August 29, 2014
The second paragraph states “Geography emphasizes the role of the environment in supporting human life from local to global scales….” A couple of comments here:
The environment does support (and impact on) humans, however, there is no direct mention of how humans support (and impact on) the environment. Should the latter point be specifically mentioned? Though an extrapolation of the later section of the sentence on interrelationship implies this is possible.
There is an appropriate distribution and sequencing of key terms from Stage 4- Stage 5.
Throughout the Outcomes there are terms like describe and select though in the Stage 4 statements there seem to be dominated by higher order terms such as explain and examine. For example perhaps the first sentence could read “describe geographical processes” and then build to the higher order terms.
Covering the four topics for each stage is achievable and logically progress from Stage 4 to Stage 5. Personally I like the option of virtually fieldwork, though I do acknowledge that it could be used as an argument in some schools to not have fieldwork excursions.
My only comment here concerns what might be missing. Maybe in the domain of ‘inquiry’ the following idea might be relevant. Through the inquiry process the students may be motivated into some sort of action to help or improve the geographical world – perhaps point four could be a statement on doing something with the acquired, processed and communicated geographical information eg. Geographical Action.
Specific Content Outline:
The description of concepts, tools and skills is very clear. Just a specific comment on tools – endorse the broadening to spatial technologies (as long as it is viewed as more than just hardware and software i.e.: including web tools) and the additional of visual representation instead of just pictures.
Within each topic the Outcomes the topic descriptions, key inquiry questions, concepts skills and tools are clearly portrayed.
• I did not interpret that they had to be covered in the order presented though I believe some may believe this to be the case. Is it possible to have a sentence clarifying this point at an earlier stage?
• Is it possible to clearly identify each of the subheadings above the bullet points in each of the Stage defined topics?
• Is there an expectation that all the bullet points are to be covered? If this is the case then the document bullet points are fine as they are.
• If there can be flexibility in the coverage of the bullet points could there be either:
o An overarching statement earlier in the document stating there is flexibility in the number of bullet points covered provided all the outcomes are assessed.
o A statement after the heading “Students…” which reflects the notion of ‘such as’ or something like this.
I like the geographical content which we are required to examine as it is interesting, relevant and has a good mixture of breadth and depth.
Like and not really in a position to comment
This displays an appropriate mix of key terms and content which is sequenced in a logical manner.
August 28, 2014
Give and Take by Adam Grant: Part 7 -The scrooge shift
The altruism debate – Wikipedia
From enemies to allies- people are motivated to give to others when they identify as part of a common community.
The search for optimal distinctiveness
On the one hand we want to fit in : we strive for connection, cohesiveness, community belonging, inclusions and affiliation with others. One the other hand we want to stand out: we search for uniqueness, differentiation and individuality. Optimal distinctiveness is where we look to fit in and stand out.
In a class each student would make a request to the class, and the rest of the class would try to use their knowledge, resources and connections to help fulfill the request.
I found this the hardest chapter to connect to its title, though the information is really quite practical. I am a big fan of sharing and not worrying if someone else uses the idea
August 21, 2014
Future of Australian Suburbs
Robyn Dowling and Emma Power
Article: Sizing home, Doing Family in Sydney, Australia
- The Sydney Study – “everyday practices and and descriptions of 26 households
- Sizing home, Doing Family
- Sizing Home Dong Respectability
- Statistics and information really useful
- House focus can be linked to urban dynamic suburbanisation
- Culture of place through status and affluenza, new relations of family, privacy
- Specific section on summarising cultural forces
- GDFE – sustainability crisis
- Hits the syllabus point culture of place really well.
- Hits GDFE – future and sustainability quite well.
- Houses can hit urban dynamic of suburbanisation
- Students will need to make l inks to urban dynamics explicit
Urban decay and renewal in Broken Hill Laura Schatz
- Planning challenges: – closeness to mines, infrastructure,
- Growth oriented planning in shrinking cities and alternative of decline oriented planning
- Strategic planning documents
- Planners and policy makers
- Shrinking cities
- How widespread is urban shrinkage
- Shrinking cities in Australia
- Policy measures
- Hits the syllabus point small country town ( small?) quite well. Or could it be a large city? This would hit the syllabus points really well especially GDFE and the planning challenges.
- Fleshing out he links to the urban dynamics will involve some work and guidance. For example panning really interesting and good geography
- Could it fit into changing roles of regional centres and the demise of the small town?
Toursim in China
Dr Julie Wren
- Uneven development maps very good. Any recent figures post 1995.
- 12 coastal communities and their dominance good section and easy to understand
- Inbound tourism figures solid
- Regional distribution and Gini Co efficient – might be a bit heavy for students and helps explains the regional imbalance
- Factors influencing convergence would need to be fleshed out by teachers and students to link to the factors in the syllabus points
- Snapshot of the distribution of international tourism
- Trends in spatial distribution of tourism in china 1986- 2004 – any more recent data?
- Gini Coefficient – will need teacher guidance
- Coastal inland spatial distribution will work well for student understanding.
- Discussion – really interesting but would need to cherry pick to help students link content to syllabus points
Not sure how to link in an enterprise study. Does it need to be linked to China?