T A S M A N I A N
Geography
C E R T I F I C A T E
Senior Secondary 5C
O F
E D U C A T I O N
SYLLABUS SUPPLEMENT
The Syllabus Supplement must be read in conjunction with the syllabus document. It contains advice to assist
teachers delivering the syllabus and can be modified as required.
Tasmanian Qualifications Authority
Version 3.a
Publication date: December 17, 2007
2
Geography 5C
SYLLABUS SUPPLEMENT TABLE OF CONTENTS
EXPANDED SYLLABUS OUTLINE ..................................................................................................................................... 3
Geographical Skills ......................................................................................................................................................................... 3
Core Module ................................................................................................................................................................................... 3
Options Module............................................................................................................................................................................... 4
Fieldwork and Research Module ................................................................................................................................................... 5
SPECIFIC TERMINOLOGY.................................................................................................................................................. 6
EXPLANATION OF CRITERIA............................................................................................................................................. 6
REFERENCES AND RESOURCES .................................................................................................................................... 7
TEXT LISTS........................................................................................................................................................................... 8
Tasmanian Qualifications Authority
Version 3.a
Date: December 17, 2007
3
Geography 5C
EXPANDED SYLLABUS OUTLINE
GEOGRAPHICAL SKILLS
Graphs
Students must be familiar with a range of graphs. Using data and a framework (where appropriate), students
must know how to construct, interpret and analyse the following types of graphs:

line graphs, simple and compound

bar/column graphs

cumulative and cumulative percentage graphs

pie graphs

scatter graphs

triangular graphs

climatic graphs

population pyramids (age-sex histograms)

the external exam may contain any of these graphs for written interpretation and analysis.
Topographic Mapping

students must be able to understand, interpret and/or construct:
−
symbols
−
scale and distance
−
direction
−
location
−
cross profile (cross section)
−
sketch maps (précis maps)
−
describe and explain geographical features from topographic maps

this section is particularly useful for CRITERION 7 – USE MATHEMATICAL SKILLS AND TECHNIQUES

teachers are expected to use topographic mapping throughout the course, in particular with the Options
Module and Field Work

the external exam will contain one topographic mapping question, for written interpretation and analysis.
CORE MODULE
POPULATION DYNAMICS AND DEVELO PMENT
World Population Distribution and Development

concept of “density”

pattern of global distribution

concepts of development;

−
indicators of development – socio-economic
−
classification of development (MDC/LDC) and appropriateness
factors affecting this distribution with a focus on;
−
densely and sparsely populated regions
Tasmanian Qualifications Authority
Version 3.a
Date: December 17, 2007
4
Geography 5C
World Population Growth over time

patterns of growth and causes: past, present and future

consideration should be given to changes in agriculture, industry, trade, communications, transport and
medicine/health

focus on change in rural/urban patterns
Population Change

population data/vital rates (see Population Reference Bureau’s Population Data Sheet)

Demographic Transition Model (5 stages)

brief overview of employment structures – primary, secondary and tertiary (concept of economic transition)

brief overview of the role of migration
−
types of migration
−
push/pull factors using world examples
Population Structures

age-sex pyramids

issues relating to age/sex structures
−
young and expanding populations
−
ageing and contracting populations
−
female infanticide, anti- and pro- natal policies, status of women, migration, AIDS, natural disasters,
wars etc.
OPTIONS MODULE
Natural Hazards of the Earth’s Crust

•
earthquakes, volcanoes or mass movement (select one only)
−
distribution
−
causes
−
impacts
−
responses
a variety of case studies should be used including LDCs and MDCs
The Atmosphere
•
basic knowledge of atmospheric processes
•
enhanced greenhouse effect (global warming), El Nino/La Nina, ozone depletion or acid rain (select one
only)
•
−
mechanisms
−
impacts
−
responses
a variety of case studies should be used including LDCs and MDCs.
Tasmanian Qualifications Authority
Version 3.a
Date: December 17, 2007
5
Geography 5C
Mountains or Coasts or River Basins
Select one only of Mountains or Coasts or River Basins to study in relation to:

processes and landforms

issues and management strategies

use of case studies, including LDCs, MDCs and local examples
Urbanisation

patterns: past, present and future

causes

impacts (economic, social and environmental)

