Identify curriculum Content descriptions to be taught General capabilities and crosscurriculum priorities Geographical Knowledge and Understanding Geographical Inquiry and Skills Observing, questioning and planning The application of the general capabilities and The classification of and the forms that water takes as a resource cross-curriculum priorities in this include may Develop geographically significant questions and include: The ways that flows of water connect places as it plan an inquiry, using appropriate geographical moves through the and the way this affects methodologies and concepts Literacy places Collecting, recording, evaluating and Present an oral report, supported by graphical The quantity and variability of water representing representations, about future water security. Australia’s resources compared with those in other Collect, select and record relevant geographical Numeracy continents and information, using , from appropriate Describe the spatial trends in data about the The nature of water scarcity and ways of primary and quantity and variability of water Australia’s overcoming it, including studies drawn from Evaluate sources for their reliability and usefulness resources. Australia and West Asia and/or North Africa and represent in a range of appropriate forms, ICT capability The economic, cultural, spiritual and aesthetic value for example, graphs, compound column graphs, Use spatial technology to create a map to of water for people, including Aboriginal and population pyramids, tables, field sketches and show the spatial distribution of a selected Torres Strait Islander Peoples and peoples of annotated diagrams, with and without the use of hydrological hazard in Australia the Asia digital and Critical and creative thinking The causes, impacts and responses to an Represent the of different types of geographical Predict the expected outcomes of proposals to atmospheric or hydrological hazard phenomena by constructing appropriate maps at respond to the challenge of water scarcity different scales that conform to cartographic Personal and social capability conventions, using as appropriate Interpreting, analysing and concluding Develop a personal plan to respond to the issue of future water security Analyse geographical and other information using qualitative and , and digital and as appropriate, Ethical understanding to identify and propose explanations for spatial Identify bias in sources about the use of water distributions, patterns and and infer resources relationships Intercultural understanding Explore the cultural value of waterways that have been listed as either World Heritage sites or national parks.
Identify curriculum Content descriptions to be taught General capabilities and crosscurriculum priorities Geographical Knowledge and Understanding Geographical Inquiry and Skills The classification of and the forms that water takes as a resource The ways that flows of water connect places as it moves through the and the way this affects places The quantity and variability of Australia’s water resources compared with those in other continents The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa The economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia The causes, impacts and responses to an atmospheric or hydrological hazard Observing, questioning and planning Develop geographically significant questions and plan an inquiry, using appropriate geographical methodologies and concepts Collecting, recording, evaluating and representing Collect, select and record relevant geographical and information, using , from appropriate primary and Evaluate sources for their reliability and usefulness and represent in a range of appropriate forms, for example, graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and Represent the of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, using as appropriate Interpreting, analysing and concluding Analyse geographical and other information using qualitative and , and digital and as appropriate, to identify and propose explanations for spatial distributions, patterns and and infer relationships The application of the general capabilities and cross-curriculum priorities in this include may include: Literacy Present an oral report, supported by graphical representations, about future water security. Numeracy Describe the spatial trends in data about the quantity and variability of Australia’s water resources. ICT capability Use spatial technology to create a map to show the spatial distribution of a selected hydrological hazard in Australia Critical and creative thinking Predict the expected outcomes of proposals to respond to the challenge of water scarcity Personal and social capability Develop a personal plan to respond to the issue of future water security Ethical understanding Identify bias in sources about the use of water resources Intercultural understanding Explore the cultural value of waterways that have been listed as either World Heritage sites or national parks.
ac_geog_yr7_unit_overview.docx