Environmental Change and Management

Knowledge and Understanding

The human-induced changes that challenge the sustainability of places and environments.

(AC9HG10K01)

Elaborations: Identifying tensions between the conflicting perspectives of individuals, communities and governments on the use of sustainable practices.

Explaining the nature of human-induced environmental changes (for example, water and atmospheric pollution; loss of biodiversity; degradation of land and aquatic environments) and the challenge they pose for sustainability.

Discussing the concept of sustainability in relation to environmental functions and identifying tensions between the conflicting perspectives of communities, business and government.

The environmental world views of people and their implications for environmental management.

(AC9HG10K02)

Elaborations: Discussing the influence of people's environmental world views (human-centred and earth-centred) regarding environmental management.

Comparing differences in peoples' views about the causes of an environmental issue of personal, national and global importance.

Discussing whether environmental change is necessarily a problem that should be managed and explaining people's choices of methods for managing or responding to environmental changes.

First Nations Australians' approaches to custodial responsibility and environmental management in different regions of Australia. (AC9HG10K03)

Elaborations: Identifying the influence of cultural values on how First Nations Australians manage environments (for example, continuity of cultural practices, management of development of Country/Place, and land tenure systems) and explaining custodial responsibilities for a Country/Place.

Discussing the role of First Nations Australian Park Rangers and their cultural knowledge and practices in the management of their Country/Place and environments.

Explaining First Nations Australians' models of sustainability, which contribute to broader conservation practices; for example, obligations to Country/Place, land management and care practices, and capacity building within their communities.

Causes and effects of a change in an identified environment at a local, national or global scale, and strategies to manage sustainability.

(AC9HG10K04)

Elaborations: Identifying a context to be studied, describing the causes of the environmental change and impacts for the sustainability of its functions (resource, service or spiritual).

Recognising and discussing the influence of people's world views on how management strategies are developed and implemented.

Proposing strategies to manage the effects of environmental change; for example, environmental strategies – establishing World Heritage Sites or ecosystem-based management; spatial strategies – corridors to preserve flora and fauna – addressing past and present causes of environmental change.

Explaining how Traditional Owners, communities, developers, governments and non-government organisations use environmental, economic and social criteria, and consider trade-offs when making decisions.

Questioning and Researching using Geographical Skills

Develop a range of questions for a geographical inquiry related to a phenomenon or challenge. (AC9HG10S01)

Collect, represent and compare data and information from primary research methods, including fieldwork and secondary research materials, using geospatial technologies and digital tools as appropriate. (AC9HG10S02)

Elaborations: Identifying primary research methods, including fieldwork, to collect original materials; for example, survey and interviews regarding perspectives on environmental management at  the local scale.

Identifying and respecting protocols for consultation with communities for First Nations Australians when planning and conducting investigations; for example, acknowledging their earth-centred world view and how their traditional knowledges contribute to environmental management projects.

Interpreting and Analysing Geographical Data and Information

Evaluate geographical data and information to make generalisations and predictions, explain patterns and trends and infer relationships. (AC9HG10S03)

Elaboration: Inferring relationships between key environmental indicators and sustainability of places the national scale; for example, using geospatial technologies to show measures of environmental change.

Concluding and Decision Making

Evaluate data and information to justify conclusions. (AC9HG10S04)

Elaboration: Drawing conclusions using at least 2 concepts, such as place, space, environmental, interconnection, sustainability, scale and change as organisers; for example, discussing the concept of sustainability in relation to human-induced change affecting environments.

Develop and evaluate strategies using environmental, economic or social criteria; recommend a strategy and explain the predicted impacts. (AC9HG10S05)

Communicating

Create descriptions, explanations and responses, using geographical knowledge and geographical tools as appropriate, and concepts and terms that incorporate and acknowledge research findings. (AC9HG10S06)

Science Understanding

Earth and Space Sciences

Use models of energy flow between the geosphere, biosphere, hydrosphere and atmosphere to explain patterns of global climate change. (AC9S10U04)

Elaborations:  Investigating indicators of climate change such as changes in atmospheric temperatures, biodiversity and species distribution.

Predicting changes to the Earth system and identifying strategies designed to reduce climate change or mitigate its effects.

Science as a Human Endeavour

Nature and Development of Science

Explain how scientific knowledge is validated and refined, including the role of publication and peer review.

