Emily Willett

18593655
102091 Secondary Curriculum 2b: Geography
Assignment 2

TABLE OF CONTENTS
LESSON 1..2
LESSON 2.15
LESSON 3.20
JUSTIFICATION.36
APPENDIX A: CONCEPT MAP.41
APPENDIX B: SCOPE AND SEQUENCE.......42

1
 Lesson Plan

Topic area: Urban Places Stage of Learner: Six Syllabus Pages: 26-28

Date: Term 2, Week 2 Location Booked: Lesson Number: 20 /36

Computer Room 1
Time: 60 Minutes Total Number of students: 30 Printing/preparation

Outcomes Assessment Students learn about Students learn to

H11 Applies mathematical ideas Informal formative Use geographical skills.
and techniques to analyse assessment of: The Challenges of Living in Investigate and communicate
Worksheets complete Megacities geographically.
geographical data
and with detailed
answers.
H12 Explains geographical Participation in class
patterns, processes and future discussions.
trends through appropriate case
studies and illustrative
examples

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Population trends
Literacy & Numeracy & ICT Megacities
Slums
Investigating geographically

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 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

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.4 Higher- This lesson requires that students read an article about Kolkata. While students begin with
order thinking lower order thinking questions to assess their comprehension of the text, students are

2
 challenged with higher order thinking tasks in order for them to think more deeply about
some of the challenges of living in a mega city such as Kolkata.
2.1 Explicit Students are presented with scaffolded instruction which makes it clear to students what is
Quality expected of them throughout the lesson as well providing them with an opportunity to
Criteria succeed in meeting these outcomes. Students are provided with detailed instructions for
what they are expected to do for each activity verbally by the teacher while explaining the
activities as well as written down on the worksheets.
3.4 Inclusivity This lesson provides a high level of scaffolding as it is an introduction to a new topic of work.
This scaffolding allows for all students of all abilities to be able to participate in the work at
a level that is appropriate for them. The use of the Four Resources Model is also highly
beneficial for lower achieving students as well as students where English may not be there
first language. This explicit literacy instruction is important for all students to be able to
truly connect with text.

3
Time Teaching and learning actions
5-15 Students enter the class and the teacher marks
the roll.
Students have just finished covering the nature,
character and spatial distribution of megacities
in the developing world. However, use this
activity to provide students with some general
population information on the city of Kolkata,
India.
Provide students with the population data
graph/table and have students complete the
worksheet. Also provide students with the Four
Resources Model table and have students
complete this for the graph. Discuss answers as
a class.
15- Have students use their computers to access
35 the following article (copy attached to
references)
Welcome to the City of Joy: Calcutta Running on
Empty
Provide students with the Four Resources Model
worksheet and have them complete this while
they read the article.
Have students complete the Welcome to the
City of Joy activity sheet. There is a variety of
activities for students to complete after reading
the article. Discuss answers as a class.
35 Class Discussion
One of the activities on the worksheet is for
student to create a word cloud about the
challenges of living in Kolkata. Show these word
clouds using the Interactive White Board. Pick
out some of the key words and discuss why
students chose these words.
50 Think/Pair/Share: Are these challenges unique
to Kolkata or do you think that they are general
to all megacities in developing countries?
Discuss as a class- if we were to categorise these
challenges more broadly it would allow for
further research of these challenges in different
cities what would they be? Answers could
include: housing, employment, health,
Organisation Centered
T/S
Teacher: Mark roll. Provide students with S
the population data and table and supervise
as students complete the worksheet.
Provide extra assistance to students who
may need additional support.
Student: Complete population data
worksheet.
Resources: Population Table and Graph as
well as worksheet. Four Resources Model for
graph.
Teacher: Provide students with necessary S
equipment and supervise as students
complete the reading and activities. Provide
additional support to students who may
require this
Student: Read through the article, complete
the Four Resources Model Worksheet and
complete the activities in the associated
Activity Sheet. Participate in class discussion.
Resources:
Gouverneur, C. (2011, October 01).
'Welcome to the city of joy'; Calcutta:
Running on empty. Le Monde Diplomatique,
p. N/a.
Four Resources Model Worksheet
Activity Sheet
Computers for student research
Teacher: Show student word clouds and S
facilitate class discussion about key
challenges of living in Kolkata.
Student: Participate in class discussion.
Resources:
IWB and student word clouds.
Teacher: Supervise students while they work S
in pairs and then facilitate class discussion.
Student: Complete think/pair/share activity
and participate in class discussion, taking
notes in workbook.
Resources:
Student workbook/pens.
4
 sanitation, access to water, pollution, traffic.
Have students write these in their workbooks.
Reflection

Numeracy can often be incorporated in to geography lessons as the discipline requires the use of
mathematics for geographical inquiry. However, it can sometimes be easy to overlook the role of
literacy within the geography classroom. Of course, students are constantly reading as part of their
geographical inquiries, however it is important that this literacy instruction is explicit rather than
simply providing students with reading. It is important that students really engage with the text and
gain a deep understanding from what they are reading.

Learning Outcome Method of measurement and recording

H11 Applies mathematical
ideas and techniques to
analyse geographical data
H12 Explains geographical
patterns, processes and future
trends through appropriate
case studies and illustrative
examples
Students are to use mathematics in order to determine the
population growth in Kolkata by completing the population
worksheet as well as interpret graphs for geographical
information.
Students explore the reasons for population growth in
Kolkata including the push/pull factors for people moving
to the megacity. Students also gain a deeper understanding
about life in the megacity. Through completing the
activities associated with the Article students begin to
understand the challenges of living in the megacity as well
as begin to consider what impact population growth will
have on the city if future predictions are correct.

Other considerations

Graduate Evidence within this lesson

Standards
2.5 Literacy & This lesson incorporates both numeracy and literacy activities. These
Numeracy activities are explicitly taught as opportunities for literacy and numeracy
Strategies education. Both of these literacy and numeracy activities are scaffolded
using the Four Resources Model which is an effective method for teaching
literacy and numeracy.
3.4 Select and This lesson utilises a range of resources which are effective learning tools
use resources for students, including the use of ICT. The newspaper article was chosen
specifically as the content was highly compatible with the HSC syllabus as
well as providing students with a case study of a megacity that they can
utilise for their exams.
4.5 Use ICT The use of computers is supervised by the teacher at all times. As
safely considered in the WHS, all students have signed the Safe Computer Use
policy which ensures that students recognize and acknowledge the risks of
using computers and they agree to use the computers appropriately.

