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Scope & Sequence Pathway Assessment

Cari Ahsam: 11476464


EMR442 Assessment Item 3

Charles Sturt University


Table of Contents
PART A: Scope & Sequence ........................................................................................................................................................................... 3
PART B: Learning Experiences ..................................................................................................................................................................... 12
Learning Experience 1 .............................................................................................................................................................................................. 12
Learning Experience 2 .............................................................................................................................................................................................. 13
Learning Experience 3 .............................................................................................................................................................................................. 14
Learning Experience 4 .............................................................................................................................................................................................. 16
Learning Experience 5 .............................................................................................................................................................................................. 17
Learning Experience 6 .............................................................................................................................................................................................. 18
Learning Experience 7 .............................................................................................................................................................................................. 19
Learning Experience 8 .............................................................................................................................................................................................. 21
Learning Experience 9 .............................................................................................................................................................................................. 22
Learning Experience 10 ............................................................................................................................................................................................ 23
Part C: Assessment Task ............................................................................................................................................................................. 25
References ................................................................................................................................................................................................. 30

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PART A: Scope & Sequence

School Selected: VCE Options chosen:


Bright P-12 College Alpine Environments Historical Perspectives
Local Tourism
Snowy River Hydro Scheme
Conflicts of Interest Case Studies;
Cattle Grazing in the Alpine National Park
Pine plantations and Aerial Spraying

School Profile: Justification:


Bright P-12 is a primary and secondary shared campus within the Alpine Environments Historical Perspectives
township of Bright, Victoria located in the Ovens Valley. Two annexes of The Bogong High Plains has a rich history of Indigenous people
the College are also provided in the winter for students from Prep to occupation, precious metal mining, agriculture and recreation. This
Year 12 living within the Dinner Plain area. There has been significant focus area will provide students with the opportunity to overview
investment for student welfare and the school has a strong reputation historical perspectives from Indigenous & pre-European settlement to
via its ability to offer a variety of programs. Strong leadership has colonization, industrialization to pioneering of recreational experiences.
achieved resources and improved equipment and facilities with the The Alpine National Park management also allows students to assess
community for future development of the College. This has provided how policy and management strategies progress with user groups. Case
the College funding for a Trade Training Centre and an Early Learning studies such removal of cattle grazing from the Alpine National Park
Centre. Ranges of technology resources are shared through the sees environmental movement and a cultural change to conservation.
YouthNEET consortium. Classrooms show evidence of strong parent We see relevance for students as knowledge about user groups in their
and community support including fundraising activities and own community can support understanding and action to meet various
membership in Council. political, social and economic needs.

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Key Data: Local Tourism
Winter annexes for Prep-12 As described in the Location Profile the Bright region has a strong
Language backgrounds other than English 5% outdoor recreation community. Additionally the area receives high
P-12 school on one campus visitation throughout the year and therefore sees a thriving tourism
VET enrolments: 65 industry. With such a variety of products and users groups students are
provided the opportunity to understand and assess the various
(Australian Curricuum, Assessment and Reporting Authority, 2015) relationships encompassed by conservation, recreation, primary
industries and tourism practices. Exploring the local industry will allow
Location Profile: students to gauge the impacts of technology, commercialization, media
The area lies beneath the Victorian ski fields of Mount Hotham and is portrayals, risk taking responses and social & political responses to
surrounded by foothills of pine plantations and bush land. There is a environmental issues on contemporary relationships in the outdoors.
strong outdoors community with access to the ski fields, Mount Buffalo,
Ovens river, the Bogong High Plains and surrounding terrain offering Snowy River Hydro Scheme
opportunities for hiking, mountain biking, road cycling, paragliding, The Snowy River Hydro Scheme saw great economic and political
paddling, snowsports, climbing and scenic touring. The area supports benefit at the time of its construction. However the Snowy River System
mountain biking, cycling, paragliding and adventure events. For and surrounding ecosystem has been severely altered. Additionally the
students taking an interest in Outdoor Education the region provides Snowy River National Park suffers a number of other human influenced
numerous study opportunities. factors that may be impacting on the environments health. The Hydro
scheme offers a significant amount of energy to the New South Wales
and Victorian grid. Through practical experience in this environment
students can directly and authentically apply theories and practices that
will influence societies impact on environmental health.

