Unit 1 Overview
Unit Description
In Unit 1, students develop an understanding of how natural and ecological hazards represent potential sources of harm to human life, health, income and property, and how such hazards may affect elements of the built and natural environments.
Through two case studies, students investigate the risk/s posed by specific hazards in recognised hazard zones and analyse the vulnerability of local communities and identify ways to respond. Students propose action to eliminate or minimise harm to people and the environment in ecological hazard zones.
The use of technologies (including spatial technology) is an integral part of learning for this unit and allows students to develop a range of transferable skills necessary to research, manipulate and represent data.
Through two case studies, students investigate the risk/s posed by specific hazards in recognised hazard zones and analyse the vulnerability of local communities and identify ways to respond. Students propose action to eliminate or minimise harm to people and the environment in ecological hazard zones.
The use of technologies (including spatial technology) is an integral part of learning for this unit and allows students to develop a range of transferable skills necessary to research, manipulate and represent data.
Unit Requirements
The learning for this unit consists of two separate and interrelated topics. Each is of equal importance in providing students with the required knowledge and skills.
A minimum of two case studies should be conducted in this unit, with at least one case study for each topic. Across these two case studies, hazard zones from at least one developed and one developing country should be investigated. The scales of study for this unit can range from local, national, regional or global, as determined by the teacher.
A minimum of two case studies should be conducted in this unit, with at least one case study for each topic. Across these two case studies, hazard zones from at least one developed and one developing country should be investigated. The scales of study for this unit can range from local, national, regional or global, as determined by the teacher.
Unit Objectives
Unit objectives are drawn from the syllabus objectives and are contextualised for the subject matter and requirements of the unit. Each unit objective must be assessed at least once.
By the end of this unit, students will:
By the end of this unit, students will:
- explain geographical processes by describing the features, elements and interactions between biophysical and anthropogenic processes that shape the identity of places and result in hazard zones
- comprehend geographic patterns by recognising spatial and temporal patterns of hazard zones at global, regional and local scales of study, identifying relationships and implications for people and places in these zones
- analyse geographical data and information by selecting and interpreting vulnerability data to infer how patterns, trends and relationships represent risk for people and environments in hazard zones
- apply geographical understanding by extrapolating from their analysis to generalise about the potential impacts for environments and/or people in hazard zones
- synthesise information from their analysis to propose justified action/s in response to the challenge of sustainable risk management
- communicate geographical understanding of vulnerability and risk for environments and/or people in hazard zones by selecting and using cartographic, graphic, written and mathematical skills
Geography 2019 v1.1 General Senior Syllabus p21-22