WHS

Walkways should be clear and exits clearly visible. Students need to place their bags in
areas specified as per the school policy. Students should remain seated during the class
unless otherwise instructed and if they are to move it is to be in an orderly fashion.

5
 Students will have already signed the Safe Computer Use policy prior to using the
school computers and students will be supervised during computer use to ensure that
they remain on task.

References (In APA)

BOSTES. (2015). Australian Professional Standards for Teachers. Retrieved from

http://www.nswteachers.nsw.edu.au/publications-policies-
resources/publications/australian-professional-standards-for-teachers/

BOSTES. (2009). Geography Stage 6 Syllabus. Retrieved from

https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/geography-st6-syl-
from2010.pdf

Gouverneur, C. (2011, October 01). 'Welcome to the city of joy'; Calcutta: Running on
empty. Le Monde Diplomatique, p. N/a.

Kolkata Population 2017. (2017). Retrieved from http://worldpopulationreview.com/world-

cities/kolkata-population/

Quinnell, L. (2014). Scaffolding understanding of tables and graphs. Literacy Learning: The
Middle Years, 22(2), 15-21.

Rooney, P. (2013). Literacy in the Social Sciences and Humanities. In Literacy across the
curriculum. Robyn Gregson (Ed). London, CGpublishing

6
 Kolkota Population
25,000,000

20,000,000

15,000,000
Population

10,000,000

5,000,000

0
1940 1950 1960 1970 1980 1990 2000 2010 2020 2030 2040
Year

Year Population
1950 4,513,000
1955 5,055,000
1960 5,652,000
1965 6,261,000
1970 6,926,000
1975 7,888,000
1980 9,030,000
1985 9,946,000
1990 10,890,000
1995 11,924,000
2000 13,058,000
2005 13,702,000
2010 14,283,000
2015 14,865,000
2017 15,119,000
2020 15,726,000
2025 17,285,000
2030 19,092,000
Data from http://worldpopulationreview.com/world-cities/kolkata-population/

7
Worksheet for Population Data:

1. What has been the general trend for the population of Kolkata?

2. What is the population growth from 2015 to 2017 as a percentage?

3. What is the population growth from 1950 to 2017 as a percentage?

4. What is the total predicted population growth from 2017 to 2030?

5. What is the predicted population growth from 2017 to 2025 as a percentage?

6. How do you think this predicted population will affect the people living in the city?

7. What effect will this change in population have on the resources of the city?

8
FOUR RESOURCES MODEL FOR GRAPH

TEXT DECODER MEANING MAKER

Chart: What is the graph about? Where can you

find this information?
What information is on the x-axis?

What information is on the y-axis?

TEXT USER TEXT ANALYSER

Where have you seen information Is there any information that this chart is
displayed like this before? not including?

How does this compare to other times

you have seen charts or tables?

Adapted from:
Quinnell, L. (2014). Scaffolding understanding of tables and graphs. Literacy Learning: The
Middle Years, 22(2), 15-21.

*Resource created for previous Curriculum Assignment

9
Welcome to the City of Joy: Calcutta Running on Empty

- Cedric Gouverner

Calcutta airport is run-down compared with airports in "India Shining" (1) growth areas such as
New Delhi, Bangalore or Hyderabad. A banner on the concourse proclaims "Welcome to the City
of Joy", a reference to the book by Dominique Lapierre (2). When I called him to ask about it, he
said the title was meant to express the "courage, resilience and dynamism" of the slum-dwellers
whose daily lives he described: "As Tagore (3) once said, adversity is great, but man is greater
still." A third of Calcutta's 4.5 million inhabitants (13.2 million for the entire urban area) lives in
the slums. In Mumbai, the country's economic pulse, the ratio is 55% (4).

The only megalopolis in eastern India, Calcutta has been a magnet for surrounding rural
populations since the British founded it at the end of the 17th century. It attracted economic
migrants and refugees fleeing famine (1943) or war (1947 and 1971). Now, said Lapierre:
"Millions of people have been catapulted by wars and climatic disasters to a city built for
300,000, and its capacity is exhausted. Some areas only have one latrine and one water
fountain for 5,000 to 6,000 people."

Economic growth has not contained the flow, and the NGO Samaritans estimates that a
thousand new migrants settle in the urban agglomeration every day. People in the countryside
try to escape economic stagnation in the villages and the pressures of the caste system and
religion. Sometimes they flee violence, family feuds, local powers, or Naxalite guerrillas (5). A
minority come from neighbouring Bangladesh. For 3,000 rupees ($68), it is easy to cross the
border illegally. The language is the same, and a bribe to the police will prevent expulsion. In
Calcutta people are able to start a new life with a new identity, away from social conformity.
"Here the only thing that matters is status," said Patrick Ghose, an academic. "If you're from a
lowly caste, you can change your name legally for 700 rupees [about $16] (6). So anyone can
settle here and feel at home."

Calcutta may have proportionately fewer slums than Mumbai, but its poverty seems more
visible. The rickshaw pullers are the most obvious example. On Mother Teresa Street (7) in the
city centre, near the McDonald's, I saw a barefoot old man pulling a paunchy young customer.
The passenger wore western clothes and was tapping away on his smartphone. In the 2000s,
the authorities tried unsuccessfully to ban this anachronism, but with no alternative employment
the thousands of rickshaw pullers fiercely opposed the move.

Getting by, despite the odds

Makranj, 42, who has been pulling rickshaws for 15 years, told me that he used to be a
smallholder farmer in the neighbouring state of Bihar, but poor harvests forced him to leave. He
rents his rickshaw for 150 rupees ($3.40) a week. He shares a room with three other pullers "in
the house of a rich family", where they clean, shop and tend the garden instead of paying rent.
Makranj manages to send between 3,000 and 4,000 rupees a month back to his wife and four
children in the village. Sometimes the police extort money from him or clients ill-treat him, but he
considers himself lucky. His own people live in a house in the countryside, not on a pavement
corner in Calcutta.

