wine making
Volume 49 No 4 2017 IN THIS ISSUE: Professional Reading 5 What’s happening in schools? 16 Geography in our universities 23 FEATURE ARTICLES: Coffee Biomes 29 Coffee interconnections 55 RESOURCES: Sample Biome Assessment Tasks 42 Primary: Little J & Big Cuz 72 Lifelines: A new resource for integrating film into the classroom 74
PROJECTS • REPORTS • RESOURCES • ARTICLES • REVIEWS
EXECUTIVE 2017
President Lorraine Chaffer Vice Presidents Milton Brown Susan Caldis Grant Kleeman Sharon McLean Minutes Secretary Milton Brown OFFICE OF THE GEOGRAPHY TEACHERS’ Honorary Treasurer ASSOCIATION OF NEW SOUTH WALES Grant Kleeman ABN 59246850128 Councillors Address: 25 Nyrang Street Lidcombe NSW 2141 Paul Alger Postal Address: PO Box 699 Lidcombe NSW 1825, Australia Telephone: (02) 9716 0378, Fax: (02) 9564 2342 Karen Bowden Website: www.gtansw.org.au Michael Da Roza (ACT) Email: [email protected] Catherine Donnelly Adrian Harrison ANNUAL MEMBERSHIP (Subscriptions include GST) Keith Hopkins Personal membership $90.00 Nick Hutchinson Corporate membership (school, department or business) $180.00 Grace Larobina Concessional membership (retiree, part-time teacher or student) $40.00 David Latimer Primary corporate membership $50.00 John Lewis Alexandra Lucas Martin Pluss Louise Swanson Steve Weingarth Public Officer Louise Swanson Front cover: Coffee producer, Yemen Back cover: Coffee plantation, Hawaii Image source: Wikimedia Commons GEOGRAPHY BULLETIN
Editor The Geography Bulletin is a quarterly journal of The Geography Teachers’ Association Lorraine Chaffer of New South Wales. The ‘Bulletin’ embraces those natural and human phenomena Articles and letters should be sent to the Editor: which fashion the character of the Earth’s surface. In addition to this it sees Geography Lorraine Chaffer as incorporating ‘issues’ which confront the discipline and its students. The Geography Bulletin is designed to serve teachers and students of Geography. The journal has a Email: [email protected] specific role in providing material to help meet the requirements of the Geography syllabuses. As an evolving journal the Geography Bulletin attempts to satisfy the requirements of a broad readership and in so doing improve its service to teachers. Design and layout: Those individuals wishing to contribute to the publication are directed to the ‘Advice Jill Sillar, Professional Teachers’ Council NSW to contributors’ inside the back cover. Articles are submitted to two referees. Any [email protected] decisions as to the applicability to secondary and/or tertiary education are made by the referees. Authors, it is suggested, should direct articles according to editorial policy. ISSN 0156-9236 © Copyright 2017 Geography Teachers’ Association of New South Wales Inc. Unless otherwise indicated in an article, non-profit organisations such as schools and universities may make up to 30 photocopies of any article in this journal without obtaining further permission.
Volume 49, No4 2017 EDITOR: Lorraine Chaffer
EDITORIAL...... 2 PROFESSIONAL READING –– The ‘Atlas of Living Australia’ comes to life...... 5 –– MH370: View the data behind the largest search in aviation history...... 7 –– Related resource: The search for MH370– An interactive story map...... 9 ABORIGINAL AUSTRALIA SERIES –– Part 1: Aboriginal Land Care...... 13
WHAT’S HAPPENING IN SCHOOLS –– Future Council...... 16 –– The freedom of the Geography Elective course...... 18
GEOGRAPHY IN OUR UNIVERSITIES –– University of Sydney: School of Geosciences...... 23 –– 5 cool topics you can study with a Geography Major...... 24
FEATURE ARTICLE: Coffee Biomes...... 29
SAMPLE ASSESSMENT TASKS...... 42 –– Task 1: Research task for sustainable biomes –– Task 2: End of topic examination for sustainable biomes
FEATURE ARTICLE: Coffee Interconnections...... 55 RESOURCES –– Primary resource: Little J & Big Cuz...... 72 –– Lifelines: a new resource for integrating film into the classroom...... 74 • Lesson plan 1 for Stage 4...... 76 • Appendix A – Graphic organiser worksheet...... 78 • Lesson plan 2 for Stage 5...... 79
ADVICE TO CONTRIBUTORS...... 87
Geography Bulletin Vol 49, No 4 2017 1 EDITORIAL Welcome to the last issue of the GTA NSW Geography Bulletin for 2017. Many thanks to all contributors to this edition. In the new Professional Reading section are two short articles that extend on the spatial technologies theme from edition 3. –– The ‘Atlas of Living Australia’ comes to life – Anthony Wallace –– MH370: view the data behind the largest source in aviation history – Anthony Wallace. For further information and reading on spatial technologies teachers can visit Spatial Source at http://spatialsource.com.au/gis-data Also in this section a reference to Geoscience Australia’s Interactive Story Map created using arcgis, also on the disappearance of the MH370. –– The search for MH370: An Interactive Story Map Part 1 of a four-part series on Aboriginal Australia by Jens Korff, author of the Creative Spirits educational website, begins in this edition. –– Part 1: Aboriginal Land Care Geography in NSW In What’s Happening in Schools read about an exciting program run by Central Coast Council to build student citizenship skills and Elective Geography at The King’s School in Sydney. –– Future Council – Christine Freeman –– The Freedom of Elective Geography – Drew Collins In Geography in our Universities we have two articles from the University of Sydney about the School of Geosciences and courses offered. –– School of Geosciences: Exciting changes for 2018 –– 5 cool topics you can study with a Geography major Features Dr. Susan Bliss has written two feature articles on coffee for this edition. –– Coffee Biome –– Coffee interconnections These two articles are relevant to: –– Stage 4: Interconnections by illustrating links between the production and consumption of coffee on a global scale connecting people and places –– Stage 5: Sustainable Biomes through the production of coffee in a climatically suited biome and related issues for sustainability –– Stage 6: Economic Activity through a study of coffee production. Assessment To support teachers with the Sustainable Biomes topic in Stage 5 Nicole Ford has graciously permitted the sharing of two assessment tasks to form a new, and hopefully ongoing section of the bulletin on Assessment. –– Task 1: Research Activity with marking guidelines –– Task 2: Examination with stimulus material. New resources For primary teachers, a new resource from ACER is an animated show featuring Indigenous Australians and their culture, supported by educational materials to assist its implementation into K–2 classrooms. Lorraine Chaffer, Editor –– Little J and Big Cuz For secondary teachers lesson activities based on the film Lifelines for stages 4 and 5.
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SEMESTER 2 EVENTS Completed events Two Regional Conferences were held at Tamworth on July 28th and Bateman’s Bay on August 4th. Many thanks to GTA NSW Vice President Sharon McClean for organising the event, the presenters who gave their time and expertise freely to travel and present at these conferences and to participants for your input, attendance and feedback. Despite issues with technology the events were successful accredited professional learning activities GIS in Schools was an exclusive accredited professional learning event for GTA NSW members held at St Aloysius College. US Esri educational expert Dr Joseph Kerski and Tash Dasios from Esri Australia demonstrated the ArcGIS software and Apps that form part of the free GIS for Australian Schools program. Andrew Toovey, demonstrated his use of GIS in the classroom at St Aloysius College and from Albury TAFE Sam Ebert and Bernadette Jones informed participants about their industry training in Spatial Technologies. A very successful day for all participants. Webinars by Susan Caldis on Assessment August 11th and Lorraine Chaffer on Spatial Technologies September 13th. The webinar program has been very popular.
GIS IN SCHOOLS PROGRAM AT ST ALOYSIUS COLLEGE
Dr. Joseph Kerski demonstrating ArcGIS Story maps
Above: Tash Dasios always on hand to help.
Above: Sam Ebert and Bern Jones TAFE Albury showcase their industry training spatial technology programs.
Andrew Toovey showcasing how he uses Spatial Technologies in the classroom. Geography Bulletin Vol 49, No 4 2017 3 Upcoming events AGTA / GTA NSW Geography Skills Roadshows Sydney September 21nd at Novotel, Sydney Olympic Park Newcastle September 22rd at Crowne Plaza Hotel
Webinars There are no further Webinars for 2017. A series of Webinars will be developed for 2018 and a timetable sent to members early Term 1.
Senior Geography Teachers Conference Monday 6 November at NSW Teachers Federation Conference Centre, Surry Hills, Sydney Numbers are limited and spaces are filling fast.
Regional Conference Co-hosted by RivSSTA and GTA NSW at Wagga. November 17th. Details to come.
Arthur Phillip Awards: Geography Fieldwork Competition Entries close Friday 24 November 2017. Register online now. Entries can be digital or hard copy. New competition brochure and registration link at http://www. gtansw.org.au
The Geography Bulletin: Special HSC Edition 2 This Issue is due out in early Term 4. Articles will include, but are not limited to, Urban Places Fieldwork (Sydney and Melbourne); Coffee as an Economic Activity; Coffee Economic Enterprises; Dairying as an Economic Activity; Big Data as an economic activity. A case study on Coastal Dunes in Oregon will form an interesting comparative study for Ecosystems at Risk and Biophysical Interactions in Estuaries for the preliminary course.
GTA NSW Council 2018 Planning Day Wednesday 18 October from 10am to 3pm at 25 Nyrang Street Lidcombe.
GTA NSW Annual General Meeting will be held on October 18th at 4pm at 25 Nyrang Street Lidcombe. Invitations have been emailed to members.
SAVE THE DATE GTA NSW Annual General Meeting will be held on Wednesday 18th October at 4pm, Meeting Room, COS Building, 25 Nyrang St Lidcombe.
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PROFESSIONAL READING The ‘Atlas of Living Australia’ comes to life by Anthony Wallace, Spatial Source Original article at https://spatialsource.com.au/gis-data/ atlas-living-australia-comes-life In a new project designed to document species and share traditional Aboriginal names and knowledge of plants and animals, Aboriginal community members of Arnhem Land are leading the way in sharing biodiversity knowledge.
