Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Environmental Change and Management

Class: Lesson:
Year 10 1. Environmental Management Worldviews
Topic Area: Preparation/Materials:
Environmental Management Print and make available online Resource One: Environmental Worldviews Continuum

Grant student access to:

- Environmental Management Google Doc

- Source of our pride? Source List

Prepare:

- Timer
- Personal answers to T/P/S

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Outcomes Assessment Students learn about Students learn to

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Syllabus outcomes
GE5-4: accounts for perspectives of
people and organisations on a range of
geographical issues
Formative assessment of How people’s worldviews Investigate the different
learning through: affect their attitudes to and use worldviews that inform
*In-class and exit pass of environments. environmental management and
submissions to class the values that underpin them.
Google Doc

GE5-7: acquires and processes Formative assessment for

geographical information by selecting
and using appropriate and relevant
geographical tools for inquiry
Life Skills outcomes
GELS-4: recognises perspectives of
people and organisations on a range of
geographical issues
GELS-5: explores management of places
and environments
learning:
*Informal; measuring
participation in class
discussions
*Informal; observing
participation in group
work for future groupings
and preferred learning
styles
*Formal;
Think/Pair/Share
submission to Google
Doc for student
understanding of past

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

content in the unit and

student personal interests.
Cross Curriculum Priorities: Geographical concepts:
Sustainability
Environment – students investigate the varying environmental
Students will be investigating accepted global discourses informing attitudes that have influenced human-induced change as a source of
causation, using understandings of environment and sustainability to
societal responses to sustainability while interacting with Australia’s
measure the value of these environmental worldviews.
and their own attitudes to environmental management. These
understandings will be integral to appreciating and respecting the
Sustainability – students analyse various contested and hegemonic
diversity of views and values that influence sustainable development. environmental management worldviews against the contextual
backdrop of sustainability, while using geographical tools to
(AC, 2019) https://www.australiancurriculum.edu.au/f-10-
research politically contested views regarding progress.
curriculum/cross-curriculum-priorities/sustainability/

General Capabilities: Geographical Skills:

Inquiry skills – students evaluate data and information from primary
Information and communication technology capability
and secondary sources, and:
Students will conduct research into multiple sources using tools of  investigate for reliability and bias
 interpret data and information gathered
varying natures to analyse and sift through data to form opinions.
 analyse findings and results
 draw conclusions;
 and communicate the results using a variety of strategies
appropriate to the subject matter, purpose and audience

Geographical Tools:

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Visual Representations

Graphs and Statistics

- students assess photographs, infographic posters, graphs,

statistics and articles and assess inherent values within the
environmental philosophies demonstrated

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. 1.2 Deep understanding 1.5 Metalanguage
Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher- 1.3 Problematic knowledge 1.6 Substantive communication
order thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly 2.2 Engagement 2.5 Students’ self regulation
focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher 2.3 High Expectations 2.6 Student direction
and students and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear 3.2 Cultural knowledge 3.5 Connectedness
connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways 3.3 Knowledge integration 3.6 Narrative
of knowing all cultural perspective.

How the quality teaching elements you have identified are achieved within the lesson.

Teaching element Indicators of presence in the lesson

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

1.5 Deep knowledge When interacting with the Environmental Worldviews Continuum, students are engaging with key ideas and gaining clarity on
how these relate to past content areas, but also how these influence historical, present and future sustainability discussions.
Additionally, they are forming personal and peer content connections through class discussion.

2.6 Student Direction Throughout the latter half of the lesson students are engaging with new metalanguage and content, while maintaining a large
degree of control over what sources they are engaging with and how they are engaging with the content – either individually or
personally.
3.5 Connectedness The introduction to this lesson connects to personally relevant experiences outside the classroom, while the final activity connects
relevant real-world experiences and current political discourse to student learning, engaging students in active citizenship.
Additionally, through their ability to share work and ideas through the class Google Doc platform, students are contributing and
sharing class knowledge in a way that still requires personal accountability.

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Time Organisation Teaching/ learning activities

15mins Have timer Think/Pair/Share Introduction to Environmental Management:
ready Students open up their books/laptops upon entering class.
Think: On the board, write the following introductory questions for students to consider and answer (inform the
Own answers students they have 5 minutes to answer):
tab ready to be 1. When you hear the phrase ‘natural environments, what elements do you think of? For example – trees, the
opened. ocean, air quality, animals etc.
2. What are your environmental concerns? Does your family/culture group have particular environmental
concerns they are passionate about?
3. What do you do to actively limit your impact on the environment?

Pair: Students have one minute each to turn and share their answers with the person next to them – the students
know that as a pair they will have to share their answers with the class.

Share: Pairs around the room share their answers with the class, while the teacher compiles the groups information
in a shared Google Doc, made accessible to the class.

Lastly, I share my answers to questions 2 and 3. In response to question 1 – ask the class: “How many of you
included humans in your list of key elements of the natural environment?”

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Given the class would have covered the content points ‘environment’ and ‘environmental change’, this serves as
informal formative assessment, reaffirming the importance of human beings as contributors to the environment both
intentionally and unintentionally.
10mins Resource One: Environmental worldviews continuum:
Environmental
Students are handed a copy of Resource One: Environmental Worldviews Continuum- and made aware that it is
Worldviews
available online.
Continuum
available to Teacher works through the continuum with students, explaining the general human-centred or earth-centred
students
distinction between the philosophies and management approaches. Point out to students the values in each approach

and philosophy, and that regardless of whether or not human beings consider themselves a part of the environment,

our values influence how we interact with our surroundings and resources.

30mins Resource Two: What’s the source of our pride?

The Source of
Students access Resource Two: The Source of Our Pride?
Our Pride?
available to
students We want to get a glimpse of how Australian society interacts with the environment, and what our society places

value on – as represented by the government and media. Using their new understanding of the environmental
Teacher moves
worldview continuum, students choose three sources from the provided list (a mix of articles, statistics, quotes,
around class
informally

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

assessing photographs, maps) and find one source of their own. They can do this in pairs or individually, and have 15 minutes
individual and
to:
group
1. identify the key stakeholders in the source
productivity for
on-task 2. assess whether the worldview presented sits under:
behaviour
a planetary management, stewardship or environmental wisdom philosophy?

a environmental imperialism, utilitarianism, stewardship, romanticism or radical environmental philosophy?

an exploitation, utilization, conservation or preservation management approach?

3. find two quotes/examples of evidence of the stakeholders’ values which support their classification under

these philosophies/management strategies

Inform students that this will be part of their exit pass for educational motivation!

Teacher brings the class back together and facilitates class discussion regarding the worldview of given sources –

being sure to ask students for the topic of their own selected source and their conclusions regarding it.

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

5mins Have Google Exit Pass:

Doc
At the bottom of their source analysis and in their previous groups, students answer the following:
notifications on
- Evaluate which worldview the Australian government seems to demonstrate the most in these articles. What
to confirm
student decisions and stakeholders have they prioritised that suggests they adopt this perspective on the
submissions,
environment?
standing by the
This is to be posted on the class Google Doc and acknowledged by the teacher before leaving.
door to see
them out.