Lakshmi and her family live under a tarpaulin on the street. After telling her (drunken) husband
to shut up, she told me her story. She cleans "rich people's houses" for 100-120 rupees a day.
Her thin children collect and sort garbage, which they sell for a rupee a kilo. One child is
mentally handicapped and another has a nasty eye infection. The police often chase them away
but the family just sets up elsewhere. More than 3,500 of Calcutta's 5,500 slums are illegal (8).
Aid workers say that some policemen blackmail woman for sexual favours by threats of
expulsion.

Life on the streets has a routine. In the morning people wash at the water pumps. Then, sitting
on a brick with their belongings in a jute bag, the traders and artisans wait for customers. NGOs
estimate that some 250,000 people work by the roadside: barbers, cobblers, tailors, shoe-

10
shiners, carpenters, washerwomen and small retailers. The men, closely shaved, with ironed
shirts, eat at the roadside stalls. "In Calcutta you can get a bowl of rice and vegetables for 5
rupees, or fish for 16. In Delhi or Mumbai it costs three times as much," said a Samaritans
representative. Then many go off to work, because most slum dwellers do work, formally or
informally. Because of their density and low production costs, the slums are often self-sufficient,
making and consuming their own products and services (9). The strength of the social and
human ties there helps to compensate for the harsh living conditions. "I've seen poor uprooted
people really despair in the Bronx slums of New York," said Lapierre, "but in Calcutta, despite
the poverty, there seem to be more feasts and celebrations than anywhere else."

An unchanged image

There is more to Calcutta than poverty; and that image of their city irritates the elite and middle
classes. Constant references to Mother Teresa, with photographs, commemorative plaques and
marble-engraved quotes, reinforce an image of destitution. "You've heard of Edward
Said's Orientalism ?" (10), asked Aveek Sen, a journalist specialising in cultural issues at
Calcutta's The Telegraph. "Well a certain India does project itself to the West the way the West
expects to see it."

Many Bengalis blame the Communists, in office in West Bengal from 1977 to May 2011, for
having failed to change the image. That was one reason the Communists lost to Mamata
Banerjee's Trinamool Congress (TMC) (see Calcutta's new idol ), their poor record in office
having contributed to the city's decline.

Calcutta has not benefited as much as other Indian cities from a decade of high growth. Many of
its Victorian buildings are falling into ruin -- quite often onto the heads of passers-by -- which
worsens the air of dereliction. There are few opportunities for skilled labour and the pay is lower
than elsewhere. Once the cultural capital of India, Calcutta is now ignored by Indian and
international artists who prefer Delhi or Mumbai. The educated Bengali middle classes complain
about this lack of dynamism and often move to other cities.

Calcutta has a well-kept metro, air-conditioned shopping centres, and business districts where
the call centres and computer companies so typical of Indian capitalism flourish but, according to
Lapierre, provide no benefits to the poor. "The modernisation of some districts means that they
get too expensive for their inhabitants who then have to move elsewhere. The metro? Too
expensive. And as for the shopping centres, the electricity consumption for the air conditioning
alone causes city-wide power cuts." In 1985 many of Calcutta's richer inhabitants claimed to
have no knowledge of the situation in the slums, and nothing seems to have changed. "Every
night 350,000 Indians go to bed with empty stomachs," said Lapierre. That's a reality that
shining India's middle classes prefer to ignore. But thanks to television, even the poorest of the
poor knows how the rich live. I'd rather not think about what might happen the day a leader of
Gandhi's stature calls on people to revolt."

Footnote
(1) "India Shining" was a slogan used by India's Bharatiya Janata Party in the 2004 elections.

(2) Dominique Lapierre, The City of Joy, Doubleday Books, New York, 1985, and made into a
film in 1992 by Roland Joff. Lapierre used the royalties to found a network of clinics, schools
and hospital boats; www.cityofjoyaid.org

(3) Rabindranath Tagore (1861-1941), the Bengali writer, playwright, painter and philosopher
who won the Nobel Prize for literature in 1913.

(4) Data from the Census of India 2001 and 2011.

(5) A Maoist guerrilla movement that has returned to favour in the poverty-ridden rural areas.
See Cdric Gouverneur, "Populism - a quaint local custom", Le Monde diplomatique, English
edition, December 2007.

11
(6) Indian family names often reveal a person's caste.

(7) Agnes Gonxha Bojaxhia, or Mother Teresa (1910-97), a nun of Albanian origin, devoted her
life to the poor of India from 1948; she won the Nobel Prize for peace in 1979, and was beatified
in 2003. She was criticised for her opposition to abortion and the lack of medical care in her
Calcutta hospices.

(8) Nitai Kundu, "The case of Kolkota, India", Institute of Wetland Management and Ecological
Design, 2006.

(9) Kalpana Sharma's Rediscovering Dharavi, Penguin Books India, New Delhi, 2000, is an
economic analysis of Mumbai's slums.

(10) Edward W Said, Orientalism, Vintage Books, London, 1979.

Gouverneur, C. (2011, October 01). 'Welcome to the city of joy'; Calcutta: Running on empty. Le Monde
Diplomatique. Retrieved from
http://search.proquest.com.ezproxy.uws.edu.au/docview/894776697?accountid=36155&rfr_id=info%3Axri%
2Fsid%3Aprimo

NEWSPAPER ARTICLE FOUR RESOURCES MODEL & COMPREHENSION

TEXT DECODER MEANING MAKER

12
 Who is the author of this text? What is this text about?

Are there any words that you dont know?

Speak with the person next to you and see if
you can understand what it means. Look up
the word if you cannot find the answer. What message is the author conveying?

What type of text is this?

From what perspective is this text written?

TEXT USER TEXT ANALYSER

What do you feel after reading this text? Are there any ideas that this text does not
include?

Why do you think the author chose this text

How does this text compare to similar texts type?
you have read?

What aspects of the text represent fact?

