Teacher: Thomas Jones (PST)

Subject:Year 9 Geography
Topics\Themes: Globalisation
Period: Term 2, weeks 1-6, 2020.

Context Statement

903: Class consists of 23 students. There is generally good attendance, with 1-2 chronic non-attenders, and 3-4 absentees per day. Students have access to task sheets, slides, and handouts via
DayMap, all materials have also been sent home prior to the beginning of term due to COVID-19. All tasks can be completed without internet access, for students who are working from home. Most
students are well engaged, and are willing to contribute to class activities and discussion. Teacher is working to create a positive classroom environment, where students feel safe and supported to
engage in learning. Classroom layout and access to breakout space allows for work in small groups. PAT-R results show that 13 % of students achieved under the required scale score, 65% just
above, and 21% achieved highly. Based on this, assessment tasks have varying points of entry by using tiered tasks.

904: Class consists of 24 students. There is poor attendance, with 4 chronic non-attenders, and 6-8 absentees per day. Students have access to task sheets, slides, and handouts via DayMap, all
materials have also been sent home prior to the beginning of term due to COVID-19. All tasks can be completed without internet access, for students who are working from home. Most students are
well engaged, and are willing to contribute to class activities and discussion. Teacher is working to create a positive classroom environment, where students feel safe and supported to engage in
learning. Classroom layout and access to breakout space allows for work in small groups. PAT-R results show that 12 % of students achieved under the required scale score, 62% just above, and 25%
achieved highly. Based on this, assessment tasks have varying points of entry by using tiered tasks.
Week Topic & Learning Goals
1/2 Students will understand the
general concept of
globalisation, and some
types of interconnections
(trade, travel, culture,
communication).
Students will be able to
identify the technological
advancements that have
caused further globalisation.
Students will understand why
countries trade, and what
Australia imports & exports.
Students will understand and
identify social impacts of
global trade, particularly
sweatshops.
Learning Activities Literacy/ Numeracy Focus Achievement Standards Assessment
Explicit teaching- globalisation Word Knowledge Students will analyse Formative assessment
 Introduction to unit topic and key ideas. Key words include; globalisation, interconnections between people  1-1 check ins with
interconnection, trade, goods, services, (including themselves), places,
 Definition and examples of globalisation. sweatshops, import, export. Words are a
students
and environments.  Observation of student
 How globalisation impacts us. focal point of explicit teaching, are
work samples (tasks
 Short clips regarding globalisation. reinforced via definition match ups and fill
Students will be able to explain
in the gap tasks, and students are asked to completed in HASS
 Classroom prompts and discussion to be led by how geographical processes
note definitions for these words. book).
teacher, (globalisation, trade, travel) * Formative assessment used to
Tasks Visual knowledge change the characteristics of address need for further
 Fill in the gaps task. Visuals used to draw links and give context places (emphasis on sweatshops differentiation and individual
 Definition match ups. to key words, and concepts being explicitly in Asia). student support.
taught (sorting goods/services task,
 Cartoon analysis.
analysing cartoons). Explain how interconnections
 Students create Venn diagram, deciding if various Summative assessment
influence people and change
impacts of globalisation are; positive, negative, or Comprehending Texts  Students write a
places (emphasis on benefits of
both. Students are encouraged to research, to paragraph, defining
trade and communication, and
 Students write a paragraph, defining globalisation in further their understanding whilst they
sweatshops/production hubs in
globalisation in their own
their own words, guided by 5 W’s. complete assessment tasks. In doing so, words, guided by 5 W’s.
students will navigate various texts, having changing places).
 Students respond to
to analyse and extract relative information
Explicit teaching- trade in the process. three questions
 Introduction to trade. regarding global trade,
 Explicit teaching of reasons for global trade. Composing Texts/ Grammar knowledge (three tiers of questions
for entry points at varying
 Short videos about global trade- student response in
Students use full paragraph structure to readiness levels).
group discussion.
create arguments (definition of
globalisation task). Students use full * All summative tasks completed
Tasks sentence structure in answering questions in ‘Globalisation Booklet’.
 Students respond photos of goods and services, and (global trade questions). Students are
sort them into their correct category. asked and encouraged to use key words
 Definition match ups. and geographical vocabulary in their work.
 Fill in the gaps. Interpreting Statistical Information
 Students respond to three questions regarding global Students are exposed to, and required to
trade, (three tiers of questions for entry points at interpret several statistics regarding global
varying readiness levels). trade, and sweatshops, explicit teaching
used to give statistics context.
Explicit teaching- sweatshops
 Introduction to sweatshops.

Tasks
 Students predict where sweatshops are, and discuss
why. Students then compare their prediction with the
reality.
 Fill in the gaps.
 Definition match ups.
 Students respond to videos: one anti-sweatshops,
one pro-sweatshops.
 Students respond to short documentary, “behind the
swoosh”.

3/4 Students will consider and
identify their own personal
connections with places and
people across the globe.
Students will consider where
and why their possessions
come from where they do.
Students will discover the
environmental impacts of
globalisation, and articulate
how increasing
interconnections have
damaged the environment.
Explicit teaching- personal interconnections Word Knowledge
 Recap through classroom discussion. Key words include; globalisation,
interconnection, trade, goods, services,
 Teacher to share some of their own connections and sweatshops, import, export, consumption,
examples, prompt personal examples from students.
pollution, environmental impact. Words are
 Explanations for why things are made where they’re a focal point of explicit teaching, are
reinforced via definition match ups,
made.
concept maps, and fill in the gap tasks.
Tasks
Students are asked to note definitions for
 Recap by creating a globalisation concept map.
these words.
 Students brainstorm their personal interconnections.
 Students list 10 of their personal items in a table, then Visual knowledge
find and list where each is assembled. Then write a Students analyse and interpret various
visual works, including cartoons and
paragraph response analysing their table.
photographs of environmental damage.
 Fill in the gaps.
Students use photographs to form an
 Students write their own ‘globalisation story’. argument in creating a photo essay.
Students will analyse Formative assessment
interconnections between people  1-1 check ins with
(including themselves), places,
students
and environments.  Observation of student
work samples (tasks
Students will explain completed in HASS
interconnections influence them book).
personally (emphasised in their
possessions and consumption).
Summative assessment
 Students list 10 of their
Students will be able to explain
personal items in a table,
how geographical processes
then find and list where
(globalisation, trade, travel)
each is assembled. Then
change the characteristics of
write a paragraph
places (emphasis on
response analysing their