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Year 11 ATAR Geography

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Rachel Whitty

on 21 October 2014

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Transcript of Year 11 ATAR Geography

Year 11 ATAR Geography
Unit One: Natural and Ecological Hazards
Whole Year Overview
Natural Hazard- Geomorphic
NZ/Christchurch Earthquake
Haiti Earthquake

Large focus in the syllabus on mitigation, and comparing and accounting for responses between MDC and LDCs
Unit One: Depth Study One
Ecological Hazard - Pandemic
I.e. Comparing the outbreak of Ebola in parts of Africa vs the United States

Large Focus on Mitigation and the Impact on Loss of Life/the Economy
Unit One: Depth Study Two
Both Units One and Two require students to develop their mapping skills (using Atlases and Maps, as well as practical skills)

Two Weeks each semester have been dedicated to developing these skills
Mapping Skills
Main Focus on Hazard Geography
Split into
Natural Hazards
- Atmospheric, Hydrological and Geomorphic
Ecological Hazards
- Environmental diseases/pandemics and plant/animal invasions

Whole Year Overview
Unit Two: Global Networks and Interconnections
Main focus on the complexity of Globalisation (or international integration)
This unit is split into a
Natural depth study
- i.e. bauxite, wheat, wool or automobiles

and a
Human depth study
- i.e. fashion, sport, music, religion, architecture
Depth Study Two: Activity Example
Depth Study One: Activity Example
Students to bring in a news article on Ebola, and in groups share information.
Each student has to focus on either, social, economic, political or environmental impacts of the virus, locally and globally.

This keep students accountable, because each person in their group is responsible for an allocated topic.
Wheat Sheep Farming - Before Fieldtrip
Unit Two: Depth Study Two
Exploring the diffusion of fashion, and the role played by technological advances in transport or telecommunications which assisted in the diffusion process
Unit Two: Activity Example
Unit Two: Depth Study Two
'The role played by media and emerging technologies in the generation and dispersion of fashion'
London Fashion Week: Showing the integration of many platforms of social media.
This links into the concept of 'Fast Fashion' which is the focus of the Geographical Inquiry for this unit.
Planet Money Makes a T-Shirt (apps.npr.org/tshirt)
A series of short videos which track the different stages and people involved in making a t-shirt all around the world, including:
'Cotton, Machines, People, Boxes and You'

At the conclusion of each video is a section of text with statistics and further information.

This information can be used as statistics to manipulate or graph, as well as locations to map.
Unit Two: Geographical Inquiry
Staying Sustainable:
The Cost of the Global Fashion Industry
Students need to Investigate a company which is build on
Fast Fashion
(i.e. Topshop and the LFW)

- Explain the Social, Political, Environmental and Economic impacts of Fast Fashion using primary and secondary sources

- Account for the role of technology and globalisation

- Suggest more sustainable practices which could be implemented (compare to another company)

- 10% 1500-2000 words
Wheat Sheep Farming - Before Fieldtrip
Depth Study One
'Students investigate the reasons for, and consequences of,  the changing spatial distribution of production and  consumption of at least one commodity, good or service.'

Fieldwork activity: Wheat-Sheep Farming / Diversified Crop and Livestock Farming
Fieldwork - Muresk Farming Institute
Students will visit the farm school and be given a talk by a farmer on farming practices, issues and sustainability.

They will be responsible for completing their fieldwork booklets which covers the following topics:
farming practices (inputs, outputs, throughputs)
environmental issues / problems
changing technology
functions of a major service centre (Northam)
Fieldwork Assessment
Students will complete an assessment based on the fieldwork.
They will collect primary data themselves in their excursion booklet
answer an extended answer question in-class

Fieldwork Assessment
Example Question (based on WACE exam)

Identify a renewable resource activity in Australia that you have studied.

i. Describe two characteristics of its location (6 marks)

ii. Explain three physical and/or cultural factors that affect it's location (9 marks)

iii. identify one main stakeholder and describe their views/attitudes to the sustainable management of the resource activity (4 marks)

iv. Explain two ways in which the resource activity has changed the natural environment of the location where it is found. Provide specific examples to support your answer (6 marks)
Mapping Activity - Drawing a Site Map
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