IRENE MCCORMACK CATHOLIC COLLEGE SOCIAL SCIENCE

YEAR 10 GEOGRAPHYCOURSE 2 PROGRAM 2018

OVERVIEW:In Year 10 Humanities and Social Sciences consists of Civics and Citizenship, Economics and Business, Geography and History. In Year 10, students will study these on a rotational basis spending 8 weeks on each topic with a specialist teacher during Terms 1-3. In Term 4, all students will study the History World War Two topic.

Students develop increasing independence in critical thinking and skill application, which includes questioning, researching, analysing, evaluating, communicating and reflecting. They apply these skills to investigate events, developments, issues and phenomena, both historical and contemporary.

In Geography, the concepts ofplace,space, environment,interconnection, sustainability andchangecontinue to be developed as a way of thinking, through an applied focus on the management ofenvironmental resourcesand the geography ofhuman wellbeingat the full range of scales, fromlocalto global and in a range of locations.

WEEK / WA CURRICULUM CONTENT DESCRIPTION / LESSON TOPICS / ASSESSMENT TASKS
1 / Coastal environments as the context for a comparative study of an environmentalchangefor Australia and one other country:
The causes and likely consequences of environmentalchangebeing investigated (ACHGK073) / Students to understand how the coast is used in Australia and other locations.
Students to understand the coastal processes of erosion and deposition as a cause of environmental change in coastal environments.
Students to understand how Constructive and destructive waves operate to create environmental change.
2 / Coastal environments as the context for a comparative study of an environmentalchangefor Australia and one other country:
The causes and likely consequences of environmentalchangebeing investigated (ACHGK073) / Students should be able to
  • Describe how headlands and bays are formed using diagrams
  • Identify the differences in rates of erosion in areas of hard and soft rock
  • Understand the refraction of waves as they enter a bay
  • Explain how the process of deposition forms beaches in a bay
  • Draw and describe how caves, arches, stacks and stumps are formed in a coastal landscape
  • Name and describe the 4 types of erosion (attrition, abrasion, hydraulic action and corrosion)
  • Identify and describe types of erosion occur to form the erosional features they have studied so far
  • Describe and draw the process that results in wave cut notches, wave cut platforms and cliff retreats

3 / Coastal environments as the context for a comparative study of an environmentalchangefor Australia and one other country:
The causes and likely consequences of environmentalchangebeing investigated (ACHGK073) / Students should be able to:
  • Describe the process of deposition at the coast
  • Draw and describe the process of longshore drift
  • Decribe how spits and tombolos are formed
  • Draw a photo sketch from a photograph using some annotations

4 / The strategies to manage the environmentalchangebeing investigated (ACHGK074)
The application of environmental, economic and social criteria in evaluating management responses to thechange being investigated (ACHGK075) / Students to understand the concept of coastal erosion and how it relates to the triple bottom line and sustainability.
Students should be able to able to:
  • identify the difference between hard engineering and soft engineering solutions
  • draw and describe how the following hard engineering solutions work – sea walls, gabions, rip rap, groynes, wooden revetments
  • draw and describe how the following soft engineering solutions work – beach nourishment, “do nothing”, dune regeneration, managed retreat
/ ASSESSMENT: Coastal Fieldwork
5 / The human-induced environmental changes that challenge sustainability (e.g. water and atmospheric pollution, degradation of land, inland and coastal aquatic environments) (ACHGK070)
The environmental worldviews of people and their implications for environmental management (ACHGK071) / Students are to be able to identify the advantages and disadvantages of all the coastal protection methods they have studied.
6 / The different ways of measuring and mappinghuman wellbeinganddevelopment, and how these can be applied to measure differences between places (ACHGK076) / Students should be able to:
  • Define Human Wellbeing and identify factors that contribute to this
  • understand how the happy planet index is measured
  • describe the spatial distribution of happiness around the world
  • identify and describe where the happiest places are and why
  • identify and describe where the saddest places are and why
  • watch the “Bhutan – Happiest Place on Earth” video and discuss why Bhutan is considered to be the best place to live
  • use the OECD activity to identify which factors are most important to an individualswell being.

7 / The different ways of measuring and mappinghuman wellbeinganddevelopment, and how these can be applied to measure differences between places (ACHGK076)
The reasons forspatial variationsbetween countries in selected indicators ofhuman wellbeing(ACHGK077) / Students should be able to
  • use Gapminder website to draw graphs
  • recognize positive and negative correlations
  • recognize weak and strong correlations
  • be able to identify correlations from a range of data sets
  • understand the inequalities that women face in certain parts of the world
  • describe why empowering women can help these countries improve their well being
  • discuss inequalities experienced by women in rural China
/ ASSESSMENT:
Human Wellbeing Graph Creation and Analysis Assignment
8 / The issues affecting thedevelopmentof places and their impact onhuman wellbeing, drawing on a study from a developing country orregionin Africa, South America or the Pacific Islands (ACHGK078) / Students should be able to
  • use a map to describe the distribution of poverty and human wellbeing around the world
  • understand what is meant by the “development gap” using the Norway v Niger case study.
  • identify how population growth plays a significant role in the levels of poverty in the developing world
  • complete the activities from “Don’t panic – the truth about population” website
  • graph population change
  • explain how Bangladesh has attempted to deal with poverty
  • understand the concept of “peak child” and increasing populations
  • identify the effect population growth has on the environment

8 / The issues affecting thedevelopmentof places and their impact onhuman wellbeing, drawing on a study from a developing country orregionin Africa, South America or the Pacific Islands (ACHGK078) / Students investigate the wellbeing of Indigenous Australians
They will identify:
  • key indicators that demonstrate inequalities present within Australia
  • strategies that have been put in place to address these inequalities
  • the ways in which these strategies have been effective
/ ASSESSMENT:
SEMESTER ONE AND TWO EXAMINATIONS