Homework

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

In preparing this lesson I was reminded about the importance of conducting assessment for learning, especially in a new and hypothetical
class. Students will be producing a substantial amount of introductory content, but with a 60-minute time constraint it was a challenge to
authentically review each student’s understanding. Online submission of work is a technique I became acquainted with on my professional
practical experience and is one I have endeavoured to use. The importance of reviewing and editing in the teaching planning process was also
highlighted in this lesson, as with introductory lessons it can be easy to maintain a very teacher-centred learning process. Reflection and
review gives the opportunity for adaption and differentiations to made.

How am I measuring the outcomes of this lesson?

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Learning Outcome Method of measurement and recording

GE5-4: accounts for perspectives of people and
organisations on a range of geographical issues
GE5-7: acquires and processes geographical
information by selecting and using appropriate
and relevant geographical tools for inquiry
Measured in the Source of our pride? activity through application of new multiple environmental
management worldview knowledge to current environmental debates in Australia.
Recorded through teacher facilitated whole class peer discussion, and mandatory submission to
teacher.
Measured in the Source of our pride? through student directed interaction with various geographical
sources and tools during geographical inquiry to build a suite of evidence, which is delivered to the
whole class.
Recorded through teacher facilitated whole class peer discussion, and mandatory submission to
teacher as an exit pass.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and indicates the evidence from this lesson
that should comply with the standard.

Graduate Standards Evidence within this lesson

2.2.1 Content selection Content is organized to engage students in what they know, what they need to know, before asking them to demonstrate
and organisation this new knowledge by applying it in a task. Firstly, students are introduced to the new topic by engaging in their own
beliefs and opinions first, making the topic relevant and engaging. Secondly, students are introduced to new concepts and
metalanguage which they can relate their own personal beliefs to. Lastly, students apply their personal beliefs and new
technical knowledge to nationally and politically relevant contexts, where they are positioned to experiment and cement
this newly discovered knowledge.
4.1.1 Support student While this lesson spends a large portion of teaching and learning in group work and class discussion, students are also given
participation opportunity to reflect quietly by themselves in the introduction, as well as opt to work independently in the final task. For
students not as comfortable speaking to the class, the Google Docs submission is helpful as it allows every student to still
interact with and demonstrate their learning to the teacher. Actively moving around the classroom and offering student
directed choice additionally utilized to encourage and support student participation.

WHS

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your syllabus and support
documents as well as other WHS policy- Outline the key WHS considerations that are to be applied in this lesson?

All student laptop charger cords must be kept to the side and low, so as to maintain clear pathways for teacher and student movement.
If the school policy permits bags inside classrooms, bags must also be kept to the side and low for ease of movement, maintaining a clear exit
at all times.

References (In APA)

Australian Associated Press, (2019, 14 February). Aboriginal protestors explain motivations behind Canbera sit in. SBS News. Retrieved from

https://www.sbs.com.au/nitv/nitv-news/article/2019/02/13/aboriginal-protesters-explain-motivations-behind-canberra-sit

Cengage. (n.d.). Chapter 25: Environmental worldviews, ethics and sustainability. Retrieved March 16, 2019 from

https://www.houstonisd.org/cms/lib2/TX01001591/Centricity/Domain/5363/ch%2025.pdf

Clean Energy Council. (2018). Clean Energy Australia. Retrieved from

https://assets.cleanenergycouncil.org.au/documents/resources/reports/clean-energy-australia/clean-energy-australia-report-2018.pdf

Cockburn, P. (2019, 21 March). Land clearing laws have been relaxed under NSW coalition government; land clearing rates soar 800% in three

years. SBS News. Retrieved from https://www.abc.net.au/news/2019-03-21/nsw-election-questions-reveal-concerns-about-land-

clearing/10859262?section=environment

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Davies, A. (2019, 14 January) Murray-Darling fish kill: authority shelved fish health strategy in 2013. The Guardian. Retrieved from

https://www.theguardian.com/australia-news/2019/jan/14/murray-darling-fish-kill-authority-shelved-fish-health-strategy-in-2013

Gore, J. (2007). Improving pedagogy. In J. Butcher, L. McDonald (Eds.) Making a difference: Challenges for teachers, teaching, and teacher

education. (pp. 15-33). Sense Publishers.

Greenpeace Australia, Federal election voter concerns 2019 [image], retrieved from https://www.greenpeace.org.au/news/.

Hepburn, S. (2018, December 3). Adani’s new mini version of its mega mine still faces some big hurdles. The Conversation. Retrieved from

http://theconversation.com/adanis-new-mini-version-of-its-mega-mine-still-faces-some-big-hurdles-108038

Hocking, R. (2019, 19 March). This isn’t over’: Djab Wurrung protectors increase presence as police stand down. SBS News. Retrieved from

https://www.sbs.com.au/nitv/article/2019/03/19/isnt-over-djab-wurrung-protectors-increase-presence-police-stand-

down?cx_navSource=related-side-cx#cxrecs_s

Kleeman, G., Hamper, D., Rhodes., H & Forrest, J. (2008). Global interactions 2 (pp. 11-24). Melbourne, VIC: Pearson.

Patagonia Australia and New Zealand, A coastal ‘paddle out’ protest against Equinor’s oil drilling in the Great Australian Bight; Torquay, VIC

[image]. Retrieved from @patagoniaaus, Instagram.

Resources Attached:

Resource One: Environmental Worldviews Continuum

Philosophies of Environmental/Resource Management

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Planetary Management:
We are apart from the rest of nature and can manage
nature to meet our increasing needs and wants.
Because of our ingenuity and technology, we will not
run out of resources.
The potential for economic growth is essentially
unlimited
Our success depends on how well we manage the
earth's life-support systems mostly for our benefit.
Stewardship:
Environmental Wisdom:
We have an ethical responsibility to be caring
We are a part of and totally dependent on nature, and
managers, or stewards, of the earth.
nature exists for all species.
We will probably not run out of resources, but they
Resources are limited and should not be wasted.
should not be wasted.
We should encourage earth sustaining forms of
We should encourage environmentally beneficial
economic growth and discourage earth degrading
forms of economic growth and discourage
forms.
environmentally harmful forms.
Our success depends on learning how nature sustains
Our success depends on how well we manage the
itself and integrating such lessons from nature into the
earth's life-support systems for our benefit and for the
ways we think and act
rest of nature.