management strategies

variety of case studies should be used, including LDCs and MDCs
FIELDWORK AND RESEARCH MODULE
Fieldwork

observe, gather and record appropriate data from field work and secondary sources (including use of
GIS/GPS, where possible, and topographic maps)

choice of topics depends on the opportunities in the local environment, including the school environment.
Topics can be chosen from the Options Module, for example:
−
mass movement
−
mountains
−
coasts
−
river basins
−
urban environment
−
resource management

it is recommended that the course includes nine hours in the field

presentation of field work can be undertaken as an individual or in teams – e.g. as a report, AVD (annotated
visual display), PowerPoint, models, video.
Research

undertake geographical research individually and/or in teams

possible topics can include local, national or global issues such as:
−
resource management e.g. water, forestry, fishing/whaling, energy, minerals
−
migration e.g. refugees, labour migration
−
geography of a disease e.g. malaria, AIDS, SARS
−
degradation of the environment e.g. salinity, deforestation, desertification
−
introduced species
−
Antarctica (management issues)
−
large dams
NB: RESEARCH TOPICS MUST NOT INCLUDE TOPICS STUDIED IN THE CORE MODULE OR OPTIONS
MODULE
Tasmanian Qualifications Authority
Version 3.a
Date: December 17, 2007
6
Geography 5C
SPECIFIC TERMINOLOGY
Terms used in this syllabus and in the examination to describe economic development within countries will
be More Developed Country (MDC) or Less Developed Country (LDC).
However, teachers and students must be aware that the terminology used to describe economic development within
countries can vary in various sources. For example:
More Developed Country (MDC)
Less Developed Country (LDC)
North
South
Developed
st
1 World, 2
Developing
nd
rd
World
3 World
Economically more developed
Economically less developed
Country (EMDC)
Country (ELDC)
Population density in this syllabus and in the examination will use the following terminology:
•
densely settled, ecumene, populations concentrations
•
sparsely settled, void, non-ecumene
EXPLANATION OF CRITERIA
CRITERION
1
COLLECT AND CATEGORISE INFORMATION
This TCE generic criterion focuses on the development of students’ investigative skills. Students will gather
relevant information from different sources, examine the information and organise it into different categories.
CRITERION
2
COMMUNICATE IDEAS AND INFORMATION
This TCE generic criterion focuses on the development of students’ ability to communicate effectively in spoken
and written forms.
CRITERION
3
PLAN , ORGANISE AND COMPLETE ACTIVITIES
This TCE generic criterion focuses on the development of students’ ability to plan, organise, complete and
reflect upon activities. Students will be expected to plan and set goals, design effectiveness of their planning
procedures.
CRITERION
4
WORK CONSTRUCTIVELY WITH OTHERS
This TCE generic criterion focuses on the development of students’ ability to work collaboratively and
constructively in a range of structured and unstructured situations.
CRITERION
5
USE EVIDENCE TO SUPPORT A POINT OF VIEW
This SOSE generic criterion assesses the students ability to use creditable, factual information in order to
provide justification for the selection of one argument as having greater merit than another. Students should use
appropriately acknowledged evidence to determine the relative validity of differing ideas and impressions in a
range of contexts.
CRITERION
6
ANALYSE AND EVALUATE ISSUES AND INFORMATION
This SOSE generic criterion focuses on students being able to organise and structure information based around
an issue. Students should also compare, discriminate between and assess the value of ideas, data and
evidence.
Tasmanian Qualifications Authority
Version 3.a
Date: December 17, 2007
7
Geography 5C
REFERENCES AND RESOURCES
REFERENCING
GUIDELINES
The Harvard or APS style referencing system is recommended for students. There are two parts to the system:
an indication within your project/assignment of the source of your material, called a textual reference; and a list
of works/sources cited which is placed at the end of your project/assignment, called a reference list.
TEXTUAL REFERENCES
Give all references in the text by author (last name only) and year of publication, with the specific page
number(s) where appropriate. Use et al. (et alia = and others) for three or more authors, after the first citing of
the reference.
Examples:

Later reports (Carson & Mayfield, 1971) record greatly increased ........

A report by Carson and Mayfield (1971) supports the argument that ........