Left: Justine Rogers and Yugul Mangi Ranger Maritza Roberts collecting plants in eastern Arnhem Land. The remoteness of the area means there is little documented data to inform land management, despite thousands of years of local knowledge. Credit: Dr Emilie Ens. The Yirralka, Numbirindi and Yugul Mangi Rangers of Australia License, and as a result has seen a huge 1.4 eastern Arnhem Land in the Northern Territory are million data downloads. working with Macquarie University scientists to develop By adding the local knowledge of Aboriginal custodians new tools for biodiversity assessment that can be to ALA, users of the data will have access to unique applied across Australia. insights for how we understand and manage the The data collected will then be analysed, Australian environment. The challenge is recording communicated and recorded in the Atlas of Living and sharing this information to support good land Australia (ALA), a national biodiversity open data service management decisions. hosted by CSIRO. Currently users can use the database This is part of the reason the ALA project was recently to perform location-based or species-based searches. awarded an Inspiring Australia Citizen Science Grant to As of August 2017, there are 73 million data entries support community participation in scientific research comprising 119,095 species of flora and fauna. The ALA projects that have a national impact. is licensed under a Creative Commons Attribution 3.0
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To share this vital Aboriginal knowledge and support the language and biodiversity of the region, Aboriginal citizens of eastern Arnhem Land communities (Laynhapuy Homelands, Numbulwar and Ngukurr) will trap, observe, identify and record flora and fauna using a combination of Western and Aboriginal science. Data that is approved by Traditional Owners, including in Aboriginal languages, will then be entered in the ALA, making it available for everyone to access. Dr Emilie Ens, a Macquarie University scientist co-leading this project with Traditional Owners, is working with Aboriginal communities in Arnhem Land to develop research projects that incorporates local Aboriginal knowledge and Western Science. “This project is not just about citizens collecting data but about being integrally involved in all stages of biodiversity research to empower community decision-making about remote land management,” said Dr Ens. For users wishing to use the data, the ALA also includes a spatial portal, which allows users to perform advanced queries and to download the data. This work forms part of ALA’s Indigenous Ecological Knowledge program, which is making the ALA more relevant and useful for Aboriginal and Torres Strait Islander people. In partnership with Indigenous communities working on country, the ALA is exploring the role that information management platforms play in bridging the boundaries between traditional and contemporary Indigenous Ecological Knowledge and western science.
Left: Yirralka Miyalk Ranger Djuranbil found some tree orchids. Credit: Dr Emilie Ens
CSIRO’s hope is to give prominence to Aboriginal content in the ALA and to enable a greater understanding of Australia’s biodiversity. For more information about the Atlas of Living Australia follow the link to the Atlas website https://www.ala.org.au
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PROFESSIONAL READING PROFESSIONAL READING MH370: View the data behind the largest search in aviation history by Anthony Wallace, Spatial Source Original article at http://spatialsource.com.au/category/gis-data
The search for missing flight MH370 is a famously ongoing saga. The aircraft and the 239 people aboard the flight are still tragically unaccounted for, however in the almost three and a half years since the tragedy occurred, details of an investigation of untold proportions are now being revealed. The multinational team behind the search have just released the first phase of an open data release and the incredible story it tells.
The first clue to the MH370’s whereabouts was determined using the Doppler effect to establish that the aircraft was likely to have crashed in the Indian Ocean. As a result, a multinational search effort for the aircraft was underway, one that went on to become the largest and most expensive search in aviation history. In the face of many challenges, the team behind the search used the most advanced hydrographic surveying equipment and methodologies to map this little explored part of the ocean floor in very fine detail. Unfortunately, there was no aircraft found among the incredible 3D models created. Screenshot from the MH370 search story map accompanying the Phase One open data release. Altogether the search is a compelling, albeit devastating, story. It is also a story defined by geography, technology and data. A storymap, therefore, range of users, not only experts,” said Dr Stuart Minchin, is one of the best ways to for telling this particular story the Chief of Geoscience Australia’s Environmental (See follow story and link in this edition). Geoscience Division. In line with the release of the sea floor mapping data “This data will contribute to a greater understanding collected during the first phase of the search for missing of the geology of the deep ocean and the complex Malaysia Airlines flight MH370, Geoscience Australia, processes that occur there,” he said. one of the leading authorities behind the search, chose Tobias Schubert from Esri Australia said the MH370 to use Esri Story Maps. storymap tells the story of the search, the collection of The Story Map shares the story of the search for MH370 data and how the public can now access the available in an interactive, visual format, showing the most data. interesting geomorphic features in a web browser, with “Along with identifying large geological formations flythrough visualisations, images and annotations. and several shipwrecks,” he said. “the search uncovered “It was important for us at Geoscience Australia to make a number of smaller items on the sea floor, including sure we delivered this data so that it is accessible to a whale bones, steel cables and oil drums.”
Geography Bulletin Vol 49, No 4 2017 7 PROFESSIONAL READING
A 3D image of the bathymetry of the sea floor with a view looking A 3D image of the bathymetry with view looking northeast into the Diamantina northeast into a ‘fracture zone’. Escarpment.
The search for MH370 involved collecting large on behalf of the Australian Government. Phase Two is volumes of data in two phases – the first phase was a scheduled for release in mid-2018. survey to collect bathymetry data, or data of the sea floor topography, to develop maps of the sea floor in The technical and scientific community is able to download the search area. These maps were used to safely guide the raw datasets to build their own conclusions and to the second phase of the search, the underwater search. study the ocean’s depths in this hard to access part of Earth. With the Story Map, viewers can look at locations of Users wanting to download the processed datasets debris and view drift modelling conducted by CSIRO. from marine.ga.gov.au or select an area of interest to Australia, with the support of Malaysia and the People’s download from bathymetry-extractor.ga.gov.au. Republic of China, committed to releasing the data For technical users wanting to download the raw data can acquired during the two phases of the search to the download the multiple raw datasets from the National public. Geoscience Australia is delivering the data Computational Infrastructure or from the Amazon Web Service portal (via s3://mh370.phase1.data).
Screen shot from vdeo at http://spatialsource.com. au/gis-data/mh370-view- data-behind-largest-search- aviation-history Hope for a new search area This, however, may not be the end of the story. There is growing evidence that the search authorities have been looking for the aircraft in the wrong place all along. As the storymap goes on to explain, drift modelling from the wreckage found so far suggests that a crash site is likely located north of the area subject of both Phases One and Two of the search. Even the government bodies behind the search have admitted as much. For now, however, the search has been officially suspended.
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PROFESSIONAL READING PROFESSIONAL READING Related resource: The search for MH370 – An interactive story map
Geoscience Australia have created an interactive story map using Esri’s ArcGIS Story Map software so the public could explore the data collected during the search and learn more about the search for MH370. Story maps include maps, text, photographs, statistical data and video clips.
SYLLABUS LINKS Geographical tools: Spatial technologies Spatial technologies are used to visualise, manipulate, analyse, display and record spatial data Cross curriculum priority: ICT Students develop ICT capability by maximising use of the technologies available to them, adapting as technologies evolve and limiting the risks to themselves and others in a digital environment. Students locate, select, evaluate, communicate and share geographical information using digital and spatial technologies. They explore the effects of technologies on places, on the location of economic activities and on people’s lives and understand the geographical changes produced by the increasing use of technology. Geography 7–10 Outcomes A student: –– locates and describes the diverse features and characteristics of a range of places and environments GE4-1 –– explains the diverse features and characteristics of a range of places and environments GE5-1 –– acquires and processes geographical information by selecting and using geographical tools for inquiry GE4-7 –– acquires and processes geographical information by selecting and using appropriate and relevant geographical tools for inquiry GE5-7 Elective Geography: Oceanography Students investigate features of the world’s oceans, for example: –– description of the spatial distribution of the world’s oceans and ocean currents –– examination of the major physical features of the ocean floor
Geography Bulletin Vol 49, No 4 2017 9 PROFESSIONAL READING
Go to the Geoscience weblink below to follow this amazing story – https://geoscienceau.maps.arcgis.com/apps/Cascade/index.html?appid=038a72439bfa4d28b3dde81cc6ff3214
Learn more about Story Maps – http//storymaps.arcgis.com/en/
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PROFESSIONAL READING
Geography Bulletin Vol 49, No 4 2017 11 GTANSW and RivSSTA present
Mini Conference Friday 17 November @ Wagga Wagga Country Club Plumpton Road, Wagga Wagga Conference Program
TIME SESSION PRESENTER(S)
RivSSTA and GTANSW 8.15am – 8.45am Registration Executive
Acknowledgement of Country and Susan Caldis and 8.45am – 9.00am Opening of Conference Lorraine Chaffer
9.00am – 9.45am KEYNOTE: Programming David Latimer
9.50am – 10.50am WORKSHOP 1: Using Inquiry Based Learning Dr Grant Kleeman
10.50am – 11.10am MORNING TEA
11.10am – 12.10pm WORKSHOP 2: Using Spatial Technologies Lorraine Chaffer
12.15pm – 1.15pm WORKSHOP 3: Designing an Integrated Unit of Work Lorraine Chaffer
1.20pm – 1.45pm LUNCH
WORKSHOP 4: Designing Constructively Aligned 1.50pm – 2.50pm Susan Caldis Assessment Tasks
2.50pm – 3.00pm Plenary and Close Susan Caldis
COST: $150 per participant EVENT ACCREDITATION: in process Participants will receive a google drive link to access presentations associated with the conference program and to share resources. Participants are invited to bring assessment tasks and programs to review as required in response to key messages from workshop sessions. Further details will be posted to the GTANSW website as they are finalised...