Human-Centred Worldview Earth-Centred Worldview

Environmental Imperialism: Utilitarianism: Stewardship: Romanticism: Radical Environmentalism:

- Egocentric;
- Everything in nature is
subordinate to human
needs and wants
- Ecosystems are
resources to be
exploited for profit
- Things have value if
they contribute to the
wellbeing and
happiness of people.
- Custodial;
- Humans in a privileged
position
- Humans have a
responsibility to
protect and nurture
the environment for
the benefit of future
generations.
- Nature has value due
to its beauty
- Supports the
protection of natural
areas unaffected by
human activity
- Wide range of views;
- Advocates of the right
of all species to
survive, to proponents
of all development

Approaches to Environmental/Resource Management

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Secondary Curriculum 1B GEO – Assessment One
Exploitation
- Resources exploited without
regard for the ecological
consequences
- Flora and fauna devastated
Utilization
- Natural resources used
- Natural ecosystems replaced
by a built environment that
provides a sustainable yield
- Flora and fauna disrupted
Liam Culhane 18361777
Conservation Preservation
- Resource uses limited to those - Ecosystems quarantined
that will not damage - People denied access
ecosystems, such as - Resources remain unused
ecotourism
- Resources used without
significant impact on
ecosystems
- Resources used sustainably
- Flora and fauna not threatened
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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Resource Two: The Source of Our Pride?

The Source of our Pride?

We want to get a glimpse of how Australian society interacts with the environment, and what our society places value on – as represented by the

government and media. Using your new understanding of the environmental worldview continuum, choose three sources from the provided list

(a mix of articles, statistics, quotes, photographs, maps) and find one source of their own (your personal fourth source). You can do this in pairs

or individually, and have 15 minutes to:

1. identify the key stakeholders in the source

2. assess whether the worldview presented sits under:

a planetary management, stewardship or environmental wisdom philosophy?

a environmental imperialism, utilitarianism, stewardship, romanticism or radical environmental philosophy?

an exploitation, utilization, conservation or preservation management approach?

3. find two quotes/examples of evidence of the stakeholders’ values which support their classification under these

philosophies/management strategies

**REMEMBER: this is your exit pass for today 

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Source A: Adani’s new mini version of its mega mine still faces some big hurdles, 2018 - Article

http://theconversation.com/adanis-new-mini-version-of-its-mega-mine-still-faces-some-big-hurdles-108038

Source B: A coastal ‘paddle out’ protest against Equinor’s oil drilling in the Great Australian Bight; Torquay, VIC – Photo series from
@edsloanphoto via @patagoniaaus

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Source C: Cumulative installed wind capacity in Australia and annual installed wind capacity in Australia, 2000-2017 – Graph:

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

https://assets.cleanenergycouncil.org.au/documents/resources/reports/clean-energy-australia/clean-energy-australia-report-2018.pdf

Source D: Murray-Darling fish kill: authority shelved fish health strategy in 2013; 14 Jan 2019 – Article
https://www.theguardian.com/australia-news/2019/jan/14/murray-darling-fish-kill-authority-shelved-fish-health-strategy-in-2013

Source E: Federal election voter concerns 2019; Greenpeace – Infographic poster

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Source F: Annual solar photovaliac system installations, Australia 2007-2017 – Graph and Statistics

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Source G: Aboriginal protestors explain motivations behind Canberra sit in; 14 Feb 2019 – Article
https://www.sbs.com.au/nitv/nitv-news/article/2019/02/13/aboriginal-protesters-explain-motivations-behind-canberra-sit

Source H: ‘This isn’t over’: Djab Wurrung protectors increase presence as police stand down; 19 March 2019 – Article

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

https://www.sbs.com.au/nitv/article/2019/03/19/isnt-over-djab-wurrung-protectors-increase-presence-police-stand-down?cx_navSource=related-
side-cx#cxrecs_s

Source I: Land clearing laws have been relaxed under NSW coalition government; land clearing rates soar 800% in three years – Article, 21
March 2019 and Maps
https://www.abc.net.au/news/2019-03-21/nsw-election-questions-reveal-concerns-about-land-clearing/10859262?section=environment

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Environmental Change and Management

Class: Lesson:
Year 10 2. Environmental Management – ATSI Perspectives
Topic Area: Preparation/Materials:
Environmental Management For inside:
- Smartboard ready with Resource 3 ‘The Land Owns Us’
- Questions available to students online and written on board
Have available for outside:
- Confirmed sheltered outside area
- A3 paper sheets
- Class pens
- Class textas
- 8 blankets/towels
- Yarn
- Resource 4: Yarning Circle Envelopes
- Resource 5: Sir’s Systems Thinking Web

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Outcomes Assessment Students learn about Students learn to

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Syllabus outcomes
GE5-3: analyses the effect of interactions
and connections between people, places
and environments
GE5-4: accounts for perspectives of
people and organisations on a range of
geographical issues
Formative assessment of learning
through:
*In-class submissions of Resource use of environments.
Three: The Land Owns Us
questions to class Google Doc to
check understanding of
Aboriginal spirituality
How Aboriginal and Torres
Strait Islander worldviews
affect their attitudes to and
Investigate Aboriginal and
Torres Strait Islander
spirituality and how this
spiritual perspective
informs approaches to
environmental
management.

Life Skills outcomes

GELS-3: explores interactions and
connections between people, places and
environments
GELS-4: recognises perspectives of
people and organisations on a range of
geographical issues
Formative assessment for
learning:
*Informal; measuring
participation in class and yarning
circle discussions; observing
student prior knowledge regarding
Aboriginal spirituality

*Formal; Systems thinking

submission during or after class
for student understanding of
interconnections between people,
place and environment; and

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Secondary Curriculum 1B GEO – Assessment One
valuable for knowing my
students.
Cross Curriculum Priorities:
Sustainability:
Students will be investigating traditional Indigenous Australian spirituality
and its interconnectedness to Country and therefore sustainability. Through
listening to respected Aboriginal Elder Uncle Bob Randall and then engaging
with quotes and lore from Aboriginal elders in a yarning ceremony, students
are valuing perspectives that recognise “the dependence of living things on
healthy ecosystems and value diversity and social justice” (AC, 2019) as vital
to achieving sustainability.
Aboriginal and Torres Strait Islander Histories and Cultures:
In engaging with notions of Country, Indigenous Australian spirituality and
culture through primary and secondary sources, students will be furthering
their understanding of:
- the unique connection to and responsibility for Country embedded
within Indigenous Australian identity
- the long standing and continuous holistic belief systems and spiritually
and intellectual connection to the land, sea, sky and waterways as a
result of this spiritual connection
Liam Culhane 18361777
Geographical concepts
Sustainability – students engage with and analyse
Indigenous Australian understandings of Country and
spirituality, and their holistic stewardship approach to the
care of the land as an alternative view to Australian land
management.
Place – students will be challenged by the construction of
place by the Indigenous Australian worldview. Specifically,
how bound up Country and the environment is within
Indigenous Australian identity and understandings of
belonging and daily responsibility.
Interconnection – students develop and appreciation for the
authentic interconnection between Indigenous Australians
and the land – through a flow of information and actions.
Geographical Skills:
Students:
- represent data and information in appropriate forms
In their ‘systems thinking webs’ task, as they represent their
own interconnections based on information gathered during
Resource 3: ‘The Land Owns Us’.
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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

(AC, 2019) https://www.australiancurriculum.edu.au/f-10- Geographical Tools:

curriculum/cross-curriculum-priorities/aboriginal-and-torres-strait-
Visual Representations – students engage with multimedia
islander-histories-and-cultures/ Resource 3: ‘The Land Owns Us’ presentation on Youtube,
in addition to visually representing their own personal
interconnections with Country.
General Capabilities:
Intercultural understanding:
Students will be interacting with culturally different worldviews and
perspectives regarding the environment and spirituality, recognizing these
cultural differences and developing respect while reflecting on the merits of
Indigenous holistic systems thinking and applying to their own life to further
understanding and empathy.

