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Respect and Responsibility

Promoting values in education

Curriculum Mapping

Geography (Mandatory) Stage 4
Syllabus links Opportunities for learning

Knowledge and understanding can be linked to outcomes:

4.6 describes the geographical processes that form and transform environments

4.7 identifies and discusses geographical issues from a range of perspectives

Through the Geography curriculum students develop an understanding of and empathy with people from different countries and cultures as well as an appreciation of the different perspectives that people and communities have on a range of issues. In this way Geography by its very nature promotes the specific teaching of the values of respect and responsibility. Geography has the possibility of drawing on the local community as a resource and/or to provide an immediate point of reference for the study of diverse communities and their cultural aspects.

Geography also provides students opportunities to learn:

  • how people and communities interact with, modify, and are affected by, the environment
  • how physical, social, cultural, economic and political factors shape communities, including the global community

Dimensions of respect and responsibility:

Values and attitudes can be linked to outcomes:

4.8 describes the interrelationships between people and environments

4.9 describes differences in life opportunities throughout the world

Through the study of Geography, students will develop interest in, and informed and responsible attitudes towards, people, cultures, societies and environments, with a commitment to:

  • ecological sustainability
  • a just society
  • intercultural understanding.

Relating content to values of respect and responsibility

These values and attitudes objectives underpin all content in the geography syllabus. Geography offers teachers and students the opportunity to explore the values of respect and responsibility in the programming of curriculum and selection of case study materials.

Note: The choices made in case study materials will allow teachers to explore a range of significant values through the study of Geography.

Dimensions of respect and responsibility:

4G1 Investigating the World

Outcome

A student:

4.6 describes the geographical processes that form and transform environments

Students learn about:

  • World Heritage sites
  • natural (physical) and cultural (human) sites
  • the criteria and process for World Heritage listing
  • international treaties and agreements related to World Heritage sites
  • organisations responsible for World Heritage sites

Students learn to:

  • use geographical questions to investigate a World Heritage site
  • legal obligations of governments to the preservation of World Heritage sites
  • outline the role of individuals, groups and governments in identifying and protecting World Heritage sites
  • The study of world heritage sites promotes a respect of the environment and an appreciation for the environmental, historical and cultural diversity on the planet. Through selected case studies students can develop an understanding of cultures other than their own and appreciate the contributions these cultures have made to life on earth.
  • It also offers the opportunity to investigate the responsibility of individuals, groups and government towards managing World Heritage sites for the benefit of all people.

Dimensions of respect and responsibility:

4G2 Global Environments

Outcomes

A student:

4.6 describes the geographical processes that form and transform environments

4.8 describes the interrelationships between people and environments

Students learn about:

  • the way humans, including indigenous groups, interact with the environment

Case study of a community and the way it interacts with a selected global environment:

  • the way the relationship between the community and the environment is changing
  • strategies and processes that individuals, groups and governments use to influence change
  • the way the community is responding to these changes

Students learn to:

  • describe the interaction of humans with the environment
  • describe the interrelationship of the environment and a specific community
  • explain how individuals, community organisations and government actions are contributing to the current management of the environment
  • describe current use of the environment and suggest strategies for future ecological sustainability

One approach could include studying an indigenous group living in an environment where the history of colonisation has meant that the group is now fighting for self-determination. This would allow students the opportunity to develop an understanding of Indigenous peoples and a respect for their way of life in the management and use of the environment. Investigating human rights issues like land rights and self-determination for these groups also enables students to consider the actions of people in the past, the roles and responsibilities of governments in managing these issues now and in the future and how individuals can take responsibility for the issues and participate in their ongoing resolution.

The local community also offers opportunities to investigate the responsibility local people take for the environment and the responses of government and community groups to issues in the local environment.

Dimensions of respect and responsibility:

4G3 Global Change

Outcome

A student:

4.7 identifies and discusses geographical issues from a range of perspectives

4.9 describes differences in life opportunities throughout the world

Students learn about:

The changing nature of the world

  • globalisation
  • changing global relationships

Students learn to:

  • identify examples of economic and cultural factors that are part of globalisation
  • identify the impact of globalisation at an individual, local, national and global scale
  • describe ways in which global relationships are changing as a result of globalisation

In this topic, the study of other cultures promotes respect. Responsibility is investigated through the study of the impacts of globalisation at a variety of levels and the understanding of how individuals can work within the existing political framework to promote a more just and fair society. This focus area provides a direct link to the United Nations’ Millennium Development Goals – MDGs. Students study the influence of the media, they develop an understanding of the growth in tourism and the international movement of people as well as the impact of globalisation on workers. This provides opportunity to promote intercultural understanding and respect.

  • The opportunity for cultural exchange also presents itself within this topic, investigating different lifestyles through communicating with students from schools in other regions or countries using the internet. Such activities will promote respect for others and their cultures.

Dimensions of respect and responsibility:

Students learn about:

Global inequalities

  • extremes of poverty and wealth
  • variations in the access of people to essential aspects of life including:
  • education
  • food
  • health
  • shelter
  • water
  • variations in the distribution, access and use of natural resources:
  • use of natural resources
  • sustainability of natural resources
  • different life opportunities and quality of life throughout the world

Students learn to:

  • describe global variations in the access of people to a range of essential aspects of life
  • explain the link between resource use and sustainability
  • describe different global life opportunities and quality of life, including those based on gender

Dimensions of respect and responsibility:

Students learn about:

Global organisations

  • global organisations reducing global inequalities or promoting ecological sustainability

Students learn to:

  • discuss methods used by groups to influence the global community

Through the study of the life opportunities in other countries students develop respect for other cultures and an empathy with people from developing countries. This presents the opportunity to investigate some of the factors that cause people to become refugees and migrants and for students to build understanding and empathy with these groups.

It also encourages students to consider their responsibility as global citizens to the world's people and the actions they can take to alleviate poverty and promote a more just society at a global, national, local community and school level.

Dimensions of respect and responsibility:

4G4 Global issues and the Role of Citizenship

Outcomes

A student:

4.7 identifies and discusses geographical issues from a range of perspectives

4.8 describes the interrelationships between people and environments

4.9 describes differences in life opportunities throughout the world

Students learn about:

  • global geographical issues:
  • human rights
  • indigenous people and self-determination
  • climate change

Case Study related to a global geographical issue:

  • different perspectives relevant to the issue
  • the responsibility of governments to the issue
  • the actions of individuals, groups and governments
  • implications for social justice and equity

Students learn to:

  • identify perspectives and bias about the issue, including in media reports
  • describe the actions of individuals, groups and governments in relation to the issue
  • communicate appropriately with organisations to participate as a global citizen
  • Through selected case studies intercultural understanding is developed as students study Indigenous groups and human rights issues and situations. In allowing students to investigate the solutions to these issues responsibility is promoted explicitly.
  • As students study solutions and promote actions to solve these issues, respect for other cultures and the environment is also promoted through Geography.

Dimensions of respect and responsibility:

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