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ABORIGINAL AUSTRALIA SERIES Part 1: Aboriginal Land Care Author Jens Korff , Creative Spirits
Over the next four issues articles by Jens Korff, owner and author of Creative Spirits, will form a series titled Aboriginal Australia. This series will contain information relevant to many sections of the K–10 Geography Syllabus Part 1: Aboriginal Land Care Part 2: Aboriginal Fire Management Part 3: Indigenous Protected Areas Part 4: Threats to Aboriginal Land
SYLLABUS LINKS Cross Curriculum Priority Area Aboriginal and Torres Strait Islander Histories and cultures Stage 1: Features of places / People and Places Students investigate: –– features of places and how they are cared for –– activities that occur within places Stage 2: The Earth’s Environment Students investigate: –– sustainable practices that protect environments, including those of Aboriginal and Torres Strait Islander Peoples Stage 3: Factors that shape places Students investigate: –– the ways people change the natural environment in Australia and another country Stage 4: Landforms and Landscapes Students investigate: –– ways people, including Aboriginal and Torres Strait Islander Peoples, manage and protect landscapes Stage 5: Sustainable Biomes / Environmental change and management Students investigate: –– the human alteration of biomes to produce food, industrial materials and fibres and the environmental effects of these alterations –– environmental management, including different worldviews and the management approaches of Aboriginal and Torres Strait Islander Peoples
Geography Bulletin Vol 49, No 4 2017 13 ABORIGINAL AUSTRALIA SERIES
Traditional care for the land Before the invasion Aboriginal people created a complex system of land management. There was no ‘pristine wilderness’, rather a patchwork of burnt and re-grown areas. Fire was their biggest ally (Part 2 will examine this practice in detail). In using fire Aboriginal people could plan and predict plant growth and with it attract animals for hunting. They converted the land to grasslands for the “maintenance” of animals, plants and fresh drinking water, according to Bill Gammage’s award-winning book The Biggest Estate on Earth. Gammage explains that Aboriginal people not only thought of kangaroos when laying out their burn patterns, but also of possums, wombats, birds, insects, reptiles and plants. “Once you have started to lay out country to suit a species, you are on the way to an extraordinarily complex arrangement of the land, which you must maintain very carefully, and over many generations,” he says. Burn patterns also need to consider plant cycles. The research draws some striking conclusions [8]: • No uncontrolled fires. Uncontrolled fire could wipe out food sources—Aboriginal people had to prevent Video: Watch Bill Gammage discuss how Aboriginal them or die. Evidence strongly suggests that no people managed country, dispelling the myth that they devastating fires occurred. just roamed around doing nothing.– https://youtu.be/ • Aboriginal people were farmers. (see section below) Sko-YDIULKY • Customised templates. Aboriginal people developed specific templates to suit the land, plants and Modern care & bush rangers animals. They knew which animals preferred what, Caring for the land does not necessarily mean only the e.g. kangaroos preferred short grass, native bees traditional way. Modern carers for land, such as rangers, preferred desert bloodwood etc. Managing the land can both continue traditions (deep knowledge about with fire required them consider these dependencies. country passed on from generation to generation), as • No pristine wilderness. More trees grow in areas now well as apply modern technologies and innovative land known as national parks than did in 1788. management practices. Aboriginal people were farmers Combining traditional methods and contemporary practices can in fact get the best results for the Researchers found that Aboriginal people grew crops environment, for example in Indigenous Protected of tubers such as yams, grain such as native millet, Areas. (Part 3 will examine these areas in detail). macadamia nuts, fruits and berries. People reared The success of Aboriginal ranger programs is largely dingoes, possums, emus and cassowaries, moved credited to the Aboriginal ownership of the work, caterpillars to new breeding areas and carried fish stock guided by the local authority of Aboriginal elders. [12] across country [8]. Traditional owners often work in partnership with There is “strong evidence” of “sophisticated farming and government departments and other non-Aboriginal agriculture practices”. Early explorers watched women organisations to conserve and care for land. harvesting yams, onions, and cultivating the land [11], creating reserves of flour and grain. In such mutual relationships, traditional owners and rangers perform a multitude of tasks: [1, 2, 3, 4, 12] Bruce Pascoe’s book Dark Emu challenges the notion that Aboriginal people were hunter-gatherers and did not settle down.
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ABORIGINAL AUSTRALIA SERIES ABORIGINAL AUSTRALIA SERIES
Spiritual & cultural works • help reduce greenhouse gas emissions and earn carbon credits, • protect and maintain cultural sites, stories and songlines, • return threatened species to their native habitat (439 animal species were threatened in 2012, up from 353 • recognise important cultural areas, in 2001; 1344 plant species were threatened in 2012, • perform cultural or customary activities, a 20% increase from 2001 [5]), • supply meat from crocodile and feral buffalo to the • manage controlled burns and set fire breaks local community. to prevent devastating bush fires and protect outstations and sacred sites, Environmental works • conduct fisheries surveillance and compliance • record sites of resource use and special features, patrols, • create seasonal harvest calendars, • help with sustainable water management, including • survey catchments, animal rescue. • hunt for feral animals such as foxes, camels or cats Educational works which threaten the delicate ecosystem of the bush, • record (new) plants, • teach government departments and tourists about their connection with the land, the seasons and bush • protect biodiversity, foods, • remove seeds and weeds including invasive pests • assist with providing cross-cultural education and like African buffel grass, capacity building within their communities, • remove rubbish left by tourists at camping spots, • take Aboriginal children out on country so they and ghost nets and other marine debris from seas can learn from their elders. and beaches,
FACT BOX In 2012, Aboriginal people managed 20% of Australia’s land [4]. More than 3 million adult kangaroos and 1 million joeys are “harvested” each year in Australia for human and pet consumption. This is considered the “largest commercial kill of terrestrial wildlife on Earth” [7]. For many Aboriginal tribes kangaroos are a sacred animal.
Source: https://upload.wikimedia.org/wikipedia/commons/3/37/Flying-kangaroo.jpg
Footnotes [1] ‘Land is linked to well-being’, Koori Mail 496 p.35 [2] ‘Caring for their country’, Koori Mail 485 p.27 [3] ‘Coastline protected’, Koori Mail 471 p.37 [4] ‘Caring for country’, Koori Mail 519 p.64 [5] ‘Better lives for people, but nature under cloud’, SMH 13/10/2012 [6] ‘A word that identifies us’, readers letter,Koori Mail 488 www.CreativeSpirits.info, p.25 Aboriginal culture - Land - Aboriginal land care, [7] ‘Don’t cull roos, says Elder’, Koori Mail 492 p.41 retrieved 17 August 2017 [8] ‘The first farmers’, SMH 1/10/2011 [9] ‘Indigenous Aussies in carbon rights fight’,Daily Telegraph https://www.creativespirits.info/aboriginalculture/land/ 16/1/2010 aboriginal-land-care#ixzz4pzkQDZOT [10] ‘Green and Black’, Environment South Australia newsletter Join Creative Spirits’ newsletter, valued by many teachers Nov/Dec 1994 p.14 [11] ‘Dark Emu argues against ‘Hunter Gatherer’ history of for helping them with their work – Indigenous Australians’, ABC 17/3/2014 https://www.creativespirits.info/aboriginalculture/land/ [12] ‘Funding for indigenous ranger programs must be doubled, report says’, SMH 15/11/2015
Geography Bulletin Vol 49, No 4 2017 15 WHAT’S HAPPENING IN SCHOOLS?
Future Council Provided by Christine Freeman Acting Principal, Rumbalara Environmental Education Centre
Future Council is an annual event run by Central Coast Council and Rumbalara Environmental Education Centre (EEC) that provides Stage 5 students with an understanding of local council processes and the role of the community in decision making.
The program has been successfully running on the with an overview of Council functions, meeting Central Coast for the past six years and is a fun learning procedures and protocols. Council staff are on hand experience that has an environmental focus and has to and answer any questions. Following this meeting strong links to the curriculum in Social Sciences / schools are encouraged to attend a Council meeting Geography. and stay for the first agenda item to see how a true council meeting occurs. Acting Rumbalara EEC Principal, Christine Freeman, believes the program is an excellent example of 21st Participating schools receive mock Council Business Century learning. Papers before the event. This document lists the items for discussion and provides a background to help “The Future Council program requires students to think students to begin their research and preparation. All critically and creatively and enables them to be active topics are current and relevant to the region and are global citizens for a sustainable future.” Rumbalara EEC checked by Council staff to ensure they are aligned is one of 25 Environmental Zoo and Education around to the topics that actually appear in the real business the State that provide environmental and sustainability papers. Examples of last year’s topics are: ‘Should education opportunities as a specialised school for the Council lobby NSW Department of Primary Industries Department of Education. - Fisheries to advise them of their objection to the How do it work? current shark control program which is currently in Schools enter a team of four potential civic leaders to place in NSW’ and ‘Should Council support the Ban the participate in a mock council meeting in the Council Bag Alliance in lobbying for a national roll out of the Chambers. The meeting agenda includes a range of South Australian ban on non-biodegradable plastic environmental and social issues relevant to the local check out carry bags’. community. A briefing session is held before the mock Each school team prepare these topics in the following meeting to provide teachers and their student teams manner:
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WHAT’S HAPPENING IN SCHOOLS? WHAT’S HAPPENING IN SCHOOLS?