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Conflicts of Interest Case Studies
Cattle Grazing in the Alpine National Park
Pine plantations and Aerial Spraying

Both these case studies are of existing concern in the North East region
of Victoria. The case studies are selected as students will find
individuals in the local community personally involved in the conflicts.
This adds authenticity to learning and background knowledge to
interest groups and associated environments. Students view decision
influencing methods, decision making processes, applicable policy and
land management authorities and mitigation strategies.

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Term Week School & Unit Area of Study & Study focus Description Duration
Community Outcomes (Hours)
Activities
4 1-11 Secondary Unit 3- Area of Study 1- Alpine Environments Alpine Environments Historical 35 hours
Awards Night Relationships Historical relationships Historical Perspectives Perspectives will act as a focus to
with outdoor with outdoor develop students key knowledge
environments environments and skills and to encompass tasks
that will contribute to School
Outcome 1- On Assessed Coursework (SAC).
completion of this unit Student will undertake study of
the student should be historical relationships with
able to explain and Australian Alpine environments
evaluate how including pre-European Indigenous
relationships with occupation, European colonisation,
Australian outdoor population increasing,
environments have industrialisation and nation
changed over time, building. Students are to select one
with reference to major user group from each
specific outdoor historical period to express how
experiences. these relationships with the Alpine
environment has progressed
across a social, economic and
political perspective and how this
effects management. This should

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be presented in a form of digital
media such as website, blog or
digital poster.

SAC 1: Digital evolutionary


representation of major historical
relationships with the Alpine
environment.
1 1-10 Secondary Unit 3- Area of Study 2- Local Tourism As indicated the Bright region has 32 hours
Swimming Relationships Contemporary a strong tourism industry and
Carnival with outdoor relationships with therefore a variety of user groups
environments outdoor environments including recreationalists,
College commercial operators, primary
Snowsports Outcome 2- On industries and tourism. Students
program completion of this unit will undertake investigation to
the student should be understanding influencing factors
Terra Australis able to analyse and of contemporary societal
A multi day evaluate the factors relationships with outdoor
stage MTB influencing environments via consultation with
race contemporary societal management authorities,
relationships with businesses and the recreational
Bright Autumn outdoor community. For assessment
Festival environments, with students will complete an
reference to specific individual written analysis and

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MTB National outdoor experiences. evaluation on one of the following
Champs focus areas;
The effects of different
technologies
Commercialisation of
outdoor environments and
outdoor experiences
Portrayals of outdoor
environments and outdoor
experiences in the media,
music, art, writing and
advertising
Social responses to risk
taking
Social and political
discourses about climate
change, water
management, biosecurity
and other contemporary
environmental issues.

Students will select one of these


focuses and develop a study
question they wish to answer
concerning the local tourism

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industry. Evidence for the report
will be collated from exposure to
local shire, businesses and
recreationalists.

SAC 2: Analysis and evaluation


report on a key-influencing factor
of contemporary relationships with
outdoor environments.
2 1-10 Cross Country Unit 4- Area of Study 1- Snowy River Hydro Students will travel to the Snow 32 hours
Sustainable Healthy outdoor Scheme River to complete a 5-day rafting
VCE GAT Exam outdoor environments journey. The Snowy Rivers
relationships environment is diverse from
Ringer Reef Outcome 1- On source to mouth but has seen
Bottling completion of this unit significant alteration since the
Excursion the student should be Snowy River Hydro Scheme
able to evaluate the construction. Upon return
College contemporary state of students will work in small task
Snowsports Australian outdoor groups to collate personal
Program environments, and experiences and additional
analyse the research on the impact of the
Mt Beauty Half importance of healthy Hydro scheme. They are to
Marathon outdoor environments represent environmental health
and sustainability for indicators to assess the health of

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Three Peaks individuals and the Snowy River environment and
cycle Climb society, with reference impacts this has on societys
to specific outdoor wellbeing. Students must also
experiences. present current management and
mitigation strategies. This will be
presented in an oral presentation
complemented by digital media.