(AC9S10H01)

Elaboration: Examining why there are different climate change models used by scientists when there is a climate change consensus among scientists.
Investigate how advances in technologies enable advances in science, and how science has contributed to developments in technologies and engineering. (AC9S10H02)

Elaborations: Considering how computer modelling has improved knowledge and predictability of phenomena such as climate change.

Investigating how satellites generate global data including ocean temperatures and forest cover and examining how that data is used to evaluate the effects of climate change.

Scientific Inquiry

Questioning and Predicting

Develop investigable questions, reasoned predictions and hypotheses to test relationships and develop explanatory models. (AC9S10I01)

Elaboration: Observing a change in the frequency of extreme weather events and hypothesising causes from scientific models, such as: 'If the El Nino weather pattern occurs more frequently then there will be more droughts due to decreased rainfall'.

Planning and Conducting

Plan and conduct valid, reproducible investigations to answer questions and test hypotheses, including identifying and controlling for possible sources of error and, as appropriate, developing and following risk assessments, considering ethical issues and addressing key considerations regarding heritage sites and artefacts on Country/Place. (AC9S10I02)

Elaborations:

Addressing possible sources of error thought choice of equipment, variable control or further testing.

Consider possible confounding variables or effects and ensuring these are controlled or accounted for in planned methods for data collection and analysis.

Identifying safety risks and impacts on animal welfare and ensuring these are effectively management within an investigation.

Identifying potential hazards of chemical or biological materials and processes used in experimental investigations and how these should be addressed.

Select and use equipment to generate and record data with precisions to obtain useful sample sizes and replicable data, using digital tools as appropriate. (AC9S10I03)

Elaborations:  Ensuring instruments are correctly calibrated before use and planning for recalibrations as necessary between uses to improve reliability of results.

Identifying how human error can affect replicability and reproducibility.

Deciding how much data is needed to produce valid conclusions.

Processing, Modelling and Analysing

Select and construct appropriate representations, including tables, graphs, descriptive statistics, models and mathematical relationships, to organise and process data and information. (AC9S10I04)

Elaboration: Considering how data or information can be organised and represented to effectively communicate support for conclusions, including through visual or interactive models. 

The Globalising World

Changing historical perspectives over time in relation to the developments in technology, public health, longevity, standard of living in the 20th century, and concern for the environment and sustainability. (AC9HH10K14)

Elaboration: Identifying how the rise of the environmental movement around the world has changed people's perspectives on things such as developments in renewable energy technology and sustainability measures. 

Technologies and Society

Analyse how people in design and technologies occupations consider ethical, security and sustainability factors to innovate and improve products, services and environments. (AC9TDE10K01)

Elaboration: Recognising the impact of past designed solutions when creating solutions for preferred futures, for example the design of rural community environment to reduce fire risk. 

Cross Curriculum Priorities

Aboriginal and Torres Strait Islander Histories and Cultures

First Nations communities of Australia maintain a deep connection to, and responsibility for, Country/Place and have holistic values and belief systems that are connected to the land, sea, sky and waterways. (A_TSICP1)

First Nations Australians' ways of life reflect unique ways of being, knowing, thinking and doing. (A_TSIC2)

The First Peoples of Australia belong to the world's oldest continuous cultures. First Nations Australians demonstrate resilience in the maintenance, practice and revitalisation of culture and continue to celebrate and share the past, present and future manifestations of their cultures. (A_TSIC3)

Sustainability

All life forms, including human life, are connected through Earth's systems (geosphere, biosphere, hydrosphere and atmosphere) on which they depend for their wellbeing and survival. (SS1)

Sustainable patterns of living require the responsible use of resources, maintenance of clean air, water and soils, and preservation or restoration of healthy environments. (SS2)

Social, economic and political systems influence the sustainability of Earth's systems. (SS3)

Views that recognise the interdependence of Earth's systems, and value diversity, equity and social justice, are essential for achieving sustainability. (SW1)

Sustainably designed products, environments and services aim to minimise the impact on or restore the quality and diversity of environmental, social and economic systems. (SD1)

General Capabilities

Critical and Creative Thinking – Inquiring, Generating, Analysing, Reflecting.

Personal and Social Capabilities – Self-awareness, Self-management, Social awareness, Social management.

Intercultural Understanding – Reflect on the relationship between cultures and identities; Examine cultural perspectives and worldviews and explore the influence of cultures on interactions.

Ethical Understanding – Explore ethical concepts; Examine values, rights and responsibilities and ethical norms; Recognise influences on ethical behaviour and perspectives.