What aspects represent the authors
opinion?

Adapted from Rooney, P. (2013). Literacy in the Social Sciences and Humanities. In Literacy
across the curriculum. Robyn Gregson (Ed). London, CGpublishing
*Resource created for previous Curriculum Assignment

Activities from the article.

Please answer the following questions:

13
 1. Complete the table below for the push/pull factors that have led to population
growth in Kolkata.

Push Factors Pull Factors

2. How many people live in slums in Kolkata? The article also mentions another
megacitys slum population. What city is this and what is the slum population there?

Go to the Cities Alliance Website: http://www.citiesalliance.org/ and answer the

following:
What are slums?

Why are some slums illegal and some legal in India?

Why do slums develop?

3. According to the article, what are some of the employment opportunities for those
living in Kolkata?

4. Based on your own knowledge, what do you think working in these jobs would be
like?

5. Based on the article and your own research, explain the informal economy.

6. Provide some other examples of potential informal economies operating in Kolkata?

7. Using Wordle or Word Cloud, create a word cloud of the challenges of living in
Kolkata according to the article. Save to the class drive as we will share these and
discuss as a class.
Lesson Plan

Topic area: Urban Places Stage of Learner: Six Syllabus Pages: 26-28

14
 Date: Term 2, Week 2 Location Booked: Lesson Number: 21 /36
Computer Room 1
Time: 60 Minutes Total Number of students: 30 Printing/preparation
Gap Minder Worksheet

Outcomes Assessment Students learn about Students learn to

Informal, formative - Investigate and
H9: Evaluates geographical assessment of: The Challenges of Living in communicate
information and sources for -Student participation Megacities geographically.
in think/pair/share
usefulness, validity and reliability activities
- Participation in group
H12: Explains geographical patterns,
while using Dollar
processes and future trends through Street Project.

appropriate case studies and

illustrative examples

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
-
Processing Geographical Information

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 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

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.4 Higher- Students participate in two think/pair/share activities which are both designed to develop
order thinking. higher order thinking skills, particularly when considering the reliability and usefulness of
sources. However, the Dollar Street activities have also been scaffolded to ensure that
students begin to start thinking about the challenges of living in a mega city at a higher level
as they have to compare and contrast as well as use empathetic understanding.
2.2 ICT has been shown to be an effective way of engaging students within the classroom. The
Engagement Dollar Street Project is a highly engaging resource for students as it helps connects students
with the global world at a highly personal level.

15
3.1 As students interpret the data from the photographs on Dollar Street, students are using
Background their background knowledge on previous experiences to interpret how what they see would
Knowledge create challenges for living.

16
Time Teaching and learning actions
5 Students enter the classroom and teacher
marks the roll. Have students prepare their
computers for the lesson.
Recap Question: What were some of the
challenges of living in a megacity?
Think/Pair/Share: how would these
challenges differ depending on the
development of the country/city?
15 Dollar Street Project:
Have students work in groups of three or
four and using the computers, have
students go to the Gap Minder Dollar Street
Project Website. Have students explore the
homes of the two families from Kolkata.
Organisation Centered
T/S
Teacher: Mark the roll and facilitate class T
discussions.
Student: Participate in think/pair/share
activity.
Resources: Student workbooks/pens
Teacher: Supervise students as they S
work on the computer and complete the
worksheet. Facilitate class discussion.
Student: Use computers and Dollar
Street resource. Complete worksheet
and participate in class discussion.

-Prasad Singh Family $311/month Resources:

- Chandmoni Bibi Family $31/month Computers

Have students complete the activities on https://www.gapminder.org/dollar-

the Dollar Street worksheet attached. street/matrix
(Specifically the two families in Kolkata)
Discuss answers as a class- specifically
activity five and ensure housing issues are Gap Minder Worksheet
discussed.

45 Think/Pair/Share Activity: Teacher: Supervise students and S

-60 facilitate class discussion.
What are the limitations of using
photographs for studying geography? What Student: Participate think/pair/share
are some of the issues of using these activity
photos as representations of life in Kolkata?
Are these photos useful and reliable for Resources:
geographers? Student workbook/pens

Have students write discussion points in

their workbooks.

17
Reflection
While there is a wealth of information on the internet, it can be difficult to find resources for
students that will effectively help students meet the outcomes of their geography syllabus. This
lesson demonstrated the time that is involved in finding resources that are effective. In addition, it
then takes more time to actually construct the lesson so that it is using the resource in a way that
will engage students as well as ensure they have deep learning opportunities which meet the
syllabus outcomes.

Learning Outcome Method of measurement and recording

H9: Evaluates geographical
information and sources for
usefulness, validity and reliability
H12: Explains geographical patterns,
processes and future trends through
appropriate case studies and
illustrative examples
Students use photos to understand the challenges of living
in a megacity however they have to consider the usefulness
and reliability of using photographs as sources within the
study of geography and particularly the limitations of using
these photos. Students participate in class discussion as
well as taking notes on this outcome.
Students use Kolkata as a case study to determine the
challenges of living in a megacity in a developing country.
Students work in groups completing a set of activities to
meet this outcome.

Graduate Evidence within this lesson

Standards
1.2 This lesson plan demonstrates evidence of understanding how students
Understand learn as it utilises several effective teaching strategies based on empirical
how students data. Collaborative learning has been shown to be an effective pedagogy
learn and this has been incorporated both as students work in small pairs for
think/pair/share activities as well as large groups while using the Dollar
Street website.
2.6 ICT This lesson uses ICT as a resource for geographical information. The Dollar
Street Website is a highly interesting and informative resource for showing
students how other people live across the world. This is an engaging
website for students who will use this to gather geographical information in
the lesson.

WHS
Walkways should be clear and exits clearly visible. Students need to place their bags
in areas specified as per the school policy. Students should remain seated during the
class unless otherwise instructed and if they are to move it is to be in an orderly
fashion.