SAC 3: Group oral & digital


presentation on the health of the
Snowy River environment and
societal wellbeing
3 1-10 College Unit 4- Area of Study 2- Conflicts of Interest This study area focuses on 26 hours
Snowsports Sustainable Sustainable outdoor case studies Conflicts of interest found among (Reduced
Program outdoor environments Cattle Grazing interest groups or user groups and due to
relationships in the Alpine what strategies are used under exam
Year 12 Ringer Outcome 2- On National Park policy and authorities to mitigate. period)
Reef 12 Bright completion of this unit Pine The two case studies as indicated
Vines Launch the student should be Plantations are of relevance to the region in
able to analyse and Aerial both current and past
Secondary conflicts of interest Spraying environmental movements. Class
Athletics over the use of work will unpack the case studies
Carnival outdoor and students will select one as a
environments, and theme for their final SAC. Students

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Exam period evaluate practices and will complete a test consisting of
strategies for short answer questions that can be
Bright Spring sustaining outdoor applied to either case study.
Festival environments, with Students will be tested on
reference to specific knowledge of the study and
outdoor experiences. understanding of decision-making
processes, management strategies
and bodies, policies and
sustainable development.

SAC 4: Test on selected case study


to assess knowledge of decision-
making processes, management
strategies and bodies, policies and
sustainable development.

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PART B: Learning Experiences
Learning Experience 1
Outcomes: Key Knowledge: Key Skills
Area of Study 1- Historical relationships with Relationships with Australian outdoor Describe and analyse the changing
outdoor environments environments expressed by specific relationships with Australian outdoor
Indigenous communities before and environments expressed by specific
Outcome 1- On completion of this unit the after European colonisation Indigenous communities
student should be able to explain and Relationships with Australian outdoor Describe and analyse the changing
evaluate how relationships with Australian environments as influenced by: the relationships with Australian outdoor
outdoor environments have changed over first non-Indigenous settlers environments influence by historical
time, with reference to specific outdoor experiences, increasing population, events and associated key social and
experiences. industrialisation and nation building cultural issues
Evaluate changing relationships in
relation to a particular outdoor
environment visited.

Student Activity:
As an introduction to historical perspectives of the Australian Alpine environments a local historian, Ian Stapleton, will be a guess speaker for
students. Ian has a rich knowledge of the Bogong High Plains particularly of pre-European Indigenous occupation and agricultural, mining and
recreational pioneers. Based on previous unpacking of the Area of Studys SAC students should make adequate notes and ask relevant
questions to assist in completing their digital task to present historical relationships with the Alpine environment. Key periods to question Ian
of include;
Indigenous occupation

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The first non-Indigenous settlers experiences
Increasing population
Industrialisation
Nation building

It would be apt of students to also request other resources from Ian to find further information.

Learning Experience 2
Outcomes: Key Knowledge: Key Skills
Area of Study 1- Historical relationships with Relationships with Australian outdoor Describe and analyse the changing
outdoor environments environments expressed by specific relationships with Australian outdoor
Indigenous communities before and environments expressed by specific
Outcome 1- On completion of this unit the after European colonisation Indigenous communities
student should be able to explain and Relationships with Australian outdoor Describe and analyse the changing
evaluate how relationships with Australian environments as influenced by: the relationships with Australian outdoor
outdoor environments have changed over first non-Indigenous settlers environments influence by historical
time, with reference to specific outdoor experiences, increasing population, events and associated key social and
experiences. industrialisation and nation building cultural issues
The foundation and role of Evaluate changing relationships in
environmental movements in relation to a particular outdoor
changing relationships with outdoor environment visited.
environments. (National Parks Evaluate the role of a specific
Movement) environmental movement in changing
relationships with outdoor
environments