Topic 1 – Councillor for the topic interest in community engagement and governance Topic 2 – Councillor against the topic and build their knowledge of large scale environmental management and social return on investment”. Topic 3 – Community spokesperson for the topic Topic 4 – Community spokesperson against the topic. One of the students who participated in the program in 2016 was quoted as saying: “The program has opened On the day of the mock meeting an introduction to my mind to the possibility of being part of the Council local government processes and how the decision- in the future. It has given me more understanding on making process works is delivered by the Mayor or by how the Council works and what I need to be able one of Council’s Executive Leadership Team. to succeed in this job. Having this job requires lots of When the meeting begins student team members responsibility and commitment.” occupy the chairs of the elected representatives in the Find out more Council Chambers to debate and vote on the issues. The ‘Mayor’ will encourage debate by calling upon Check out a video of a previous Future Council session ‘Councillors’ to voice their thoughts for or against one by visiting: www.rumbalara-e.schools.nsw.edu.au/ or more of the items. Rumbalara EEC teachers, Council’s programs/future-council Senior Management Team and Councillors are available In 2017 Future Council will be running in Week 4 Term 4 to support students through the process and provide with briefing meetings in Term 3. advice and clarification of information. For more information, contact one of the organisers Teachers and students have evaluated Future Council below: as beneficial and crucial in understanding the role the Rumbalara Environmental Education Centre community plays in Council and how this can improve the quality of life for the region. For students at this age Christine Freeman it is especially important as they are generally only two [email protected] years off voting age. Central Coast Council Council Group Leader Connected Communities, Ms Danielle Hargreaves Julie Vaughan, said the program also highlights the [email protected] importance of a learning community. Anni Griffiths “Through providing this exposure to Council and the [email protected] decision-making processes, students can further their
Geography Bulletin Vol 49, No 4 2017 17 WHAT’S HAPPENING IN SCHOOLS?
Fairlight Beach - Sydney Harbour (DNC 2014) Photo: Drew Collins The freedom of the Geography Elective course Drew Collins, Head of Geography The King’s School Author Oxford
Over the years some schools have run the Geography Elective course alongside many other electives in Years 9 and 10 like those offered by Technology (wood, metal, food), Art, Languages, Computing, Agriculture, History etc. Other schools, to the detriment of Geography, have not even been able to offer this as an option.
This is not the case at The King’s School where we have How do we do it? maintained and even increased student participation In Year 9 we complete NESA approved units of work in Elective Geography over many years. One benefit of in Oceanography (involving snorkelling) and Patterns this is that it becomes a nursery for our strong Senior Along a Continental Transect (becoming a travel agent). Geography numbers (100+). With the loss of the 3 Unit The snorkelling component offers some challenges HSC course almost 20 years ago we had to adjust our regarding practicalities and risk assessment, but nothing methods for attracting students to senior Geography that a little bit of will and forward planning has not as a leading academic subject. Other subjects offering been able to overcome. The attractiveness of “we take extension units have attracted senior students relatively you snorkelling in Term 1 when it’s 350 C, what other easily because of the often ‘perceived’ benefit for a subject can do that” is the real ‘hook’ for students when stronger ATAR. making their subject choices in Year 8. We have done both – successfully run Elective We also complete two school-developed options. Geography and maintained Senior Geography as a One in GIS (Geographical Information Systems) which strong academic subject. has real relevance to todays workforce and is also an The freedom of the Geography Elective course has attractive element when students choose our course. offered students a very different experience than We use computers and mobile devices a lot. The the old Geography 7-10 syllabus could afford. We second is a good old Country Study and for this, a have challenged ourselves to make this a practical choice based on current events, often the next World course, thus competing with what other courses have Cup or Olympics. Brazil was perfect! always done in the Tech block, on the sports fields, The Year 10 course has been developed around or computer lab, and of course the traditionally well the same principles. We include two NESA Elective supported Commerce class. Geography content areas Physical Geography and
18 Geography Bulletin Vol 49, No 4 2017
WHAT’S HAPPENING IN SCHOOLS? WHAT’S HAPPENING IN SCHOOLS?
GIS Rubbish mapped . Photo Drew Collins Political Geography. The first allows many options feeds into themselves raising awareness. Twofold via attractive to students (plate tectonics, weathering and displays voted on by other students across the school erosion, hazards, biogeography). The second brings in and the second via a Market Day. Here groups organise, contemporary study options like world politics, conflict fund and return profits to their chosen charity during and resolution for example the Middle East, Eastern stalls run over a lunchtime. Competing directly against Europe or East China Sea. In addition, there are two each other, students have had representatives from school-based units affording us the flexibility to focus their charity attend, sold food products for profit (hot on what assets are available to the school. We complete chips and doughnuts are a hit), chocolate fundraising one unit under the NESA approved content area of boxes a plenty, pass the ball, guess the lolly jar, and Global Citizenship titled “Raising Awareness for a Cause” dunk the teacher competitions – always a winner! and the other entirely school developed “Australian Within the grounds of the school, the unit on Natives”. Australian Natives has students once again out and Raising Awareness through servant leadership has about studying the plants and animals that occupy been one of the school’s most supported public the school grounds via identification and cataloguing. events. Student driven, most recently under the expert Studies also reveal introduced, weed and pest species guidance of Mr Brendan Stewart, this unit asks students both locally and nationally to research current to research their chosen NGO charity. Studying the management strategies and even develop their own to methods they use to attract support gives students an one day rid these from the Australian landscape. understanding of real-word practicalities, which then
“Raising Awareness for a Cause” SES Market Day. Photos Drew Collins “Raising Awareness for a Cause” SES exhibit. Photos Drew Collins
Geography Bulletin Vol 49, No 4 2017 19 WHAT’S HAPPENING IN SCHOOLS?
So where does this fit in now? the reintroduction of an extension course to attract The new AC Geography 7 – 10 and revised Elective the best students offering another program of study. Geography courses offer this flexibility of content and Secondly, we must show the relevance of Geography delivery, with a focus on Geographical inquiry – and in the modern world, we must develop courses where it is now that project based learning, student driven students see a practical subject, offering real world open-ended programs, practical and virtual fieldwork, scenarios, and where a career pathway is equally clear and excursion ideas both locally and needing transport for those either thinking about Geography and for should be developed. Of course, these pedagogical those already hooked. Lastly, let us use the freedom of options are proven to work best too for Life Skills the Geography Elective course to propel the new junior programs. AC courses as the fuel for active participation and in turn stronger senior student numbers and results. If schools, HSIE departments and Geography teachers can give Geography the platform it deserves, it is the student who will benefit from a subject they deserve. S.T.E.M. are certainly important, but why not deliver these with Geography as their vehicle. Taking our Geography Elective course as a proven method of engagement, the ‘standard’ Geography course can showcase how all these subjects must fit together to work practically and politically alongside each other in the contemporary forward thinking world. The future for our HSC students We must work from the grassroots. NESA has updated and in 2018 schools will implement new senior courses in English, Maths, Science and History. It is assumed Geography will be next. Firstly, we must push again for WWF Exhibit for “Raising Awareness for a Cause”. Photo: Drew Collins The many and varied career options for a geographer...
www.agta.asn.au www.geocareers.net.au PROMOTE THE STUDY OF GEOGRAPHY TO YOUR STUDENTS AND THEIR PARENTS Cost: $30.00 per 100 brochures (plusStudy $10.50 Geography postage brochure & handling, order form onincl page GST) 86. Complete this order form and mail, email or fax with payment to –
20 Geography Bulletin Vol 49, NoThe 4 2017 Geography Teachers Association of NSW Postal address: PO Box 699, Lidcombe NSW 1825 Email: [email protected] • Fax: (02) 9564 2342 Bulk order enquires phone: (02) 9716 0378 Description Price Quantity Cost Study Geography x 100 brochures $30.00 Postage and handling x 100 brochures $10.50 TOTAL COST Contact Person School/Organisation
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WHAT’S HAPPENING IN SCHOOLS? WHAT’S HAPPENING IN SCHOOLS?
YEAR 9 GEOGRAPHY ELECTIVE – SCOPE AND SEQUENCE 2017 ASSESSMENT TIME TOPICS OUTCOMES TASKS Term 1 (9 weeks + Camp)
Oceanography Assessment 1 Wk 9 –– The features of the world’s oceans Practical Assessment –– The importance of the world’s oceans 6 weeks GEE5-2, GEE5-4, & –– Ownership and control GEE5-5, GEE5-7, Research Based Project GEE5-8, GEE5-9 (25%)
4 weeks –– Snorkelling Skills Prep & Practical Excursion Wk 7 Thurs 16 March Term 2 (9 weeks) School Developed Option – Geographic Information Systems (GIS) 1 weeks –– Getting to know GIS Assessment 2 2 weeks –– Getting started with maps and data GEE5-1, GEE5-2, GEE5-3 GEE5-4, Wk 5 1 week –– Using web based applications GEE5-5, GEE5-6, Cumulative Assessment 2 week –– Analysing feature relationships GEE5-7, GEE5-8, Portfolio GEE5-9 1 week –– Geocaching Challenge (25%) 1 week –– Creating, editing and presenting data 1 week • Google MyMaps Term 3 (10 weeks) School Developed Option – Country Study: BRAZIL 3 weeks –– Study of country patterns GEE5-1, GEE5-2, Assessment 3 GEE5-3 GEE5-4, Wk 9 3 weeks –– Places of significance around the GEE5-5, GEE5-6, country GEE5-7, GEE5-8, In Class Test (25%) 3 weeks –– A geographical issue GEE5-9 –– People and Places Term 4 (9 weeks)
Interactions and Patterns along a continental transect: AFRICA 2 weeks –– Study of continental patterns Assessment 4 GEE5-1, GEE5-2, Wk 5 2 weeks –– Places of significance along the GEE5-3 GEE5-4, ICT Based transect GEE5-5, GEE5-8, Travel Agent Project 1 week –– A geographical issue GEE5-9 (25%) 1 week –– People and Places
Geography Bulletin Vol 49, No 4 2017 21 WHAT’S HAPPENING IN SCHOOLS?