Students will have already signed the Safe Computer Use policy prior to using the
school computers and students will be supervised during computer use to ensure
that they remain on task.
References (In APA)

BOSTES. (2015). Australian Professional Standards for Teachers. Retrieved from

http://www.nswteachers.nsw.edu.au/publications-policies-
resources/publications/australian-professional-standards-for-teachers/

18
BOSTES. (2009). Geography Stage 6 Syllabus. Retrieved from
https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/geography-st6-syl-
from2010.pdf

GapMinder. (2017). Dollar Street Project. Accessed at https://www.gapminder.org/dollar-

street/matrix

19
DOLLAR STREET WORKSHEET:

In discussion with your group, please complete the following activities in your workbooks.

1. Is there anything in these photos that you do not recognise? Do others in your
group know what they are?

2. Has anyone ever been to, or seen a place like this? If so, what was it like?

3. What do you think it would be like to live in each of these homes? Write a
paragraph for each and discuss with your group.

4. What are the key differences between the two homes? Write down at least five
different features.

5. As a group, create a mind map of some of the challenges of living in Kolkata that
you have seen from these photos.

6. Using the Dollar Street website, find another family living in another megacity
somewhere in the world. Compare and contrast the challenges of living in these
megacities according to the photos.

20
 Lesson Plan

Topic area: Urban Places Stage of Learner: Six Syllabus Pages: 26-28

Date: Term 2, Week 2 Location Booked: Lesson Number: 22 /36

Computer Room 1
Time: 60 Minutes Total Number of students: 30 Printing/preparation:
Megacity research worksheet.
Megacity Report Scaffold

Outcomes Assessment Students learn about Students learn to

H3 Analyses contemporary urban Informal, formative The Challenges of Living in - Investigate and
dynamics and applies them in assessment of: Megacities & responses to Communicate
specific contexts -student participation these challenges Geographically.
in group work tasks.
H13 Communicates complex - Participation in group
geographical information, ideas and discussions and ability
issues effectively, using appropriate to work as a team.
written and/or oral, cartographic - Creation of fieldwork
report on megacity.
and graphic forms.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
- Investigating geographically
Communicating geographically

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 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

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.6 Substantive Students have to play the role of expert in their group, reporting back to their group with
Communication the information they have collected. This type of cooperative learning relies on the ability
of each group member to communicate their knowledge effectively with the rest of the
group. As students work together to produce a research report on a megacity a high level
of communication is required to be able to succeed in this task. Finally, as students

21
 complete their reports, these reports will rely on students ability to communicate in
written forms so that other students will be able to learn about the challenges in the
megacity chosen.
2.5 Students There are a lot of components to this lesson that require students to work effectively both
self-regulation independently and also in groups. Students need to be able to maintain self-discipline as
they work to be able to ensure that they can complete the tasks within the timeframe. As
students engage in the task and work together there should be little need for teacher
intervention.
3.4 Inclusivity This lesson incorporates a significant amount of group work which requires the
participation and inclusion of all students. Group work is highly beneficial for low achieving
students as it allows them to succeed in completing tasks that they may not have been able
to complete on their own. It also recognises the diversity of knowledge and allows students
from all backgrounds and abilities to be able to contribute their own knowledge to the
group.

22
Time Teaching and learning actions
5 Have students enter the classroom and mark
the roll.
Megacity Challenges Research Task:
Students are to get in to groups of 5. The
teacher is to allocate each of the groups a
megacity from a developing country.
Each student is to pick one of the challenges
of living in a megacity that have been
identified in the previous lessons. Examples
include:
- Housing
- Sanitation
- Traffic infrastructure
- Water and power
- Social issues
- Health issues
Organisation Centred
T/S
Teacher: Allocate student groups with S
their megacities and allocate students
with a challenge if necessary. Supervise
students as they work independently
providing extra assistance for students
who may need additional support.
Student: Choose a challenge of
megacities and research this for the
specific megacity. Use the worksheet to
help. Report back findings to the group
and listen to other students information,
taking notes when necessary.
Resources:
Computers
Research worksheet.
Student workbook/pens

Students are to find out how that issue is

present in the megacity they have been
allocated. Students are to use the worksheet
provided to assist them with their research.

Advise students that they will be assessing

the contribution that each student has made
to their group.
Expert Reporting:

Once students have finished their research

on their issue, they are report back to their
group and discuss the issues as well as what
is being done, if anything to fix these issues.

Students are to take notes in their

workbooks as others report back to the
group. The teacher is to supervise as
students discuss.

30 Report: Teacher: Supervise students as they S

Each megacity group will then work together
to produce a Megacity report that they will
share with the class. A scaffold for a
suggested report style is attached, however,
students may present these however they
wish. Students will submit their reports to
the class google drive so that students all
have access to the reports. In the following
lesson, the teacher will have printed the
reports and students will share their reports
work on their reports, providing extra
assistance to groups who may require
additional support.
Student: Work collaboratively to
produce a report on the megacity.
Resources: Computers
Megacity Report scaffold.

23
 and findings with a brief presentation to the
other groups.

Provide students with their peer

assessments to complete.

50 Marking Criteria for Geography Exams:
Provide students with the following question
which is from the 2014 HSC Geography
Exam:
Account for the changing nature, character
and spatial distribution of mega cities. (20
Marks)
Provide students with the marking criteria
and the notes from the marking centre for
this question. Have students spend some
time reading through this marking criteria
and discuss as a class.
Teacher: Provide students with marking S
criteria and previous HSC question. Show
students glossary definition and facilitate
class discussion.
Student: Read through marking criteria
and discuss as a class.
Resources: Previous HSC Question and
Marking Criteria Worksheet.
Notes from the Marking Centre.
IWB.

Students who sat the paper showed a

weakness in following the Account for
directive. Bring up the NESA glossary
definition of this verb and discuss as a class:

Account
Account for: state reasons for, report on.
Give an account of: narrate a series of
events or transactions. (NESA, 2012).

Students are to answer the question for

homework under self-imposed exam
conditions. Students are to bring their
responses to the next class as they will be
peer marked in the following lesson.

24
Reflection
When giving students inquiry based learning activities, it is difficult to determine how much
time to give, to allow for students to complete the task. I wish for students to gain a deeper
knowledge and understanding while completing the research task which requires enough
time for them to do this. However, I also do not want them to become distracted and move
off task. It demonstrates that timing for a lesson is critical and while a lesson may have
several activities allocated to specific times, in reality the timing of each activity may need
to be adjusted according to the needs of the class.