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Plan for and reflect upon a range of
practical sustainable outdoor
experiences and analyse relevant
Information collected during these
experiences

Student Activity:
Students will undertake a day walk of the Three Huts Hike around the Mount Hotham Resort area. A local Park Ranger will complete the walk
with the group discussing historical relationships with the High Plains including cattle grazing, the huts, mining and recreation. This will provide
an alterative perspective to Ian Stapleton but also offer students with access to historical perspectives of land management and how the
Victorian National Parks Association has altered management and mitigation strategies as user groups and relationships with the Alpine
environment has evolved. This will assist students in understanding influences of recreation, conservation, political and commercial interest of
the environment. Students will similarly be required to take notes and may take photos that will contribute to their digital task. It would be apt
of students to also request other resources from the ranger to find further information.

Learning Experience 3
Outcomes: Key Knowledge: Key Skills
Area of Study 2- Contemporary relationships Contemporary societal relationships Compare and contrast different
with outdoor environments with outdoor environments reflected contemporary societal relationships
in different forms of conservation, with outdoor environments
Outcome 2- On completion of this unit the recreation, primary industries, and Analyse and evaluate factors
student should be able to analyse and tourism practices influencing contemporary societal
evaluate the factors influencing The factors influencing contemporary relationships with outdoor
contemporary societal relationships with societal relationships with outdoor environments
outdoor environments, with reference to environments, including: the effects of Analyse contemporary social and

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specific outdoor experiences. different technologies, political discourses about
commercialisation of outdoor environmental issues.
environments and outdoor
experiences, portrayals of outdoor
environments and outdoor
experiences in the media, music, art,
writing and advertising, social
responses to risk taking and, social
and political discourses about climate
change, water management,
biosecurity and other contemporary
environmental issues.

Student Activity:
To gauge an overview of the current regions tourism development students will undertake a Skype call with an Alpine Shire representative.
Students should have already been introduced to the next SAC task so they will have an idea of the type of information they wish to source. In
the session previous to the interview students need to individually develop focus questions for the Shire representative based on their
selected influencing factor of contemporary societal relationships with outdoor environments. Some example questions may be;

Identify the main user groups & interest groups in the region across recreation, conservation, primary industries and tourism
What is the Shires priority concerning environmental issues?
In what areas does the Shire see economic growth?
What type of relationship with outdoor environments does they Shire wish to promote?
What are they current challenges facing management of natural resources in the region?

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These are obviously more general questions and students will be expected to ask some more specific questions relevant to their selected study
area. This interview will assist students in developing some contextual knowledge for the completion of their analysis and evaluation report of
influencing factors effecting contemporary relationships with outdoor environments.

Learning Experience 4
Outcomes: Key Knowledge: Key Skills
Area of Study 2- Contemporary relationships Contemporary societal relationships Compare and contrast different
with outdoor environments with outdoor environments reflected contemporary societal relationships
in different forms of conservation, with outdoor environments
Outcome 2- On completion of this unit the recreation, primary industries, and Analyse and evaluate factors
student should be able to analyse and tourism practices influencing contemporary societal
evaluate the factors influencing The factors influencing contemporary relationships with outdoor
contemporary societal relationships with societal relationships with outdoor environments
outdoor environments, with reference to environments, including: the effects of Analyse contemporary social and
specific outdoor experiences. different technologies, political discourses about
commercialisation of outdoor environmental issues.
environments and outdoor
experiences, portrayals of outdoor
environments and outdoor
experiences in the media, music, art,
writing and advertising, social
responses to risk taking and, social
and political discourses about climate
change, water management,

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biosecurity and other contemporary
environmental issues.

