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Brian Kendrick – Sustainability
Implementing the New Curriculum 2011 ff
New Curriculum
School Curriculum
Principles, Values
Local community needs
Key Competencies
Current programme
Effective
New Geography
Programme
Pedagogy
Achievement
Objectives
Teaching as inquiry
Conceptual learning
Assessment
Student voice
National Qualifications
Teaching and Learning Guidelines
Formative: to inform learning
After Nick Page, Positioning Geography Conference, Hamilton 2010
Teaching Sustainability in Year 11 Geography
and Assessing using AS 1.3
Sustainability: a Value (p10) and Future Focus: a Principle (p9) and p39
Work from Curriculum to Assessment
Teaching as Inquiry (p35)
Why am I going to teach this?
Then, What will I assess, and how?
How am I going to best teach this?
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2 AOs, each with 6 Indicators
Students will gain knowledge, skills
and experience to understand that
natural and cultural environments
have particular characteristics and
how environments are shaped by
processes that create spatial patterns
Identifies and describes distinctive
features of natural and cultural
environments
Explains how natural and/or cultural
processes shape environments
Students will gain knowledge, skills
and experience to understand how
people interact with natural and
cultural environments and that this
interaction has consequences
Describes the interaction and
interconnectedness of people with
natural and/or cultural environments
Identifies positive and/or negative
consequences of interactions for
people and natural and/or cultural
environments
Distinguishes and/or explains how
Describes how issues can arise from
different processes operate and how
interactions between people and
they impact on environments
natural and/or cultural environments
Illustrates spatial patterns resulting
Explains how ways people interact
from the operation of processes
with natural and/or cultural
environments affect the sustainability
of environments
Matches features in an environment
Conducts a survey in the field to
to processes that have formed them
identify different ways people interact
with an environment
Constructs a concept map to illustrate Debates sustainability issues in the
links between processes and features
local environment
Which are relevant for what I’m going to do?
What am I going to do?
Might I extend this to also be a research and/or a contemporary issue?
What contexts am I going to use? Will students have a say in the decision?
Farming?
Mining?
Other? (What other?)
What determines if a suggested context is appropriate to assessment?
BUT not everything has to be assessed.
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Unit Planning – A Possible Template
Geography Unit - Year 11 Topic:
A programme of work for (period of time)
The topic integrated from 1 or more Curriculum conceptual strands:
Identity, Culture and Organisation
Place and Environment
Continuity and Change
The Economic World
Achievement
Objective(s)

and Indicators
Values

Curriculum Principles

Key Competencies

Why we are doing this

Key Vocabulary/terms

Essential Questions

(These should be shared
with students)
(This is teacher information only)
Enduring
Understandings
Content with Learning
Outcomes and Success
Criteria

Each bullet would align
roughly with one period
Skills and Ideas
Formative Assessment
Assessment

OR you may use some other layout format here
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Draft AS 1.3 – Sustainable Resource Use
Achievement Criteria for Excellence
Demonstrate a comprehensive geographic understanding of sustainable resource use
In small groups:
Use the definitions in the Explanatory Notes of the AS to identify
what might be considered the new emphases of this AS compared
to the current AS90204.
What is ‘sustainability’?
Environment
The harm or cost in each area
NATURAL environment
SOCIAL / CULTURAL environment
ECONOMIC environment
Who makes an activity sustainable? How? Should they?
Brian Kendrick
HoF Social Science, Sacred Heart Girls’ College, Hamilton