Learning Outcome Method of measurement and recording

H3 Analyses contemporary urban
dynamics and applies them in
specific contexts.
H13 Communicates complex
geographical information, ideas
and issues effectively, using
appropriate written and/or oral,
cartographic and graphic forms.
In previous lessons students have already recognised some
of the challenges of living in megacities. Now, students
apply these challenges to the megacity in a developing
country that they have been allocated. Students explore
these dynamics and how they emerge in a megacity today.
They also look at the responses to these challenges and
provide contemporary examples as to how different parties
react to these challenges. This will be demonstrated
through students independent research as well as their
collaboration in their research reports.
Students have to investigate independently and report back
to their group on their specific challenge in a megacity. This
requires the ability to communicate geographical ideas
orally. Additionally, students will work together to produce
a research report which will demonstrate their ability to
communicate geographical issues in written forms.

Other considerations

Graduate Evidence within this lesson

Standards
1.2 Understand This lesson applies social constructivism recognising that learning is a
how students learn social process, as well as the fact that students must be the masters of
their own learning. As students work collaboratively in inquiry based
tasks they will have deep learning opportunities which have been
shown to be effective for student learning.
2.1 Content and The content of this lesson has been specifically designed to meet one
teaching strategies of the syllabus points from the HSC geography syllabus as well as
of the teaching introduce the next syllabus point. Additionally, students are meeting
area several outcomes of the syllabus within this lesson. The use of inquiry
based learning is a highly effective pedagogy for the study of
geography and this has been used as students develop their research
reports.
4.1 Support The group tasks within this lesson allow for the participation of all
student students. Collaborative work has been shown to be an effective
participation pedagogy for promoting the engagement and inclusion of all students.
There has also been a significant amount of scaffolding provided for
each of the tasks which demonstrates to students what they need to
do for each activity and this provides all students with an opportunity
to access the content of the lesson.

25
WHS

Walkways should be clear and exits clearly visible. Students need to place their bags
in areas specified as per the school policy. Students should remain seated during the
class unless otherwise instructed and if they are to move it is to be in an orderly
fashion.

Students will have already signed the Safe Computer Use policy prior to using the
school computers and students will be supervised during computer use to ensure
that they remain on task.

References (In APA)

BOSTES. (2015). Australian Professional Standards for Teachers. Retrieved from

http://www.nswteachers.nsw.edu.au/publications-policies-
resources/publications/australian-professional-standards-for-teachers/

BOSTES. (2009). Geography Stage 6 Syllabus. Retrieved from

https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/geography-st6-syl-
from2010.pdf

NESA. (2012). Glossary of Key Words. Retrieved from

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/glossary_keywords.html

NESA. (2017). Geography 2014 HSC Pack. Retrieved from

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-
curriculum/resources/hsc-exam-papers/hsc-exam-paper-detail/2014/geography-2014-hsc-
exam-pack

26
MEGACITY RESEARCH SCAFFOLD:

MEGACITY:
POPULATION:

CHALLENGE:

What does this challenge look like in this megacity?

How does this effect people living in the megacity?

Is there anything being done to fix this issue? If so, what? And who is involved? Please
provide specific examples.

Resources you have used:

Which resource do you believe would be most useful for students wanting to know more
about this challenge?

27
 MEGACITY REPORT TEMPLATE
(Use the headings below to assist you in producing your
research report.)

Name of Megacity:

Population (latest official figures):

Global Map:

National Map:

28
CHALLENGE 1:

What is the issue?

Photo of the issue

What is the response to this issue from:

Individuals?

Governments (local/state/national)?

Non-Government Organisations?

Resources you have used:

(please highlight the resource you believe would be
the most useful for other students)

29
CHALLENGE 2:

What is the issue?

Photo of the issue

What is the response to this issue from:

Individuals?

Governments (local/state/national)?

Non-Government Organisations?

Resources you have used:

(please highlight the resource you believe would be
the most useful for other students)

30
CHALLENGE 3:

What is the issue?

Photo of the issue

What is the response to this issue from:

Individuals?

Governments (local/state/national)?

Non-Government Organisations?

Resources you have used:

(please highlight the resource you believe would be
the most useful for other students)

31
CHALLENGE 4:

What is the issue?

Photo of the issue

What is the response to this issue from:

Individuals?

Governments (local/state/national)?

Non-Government Organisations?

Resources you have used:

(please highlight the resource you believe would be
the most useful for other students)

32
CHALLENGE 5:

What is the issue?

Photo of the issue

What is the response to this issue from:

Individuals?

Governments (local/state/national)?

Non-Government Organisations?

Resources you have used:

(please highlight the resource you believe would be
the most useful for other students)

33
PEER CONTRIBUTION ASSESSMENT:

Your Name:

On a scale of 1 to 10, how would you assess your own contribution to your group? 10
being the highest level of contribution and 0 being the least amount.

Group Member 1 (Name):

On a scale of 1 to 10, how would you assess this group members contribution to your
group? 10 being the highest level of contribution and 0 being the least amount.

Group Member 2 (Name):

On a scale of 1 to 10, how would you assess this group members contribution to your
group? 10 being the highest level of contribution and 0 being the least amount.

Group Member 3 (Name):

On a scale of 1 to 10, how would you assess this group members contribution to your
group? 10 being the highest level of contribution and 0 being the least amount.

Group Member 4 (Name):

On a scale of 1 to 10, how would you assess this group members contribution to your
group? 10 being the highest level of contribution and 0 being the least amount.

34
MARKING CRITERIA FOR PAST HSC QUESTION:

Account for the changing nature, character and spatial distribution of mega cities. (20 Marks)

Retrieved from http://educationstandards.nsw.edu.au/wps/wcm/connect/afb6f950-e5f7-

471d-85ba-2699625b7f75/geography-hsc-mg-
2014.pdf?MOD=AJPERES&CACHEID=ROOTWORKSPACE-afb6f950-e5f7-471d-85ba-
2699625b7f75-lHm6Qv-

35
 Notes from the Marking Centre:

Candidates showed strength in these areas:

demonstrating knowledge of historical changes affecting mega cities

including reasons for change, such as push/pull factors, globalisation, rural urban
migration, economic restructuring
using case study examples to examine the character of mega cities
using appropriate geographical terminology.