Student Activity:
To acquire some study results students are to individually complete a survey that will assist in answering their report study question. To
achieve this students will learn in class of unbiased and professional survey structure and questioning techniques. As the students are
representing the school it is important they perform the survey in a proficient and pleasant manner. Students will be expected to gain at least
15 responses prior to collating their data. Students may use either a hard copy format or an application such as Google Forms to allow people
to complete the survey. Although students may expose themselves to technical difficulties a digital format may provide a more streamlined
way to compare data. However students may weight the pros and cons themselves. The following links to the online Google Forms application
and how to get started;
https://gsuite.google.com/products/forms/

Learning Experience 5
Outcomes: Key Knowledge: Key Skills
Area of Study 2- Contemporary relationships Contemporary societal relationships Compare and contrast different
with outdoor environments with outdoor environments reflected contemporary societal relationships
in different forms of conservation, with outdoor environments
Outcome 2- On completion of this unit the recreation, primary industries, and Analyse and evaluate factors
student should be able to analyse and tourism practices influencing contemporary societal
evaluate the factors influencing The factors influencing contemporary relationships with outdoor
contemporary societal relationships with societal relationships with outdoor environments
outdoor environments, with reference to environments, including: the effects of Analyse contemporary social and
specific outdoor experiences. different technologies, political discourses about
commercialisation of outdoor

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environments and outdoor environmental issues.
experiences, portrayals of outdoor
environments and outdoor
experiences in the media, music, art,
writing and advertising, social
responses to risk taking and, social
and political discourses about climate
change, water management,
biosecurity and other contemporary
environmental issues.

Student Activity:
Once students have completed their survey they are to perform it in a professional and pleasant manner within the local region. Students are
expected to utilise events in the community such as the MTB National Champs and Bright Autumn Festival to source a range of user groups
across recreationalists, commercial operators, primary industries and tourism. Students should be aware to note any inconsistencies in their
data and discuss in the report. Data should be collated in a layout that allows student to identify any trends or patterns, which can be
presented in their report results.

Learning Experience 6
Outcomes: Key Knowledge: Key Skills
Area of Study 1- Healthy outdoor Understandings and critiques of Plan for and reflect upon a range of
environments sustainability and sustainable practical sustainable outdoor
development experiences and analyse relevant
Outcome 1- On completion of this unit the Indicators of healthy outdoor information collected during these
student should be able to evaluate the environments, including: quality and experiences

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contemporary state of Australian outdoor adequacy of water, air and soil, levels Identify definitions of sustainability
environments, and analyse the importance of of biodiversity and, pest and and analyse the concept of sustainable
healthy outdoor environments and introduced species development
sustainability for individuals and society, with Describe a range of different
reference to specific outdoor experiences. indicators that can be used to identify
healthy outdoor environments

Student Activity:
Students will be undertaking a rafting trip on the Snowy River. Prior to the trip students are to research and web blog 500 words that
encompass they following points;

Summarise the environmental health indicators and research examples relevant to the Snowy River area
Define sustainability and sustainable development
Discuss sustainable practices you can personally implement on this trip to help mitigate environmental threats

Students are then expected to write a 150-200 word response to one of their classmates blogs that provides constructive feedback. This task
will assist students to begin identifying some environmental health issues in the National Park. The following website can provide specific
information on the Snowy River region;
http://parkweb.vic.gov.au/explore/parks/snowy-river-national-park

Learning Experience 7
Outcomes: Key Knowledge: Key Skills
Area of Study 1- Healthy outdoor Understandings and critiques of Plan for and reflect upon a range of
environments sustainability and sustainable practical sustainable outdoor
development experiences and analyse relevant