Numeracy:
Students will be recognizing and using patterns and relationships within their
own personal lives and movements between places of value to them, and
considering their ecological footprint.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such 1.2 Deep understanding 1.5 Metalanguage
pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order 1.3 Problematic knowledge 1.6 Substantive communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused 2.2 Engagement 2.5 Students’ self regulation
on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students 2.3 High Expectations 2.6 Student direction
and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear 3.2 Cultural knowledge 3.5 Connectedness
connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of 3.3 Knowledge integration 3.6 Narrative
knowing all cultural perspective.

How the quality teaching elements you have identified are achieved within the lesson.

Teaching element Indicators of presence in the lesson

1.2 Deep In the yarning circle activity, students are given the opportunity to develop their understanding of key ideas and demonstrate and
Understanding explain these given the conversational nature of the task. This is supported by the authentic and deep understanding students gain
listening to Uncle Bob Randall in ‘The Land Owns Us’. Lastly, the systems thinking web task requires students to take the holistic
principles demonstrated by Indigenous worldviews and apply them to think mindfully about their own places they value and their
interactions in between.

3.1 Background The systems thinking web task serves to connect student’s out of school life and backgrounds and their range of personal
Knowledge experiences to class content, making learning relatable and engaging while allowing the teacher to know their students and
value their background knowledge. Additionally, the conversational style of the yarning circle task allows students to
demonstrate their background knowledge regarding Indigenous spirituality, while actively including and valuing Indigenous
student perspectives and contributions.

3.2 Cultural All three tasks prioritise the inclusion and valuing of Indigenous perspectives and actively engage Indigenous students. Cultural
Knowledge knowledge and traditions are also respected, particularly with reference to Indigenous Australian avoidance practices regarding
naming and seeing images of the deceased. The conversational style of the yarning circle activity also allows students draw
similarities between their own cultures and Indigenous land management and spiritual beliefs.

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Time Organisation Teaching/ learning activities

10mins Smartboard Introduction to ATSI Worldview – Uncle Bob Randall ‘The Land Owns Us’
ready with
https://www.youtube.com/watch?time_continue=283&v=w0sWIVR1hXw
Resource Three:
Explain to students that today we will be investigating environmental management from an Aboriginal and Torres
‘The Land
Strait Islander perspective, by first exploring the relationship between spirituality and Country in the Indigenous
Owns Us’
Australian worldview. Uncle Bob Randall, a Yankunytjatjara elder and traditional owner of Uluru, who has a far
deeper and more authentic understanding of Aboriginal spirituality than I do as the teacher, will introduce us to the
Questions
topic***. Present students with the following questions, to be completed in their books/laptops after Uncle Bob is
available to
talking:
students online
1. Compare the fundamental differences between Western land ownership and Indigenous Australian land
and written on
board ownership?

2. Uncle Bob Randall highlights that traditionally, Indigenous Australians are “raised with the teachings that

every living thing is connected”, that our “being [is] a part of all that there is”. Identify the benefits Uncle

Bob suggests in seeing human beings and ourselves personally as not different or separate from the land?

Facilitate class discussion and report back.

*** If there are Aboriginal and Torres Strait Islander students in the class – Uncle Bob Randall has passed away in
the last year. Prior to class and naming him, these students must be consulted and advised in private that the the
interview contains images and voices of people who have passed on. They must be given the opportunity to leave

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

the classroom for the 6-minute video – and answer the questions (revised to exclude Uncle Bob’s name) from the
perspective of their own personal and clan knowledge.

20mins Students to Understanding the ATSI Worldview – Yarning Circle:

move outside
and sit in a After lineup, instead of moving inside, the class will remain outside and sit in an outdoor area near to the classroom
circle after – one with tree canopy coverage for shade and grass for comfort. As a class, we sit in a circle (blankets handed out
lineup; to those who need them) and the concept of yarning circles is introduced– after the question, “Can anyone explain to
Ball of yarn; the class what a yarning circle is?” is opened to the class. The transparency of the purpose of this cultural activity: to
Blankets to sit learn from a collective group, build respectful relationships, and to preserve and pass on cultural knowledge; is
on for those paramount. Explain to students that after exploring the wide range of worldviews that inform environmental
with allergies; management last lesson, today we are exploring the Indigenous Australian worldview regarding the land.
Resource Four:
Yarning Circle Envelopes containing quotes, concepts and traditions are passed around the circle. One envelope is between two
Envelopes . students. While holding the end of the yarn string, the ball of yarn is thrown across the circle to students who will:
- Open their envelope and read out their concept contribution
- The student will offer an answer to the focus question, “What does this tradition reflect about Aboriginal
beliefs and the land?”; then open the floor to discuss with other students. Direction is facilitated by the
teacher and input is added.
- The student holds the end of their string and passes across to another student.

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Conversations should address concepts including:

- custodians of the land, not ownership
- Aboriginal land, entwined with Elders past and present
- Aboriginal spirituality – land owns the people
- beliefs are geosophical – ancestral spirits are a part of the land
- ourness and oneness not mine-ness
- Responsibility to care for the completeness of that oneness.
- belief that everything is connected

30mins A3 sheets; Systems Thinking Web:

Class pens; Uncle Bob suggests that non-Aboriginal people's lives are often ruled by planning and future-thinking while
Class textas Aboriginal people think in ‘the now’. Living in ‘the now’ when talking about environmental management is
valuable, because it allows “our actions [to be] determined by our [human] needs” and also equips us to pay
Resource 5: attention to the needs of Country. It can therefore alter our focus toward the interconnectedness of our interactions
Sir’s Systems and what we place value on while demonstrating how temporary the material world is – contributing towards a more
Thinking Web holistic approach to our interactions. This can encourage us to look for the interconnections between and among
various actors, contexts and parts of our world, including our personal world. This school of thought is called
‘systems thinking’, and is particularly useful when considering complex problems, specifically ecological
complications such as environmental management. Similarly to ‘systems thinking’, ‘commons thinking’ suggests
that problems stem from breakdown in relationships and solutions involve restoring these relationships. Through

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

reflecting on the impact and meaning of connections in our everyday life, we can see these interconnections and act
ine them.