Candidates need to improve in these areas:

distinguishing between a world city and a mega city

referring to a variety of case studies and illustrative examples of mega cities
incorporating geographical terminology
understanding the directive term account for
understanding the spatial distribution of mega cities.

Retrieved from http://educationstandards.nsw.edu.au/wps/portal/nesa/11-

12/Understanding-the-curriculum/resources/hsc-exam-papers/hsc-exam-paper-
detail/2014/geography-2014-hsc-exam-pack

36
Justification

Urban Places is one of four HSC units in the NSW Geography syllabus. The Understanding
by Design framework has been considered during the planning for the unit. When using this
framework, teachers plan for assessment prior to planning for lesson activities. Therefore,
they ensure that each learning activity is targeted to meet the expected outcomes (Florian
& Zimmerman, 2015). In order to create effective learning experiences for students,
multiple pedagogical theories and tools have been incorporated into the lessons.

The first source chosen was a newspaper article. Newspaper articles provide up to date,
current information about places (Gregg, Staintoon et.al, 1998). An outcome of the
geography HSC syllabus is to evaluate geographical information and sources for usefulness,
validity and reliability (BOSTES, 2009). This article can be evaluated for its usefulness for
geographers. The article addresses two of the megacity syllabus points as it introduces the
nature, spatial distribution and character of Kolkata as well as the challenges of living in a
megacity (BOSTES, 2009). Literacy is an essential skill for success in geography (ACARA, n.d).
The use of a newspaper article allows for explicit literacy instruction. The Four Resources
Model has been used as a scaffold for the literacy task. It breaks literacy into four roles
which need to be mastered before students can fully understand the text (Willis, 2015). This
scaffolding allows all students to fully connect with the text. The Four Resources Model was
also used to scaffold the introductory numeracy task. Students must be able to read and
interpret graphs and charts for deeper understanding and this can be scaffolded using the
Four Resources Models( Quinell,2014). Consequently, students were provided with
scaffolding worksheets in order to ensure they could interpret the numerical data provided.

The Dollar Street Project is an interactive online collection of photographs detailing the
lives of individual families in various cities around the world. The use of ICT in classrooms
has been shown to be an effective way of engaging all students in their learning (Callow &
Orlando, 2015). Furthermore, it allows students to access a whole range of resources which
are not readily available in a textbook (Callow & Zammit, 2012). Students are required to
focus on the images from the two families in Kolkata. Therefore, this will complement their
use of the newspaper article, providing students with a deep knowledge of the megacity to

37
use as a case study for their exams. This resource is a contemporary and fun way for
students to learn about the challenges of living in this megacity. Interpreting photographs is
an essential aspect of the study of geography (BOSTES, 2009). The activities based on the
Dollar Street site are scaffolded using Blooms Taxonomy. Tasks begin with lower order
thinking and increase in difficulty as students use higher order thinking skills to think more
critically about the challenges of living in megacities in the developing world, including
empathetic understanding. Blooms Taxonomy allows for students cognitive development
as they build on their pre-existing knowledge (Nkhoma et.al, 2017). As a result, it is an
effective tool for ensuring students have the higher order thinking skills required for their
final exams.

Many of the ICT tasks in the lessons have been designed using inquiry based learning.
Inquiry based learning transforms the traditional role of the teacher, as students find their
own knowledge as the teacher facilitates the process (Maab & Artique, 2013). However,
some teacher guidance is required (Lazonder & Harmsen, 2013). Therefore, students are
provided with scaffolded worksheets to ensure their learning remains on track to meet the
outcomes of the syllabus. The effectiveness of this pedagogy comes from the active
participation of the student in their learning (Pedaste et.al 2015, 48). Inquiry based learning
also promotes the development of critical thinking skills, a general capability in the
Australian Curriculum (ACARA, n.d). The importance of critical thinking in geography is
essential as students must be able to question and evaluate sources, as well as formulate
sophisticated arguments based on evidence (Roberts, 2015). These skills will be assessed in
their HSC examinations but they are also lifelong skills that will help students grow into
active and informed citizens in their local and global community.

Cooperative learning is another pedagogy that promotes critical thinking (Kaddoura, 2013)
and has been used extensively within the lessons. Cooperative learning provides students
with an opportunity to develop their social and personal capabilities, general capabilities of
the Australian Curriculum (ACARA, n.d). The use of cooperative learning has been shown to
be of benefit for all students as it enhances educational experiences through motivational
and cognitive effectsfacilitated through the peer interaction (Emerson, English et.al 2015,
2). Cooperative learning is an effective form of differentiation as students can contribute

38
according to their abilities (Sharan, 2010). However, cooperative learning can fail when
students do not take on their share of the workload. As an effective countermeasure,
Takeda and Homberg (2014) suggest the use of peer and self- assessment to measure
student contribution. This has been shown to reduce social loafing (Takeda & Homberg
2014, 394). Students are provided with a peer and self-assessment forms to complete
during the group research project to ensure that all students are contributing positively to
their groups.

In the third lesson, students familiarise themselves with the marking criteria and notes from
a previous HSC question prior to writing their response. Providing students with these
resources from the marking centre has been shown to provide students with a learning
advantage (Bamber 2015, 471). It provides students with a transparency around
assessment which is shown to enhance student performance (Jonsson, 2014). It provides
students with explicit quality criteria which they can use not only for this upcoming task
but for their HSC exams. However, Jonsson (2014) also argues that it promotes student self-
regulation as students actively assess themselves against these criteria, even when
uninstructed. Both of these are features that are essential in the Quality Teaching
Framework (DET, 2003). By providing these criteria, the teacher is producing a quality
teaching environment.