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Outcome 1- On completion of this unit the Indicators of healthy outdoor information collected during these
student should be able to evaluate the environments, including: quality and experiences
contemporary state of Australian outdoor adequacy of water, air and soil, levels Identify definitions of sustainability
environments, and analyse the importance of of biodiversity, pest and introduced and analyse the concept of sustainable
healthy outdoor environments and species development
sustainability for individuals and society, with The potential impact on society and Describe a range of different
reference to specific outdoor experiences. outdoor environments of land indicators that can be used to identify
degradation, introduced species, healthy outdoor environments
climate change, urbanisation and Evaluate the contemporary state of
other significant threats. Australian outdoor environments
Collect and interpret data on the
contemporary state of a particular
outdoor environment

Student Activity:
Students will be completing a 5 day Journey on the Snowy River through Tulloch Ard Gorge (Mackillops Bridge to Buchan River Junction).
Students would have spent time in class preparing personal gear, menus and food however the paddling specialist gear and guiding will be
undertaken by Snowy River Expeditions. This will also provide students with a source of local knowledge whilst on the journey. During the
journey students will be expected to complete personal reflections on their own experiences and what they have learnt of the ecosystems and
the impact social, economic, political and environmental interests have had on the area. The impact of the Snowy River Hydro Scheme will be
one major point of discussion that may has impacted they health of the local ecosystem. Students are to note the health of the system based
on environmental indicators.

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Learning Experience 8
Outcomes: Key Knowledge: Key Skills
Area of Study 1- Healthy outdoor Indicators of healthy outdoor Plan for and reflect upon a range of
environments environments, including: quality and practical sustainable outdoor
adequacy of water, air and soil, levels experiences and analyse relevant
Outcome 1- On completion of this unit the of biodiversity, pest and introduced information collected during these
student should be able to evaluate the species experiences
contemporary state of Australian outdoor The contemporary state of outdoor Describe a range of different
environments, and analyse the importance of environments in Australia, with indicators that can be used to identify
healthy outdoor environments and reference to common themes used in healthy outdoor environments
sustainability for individuals and society, with State of the Environment reports Evaluate the contemporary state of
reference to specific outdoor experiences. The importance of healthy outdoor Australian outdoor environments
environments for individual physical Collect and interpret data on the
and emotional wellbeing, and for the contemporary state of a particular
future of society outdoor environment
The potential impact on society and
outdoor environments of land
degradation, introduced species,
climate change, urbanisation and
other significant threats

Student Activity:
To assist in achieving the SAC 3 groups task students will utilise the table below to summarise major points for the oral digital presentation and
so they may know which areas to further research based on gaps in their knowledge. This table provides one strategy and way to collect and

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collate information and categorise into topics of discussion.

Environmental Health of the Snowy River National Park


Environmental Indicators Causal Factors Impacts on Impacts on societal wellbeing Mitigation strategies
ecosystem current & recommended
Water quality & adequacy
Soil quality
Air quality
Levels of biodiversity
Pest & introduced species

Learning Experience 9
Outcomes: Key Knowledge: Key Skills
Area of Study 2- Sustainable outdoor At least two conflicts of interest
environments between people involved in uses of
outdoor environments
Outcome 2- On completion of this unit the The decision-making processes
student should be able to analyse conflicts of followed by land managers and/or
interest over the use of outdoor governments or their agencies relating
environments, and evaluate practices and to conflicting interests over the use of
strategies for sustaining outdoor outdoor environments, including the
environments, with reference to specific role of the Victorian Environment
outdoor experiences. Assessment Council (VEAC)
At least two acts or conventions

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related to the management and
sustainability of outdoor
environments
Actions undertaken to sustain healthy
outdoor environments

Student Activity:
Pine plantations in the Bright region have raised concerns for the impacts of Aerial spraying to the local environment and community. The
following Facebook page represents community action to negate growers actions.

https://www.facebook.com/groups/811651055586061/

Students can utilise this resources as an initial portal to access research on the topic. Students are to complete a podcast to cover the following
point on this issue;
Describe the issues and perspectives of either interest group in the conflict of interest
Address the current land management and current mitigations strategies in place for resolution
Discuss your stance on the issue. Who do you side with and why? What is the priority here?
What do think would mitigate the issues and who has to be involved to make a change

The presentation should be 5-7mins long to briefly but concisely overview the issue. Podcast such as this encourage students to have solid
knowledge of the topic so to satisfactorily present in the time allocated.