YEAR 10 GEOGRAPHY ELECTIVE – SCOPE AND SEQUENCE 2017
ASSESSMENT TIME TOPICS OUTCOMES TASKS Term 1 (9 weeks + Camp) Physical Geography (E1)* 2 weeks –– Landforms and Processes –– Rocks, Coal-bearing sedimentary basins, 2 weeks Water in rocks & Sandstone scenery Assessment 1 Wk 8 1 week –– Weathering, Mass Movement, Erosion and E5.1, E5.2, E5.3, Deposition E5.4, E5.5, E5.6, Skills, Short & Extended 2 weeks –– Plate Tectonics E5.10, E5.11 Response Test –– Study of at least ONE landscape produced (25%) 1 week by Landform OR Human processes 2 weeks –– Vegetation, Climate and Weather
Term 2 (9 weeks) School Developed Option (E8) Civics & Citizenship “Raising Awareness for a Cause” Assessment 2 E5.1, E5.2, Wk 8 5 weeks –– Research /planning /implementation E5.3,E5.4, E5.6, Group work –– Community involvement E5.9, E5.10, E5.11 4 weeks (25%) –– Market Day
Term 3 (10 weeks)
School Developed Option (E8) Australian Natives Assessment 3 E5.1, E5.2, Wk 8 2 weeks –– Terrestrial based FLORA and FAUNA E5.3,E5.4, E5.5, –– Field identification around school E5.9, E5.10, E5.11 Multimedia Assignment 2 weeks (25%) 2 weeks –– Weeds, pests, and invasions
Term 3 (4 weeks) Term 4 (3 weeks) Political Geography (E6) 2 weeks –– World political divisions, tension and conflict at a variety of scales Assessment 4 E5.1, E5.2, Wk 4 3 weeks –– The roles of individuals, groups and E5.3,E5.4, E5.6, Research, Poster governments in conflict resolution E5.7, E5.8, E5.9, E5.11 and Speech 2 weeks –– Case Study: At least ONE area of political (25%) tension and conflict
* needs updatin in 2018
22 Geography Bulletin Vol 49, No 4 2017
WHAT’S HAPPENING IN SCHOOLS? GEOGRAPHY IN OUR UNIVERSITIES
UNIVERSITY OF SYDNEY: SCHOOL OF GEOSCIENCES
Exciting changes for 2018 The Head of the School of Geosciences, Professor Phil McManus, is excited about the educational improvements to commence in 2018. “The new curriculum is a big opportunity for academic disciplines such as geography, geology, geophysics, environmental studies, marine science and our teaching in sustainability,” said Professor McManus. “We welcome more students to learn about these important subjects in new and creative ways”.
GEOS1001 Earth, Environment and Society GEOS1001 is the main gateway for students wanting assessment of our water, food and energy security, and to learn more about geography, geology, geophysics, the role of local environments for population health, environmental studies, marine science and sustainability. for example in the debate on healthy neighbourhoods It is a fantastic and very popular unit of study, with and epidemiology, location-based analytics and in enrolments increasing as more and more students corporate responsibility,” said Dr Bruce. These OLEs will realise the planetary challenges we face and the need equip students from across the University with a broad, for innovative and lasting solutions. The lecture program interdisciplinary skill set in GIS principles, geographic is modularized and built around the big questions of theory and data problem solving strategies. the future of life on planet Earth. Material presented These initiatives will enable the School of Geosciences through the semester has the goal of providing an over- to maintain its position as a recognised leader arching perspective on the future of the planet, whether nationally and internationally in research and education. that relates to its geological evolution, its changing Geography was ranked 17th in the world in 2017. environment, or the fate of its people. Research in Geology and Geophysics was evaluated 2018 sees the introduction of our new Open Learning as well above world standard in the most recent ERA Environment units on Geographic Information exercise. “The arrival of new academic staff to join our Systems. These units will be available in a zero credit illustrious team, the creation of new academic units point and a two credit point version each, to enhance and the restructuring of the curriculum across the undergraduate students’ spatial literacy and cross- entire university enables us to better educate more disciplinary problem solving capabilities, providing undergraduate and postgraduate students, and to graduates with a real world skills advantage when they further improve the student experience” explained graduate. Professor McManus. “This will enable our graduates to succeed post-studies in a competitive employment Professor McManus strongly supported recent market.” The University of Sydney is the top university in comments by Dr. Eleanor Bruce about the importance Australia for employment. and scope of these new units of study. “Geographic Information Systems – GIS – has a critical role in “Our innovations in the School of Geosciences are addressing major challenges facing humanity,” explained designed to improve education and enhance career Dr Eleanor Bruce, from the School of Geosciences. prospects for our graduates,” said Professor McManus. “GIS is having an impact on our environmental future, With so many opportunities available in 2018 it’s easy to with applications including monitoring biodiversity be excited about welcoming new students. loss, ocean acidification, land degradation, and natural Source hazards planning. This emergent technological platform http://www.geosci.usyd.edu.au/news_events/hos2018. is impacting our future social lives, contributing to the shtml planning of ‘smart’ and ‘digital’ cities. GIS is also enabling
Geography Bulletin Vol 49, No 4 2017 23 WHAT’S HAPPENING IN UNIVERSITIES
5 COOL TOPICS YOU CAN STUDY WITH A GEOGRAPHY MAJOR University of Sydney News 22 August 2017
Geography investigates some of the world’s most pressing issues While geography facts make for excellent trivia, what applications can the subject have in society or in a career sense? We chatted with five University of Sydney geographers to learn more about their fascinating research.
When you think about geography, what comes to mind? If your brain wanders straight to maps, atlases or FOOD AND NUTRITION SECURITY maybe even the National Geographic store, you’re not Professor Bill Pritchard (Human geographer) alone. “Geography is fundamentally about the human But geography is so much more than that. It’s the study population and its relationships to the world’s of people and the earth, so that pretty much includes natural resources. One of the most important natural everything. That’s right; geography is concerned resources relates to food, and food will be one of the with all of it, plants, animals, people, places and the defining factors of the 21st century,” says Bill Pritchard, relationships between each of these elements. a professor in human geography. For example, a recent study by Sydney undergraduates Pritchard specialises in food and nutrition security in analysing whether smashed avocado consumption India and Myanmar. He offers some insights into the really did affect home ownership revealed some current state of play for people around the globe. interesting aspects of human geography, prompting “At the present time there around 800 million people coverage in the Sun-Herald including an editorial in the world who don’t get enough food to eat each and feature. day and we have an obligation to improve their Our geography department is the oldest in Australia circumstances.” and one of the best internationally. Established in 1920 But finding a solution might not be as easy as it seems. by Thomas Griffith Taylor (who now has a campus building in his honour), the University of Sydney and “Growing more food is only half the battle. The geography go way back! But better yet, according to QS bigger challenge is around maintaining the World University rankings by subject, geography at the sustainability of the environments that grow food University of Sydney is listed at 17 in the world and best and also having social arrangements that ensure in NSW. hungry people can get access to food.” Professor Shining the light on the interesting and varied areas of Bill Pritchard study within the discipline of geography are academics, Pritchard chose to focus his time where our global Phil McManus, Sophie Webber, Bill Pritchard, Josephine food problem is most severe. Gillespie and Bradley Garrett who have travelled internationally exploring the world we live in. “I do a lot of my work in India where 21% of the population is hungry and the irony is that people with “One of the reasons geography is such a great the highest level of hunger are small holder farmers. discipline is because it spans so many areas. We My job is to ask why the people growing food are the have people studying the soil and water, cities and hungriest.” history, politics and culture. Often when I meet geographers, I find that they came from other “To answer this you have to understand how social, disciplines. Because of its porousness, geography economic and environmental factors come together. offers opportunities to make connections across You need to ask questions like – do Indian farmers boundaries and offers a lot of latitude in terms of grow crops to eat themselves, or do they sell their research, which is how I have ended up working on crops and if they sell their crops do they use the such a wide range of topics. Bradley Garrett money that they earn to buy food?”
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WHAT’S HAPPENING IN UNIVERSITIES WHAT’S HAPPENING IN UNIVERSITIES
Food security is a topic covered in a number of For those interested in studying this area more geography units, particularly in relation to a changing specifically Garrett recommends taking a second year environment as a result of climate change. Each year subject – the Geography of Cities and Regions where there are opportunities to travel to India to investigate he teaches students about space, place, territory and the food security problem more closely. region.
THE POLITICS OF PUBLIC SPACES ETHICAL HORSE RACING Professor Phil McManus (Head of Geosciences) Bradley Garrett (Research Fellow) Perhaps one of the more surprising areas of geography University of Sydney Research Fellow Bradley Garrett is is the study of ethical horseracing. Phil McManus, a a well-established human geographer with a passion professor at the University, explains that geography for public spaces. He’s particularly interested in the focuses on how humans interact with the world, and privatisation of community areas and the way that this includes animals. changes how we interact with these spaces. His studies have taken him around the world, but his main body of “Research in this area covers topics like breeding, work stems out of London. living conditions, and animal retirement. Studies can “London was one of the first large cities to embrace a also cover gambling (i.e. the horse as a vehicle for Neoliberal economic model, under Margaret Thatcher, gambling).” Professor McManus where regulations were relaxed for corporations. That has led to the privatisation of everything from infrastructure to social housing and has become almost the de facto model for new urban development now.” Garrett states. “The politics behind how these spaces are managed and controlled are often hidden from citizens, only revealed when someone is told they have violated the corporate rules. This seems to go against our collective understanding of the importance of public space in cities stretching all the way back to ancient Greece, The jury is still out when it comes to nationwide where the Agora – which literally means ‘gathering acceptance of the sport. place’ was the centre of public life.” “Some people would argue that all horseracing is Over the past two years, Garrett has organised protests unethical because it is using an animal for human in London of these pseudo-public spaces and has entertainment. There are variations within Australia. written a handful of articles in the hope of changing In NSW jumps racing (hurdles and steeplechases) are legislation. His work has resulted in both major political illegal, but they take place in Victoria and South Australia parties and the Mayor of London agreeing to push back and have been actively supported by governments in on future privatisations of public space. recent years.” And what about back on home soil? “The ethical concern is that there is a higher rate of “Developments like Barangaroo pose interesting injury and death in jumps racing than for racing on questions for urban geographers about ownership the flat. In other parts of the world there are concerns and management.” Bradley Garrett about the use of drugs to prevent bleeding (many US states).” Generally speaking, conditions for horse breeding and horseracing in Australia are very good. “There are more racetracks per person compared with other parts of the world, and the breeding industry exports horses to many overseas countries. Australia is seen as being well governed, having a high level of integrity and as an important player on the world stage.” McManus describes.
