consistent from 7-12.http://www.skwirk.com/p-c_s-16_u-188_t-634_c-2354/writing-a-report/nsw/writing-a-report/geography-skills/putting-it-down-on-paper

ASSESSMENT:

a) Continue with research research journal/student record of research for Proposal for New Australian City Report (RESEARCH); 500-800 words that demonstrate ability to present findings based on statistical analysis and depth of knowledge and understanding of the impact of urbanisation. For many students, this may be their first opportunity to experience writing a formal report. It may be worth explicitly teaching the expectations of the genre. The requirements for writing reports can be found here, but may need to be previewed and refashioned in order to reach students. https://www.dlsweb.rmit.edu.au/lsu/content/pdfs/2_assessmenttasks/super_report.pdf

Suggested time frame – set assignment in Week 3 with a submission date in Week 8 or as decided by HOD.

b) Response to Stimulus Essay Response (SUPERVISED ASSESSMENT); up to 400 words, 60-90 minutes.Students are given access to the stimulus 24 hours prior to the exam. The exam consists of a choice of questions from which students must make only ONE selection and answer in essay format up to 400 words, referring to information in the stimulus material. Adjustments/Modifications may be required for students.

ProductivityRegional AustraliaSea ChangerSeamSecondary SectorService SectorSonglinesTree ChangerWeightless Economy

Transformation14.2 Australia: internal migrations14.3 Case Study: The mobility of Indigenous Australians14.4 Australia’s Mining Boom14.5 Impacts on Regional Australia14.6 Case Study: Bowen Basin14.7 Case Study: North West Shelf

StatisticsCh. 4 “Keys to Geography” AGTA – Macmillan

Guest Speakers from Mining Companies/Support and Service Industrieshttp://www.miningaustralia.com.au/home

REFLECTION