Planning for HSC lessons requires a strong knowledge of both the content and the skills that
will be assessed in the exams. Senior students need learning experiences that provide
opportunities for critical thinking and deep knowledge in order to succeed. Using the
Understanding by Design framework ensures these learning experiences will help meet the
outcomes of the syllabus. In order to ensure that students remain engaged in their learning,
multiple pedagogical tools and frameworks have been used.

39
References:

ACARA. (n.d). General Capabilities Introduction. Retrieved from

http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction

BOSTES. (2009). Geography Stage 6 Syllabus. Retrieved from

https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/geography-st6-syl-
from2010.pdf

Bamber, M. (2015). The impact on stakeholder confidence of increased transparency in the

examination assessment process. Assessment & Evaluation in Higher Education, 40:4,
471-487

Callow, J., & Orlando, J. (2015). Enabling exemplary teaching: A framework of student engagement
for students from low socio-economic backgrounds with implications for technology and
literacy practices. Pedagogies: An International Journal, 10(4), 349-371.

Callow, Jon and Zammit, Katina. (2012) 'Where lies your text?': (Twelfth Night Act I, Scene
V): Engaging high school students from low socioeconomic backgrounds in reading
multimodal texts [online]. English in Australia, 47(2): 69-77.

Department of Education and Training. (2003). Quality Teaching in NSW public schools.
Retrieved from http://www.darcymoore.net/wp-
content/uploads/2012/02/qt_EPSColor.pdf

Emerson, T., English, L., & McGoldrick, K. (2015). Evaluating the Cooperative Component in
Cooperative Learning: A Quasi-Experimental Study. The Journal of Economic
Education, 46(1), 1-13.

Florian, T., Zimmerman, J. (2015). Understanding by Design, Moodle, and Blended Learning:
A Secondary School Case Study. MERLOT Journal of Online Learning and Teaching,
11(1), 120-128.

Fung, D., To, H., Leung, K. (2016). The influence of collaborative group work on students
development of critical thinking: the teachers role in facilitating group discussions.
Pedagogies: An International Journal, 11(2), 146-166.

Gregg, M., Staintoon, C., & Leinhardt, G. (1998). Where is Geography? Analysing Geography
in Newspapers and Social Studies Textbooks. International Research in Geographical
and Environmental Education, 7 (3), 219-237.

40
Jonsson, A. (2014). Rubrics as a way of providing transparency in assessment. Assessment &
Evaluation in Higher Education, 39:7, 840-852.

Kaddoura,M. (2013). Think Pair Share: A teaching Learning Strategy to enhance students
critical thinking. Educational Research Quarterly, 36(4), 3-24

Lazonder, A., & Harmsen, R. (2016). Meta Analysis of Inquiry Based Learning. Review of
Educational Research, 86(3), 681-718.

Maab, K., Artique, M. (2013). Implementation of Inquiry-based learning in day to day

teaching: a synthesis. ZDM, 46(6), 779-995.

NESA. (2017). HSC Exam Papers. Retrieved from

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-
curriculum/resources/hsc-exam-papers

Nkhoma, M., Lam, T., Sriratanaviriyakul, N., Richardson, J., Kam, B., & Lau, K. (2017).
Unpacking the revised Blooms taxonomy: developing case-based learning activities.
Education and Training, 59(3), 250-264.

Pedaste, M. , Maeots, M., Siiman, L., Jong, T., Van Riesen, S.,Kamp, E.,&Tsourlidaki, E.
(2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational
Research Review, 14, 47-61.

Roberts, M. (2015). Critical thinking and global learning. Teaching Geography, 40(2), 55-59.

Sharan, Y. (2010). Cooperative Learning: a diversified pedagogy for diverse classrooms.

Intercultural Education, 21(3), 195-203.

Takeda, S., & Homberg, F. (2014). The effects of gender on group work process and
achievement: an analysis through self and peer assessment. British Educational
Research Journal, 40(2), 373-396.

Willis, L. (2015). Co-teaching for parent-school-community engagement: seen through the

Four Resources Model. Practically Primary, 20(1), 4-6.

41
42
APPENDIX B:SCOPE & SEQUENCE

YEAR 12- TERM Ecosystems at Risk (40 Hours)

4 of year 11
OUTCOMES H1, H2 H5, H6, H7, H8, H9, H10, H11, H12, H13
WEEK ONE TWO THREE FOUR FIVE SIX SEVEN EIGHT NINE TEN
CONTENT Investigating and communicating geographically
Using geographical skills and tools
Identifying geographical methods applicable to and useful in the workplace

Ecosystems and their Management

Case Study of Ecosystem 1: Rainforests

YEAR 12- Ecosystems at Risk (40 Hours) Urban Places ( 40 Hours)

TERM 1

OUTCOMES H1, H2 H5, H6, H7, H8, H9, H10, H11, H12, H13 H1, H3, H5, H6, H7, H8, H9, H10

WEEK ONE TWO THREE FOUR FIVE SIX SEVEN EIGHT NINE TEN
CONTENT
Case Study of Ecosystem 2: Coral Reef Investigating and communicating geographically
Use geographical skills and tools
Fieldwork Identifying geographical methods applicable to and useful in the
workplace

World Cities

43
YEAR 12- TERM Urban Places (40 hours) People and Economic Activity (40
2
Hours)
OUTCOMES H1, H3, H5, H6, H7, H8, H9, H10 H1, H4, H5, H6, H7, H8, H9, H10,
H11, H12, H13
WEEK ONE TWO THREE FOUR FIVE SIX SEVEN EIGHT NINE TEN
CONTENT Mega Cities Investigating and communicating
Urban Dynamics geographically
Using geographical skills and tools
Identifying geographical methods
applicable and useful in the
workplace

Global Economic Activity

Local Case Study: Fieldwork

YEAR 12- TERM People and Economic Activity ( 40 hours)

3
OUTCOMES H1, H4, H5, H6, H7, H8, H9, H10, H11, H12, H13
WEEK ONE TWO THREE FOUR FIVE SIX SEVEN EIGHT NINE TEN
CONTENT Investigating and communicating geographically
Using geographical skills and tools
Identifying geographical methods applicable and useful in the workplace

Global Economic Activity

Local Case Study: Fieldwork

44
45