Parramatta Marist High School is a school in Western Sydney, New South Wales, that has over 14 years of experience in project-based learning in Stages 4 and 5 (Years 7-10). Over this period, projects have been constantly developed, redeveloped and improved by teachers based on their experience and feedback from their colleagues and their students.…

This article examines various meanings of the term landscape. It advocates a deep engagement with the concept to enable high school students to carry out a range of thought-provoking geographical inquiries. Each aspect of the Australian Curriculum, Assessment and Reporting Authority's definition of landscape, shown below, is examined by reference…

Three decades ago, Stephen Kemmis (1990) argued that curricula provide insights into how nations and states interpret themselves and how they want to be interpreted. He also noted that 'debates about curriculum reveal fundamental concerns, uncertainties and tensions which preoccupy nations and states as they struggle to adapt to changing…

The word "test" comes to mind when a person, who is unacquainted with education discourses, reads about assessment issues. Beyond issues of reliability and validity in designing measurement constructs, assessment for school geography must result in better geographical learning. In other words, there must be "consequential…

This discussion of non-book materials available in Australia for secondary instruction in urban geography emphasizes their suitability for conveying particular concepts as well as appropriateness at particular curricular levels. (JH)

Presents a brief overview of recent trends in human geography research and teaching practice. Focuses on significant new books, journals, and journal articles which may influence future research and teaching. (JDH)

Presents a review of the National Geographic Society's campaign to upgrade the teaching of geography in U.S. schools. The campaign includes the development and dissemination of exemplary curriculum materials and a broad range of teacher training activities. Concludes that the U.S. is breaking new ground in facing the reality of geographic…

This article examines the topic of racism in textbooks by reviewing the content of a geography textbook popular in the United Kingdom and Australia. Concludes that the problem of racism in textbooks is pervasive and in violation of United Nations standards for antiracist instruction. (JDH)

Discusses the interest of geographers in the interplay of physical and human influences in fashioning geographical patterns. Methods of stimulating student interest in geography are suggested. For journal availability, see SO 505 212. (Author/DB)

Discusses the role of geography in achieving the objectives of environmental education, including environmental awareness, concern, and commitment. Strategies are suggested for teaching about environmental limits, links, complexity, and patterns. For journal availability, see SO 505 721. (Author/DB)

Maintains that economic geography is alive and well. Describes some of the challenges facing research in economic geography and highlights the changing approaches being applied to economic geography. Includes sections on structural change, economic reorganization, and internationalization of manufacturing and finances. (JDH)

Reports on a study based on the theory of constructive alternativism. Analyzed students' reactions to a photograph of an Indian village to learn what impact the students'"personal geographies" had on the reconstruction of the image. Suggests ways teachers can use these images to enhance students' understanding of world issues. (LS)

This article describes the development and content of the National Conservation Strategy for Australia (NCSA). The Australian Department of Arts, Heritage, and Environment has produced a teacher's guide designed to help teachers bring the content of the NCSA to their classroom. A description of the guide and ordering information are provided. (JDH)

Defines environmental education and articulates its aims and characteristics. Describes how environmental education is implemented in Australian schools. Concludes with a list of eight requirements for "environmental citizenship." (JDH)

Explores reasons why environmental education becomes "diluted, deleted, and dissolved." Identifies three obstacles to environmental education stating that they will not be overcome until teachers take into account the different types of environmentalism and recognize the role played by curriculum in schooling and the maintenance of power…