Handling of sensitive

issues
During our course of study in
Geography this year we may
encounter situations where
sensitive
issues
are
presented. Rest assured that
there are strategies in place
for dealing with such issues.
Each student is encouraged
to share their beliefs and
feelings
in
a
respectful
manner and to give an
appropriate
amount
of
respect to other values and
beliefs even if they differ
from
their
own.
The
classroom should be a safe
place for students from any
background and naturally
there will be variety of
different beliefs and values.
Our responsibility is not to
decide which one is right or
wrong but to explore them in
mutual
respect.
One
foreseeable sensitive issue is
the depiction of Aboriginal or

Torres Strait Islander people

that may have passed away.
All efforts to avoid such
depictions will be taken but
please feel free to contact
myself
to
discuss
this
further.

Information
Communication
Technologies (ICT) in
the classroom
In todays classroom, ICTs are
becoming increasingly important. The
geography curriculum relies heavily
on ICTs as they make our research
much easier. Using ICTs in the
classroom
also
adds
another
dimension to learning that will help to
keep students interested. Technology
such as google earth allows us to
explore distant lands and information
processing software allows us to
present information in new and
exciting
ways.
While
ICTs
are
important, they are not the main
focus of the curriculum and will be
used as supporting tools to help

students achieve the best possible

learning. Any students that have
difficulty using ICTs are encouraged to
seek out additional support through
their teacher and through the variety
of programs on offer through the
school library.

For more information on the use of the

new Australian Curriculum in the
classroom please visit:
http://education.qld.gov.au/c2c/pdf/c2cfactsheet-parents.pdf
http://www.australiancurriculum.edu.au

2014

Year 4
Geograp
hy
Mr Wynder (4W)

The earths environment

sustains all life

Why teach
Geography?
Geography is a valuable subject.
It allows students to explore their
world and the world around them.
It comprises not only of the study

of the Physical characteristics of

the earth but also of the impact
that people have. By studying
Geography students gain an
insight into the lives of others
and into the issues that affect
human life as a whole. The world
is
developing
quickly
and
becoming
smaller
with
the
amazing advances in technology
and
students
with
an
understanding of geography will
be well positioned to be active
participants in society over a
variety of issues ranging from
weather patterns and disasters to
geographical politics.

By the end of the year, 4w students

should be able to compare the
characteristic of different places (this
years focus is Australia, South
America and Africa) and describe the
way that different people rely on the
land for their survival. They will also
use a variety of skills to respond to
geographical questions and
challenges. These are our main
concepts for the year and these will
be explored through the following
learning activities

Term 1 overview
Unit title: Where in the world am I?
During this unit, students will explore their
physical position compared to South America.
Students will choose two South American
Counties
and
explore
their
physical
characteristics. This includes the native plants
and animals and how the people use them.
Comparisons will be made between these two
counties and the methods used by Indigenous
Australians.
Assessment: The assessment for this term
will be a folio of work that contains Research
Reports on two chosen countries from South
America and a Research Report based on
Indigenous Australian use of flora and Fauna.
The final assessment is a three way Venn
diagram detailing the similarities and
differences of each country.

Term 2 Overview
Unit title: Welcome to Africa!
During this unit, students will explore their
physical position compared to Africa. Students
will also explore the physical characteristics
of two counties in Africa. This includes the
native plants and animal and to a lesser
extent,
how
the
people
use
them.
Comparisons will be made between these two
counties and the countries studied in the
previous term.
Assessment: Assessment for this item is a
group presentation on African Flora and
fauna. This can be completed with the use of
ICTs such as video cameras etc.

availability for each, how sustainable it is, in

addition to the pros and cons. This template
will form the basis of their assessment.

Term 3 Overview
Unit title: Whos got the power?
During this unit, students will research
different ways of creating power from the
environment. These include, coal, wind, tides,
geothermal and nuclear. This will be
completed in groups with a template provided
by the teacher. Students will examine the
costing for affordability for each method, the

Assessment: Students will prepare a short

presentation (suggested method would be
PowerPoint but students may negotiate other
methods with their teacher) based on one
method of power creation (from template).
Towards the end of the term the class will
form a mock city council to decide which
method of power production they should
choose to power their city.
Term 4 Overview
Unit title: Its not my problem

This unit of work examines the sustainable

use of natural resources and the management
of the waste created when human kind uses
them. Throughout the unit students will
examine the affect that the use of natural
resources has on different environments.
Assessment: The assessment item for this
term will include a variety of work with the
culminating piece being a U.N style debate
where students must adopt a position on the
building of a new coal port in the middle of
the Great Barrier Reef.