To experiment with ‘systems thinking’, on an A3 sheets of paper, students will:

- place themselves at the centre of the page
- select and name two or three places of personal importance to them. These can be natural or urban locations,
local or international, specific places or whole regions, places with familial or memory connections etc.
Show students Resource 5: Sir’s Systems Thinking Web
Under the name and location of each place, explain:
- your connection to this place – why do you place value on it?
- how often do you visit these places? How far away are they and how do you get there? Do a quick google
search - what is the environmental impact of your travel type?
For example: When Mr Culhane travels to South Africa to see his family and has to use an airplane – which
a quick google says is a fossil fuel industry that is becoming more affordable and popular, and could
contribute to 22% of total carbon contributions in 2055. Mr Culhane only travels overseas every 5 years or
so, but drives 5 minutes to the ocean twice a week, burning 9L of fuel every 100kms. The carbon emissions
from these regular drives are worse! But, Sir longboards to school and cuts these down in other ways.
- when you get to this place, do you purchase anything or used purchased items?
For example, do you buy coffee here? Is it with a KeepCup or do you use disposable cups? Do a quick
google – what is the environmental impact of these disposable cups? OR do you use your iPhone when you

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

are in that special place overseas to take photos? What elements are found in your phone and where do these
come from?
** visibly draw links between these places, yourself, and highlight non-local places you interact with as a
result of your consumption.

Homework Take the ‘Systems Thinking Web’ home and finish the task. Find pictures of these places and attach them and be sure
to draw links between these places! Bring them back the same lesson next week, for when we talk about
sustainability as a class.

Reflection
Planning for time management was the challenge with lesson two. The aim of this lesson is to give students and authentic understanding of
Indigenous Australian spirituality that challenge stereotypical tokenistic valuing of Indigenous worldviews. Finding Resource 3: ‘The Land
Owns Us’ and engaging with Shay & Wickes (2017) who inspired the use of yarning circles were great opportunities for students, to critically
appreciate these perspectives and give Indigenous students a platform to see their culture valued and to share their culture as equal learners in a
community – including me as the teacher. Managing these two activities, and then deciding to add prompt questions to accompany Source Three,
one being more high-order than the other, reinforced the worth of having students engage critically and in student-led discourse. However, I still
wanted students to personally create and engage with theoretical concepts like ‘commons thinking’ and ‘systems thinking’, to actually see the
relationships and meaning between connections in their own life, to challenge human and environmental divisions, and to begin to question the
institutional devaluing of systems thinking and Indigenous approaches.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

GE5-3: analyses the effect of interactions and Measured in questions responding to Uncle Bob Randall in ‘The Land Owns Us’ and in conversation
connections between people, places and during the yarning circle referencing national, regional and local interactions; and in the creation of a
environments personal systems thinking web which investigates local interactions specifically.

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Recorded formally in through online submission to class Google Doc in ‘The Land Owns Us’ activity
and hard copy submission of the systems thinking web. The yarning circle outcomes are measured
informally through leading questions in conversation with students.

GE5-4: accounts for perspectives of people and
organisations on a range of geographical issues
Measured in student interaction with Uncle Bob Randall in ‘The Land Owns Us’ and the follow up
questions, in addition to conversationally during the yarning circle where students share their
background and cultural knowledge.
Recorded formally in through online submission to class Google Doc in ‘The Land Owns Us’ activity
and informally through facilitating student conversation during the yarning circle.

Other considerations

Complete the table below by inserting the AISTL graduate standards that you are demonstrating and indicates the evidence from this lesson
that should comply with the standard.

Graduate Standards Evidence within this lesson

2.4.1 Opening the lesson with Uncle Bob Randall as a respected Elder, the awareness of Aboriginal practices of avoidance in
Understand/respect relation to deceased persons, and the adoption of a yarning circle in recognition of myself as the teacher not being an
ATSI people to promote expert in Indigenous Australian culture – all allows the class to value the contributions of Indigenous students in addition to
reconciliation between valuing the Indigenous Australian worldview and environmental perspective.
Indigenous and non-
Indigenous Australians
4.1.1 Support student The conversational group style of the tasks is designed to be inclusive and informal, allowing students to easily share their
participation background knowledge while also enjoying personal focus and passion in the final Systems Thinking task – positioning all
students in a place where they can personally engage with new knowledge.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your syllabus and support
documents as well as other WHS policy- Outline the key WHS considerations that are to be applied in this lesson?

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Given that the class will be outside, care has been taken to find a sheltered area for class discussion beforehand. However, responsiveness to summer heat and rain will
have to be considered and the lesson adapted in this situation. Additionally, as the class will ideally be seated away from concrete and therefore on lawn, care has been
taken to provide blankets/towels for students with grass allergies. In the event of a sunny day in either terms one or four (depending on school policy), students will
take their hats with to the sheltered area and sunscreen will be provided to students who require it.

References (In APA)

Creative Spirits. (2019). Aboriginal spirituality and beliefs. https://www.creativespirits.info/aboriginalculture/spirituality/what-is-aboriginal-

spirituality

Creative Spirits. (2019). Welcome to country and acknowledgment of country.

https://www.creativespirits.info/aboriginalculture/spirituality/welcome-to-country-acknowledgement-of-country

Global Oneness Project. (2009, February 26). The land owns us [video]. Retrieved from https://www.youtube.com/watch?v=w0sWIVR1hXw

Kenrick, J. (2009). Commons thinking. In A. Stibbe (Ed.), The handbook of sustainable literacy: Skills for a changing world (pp. 51-58).

Cambridge, UL: UIT Cambridge.

Kleeman, G., Hamper, D., Rhodes., H & Forrest, J. (2008). Global interactions 2 (pp. 11-24). Melbourne, VIC: Pearson.

Shay, M., & Wickes, J. (2017). Aboriginal identity in education settings: Privileging our stories as a way of deconstructing the past and re-

imagining the future. Australian Education Research, 44(1), 107-122.

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Resources Attached:
Resource 3: ‘The Land Owns Us’

https://www.youtube.com/watch?time_continue=283&v=w0sWIVR1hXw

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Resource 4: Yarning Circle Envelopes

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Resource 5: Sir’s Systems Thinking Web

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Environmental Change and Management

Class: Lesson:
Year 10 3.Environmental Management – ATSI Management Strategies and Conclusions
Topic Area: Preparation/Materials:
Environmental Management Prepare Resource Six: ‘The Biggest Estate on Earth’ YouTube link
Make online version available for students
Resource Seven: Peer Support Framework

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Outcomes Assessment Students learn about Students learn to

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Syllabus outcomes Formative assessment of Aboriginal and Torres Strait Investigate the approaches of
Islander people’s traditional Aboriginal and Torres Strait
learning through:
GE5-3: analyses the effect of interactions environmental management Islander people and analyse their
and connections between people, places *In-class submissions of strategies, and how these are effectiveness against dominant
and environments informed by their discourses.
Council Presentation and
understandings of
GE5-5: assesses management strategies the peer support environmental
for places and environments for their interconnections.
responses to check
sustainability
understanding of
Life Skills outcomes
Indigenous management
GELS-3: explores interactions and strategies.
connections between people, places and
environments
Formative assessment for
GELS-5: explores management of places learning:
and environments
* Informal; observing
participation in group
work for on-task
behaviours and questions
*Informal; measuring
participation in class
discussions