Learning Experience 10
Outcomes: Key Knowledge: Key Skills
Area of Study 2- Sustainable outdoor At least two conflicts of interest Explain the actions undertaken by

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environments between people involved in uses of individuals and groups with respect to
outdoor environments conflicts over the use of outdoor
Outcome 2- On completion of this unit the The methods used by individuals and environments
student should be able to analyse conflicts of groups to influence decisions about Analyse methods used by individuals
interest over the use of outdoor the use of outdoor environments and groups to influence decisions
environments, and evaluate practices and about the use of outdoor
strategies for sustaining outdoor environments
environments, with reference to specific
outdoor experiences.
Student Activity:
To gain a deeper understanding of conflicts of interest and specifically cattle grazing in the Alpine National Park the following articles have
been selected from either side of the argument;

Conservationist
http://theconversation.com/new-research-shows-alpine-grazing-does-not-reduce-blazing-20705

Cattle grazing
http://www.theaustralian.com.au/news/nation/regrets-young-and-old-as-word-passes-round-that-the-mountain-men-may-not-ride-
again/story-e6frg6nf-1226244031339

The class will be split into four teams. Two teams will respond to the Conservationist article (For & Against) and the other two teams to the
Cattle grazing perspective article (For & Against). As these articles have similar focuses students will likely resource similar information but
use it uniquely to support or appose the articles. The debates will be presented in class sessions and help students gain an in-depth
understanding of the case study they may wish to use in the SAC 4 test.

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Part C: Assessment Task
Task Number: SAC 2
Task Type: Analysis and evaluation report on a key-influencing factor of contemporary societal relationships with outdoor environments.
Date Due: Term 1 Week 9
Task weighting: 25%
Study focus: Local Tourism
Context: Associated with learning experiences 3-5, which scaffold understanding and data about the local tourism industry to answer a self-
designed study question on influencing factors on contemporary societal relationships with the outdoor environment. Bright has a rich
outdoor recreationist community and a variety of user groups across recreation, conservation, primary industries and tourism practice. To gain
context students will consult with an Alpine Shire representative and then gauge which topic area they wish to explore. Survey development
will assist students in effectively acquiring results and surveying visitors, community members and businesses will allow data collection to
answer their study question.

Area of Study & outcome:


UNIT 3
Area of Study 2- Contemporary relationships with outdoor environments

Outcome 2- On completion of this unit the student should be able to analyse and evaluate the factors influencing contemporary societal
relationships with outdoor environments, with reference to specific outdoor experiences.

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Key knowledge Key skills
Contemporary societal relationships with outdoor environments reflected in Plan for and reflect upon a range of practical
different forms of conservation, recreation, primary industries, and tourism sustainable outdoor experiences and analyse
practices relevant information collected during these
The factors influencing contemporary societal relationships with outdoor experiences
environments, including: Compare and contrast different contemporary
societal relationships with outdoor
The effects of different technologies
environments
Commercialisation of outdoor environments and outdoor experiences
Analyse and evaluate factors influencing
Portrayals of outdoor environments and outdoor experiences in the media, music, art,
contemporary societal relationships with
writing and advertising
outdoor environments
Social responses to risk taking
Analyse contemporary social and political
Social and political discourses about climate change, water management, biosecurity
discourses about environmental issues.
and other contemporary environmental issues.

Task description:
For this analysis and evaluation report students are to first develop a question they wish to be answered based on one of the following
influencing factors on contemporary societal relationships;
The effects of different technologies
Commercialisation of outdoor environments and outdoor experiences
Portrayals of outdoor environments and outdoor experiences in the media, music, art, writing and advertising
Social responses to risk taking
Social and political discourses about climate change, water management, biosecurity and other contemporary environmental issues.