As T B Millar has written in regard to the Colombo Plan ‘It was part of Australian policy to ensure its own
security, and to stimulate its own trade, but it was nevertheless a program in itself with its own economic
objectives and political momentum’ (1991: p…).

‘Australia has had difficulty in becoming part of the South-East Asia neighbourhood, both because of our
perception of it and its perception of us’ write Gareth Evans and Bruce Grant (1992: p….).

Australian exports to Indonesia were worth $1,714.7 in 1993 (Australian Bureau of Statistics, 1994).
REFERENCE LIST
Attach a list of the works you referred to or quoted at the end of the project, but before the appendices, under
the heading REFERENCES. This should be an alphabetical list of only those authors and titles cited or quoted
in the report. Authors should be listed under the heading of the appropriate source type with the author's
name(s) followed by the date enclosed in parentheses. The format then varies according to the type of source
as shown in the examples below.
Electronic versions of existing print materials should be included under the source type of that existing print
material (eg. World Book Encyclopedia on CD-ROM would be listed under ‘Books and Articles’ and an article
from a printed magazine published on the World Wide Web would be listed under ‘Newspapers and
Magazines’).
Examples of the Types of Sources
Books
(Title in italics or underlined; place of publication and publisher separated by a colon. Dictionaries,
encyclopaedias and books are all one type of source, that is, books.)
Briggs, Mark (1996), Australia in Asia and the Pacific: A History. Melbourne: Oxford University Press.
Broinowski, Alison (1996), The Yellow Lady: Australian Impressions of Asia (2
University Press.
nd
ed.). Melbourne: Oxford
Encyclopedia Britannica (1982), Volume V. Chicago: Encyclopedia Britannica Inc.
Peake, Martin (1991), Pacific People and Society. Cambridge: Cambridge University Press.
Chapter in an Edited Book: (Chapter title in single quotation marks; page numbers of the chapter; editor’s name;
book title in italics or underlined; place of publication and publisher separated by a colon.)
Pitty, Roderic (2001), ‘The Postwar Expansion of Trade with East Asia’. In David Goldsworthy (ed.) Facing
North: A Century of Australian Engagement with Asia, Volume 1: 1901 to the 1970s, pp. 220-261. Melbourne:
Melbourne University Press.
Tasmanian Qualifications Authority
Version 3.a
Date: December 17, 2007
8
Geography 5C
Journal Article
(Title of article in single quotation marks; journal name in italics or underlined; volume number; issue number in
parentheses; colon; page numbers of the entire article)

McAllister, Ian and Ravenhill, John (1998), ‘Australian attitudes towards closer engagement with Asia’.
Pacific Review, Vol. 11, no. 1: 119-41.
Audio-visual Material

‘Soeharto: The End’. Four Corners (1998), 26 May, ABCTV.

‘Vietnam’. Pilot Guides (2002), 15 September, ABCTV.
Newspapers and Magazines

Kelly, Paul (1997), ‘Death of a Nation’, The Mercury, 15 September, p.10.
Internet

(When using INTERNET sources cite the full HOME PAGE or WEB SITE address. The simplest way to do
this is to use copy and paste functions of the original addresses and/or sites.)
World Wide Web:

Department of Foreign Affairs and Trade 2004, Department of Foreign Affairs and Trade, Canberra, viewed
12 July 2004, http://www.dfat.gov.au.

Ramerini, M ‘The Portuguese in the Moluccas and in the Lesser Sundra Islands’.
http://www.geocities.com/Athems/Styx/6497/ternate.html.
Email
An in-text reference would appear as follows:
The Manager at Jemby Rinjah Eco Lodge in NSW confirmed this by email on 12 July 2004.
If it is necessary to provide further details in the reference list or bibliography, the email address can be
provided as follows:
Jemby Rinjah Eco Lodge, 2004, email 12 July, [email protected]
TEXT LISTS
Practical resources for teachers and school communities are available from:
www.ltag.education.tas.gov.au. Department of Education, Learning, Teaching and Assessment Guide, School
Education Division, 2004. New resources and materials are continually being added to the Guide.
Rossimel A., Settlements in Thailand, For International Baccalaureate and Senior Secondary Geography
Students, Association of Independent Schools of Victoria Inc. Victoria Australia 2001.
Tasmanian Qualifications Authority
Version 3.a
Date: December 17, 2007