Geography Bulletin Vol 49, No 4 2017 25 WHAT’S HAPPENING IN UNIVERSITIES
But how does horseracing compare to greyhound racing? “Dogs are smaller, and have more pups than a horse. This makes them more vulnerable to hidden abuse. Many of the issues (except live baiting) in the greyhound industry also apply in the thoroughbred and standard bred industries (e.g. wastage).” It’s important that geographers continue to investigate the industry to ensure best practice, especially in a changing social climate where animal treatment is more than ever of upmost importance. And the industry is already voluntarily changing due to these social pressures. “Harness Racing Australia has voluntarily agreed that from September 2017, Australian harness racing is banning the use of whips in training and racing. This is a significant world-leading animal welfare initiative.” Says McManus. In second year students are introduced to the thoroughbred industry as part of a virtual fieldtrip to the Hunter Region, which also includes the interaction with industries such as coal mining, coal seam gas and viticulture. One can then progress to complete an Honours year doing research looking at human-animal “People, communities, governments and businesses relationships. need more accessible and actionable information in order to make informed decisions about responding to CLIMATE CHANGE climate change. For instance, perhaps a civil engineer in Sophie Webber (Lecturer School of Geosciences) the Solomon Islands needs more accessible and more relevant climate projections in order to know how to Sophie Webber, a lecturer in the School of Geosciences build the most resilient road infrastructure to withstand conducts research about the politics of climate change the magnitude and intensity of future storms and sea adaptation and resilience. She has worked on projects in level rises.” Jakarta, Indonesia and small islands in the Pacific region that are most vulnerable to change impacts. Her work The interesting thing about Webbers studies and focuses on the limitations of existing adaptation and geography in general is you always need a holistic resilience policies, including climate services. perspective.
“Climate services are packages of climate information “I think being a geographer means thinking about that are intended for use in climate policy and climate our situations relationally. In Australia, our climate decision-making. That can include seasonal forecasts, actions – or lack thereof – have effects that ripple climate projections and scenarios, or decision-making out, with profound implications for countries in the aids and platforms.” Webber explains. Pacific.” Sophie Webber In order to have successful adaptation, everyone needs to be well informed. But using markets as a mechanism Webber studied geography at university before finding for communicating between producers and users of a career analysing climate change adaptation. First climate information is fundamentally flawed. What year subjects at University encourage students to happens when a vulnerable country or vulnerable think geographically. By second year students are able person cannot pay to access that information? to apply this way of thinking to environmental and resource management challenges across a host of units.
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ENVIRONMENTAL PROTECTION Dr Josephine Gillespie (Lecturer & legal geographer) “The areas of geography and law are quite closely intertwined when it comes to environmental protection,” says Dr Josephine Gillespie a lecturer at the University. Gillespie is a legal geographer whose research examines the impact and effectiveness of environmental laws, particularly those surrounding world heritage places and wetlands. Josephine completed her PhD on conservation law in Cambodia. This required her to investigate the Unauthorized sand mining, Tatai River in the Koh Kong Conservation translation of heritage laws to local communities and Corridor,Cambodia Source: Wikimedia Commons landscapes so they could put in place more effective It’s incredibly important that geographers weigh in guidelines to safeguard the landscape. on important environmental decisions given their Under the umbrella of environmental change and understanding of people and places. One way protection, Josephine’s research is increasingly Dr Gillespie’s work does this is to link human rights to concerned with the devastating impacts of unparalleled environmental change. biodiversity loss as a result of the forewarned sixth “The linkages between human rights and extinction event.” environmental protection are complex; and while many The sixth extinction event refers to the predicted loss see these areas as in competition (as in environmental of a wide array of species as a result of a changing protection laws can curtail individual freedoms by environment which is likely to have severely negative imposing restrictions on human activities) there affects to our ecosystems. is a growing narrative that calls for environmental protection and human rights to be seen as “To this end environmental protection research complementary.” within geography is interested in understanding There are a number of units of study that cover the way in which we can decrease environmental environmental issues including the University’s third degradation and increase environmental year subject Environmental Law and Ethics which is protections across a range of issues in a changing coordinated by Josephine herself. landscape (from increasing sea levels to decreasing dam flows).” Dr Sophie Gillespie Source http://sydney.edu.au/news-opinion/ news/2017/08/22/5-cool-topics-you-can-study-in- geography.html
Geography Bulletin Vol 49, No 4 2017 27 Geography Teachers Association of NSW
Monday 6 November, 8.30am – 3.30pm Federation Conference Centre, Heritage Room Level 1 23–33 Mary Street, Surry Hills Conference presenters consist of experienced and current teachers of senior geography, HSC markers, academics and GTA Councillors.
SESSIONS WILL INCLUDE: Critical connections between preliminary and HSC courses The Senior Geography Project Improving student written responses Busting the bands in HSC performance HSC topics: current trends, strategies and choices The most challenging skills Using local resources Learning concepts and processes through ICT Advice from HSC markers There will be Teach / Meet style discussions with a small panel of experts – providing participants with the opportunity to ask questions, share ideas and resources and develop support networks. COST: GTA NSW Members $240, Non-Members $290 Morning tea and lunch provided and special dietary requirements catered for. Coffee and tea available throughout the day. REGISTRATION: Click to REGISTER ONLINE for this event
Geography Teachers Association of NSW through the Professional Teachers’ Council NSW – NSW Education Standards Authority (NESA) as the endorsed provider of QTC Registered professional development for the maintenance of accreditation at Proficient, Highly Accomplished, and Lead levels.
Completing the Senior Geography Teacher Conference will contribute 5 hours 30 minutes of NESA Registered PD addressing 6.2.2; 6.3.2; 7.4.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
Further information from the GTANSW website
contact us via email at [email protected] or telephone 02 9716 0378
28 Geography Bulletin Vol 49, No 4 2017
FEATURE ARTICLE: Coffee Biomes
Dr Susan Bliss GeoWorld 7, 8, 9, 10 (Macmillan)
Image: http://www.coffeearea.org/wp-content/uploads/2014/02/worldwide-coffee-varieties-overview.jpg
The coffee plant is a woody perennial evergreen shrub. Process of Coffee – flower, cherry, bean The white flowering plants produce fruits called ‘cherries’ which contain two seeds, called coffee beans. The word ‘coffee’ comes from Kaffa, a region in central Ethiopia where coffee beans originated. By 1600, the bean had spread from Africa to Italy via Arabia. Today, around 70 countries produce coffee, and countless cafes and restaurants serve the drink. Over the centuries coffee has faced resistance. It was blamed for fuelling riots, spawning seditious speech and encouraging Satan worship. In Turkey, during the 16th century the Mufti of Constantinople (now Istanbul) forbade the drinking of coffee. Those caught sipping the forbidden drink were supposedly sewn into leather bags and dumped into the Bosporus Strait. Consumers in Cairo (Egypt) and Mecca (Saudi Arabia) also faced prohibitions. However, in London many coffee houses became powerful and wealthy businesses, such as Lloyd’s Coffeehouse became Lloyds of London and the Baltic Coffeehouse became the East India Company. The taste of coffee varies across the world, as it is a BIOME: OPTIMAL COFFEE ENVIRONMENT combination of both natural and human factors. The ideal environment for growing coffee trees is Natural influences includes: between the Tropic of Cancer and Tropic of Capricorn • variety (species) of the coffee plant grown called the ‘Bean Belt.’ The areas includes countries, such • soil in which the coffee plant grows as Ethiopia, Indonesia, Brazil and Costa Rica. • climate experienced by the coffee plant- Location of Coffee Bean Belt temperature, precipitation and sunshine • altitude at which the coffee grows ARABICA AND ROBUSTA SPECIES Out of 6,000 coffee species the two most commonly grown species cultivated today are: • Arabica coffee, accounts for 75% – 80% of world’s production • Robusta coffee, accounts for about 20% of world’s production Map: http://s3.amazonaws.com/ilovecoffee-img/uploads/beanbelt/beanbelt.png
Geography Bulletin Vol 49, No 4 2017 29 Coffee Biomes
https://upload.wikimedia.org/wikipedia/commons/7/77/Barrels_of_Jamaica_Blue_Mountain_coffee_beans.jpg COMPARING ARABICA AND ROBUSTA COFFEE Altitude linked to coffee taste o Finicky Arabica species grow best at high altitudes with A rise of 1 C is equivalent to moving 150 metres in lower temperatures compared to Robusta species that altitude thrive at lower altitudes with higher temperatures. Robusta trees are easier to grow, less vulnerable to pests and variable weather conditions, and produce fruit more quickly than Arabica. Instead Arabica species require several years to reach maturity. Robusta beans are generally lower-quality beans but are higher in caffeine and acidity compared to Arabica beans. Robusta beans are primarily used in instant coffee. ARABICA COFFEE