*Formal; noting of
student choice of

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Secondary Curriculum 1B GEO – Assessment One
challenge band for future
tasks.
Cross Curriculum Priorities
Aboriginal and Torres Strait Islander Histories and Cultures:
Through an investigation of Indigenous environmental management
strategies against their background knowledge of Indigenous
Australian spirituality, students will be furthering their understanding
of:
- the unique connection to and responsibility for Country
embedded within Indigenous Australian identity
- the acknowledgement of the significant contributions Aboriginal
Peoples and Torres Strait Islander Peoples, and;
- Indigenous Australian’s environmentally responsive
management strategies as a unique expression of their cultural
ways of being, knowing, thinking and doing.
(AC, 2019)
Sustainability:
Students will be investigating traditional Indigenous Australian land
management practices, evaluating their effectiveness and
contextualizing them within current environmental debates. This
process emphasizes the value in:
Liam Culhane 18361777
Geographical concepts
Place – in engaging with traditional management strategies, students
will be investigating human-induced changes to the Australian
landscape which have been shaped, changed and managed by
initially traditional and now Western practices.
Environment – through engagement with human-induced
environmental change and management strategies, student
understanding of the causes and consequences of environmental
change is necessary (BOSTES, 2015).
Sustainability – students engage with and analyse Indigenous
Australian holistic stewardship approaches to the care of the land as
an alternative view to Australian land management.
Geographical Tools:
Graphs and Statitsics
Visual Representations
Spatial Technologies
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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

- diverse local and national community actions for Maps

sustainability - the above geographical tools, not limited to: photographs,
- knowing, understanding and respecting local environments; maps, articles, graphs, statistics, paintings, virtual maps; will
and be utilized to create a multimodal presentation for students
- designing action for sustainability that evaluates past practices Council Management Inquiry task.
and balanced judgements based on projected future economic,
social and environmental impacts
(AC, 2019).

General Capabilities:
Critical and creative thinking:
Students will be interacting with traditional strategies and applying
them to contemporary contexts, while evaluating their merits and
presenting this information creatively.

Literacy:
Students will be investigating traditional land management strategies
and in the process will be: selecting texts and narratives, analyse texts
for underlying meaning and power discourses, in addition to using a
wide range of informative, persuasive and imaginative texts in

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

multiple modes to pose questions, research, analyse, evaluate and

communicate information, concepts and ideas.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. 1.2 Deep understanding 1.5 Metalanguage
Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher- 1.3 Problematic knowledge 1.6 Substantive communication
order thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly 2.2 Engagement 2.5 Students’ self regulation
focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher 2.3 High Expectations 2.6 Student direction
and students and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear 3.2 Cultural knowledge 3.5 Connectedness
connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways 3.3 Knowledge integration 3.6 Narrative
of knowing all cultural perspective.

How the quality teaching elements you have identified are achieved within the lesson.

Teaching element Indicators of presence in the lesson

1.3 Problematic Not only does the Council Presentation require students to assess Indigenous management strategies in relation to Western
Knowledge strategies while considering power assumptions in the prioritization of Western strategies, but resources like ‘The Biggest Estate
on Earth’ by Bill Gammage and optional resources like Dark Emu challenge historical stereotypes about Indigenous Australian
agency, sovereignty and their effect on the land.
2.3 High Expectations Both the Traditional Management Inquiry Task and the Council Presentation are tasks that require group work and a demanding
question load within a time period, with the expectation that one group of students will always be attentive and assessing the
other.

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

3.6 Narrative Narrative is employed in the introduction to The Biggest Estate on Earth’ by Bill Gammage to make class content personally
relatable. Additionally, this normalises assumptions about the Australian landscape from a foreigner’s point of view to
Australian students, while also creating a relevant relationship between overseas-born/multicultural students and the Australian
landscape. Narrative can easily be used in the multimodal delivery of the Council Presentation.

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Time Organisation Teaching/ learning activities

20mins Prepare Bill Gammage ‘The Biggest Estate on Earth’
Resource Six: Have this question prepared on the board before students walk in, for students to answer on their laptops/in their
‘The Biggest books:
Estate on - When you hear “the Australian bush”, what do you picture?
Earth’
Once students have answered, facilitate the sharing of three or four answers.
Share with students: I remember when I first moved to Australia and went to the Blue Mountains, I was amazed at
how thick the bush was. I was learning in my new Australian primary school about men who were famous for being
the first Europeans to make it past the Blue Mountains – men named Lawson, Wentworth and Blaxland. I can
clearly remember looking at this dense bush when my newly arrived family were exploring Sydney and wondering
to myself, how on earth horses and carts could fit through vegetation like this… no one would have cleared the
roads we use yet! This was always my thought. Maybe some of you have similar thoughts. But what if I told you
that our concept of the bush is totally different to the Australian landscape before The Crown invaded Australia in
1788? What if I told you that, that Indigenous Australians totally reshaped the way Australia’s landscape looked
through their land management practices?

When watching Bill Gammage ‘The Biggest Estate on Earth’, students are to write 5 interesting facts with specific
reference to Indigenous Australian land management practices, their worldview or the Australian environment that
you didn’t know about before.
https://www.youtube.com/watch?time_continue=148&v=Sko-YDIULKY

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

20mins Write questions Traditional Management Inquiry Task:

on the board
We are all members for the school’s local council, and we are struggling with our environmental management
and make
policy. We don’t feel like we are doing enough, and we know because our constituents are frustrated with us. We
online version
available for are a grassroots NGO working with the local young people of the Aboriginal community, and we’ve been called in
students,
to support them deliver some management strategies.
complete with
Resource 8:
Starting Source Students are split into mixed ability groups of three to four, and choose a challenge band and based on this are
Points
assigned to:

Band red is moderately difficult:

- Fire Management (1 to 2 groups depending)

Try https://www.creativespirits.info/aboriginalculture/land/aboriginal-fire-management

OR

- River Management (2 groups) t

Try https://www.youtube.com/watch?v=3XHe5ICX1k4

Band yellow requires synthesis:

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

- Spirit totems, quotas and restrictions (1 group)

Try https://australianstogether.org.au/discover/indigenous-culture/aboriginal-spirituality

Band black requires abstract thought:

- Songlines (1 group)

Try https://www.abc.net.au/radionational/programs/allinthemind/songlines-indigenous-memory-

code/7581788

OR

- Agriculture (1 group)

Try https://www.youtube.com/watch?v=fqgrSSz7Htw

In these groups, analyse the sustainability of your selected management strategy by researching the following (using

at least 3 sources), and preparing a multimodal presentation (PowerPoint, video presentation, Prezi, Powtoon, story):

- Identify the purpose of your assigned management strategy?

- Describe the process of your assigned management strategy?

- Explain how the strategy preserves Country and supports Aboriginal people?

- Assess how the strategy changed the Australian landscape?

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

- Find a primary or secondary source that symbolizes a current issue related to your management strategy.