The consultation with the Alpine Shire representative may give students some context and assist in developing their study question. The
following is an example study question based on Social responses to risk taking:

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Do recreationalists and commercial operators see risk (real or perceived) as a key attracting aspect of outdoor recreation and why?

Students are then to design a survey developed in a way to equally represent alterative perspectives and be performed in a unbiased and
professional manner. Students much acquire at least 15 responses from various user groups. Utilising events such as Mountain Bike National
Champs and Bright Autumn Festival may assist students in receiving responses. It is suggested students use an application such as Google
Forms to help in collating data and view trends in their results. Once results are obtained students should design their report in the following
format, the italics summarise what each section should include;

Title: Summarised statement of study question.


Aim: Stated study question.
Method: Description of how the results were acquired and with what resources. This section should include a copy of the survey used. How the
data was collated should also be identified.
Results: The collated data that demonstrates patterns and trends. This can be represented by graphs, tables or charts and summaries should be
provided to explain what the results show.
Discussion: Discuss the implications of the results and how this compares to other studies in this area (it would be apt to apply to other studies
from this unit). Evaluate how is influences contemporary societal relationships with the outdoors particularly in the local region. Explain any
inconsistencies in the study or unknowns on the topic and conclude what future studies may provide better understanding on the topic.
Conclusion: Conclude the main points discussed in the previous section and implications for relationships with outdoor environments.

Resources required:
Google Forms application
https://gsuite.google.com/products/forms/

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Marking criteria
Criteria Standard of achievement
- A survey that effectively attempts to answer the study question, is clearly comprehendible and written in A
an unbiased manner
- Method & results are very sound, performed in an ethical manner and trends for discussion are well-
defined
- Discussion & conclusion is insightful to individual perspectives, highly comprehensive in comparing with
unit concepts and critically analyses data and readings in context with the local community
- Expression & presentation is clear and precise
- A survey that effectively attempts to answer the study question, is comprehendible and written in an B
unbiased manner
- Method & results are sound, performed in an ethical manner and trends for discussion are well-defined
- Discussion & conclusion is mindful of individual perspectives, comprehensive in comparing with unit
concepts and critically analyses data and readings in context with the local community
- Expression & presentation is clear and precise
- A survey that effectively attempts to answer the study question, is comprehendible and written in an C
unbiased manner
- Method & results are good, performed in an ethical manner and trends for discussion are defined
- Discussion & conclusion is aware of individual perspectives, compares unit concepts and analyses data
and readings in context with the local community
- Expression & presentation is clear
- A survey that somewhat attempts to answer the study question, is known and written in an unbiased D
manner
- Method & results are reasonable, performed in an ethical manner and trends for discussion are

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Cari Ahsam 11476464
identified
- Discussion & conclusion describes individual perspectives, indicates at unit concepts and presents data
and readings in context with the local community
- Expression & presentation is fairly clear
- A survey that shows little attempt to answer the study question, is unclear and written in an biased E
manner
- Method & results are limited, performed in an unethical manner and trends for discussion are poorly
identified
- Discussion & conclusion scantily describes individual perspectives, weakly indicates at unit concepts, data
and readings in context with the local community
- Expression & presentation is unclear

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Cari Ahsam 11476464
References

Australian Curricuum, Assessment and Reporting Authority. (2015). Bright P-12


College, Bright, VIC. Retrieved September 30, 2016, from My School:
http://www.myschool.edu.au/SchoolProfile/Index/96793/BrightP12College/
44140/2015

Victorian Curriculum and Assessment Authority. (2011). Outdoor and Environmental


Studies: Victorian Certificate of Education Study Design. Retrieved July 22,
2016, from Victorian Curriculum and Assessment Authority:
http://www.vcaa.vic.edu.au/documents/vce/outdoor/outdoorenviro-sd-
2012.pdf