Subtropical regions: Source: http://www.scribblerscoffee.com/blog_flavor_mountain.jpg • high altitudes 550 – 1000 metres • low temperatures 16°C – 24°C LOCATION OF WORLD’S TOP TEN COFFEES • mostly grown in Africa and Papua New Guinea, but 1 . Kenya AA Coffee: grown at more than 2000masl on grown mainly in Latin America, Mexico, Jamaica, Kenya’s high plateaus Zimbabwe, and Sao Paulo and Minas Gerais regions 2 . Jamaica Blue Mountain Coffee: grown in Jamaica’s in Brazil Blue Mountain District on estates between 900 – 1,600masl Equatorial regions: 3 . Java Arabica Coffee: wet processed (washed) • higher altitudes 1000 – 2000 metres latitudes closer Arabica coffee grown in Java- particularly around to the equator – lower than 10°N – 10°S 1,400m on east side in Ijen volcano ROBUSTA COFFEE 4 . Tanzania Peaberry Coffee: grown on Mt. Meru and • between 10°N and 10°S Mt. Kilimanjaro, Tanzania • lower altitudes – 900 metres 5 . Ethiopian Harrar Coffee: grown in southern Ethiopia • tolerant to warmer conditions from 1370 – 1900masl • mostly grown in Africa and Indonesia 6 . Sulawesi Toraja Coffee: grown in SE highlands of Sulawesi 7 . Hawaii Kona Coffee: Arabica coffee grown at 600masl on fertile slopes of Mauna Loa and Hualalai Volcanoes on the Big Island of Hawaii 8 . Sumatra Lintong Coffee: grown in Lintong region in north central Sumatra 9 . Ethiopian Yirgacheffe Coffee: wet processed and grown between 1700 – 2000masl 10. Mocha Java Coffee: Arabian (Yemen) Mocha coffee Red Catucaí, variety of Coffea Arabica – maturation in different stage, Minas Gerais State, Brazil Source: https://commons.wikimedia.org/wiki/File:FruitColors.jpg and Indonesian Java Arabica coffee
30 Geography Bulletin Vol 49, No 4 2017
Coffee Biomes
Sun coffee in Costa Rica . Source: S Bliss Shade coffee in Kumili, Spring Valley, Robusta coffee. Source: J Bliss SUN COFFEE VERSUS SHADE COFFEE Coffee was traditionally gown in the shade under the canopy of tropical rainforests, with other food species referred to as polyculture. However, the commercialisation of the crop in the 1970s and 1980s, saw large tracts of forests cleared, and coffee cultivated in rows in the sun. The sun-grown coffee method, with the aid of pesticides and fertilisers produces higher yields, but eliminates diversity of plants that support insects, birds and other species in the food web. The establishment of unshaded coffee monoculture in places such as Brazil and Vietnam reduced biodiversity, accelerated soil erosion and increased water pollution. Comparing sun and shade grown coffee
Diagrams:https://s-media-cache-ak0.pinimg.com/originals/5d/55/7e/5d557e9040666241d390423cd3313794.jpg
Geography Bulletin Vol 49, No 4 2017 31 Coffee Biomes
PROCESS – FROM SHRUB TO MUG 1. GROW 5. ROAST • Arabica and Robusta from white flower to cherry • Hot air or drum roasting • Issues: pests and diseases, use of fertilisers and 6. PACKAGE AND TRANSPORT pesticides • Containers/bags move from producer to 2. HARVEST retailer to consumer • Berries change from green to red before they are 7. GRIND harvested. • For specific fineness • Hand labour or machines are used 8. BREW 3. PROCESS • Dry (in sun) or Wet (machine and use of water) • Plunger, Espresso etc 4. MILL 9. DRINK • Hull, clean, sort, grade
Source: https://stylesatlife.com/wp-content/ uploads/2016/08/Veinna-coffee.jpg
Flowers of the Arabica coffee plant GROWING THE BEANS • The plant produces white jasmine-scented flowers • Coffee berries form and ripen to cherry red • There are two coffee beans in one cherry Stages of ripening in coffee cherries Source: http://www.kaffee-alchemie.at/wp-content/uploads/2011/06/Aida- Batlle-photo-of-various-ripeness-of-bourbon-2.jpg HARVESTING THE BEANS
Mechanical coffee harvesters in Brazil Source: http://heidichang.com/wp- Margaret Mukamugema harvests coffee bean crop by hand, Kagabiro, Rwanda. content/uploads/2013/03/HarvestingCoffee700.jpg Source: https://www.oneacrefund.org/uploads/all-files/June14.JPG DRYING THE BEANS
Machine used for drying coffee beans in Central America Drying coffee beans in the sun Source: http://www.fratellocoffee.com/wp- Source: https://photos.travelblog.org/Photos/108131/483024/f/4865694- content/uploads/2013/02/photo-1-2.jpg Machine_used_for_drying_the_coffee_beans-0.jpg Source: http://socialdocumentary.net/exhibit/REZA_./2245
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Coffee Biomes
ASIA PERSPECTIVE: CROSS CURRICULUM PRIORITY Around 1600, Baba Budan smuggled the first coffee Coffee beans are laid bare beneath the sun. After seeds out of Arabia and into India during his pilgrimage separation from their first layer of red skin, they are to Mecca. In 1699, the Dutch successfully planted the fermented for several hours. first coffee plants in Java, Indonesia. Then the men fill large baskets with wet coffee beans, Today, about a third of coffee is produced in Asia. and pour them out onto the terrace. The men appear Vietnam is the second largest coffee producing country to follow steps that form a chessboard creating perfect in the world and Indonesia the fourth largest. The main domes of coffee beans. Arabica producing countries are Indonesia and India, A woman then bends down and spreads all of the moist and the ain producing Robusta countries are Vietnam coffee beans on the floor, lining them up, allowing each and India. one of them to dry under the sun. For twenty-four hours, Red cherries: Hanchibetta plantation, Poli betta they are constantly turned so not a single bean can village, district of Kodagu, Karnataka, India escape the sun’s heat. Once beans are fully dried they are put in bags for storage, ready for sale.
ENVIRONMENTAL COFFEE ISSUES • Climate change • Water pollution • Water fotprint • Carbon footprint • Soil erosion • Waste • Use of pesticides and fertilisers Source:http://socialdocumentary.net/exhibit/REZA_./2245 • Deforestation This plantation has been operated by the Rodrigues • Decining biodiversity family for four generations. Seasonal workers are paid by the quality and quantity of coffee cherries they DEFORESTATION FROM COFFEE PRODUCTION gather and sort. It is estimated that 37 of the 50 countries in the world An inspector passes by the mounds of red cherries. with the highest deforestation rates are also coffee After his approval the cherries are placed in sacks. producers. Already one million ha of forests in Central Kumbrikhan plantation, Chickmagalur district, America have been cleared for sun-grown coffee Karnataka, India farming. Future threats to deforestation By 2050, the coffee industry will need to triple production to meet global demand. This requires the current area of land under coffee production (about the size of Iceland), to increase to an area about four times the size of Costa Rica. ‘Coffee production a future driver of deforestation, could threaten the last remaining intact tropical forests and the services they provide: carbon storage, provision of fresh water, and biodiversity that aids in food provision.’ h Source: ttp://www.conservation.org/NewsRoom/pressreleases/Pages/Future- Demand-and-Climate-Change-Could-Make-Coffee-a-Driver-of-Deforestation-. aspx
Source: http://socialdocumentary.net/exhibit/REZA_./2245
Geography Bulletin Vol 49, No 4 2017 33 Coffee Biomes
Deforestation for coffee production Source: http://mesoamerican.org/wp-content/uploads/2015/06/coffee-threatens-forests-deforestation.jpg Threats to cloud forests Carbon footprint of coffee production Climate change is expected to change the location of coffee farms as they will be forced to move to higher cooler mountain sites. This movement will threaten cloud forests and national parks in Honduras. Strictly High Grown (SHG) coffee shares the same elevation as cloud forests that will be deforested to make way for coffee farms. In addition, vast quantities of firewood are required to fuel industrial coffee dryers. Conservation International (CI) works with coffee farmers, traders, roasters and retailers to promote environmentally and socially appropriate growing practices, and make coffee a sustainable agricultural product. Links between cklimate change and deforestation
Diagram: https://s-media-cache-ak0.pinimg.com/736x/4d/6a/68/4d6a68378 4663860a3af18e429196365.jpg
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Coffee Biomes
WATER FOOTPRINT OF A LARGE CAFÉ LATTE When you hand over $3 for a cup of coffee have you ever wondered about its water footprint? In fact more than 200 litres of water is required to make one large café latte from the coffee seed to the restaurant. This is only an average figure as the consumer and coffee shop owner are unaware of how much water is used by the farm producing the coffee, milk and sugar. Some farms would use more water than others. In general the least amount of water is used in the coffee shop to brew the coffee and the largest quantity of water is required to grow the coffee bean. Most of the world’s coffee requires a water source to ferment and wash the coffee prior to drying the beans. Answer the following questions: • What is the water footprint of a large café latte? • How much water is required to grow the coffee bean? • How much water is required to produce the milk in your coffee? A plot of young coffee plants in Finca Limoncillo, Nicaragua.. • How much water is used to make the lid and paper Photo: Dennis Tang Source: https://www.thesolutionsjournal.com/wp- cup for your cup of coffee? content/uploads/2016/03/OTG_Santoyo_Figure2.jpg • Do you take sugar with your coffee? How many litres IMPACTS OF CLIMATE CHANGE ON COFFEE are required to process the coffee and grow the PRODUCTION – THE HEAT IS ON! sugar? Many of world’s 25 million coffee farmers are • If coffee beans are produced in a water poor region smallholders and have little capacity to adapt to a hotter what is the impact on the environment? world. Already they are experiencing a decline in coffee • How can you reduce water consumption? yields and quality and an increase in pests and diseases. Adapted from http://www.guardian.co.uk/sustainable-business/key- Often their only source of livelihood this decline could questions-finite-planet result in a larger number of farmers experiencing poverty. LITRES OF PRODUCT WATER Impacts on production Escalate Grow coffee 142.8 • Diseases. In 2012, a heatwave in Central America, Brew coffee 0.05 resulted in Coffee Leaf Rust, decimating more than Process coffee and grow sugar 7.6 50% of coffee crops. This disease will increase with climate change. Produce milk 49.4 • Pests: A temperature increase of 1oC–2oC will increase Plastic lid, paper cup and sleeve 8.1 Coffee Berry Borer numbers, causing a decline in coffee crops Decline • By 2050, Climate change predicted to –– Halve coffee-growing areas that support 120million people in 70 countries –– Decline low altitude coffee farms and expansion of farms in higher altitudes • By 2080 wild coffee, an important genetic resource for farmers, could become extinct
Geography Bulletin Vol 49, No 4 2017 35 Coffee Biomes
CLIMATE CHANGE AFFECTS COUNTRIES LOCATED AROUND BEAN BELT Rising temperatures, changes in rainfall patterns, and increasing pests and diseases are already making life harder for coffee farmers living around the Bean Belt. However, by 2050 what will be the impacts if the warming trend continues? Climate change around the Bean Belt