Analyse how Australian regions and services could benefit from listening to Aboriginal Elders and utilizing

this practice? How does the Indigenous perspectives understanding of interconnection help this strategy be

effective?

- Why do you think this Indigenous strategy has/has not been embraced?

20mins Students Council Presentation:

equipped with
Each group presents for 3-5 minutes on their findings. While each group is walking up to present, another group is
physical
volunteering to be the presenting group’s peer support squad – every council meeting has someone taking the
Resource
Seven: Peer minutes!
Support
Be sure to note to students how Indigenous custodial management strategies:
Framework
- differ across environments

- have changed and affect the Australian landscape

These peer support forms are handed in as students are leaving class, in addition to their group presentations being

emailed for formative assessment.

Homework

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Reflection
In lesson three I have learned about the importance of differentiation and clear instructions when creating a student-directed lesson. Wanting
students to cover a fairly broad selection of Indigenous traditional land management strategies seems to directly competes with students
having a firm and detailed understanding of these strategies. Making this lesson student-directed meant that students could choose to engage
in topics the teacher has chosen, and in a differentiated manner. Students will therefore be able to choose their topics being aware of the
challenge level, with one piece of support material to begin their research. Although as a teacher I will be moving between groups informally
assessing on-task work and taking questions, every reflection on this lesson saw further and more concise instructions outlined to ensure
independent is work is possible. The aim to have students engage in more than one management strategy in a restricted amount of time was
overcome through considering incentives for student attention to detail and their learning community. Having students present to the class
with one group as the expert, knowing they have to pass on this knowledge, while the other groups are actively listening to fill out their review
as an exit pass, seemed to be the best way to maintain the learning community we have created, while ensuring students are engaging with
multiple critical assessments. Preparing this lesson has changed my view of planning, giving me confidence that with clear instruction,
scaffolded questions and cooperative learning, students can be active participants in their own education.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

GE5-3: analyses the effect of interactions and
connections between people, places and
environments
GE5-5: assesses management strategies for
places and environments for their sustainability
Measured in Resource 6:‘The Biggest Estate on Earth’ questions, and during research in the
Traditional Management Inquiry Task.
Recorded in presentation and submission of presentation to teacher.
Measured during research in the Traditional Management Inquiry Task as central point of
analysis.
Recorded during group presentation and peer review task, both submitted to teacher before
class end for assessment of learning.

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and indicates the evidence from this lesson
that should comply with the standard.

Graduate Standards Evidence within this lesson

2.6.1 Information and In addition to my own personal incorporation of basic ICT in the opening activity ‘The Biggest Estate on Earth’, planning
communication involves students using ICT skills to research information and also present this geographical information to the class.
technology (ICT)
3.1.1 Establish The ability for students to dictate the level of difficulty in their task in Traditional Management Inquiry Task is granted, but
challenging learning the majority of the available management strategies require sustained analysis to answer the questions. Similarly, to navigate
goals multiple questions which are increasingly complex, students must also perform this task In a group under transparent time
constraints.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your syllabus and support
documents as well as other WHS policy- Outline the key WHS considerations that are to be applied in this lesson?

All student laptop charger cords must be kept to the side and low, so as to maintain clear pathways for teacher and student movement.
If the school policy permits bags inside classrooms, bags must also be kept to the side and low for ease of movement, maintaining a clear exit
at all times. These are especially important given presentations will be happening and therefore student movement is unavoidable.

References (In APA)

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

ANU TV. (2012, February 13). The Biggest Estate on Earth [video file]. Retrieved from

https://www.youtube.com/watch?time_continue=148&v=Sko-YDIULKY

Korff, J. (2019). Aboriginal fire management. Creative Spirits. Retrieved from:

https://www.creativespirits.info/aboriginalculture/land/aboriginal-fire-management

Malcolm, L., Willis, O. (2016) Songlines: the Indigenous memory code. Retrieved from:

https://www.abc.net.au/radionational/programs/allinthemind/songlines-indigenous-memory-code/7581788

Paulson, G. (n.d.). Aboriginal spirituality. Retrieved from: https://australianstogether.org.au/discover/indigenous-culture/aboriginal-spirituality

TEDx Talks (2018, July 24). A real history of Aboriginal Australians, the first agriculturalists [Video file]. Retrieved from:

https://www.youtube.com/watch?v=fqgrSSz7Htw

Western Local Land Services (2014, February 25). Through Our Eyes - Life On The River with Diane Kelly [Video file]. Retrieved from:

https://www.youtube.com/watch?v=3XHe5ICX1k4

Resources Attached:
Resource Six: ‘The Biggest Estate on Earth’

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

https://www.youtube.com/watch?time_continue=148&v=Sko-YDIULKY

Resource Seven: Peer Support Framework

Name of management strategy:

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

What is the purpose of their management strategy? What do you understand the process of their strategy to How did the strategy change the Australian landscape?

be?

What current issue related to their management strategy did the group choose? Are there List the benefits the group identified that this strategy would have on current

any more issues that come to mind? environmental issues? Are there any you can add to the groups list?

Has this Indigenous strategy been embraced by government or other services? If so, Has your group suggested reasons behind why this strategy may be considered

where and how has this been used? ‘alternative’ or not valued as viable or useful? If so, what are the reasons? If not, list two

reasons why you believe this strategy may not be accepted by hegemonic society?

Resource Eight: Starting Source Points

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Traditional Management Inquiry Task:

We are all members for the school’s local council, and we are struggling with our environmental management policy. We don’t feel like we are

doing enough, and we know because our constituents are frustrated with us. We are a grassroots NGO working with the local young people of

the Aboriginal community, and we’ve been called in to support them deliver some management strategies.

In groups of three to four, choose a challenge band and based on this are assigned to:

Band red is moderately difficult:

- Fire Management (1 to 2 groups depending)

Try https://www.creativespirits.info/aboriginalculture/land/aboriginal-fire-management

OR

- River Management (2 groups) t

Try https://www.youtube.com/watch?v=3XHe5ICX1k4

Band yellow requires synthesis:

- Spirit totems, quotas and restrictions (1 group)

Try https://australianstogether.org.au/discover/indigenous-culture/aboriginal-spirituality

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Band black requires abstract thought:

- Songlines (1 group)

Try https://www.abc.net.au/radionational/programs/allinthemind/songlines-indigenous-memory-code/7581788

OR

- Agriculture (1 group)

Try https://www.youtube.com/watch?v=fqgrSSz7Htw

In these groups, analyse the sustainability of your selected management strategy by researching the following (using at least 3 sources), and

preparing a multimodal presentation (PowerPoint, video presentation, Prezi, Powtoon, story):

- Identify the purpose of your assigned management strategy?

- Describe the process of your assigned management strategy?

- Explain how the strategy preserves Country and supports Aboriginal people?

- Assess how the strategy changed the Australian landscape?

- Find a primary or secondary source that symbolizes a current issue related to your management strategy. Analyse how Australian regions

and services could benefit from listening to Aboriginal Elders and utilizing this practice? How does the Indigenous perspectives

understanding of interconnection help this strategy be effective?

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

- Why do you think this Indigenous strategy has/has not been embraced?

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

Rationale

The above sequenced lesson plans address the Stage 5 Geography unit ‘Environmental Change and Management’, with specific focus on

investigation and discussion of the “varying environmental management approaches and perspectives” outlined in the NSW K-10 Geography

Syllabus’s ‘environmental management’ content (BOSTES, 2015). Through engagement with geographical tools, inquiry skills and concepts

with multiple geographical sources, this learning and assessment is designed to equip students with the ability to critically analyse environmental

management trends and the underlying values inherent in these practices. Students examine contemporary worldviews and their manifestation in

Australian contexts, alongside focussed investigation of Indigenous Australian worldviews and environmental management practices. Therefore,

a student’s ability to progress past generic tokenistic understandings of broad concepts including sustainability and Indigenous perspectives is

paramount, instead equipping them with critical geographical tools to articulate, value and critique complex geopolitical concepts and how these

operate to create power (Hutchinson, 2013).

Lesson one introduces students to environmental management and the broad variety of worldviews that inform society’s environmental

responses. As an introductory lesson, starting with this foundational knowledge is vital to guaranteeing the accessibility of learning and content

to all students, as a method of comparison and intercultural understanding against alternative strategies later in the learning sequence (Cornish &

Garner, 2009). This engagement and familiarity with various perspectives regarding environmental management issues (GE5-4) will empower

students to critically acquire and process geographical information by selecting and using appropriate and relevant geographical tools for inquiry

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Secondary Curriculum 1B GEO – Assessment One Liam Culhane 18361777

(GE5-7). As this unit will emphasise relationships between the geographical concepts of interconnection, place, environment and sustainability

and their relationship with human action, grounding management theories in lived experience is paramount to establishing personal relevance to

students in order to maximise engagement and understanding (Buxton, 2017; Molyneux & Tyler, 2014). The ‘Think/Pair/Share task’ addresses

this, giving students the chance to identify their own perspectives and have them valued as foundational to class understanding (Hutchinson,

2013). This person-centred approach to Geography education is endorsed by Romey and Elberty (1980), arguing that holistic education begins

with authentic engagement with the learner and their interests. Consequently, a large proportion of this lesson is student-directed, specifically in

the ‘Source of Our Pride Task’, allowing for differentiated engagement with geographical tools while still ensuring students access and practice

analytical skills. Student direction is supported by the teacher during task completion and guided by the modelled worldviews and underlying

values presented by ‘Resource One: Environmental Worldviews Continuum’. Supported by this resource, student’s critical analysis of

geographical tools invites students to apply their knowledge by paying attention to and learning from real world experiences (Harrison, 2017).

The submission of student work to a shared Google Doc throughout all three lessons employs a holistic interactional model of varying

assessment, providing teachers with current and responsive information about their students and practice in real time, allowing for targeted

differentiation updates to future lessons (Klenowski, 2014).

Lesson two builds on worldview understandings by focussing on the Indigenous Australian perspectives, modelling an investigative approach

toward environmental philosophies that interrogates values. Through furthering understandings of Indigenous spirituality and its close

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interconnectedness to the land, students will analyse the effect of interactions and connections between people, places and environments (GE5-

3), which will enable students to investigate and value the alterative environmental perspectives of Indigenous communities regarding

environmental issues (GE5-4.) These outcomes must be met for students to authentically compare and critique Indigenous traditional land

management strategies. As a non-Aboriginal and non-Australian teacher, it is vital to challenge impoverished transfers of Aboriginal pedagogy

and ensure authentic student engagement with Indigenous perspectives (Giovanangeli & Snepvangers, 2016). The inclusion of ‘The Land Owns

Us’ narrative seeks to address this, in addition to utilising ICT-based differentiated activities for student engagement and as a platform for

sharing counter-narratives that value and represent Indigenous perspectives (Shay & Wickes, 2017). As a valuable source of self-efficacy for

Indigenous students as Hackling, Byrne, Gower and Anderson (2015) argue, this promotes Indigenous student engagement (Buxton, 2017). The

‘Yarning Circle’ activity inspired by Shay & Wickes (2017) aims to maximise Geography’s unique ability to use student-to-student dialogue in

favour of teacher-based instruction, given that active participation is required to construct and solidify new knowledge and expand the shared

knowledge of all students by understanding the perspectives of others (O’Connor, Michaels, Chapin & Harbaugh, 2016). This activity offers a

unique opportunity for student-centred intercultural understanding through students developing their own voice, sharing cross-curricular

background knowledge and engaging identities outside their individual experience, while challenging students to navigate uncertainty by asking

“messy questions” (Egle, Navarre & Nixon, 2011; Harrison, 2017; Hutchinson, 2013; Mackinlay & Barney, 2012). The ‘Systems Thinking Web’

task reinforces the relationality between natural and human environments epitomised by the concept of ‘Country’ by highlighting students own

personal situatedness in Country through a utilisation of ‘commons thinking’ and ‘systems thinking’ (Whitehouse, 2011). This introduces

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students through their own personal relationality to the understanding that problems stem from connection breakdowns and emphasises the

restoration of these relationships allows for active solutions (Gadotti, 2010; Kenrick, 2009; Lewis, Mansfield and Baudains, 2008; Sterling,

2009).

The final lesson utilises student knowledge regarding societal environmental management philosophies and the spiritual values that inform

Indigenous Australian’s perspective and use this knowledge to investigate and evaluate traditional Indigenous management strategies against

dominant discourses. Viewing ‘The Biggest Estate on Earth’ affirms the importance of relational understandings in Geography and positions the

‘Traditional Management Strategies Inquiry’ task as an activity founded on cumulative logical thought progression necessary for higher order

thinking (Mutton, Hagger & Burn, 2011). Additionally, this information will likely contradict many students accepted notions of Indigenous land

management and discourses of passivity, introducing the class to a focus on a ‘dilemmas framework’ critique tool that interrogates accepted

institutional beliefs and identifies forces that influence society (Giovanangeli & Snepvangers, 2016). In researching traditional management

strategies and accounting for their purpose, lasting environmental effects, underlying discourses of power and relevance to current issues,

students affix hypothetical Geographical skills to reality (Richburg & Nelson, 1998). Therefore, while evaluating power discourses and their

own judgements through research, evidence and dialogue, students are analysing relationality and training in skills that empower them as active

social and cultural citizens who can examine sociocultural political undertones (Hewitt, 2013; Kuhn, 2017; Lewis, Mansfield and Baudains,

2008; Mackinlay & Barney, 2012). The cooperative learning method and presentation aims to challenge prescriptive teaching and augment the

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student-centred approach, whist achieving multiple critical readings during investigations of multiple management strategies. Together as a

learning community student share their knowledge, transitioning from merely understanding information to utilising knowledge as an applicable

skill, affirming the assertion that Geography as a perspective for understanding spatial problems is most powerful during cooperation (Engelman,

2013; Romey & Elberty, 1980).

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