Infographic:http://www.climateinstitute.org.au/verve/_resources/TCI_infographic_Bean_Belt_Map_standalone-01.jpg Coffee leaders’ comments on climate change AVOIDING CATASTROPHIC SCENARIOS “What we are really seeing as a company as we look 10, 20, 30 years down the road—if conditions continue as Strategies they are—is a potentially significant risk to our supply • increase the longevity of each planting of coffee, so chain... If we sit by and wait until the impacts of climate owners will not move to other areas and clear more change are so severe that is impacting our supply chain land (decrease deforestation) then that puts us at a greater risk.” • grow organic coffee – reduces use of pesticides and Jim Hanna, Director, Environmental Affairs, Starbucks fertilisers We have a cloud hovering over our head. It’s • reduce sun-grown coffee by reviving shade- dramatically serious. Climate change can have a grown coffee, to protect plants from the heat and significant adverse effect in the short term. It’s no longer evaporation and reduce deforestation about the future; it’s the present.” • diversify crops grown e.g. converting to other crops Mario Cerutti, Green Coffee & Corporate Relations such as Teff in Ethiopia Partner, Lavazza • develop more resilient production systems “Changing climatic conditions and rising global • moving coffee farms up-slope, so they benefit from temperatures pose one of the most significant threats to a cooler climate world coffee production.” • open up new areas to grow coffee such as in International Coffee Organisation Australia Source: http://fairtrade.com.au/~/media/fairtrade%20australasia/files/ • promote sustainable farming – economically, socially resources%20for%20pages%20-%20reports%20standards%20and%20policies/ tci_a_brewing_storm_final_24082016_web.pdf and environmentally eg. Selva Negra, Nicaragua
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AUSTRALIA Coffee has been grown in Australia for over 200 years. Two major production regions are: • northern New South Wales/subtropical SE Queensland • tropical north Queensland Coffee from each region has different flavours due to diverse climates and soils. Coffee production in Australia is: • 100% Arabica beans • low in caffeine • no pests and diseases • free of chemicals • fresh from the plantation Source: Australian Subtropical Coffee Association (ASTCA) – http://www.astca.org/ Source: http://www.outbackcrossing.com.au/Cooking/images/coffee-growing.jpg ETHIOPIA: COFFEE PRODUCTION AFFECTED BY CLIMATE CHANGE Ethiopia considered the birthplace of the coffee plant, is now the world’s seventh largest producer of coffee. The commodity comprising of 28% of the country’s exports, provides valuable employment for 15 million people. Between 1960 and 2006, Ethiopia’s average annual temperature rose by 1.3°C. As a consequence coffee farmers in the mountains of Eastern Harar experienced: • rising temperatures • more frequent droughts Teff: Source: http://world-crops.com/wordpress/wp-content/uploads/Teff-1.jpg • poor access to water and irrigation Effects on Ethiopean coffee farmers • poor soils that do not hold water for long periods Good years: When the price of coffee is high a farmer is able to feed and clothe family, send children to school, • increase in pests and diseases and pay for basic healthcare As coffee has become an unreliable source of income Bad years: Farmers may neglect or abandon their coffee many farmers have resorted to growing a small hardy plants and try growing ‘something else’ such as khat bush called Khat (Catha edulis) because: • the leaves produce an amphetamine-like narcotic ALTERNATIVE TO COFFEE – IS IT TEFF? drug Ethiopia is the home of Teff, a nutritious grain found • fetches twice the price of coffee in weight at market in supermarkets all over the world. Grown by 6.3 • requires little attention, no fertilisers and can be million farmers, crops cover more than 20% of the land harvested all year round under cultivation. The Ethiopian government aims to • source of cash for poor rural people increase production as it helps reduce malnutrition and increases income. Additionally, by converting farms However, it is detrimental to health of an increasing from producing coffee to Teff could be the answer to number of addicts. Dried khat pictured below. the coffee problem. Coffee versus cash crops in Ethiopia COFFEE TEFF Non-food Food (high value) Primarily export market Primarily domestic market Large and small scale Small-scale production production
Geography Bulletin Vol 49, No 4 2017 37 Coffee Biomes
NICARAGUA, SELVA NEGRA: SUSTAINABLE MANAGEMENT • Name of coffee farm: Selva Negra • Location: Nicaragua, 1,200-1,600masl. • Coffee: Arabica coffee is grown in a shaded environment, protected by native trees. • Environment: fertile volcanic soil enables high quality beans to be grown. • Maintenance: weeding, controlling pests, mulching and pruning shade trees. • Technology: its laboratories developed organic weed and pest controls. • Processing: the cherry produces several layers of material, including cherry pulp and the mucilaginous layer (honey-like coating): –– cherry pulp (skin) is removed and diverted to a worm farm, to make compost Grounds of the Selva Negra Coffee Estate. Source: https://commons.wikimedia.org/wiki/File:Selvanegrafromchapel.JPG –– honey water causes contamination if poured into waterways. Instead honey water is recycled in The Selva Negra is a community of over 600 people biodigestor tanks to produce natural gas, used in including workers and their families. At the end of kitchens. The excess water is so pure it is used to the day the farmer tallies the harvest of each picker. irrigate grass for cattle during the dry season. Picking is piece work – the higher the tally, the higher the pay. The beans are bagged and taken to the mill by • Mill: is designed to work without water. The water truck and then deposited in large bins where they are is only used to push the coffee cherries through processed. These employees experience a high quality the system and to remove stones and debris. The of life as they are supplied with housing and the site has system uses 40 times less water than many traditional a medical clinic, school and convenience store. commercial coffee mills.
Biodigestor tank recycles honey water. Photo: S Bliss Selva Negra workers homes. Photo: S Bliss
Coffee nursery contains coffee trees and new shade trees. Photo: S Bliss Coffee waste used to make compost. Photo: S Bliss
38 Geography Bulletin Vol 49, No 4 2017
Coffee Biomes
NICARAGUA, SELVA NEGRA: • reduces carbon footprint: carbon credits FROM SEED TO SERVICE • conserves energy: solar water heaters The Selva Negra Coffee Estate won the • conserves water and reuses wastewater Specialty Coffee Association of America (SCAA) Sustainability Award. Today it • composts 15 million kilograms of compost every functions as an Eco-Lodge, Coffee Estate and Organic year Farm. The property supports a restaurant with locally Social and Economic issues grown vegetables, organically fed, free range pigs and cattle and award winning shade grown coffee. • provides a fair salary to workers • improved conditions for workers – housing and What makes Selvba Negra Farm sustainable? sanitary conditions Environmental issues • provides nutritious food for workers • grows shaded coffee • provides a school for workers’ children up to sixth • little use of artificial fertilisers grade • uses mechanical not chemical weeders • offers education scholarships • uses ecological processing – less water and no • provides adult and children’s library contamination in rivers • runs baseball teams and special occasion • makes compost from coffee pulp celebrations. • uses mucilage to produce methane gas • maintains a medical clinic • limited use of wood for cooking • Rainforest Alliance Network supports its efforts to meet stringent environmental, social and economic • sun drying preferred to kiln drying sustainability standards.
ACTIVITIES 1. List the countries in the Bean Belt. a. What is meant by the word monoculture? 2. What are the two main types of coffee grown b. Research the large water footprint involved in around the world? the production of coffee. 3. Refer to the diagram and explain the role and c. Suggest strategies that could be implemented importance of the natural environment in the to ensure the coffee crop is sustainably production of coffee. managed. 5. Explain the following statements a. ‘Growing coffee for export rather than growing food crops for poor people suffering hunger, is social injustice’. b. ‘Coffee is tied to colonialism, slavery, child labour and environmental degradation’. c. ‘Coffee has long stood for both privilege and pover ty.’ 6. Using ICT go on a coffee tour – http://www. selvanegra.com/en/activities/coffee-tour/ a. Refer to website from seed to cup and explain the coffee process – http://www.selvanegra. com/en/c_seed.html. 4. Monoculture is the agricultural practice of b. Prepare a PowerPoint presentation on producing coffee in some areas. It unfortunately Selva Negra focusing on sustainability: relies on high levels of fertilisers and pesticides and environmental, social and economic large quantities of water.
Geography Bulletin Vol 49, No 4 2017 39 Coffee Biomes
7. ‘Our taste for coffee has hit forests and biodiversity, but efforts are afoot to make production more The beans are sustainable’. When the plants are scooped up into a. In groups discuss how green is your two feet tall they are straw baskets and coffee. https://www.theguardian.com/ planted out in the then spread out environment/2011/oct/04/green-coffee coffee plantation. to dry on open-air b. Explain this diagram terraces.
It takes three to four When dry the beans years for a coffee are taken to the mill tree to grow to full where machines size. The first fruit remove the husk appears six months and skin. later.
When the fruits are a rich red colour The olive green they are ready for beans are tested for harvesting and are quality. picked by hand.
The beans are The fruits are out https://static1.squarespace.com/ packed for the into bags, loaded static/569419d3d8af10cf1a8b3b47/t/5733e07 journey to factories onto mules or 820c647c55c589388/1454730137678/ in other countries donkeys and taken where they will be 8. Coffee grows on trees – Students research the to the de-pulping roasted, ground and production process. machine. packed for sale. Prepare the following statements on separate
cards, students then sequence them in order of the Adapted from http://www.dep.org.uk/activities/ge-activities/13/ process from 1 to 12. ge13activities.htm 9. Explain the causes and consequences of Thousands of climate change illustrated in this diagram carefully selected The machine beans are planted removes the pulp close together in from the two seeds the nursery and (or beans) that are covered with rich inside the fruit. soil.
The beans soak After eight weeks in tanks of cold the seeds sprout mountain water and roots develop. The best plants for 24 hours and are selected, are then carefully transplanted and washed in fresh looked after for six water. months.
Source: http://www.crs.org/sites/default/files/crs-files/revised-coffee-rust- graphic-960w-v3.png
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Coffee Biomes
10. Watch the video: Black Gold – http://www.pbs.org/ dividends, $2 million was given back to the farmers. independentlens/blackgold/film.html a. What lies beneath, and beyond, our lives as Tadesse Meskela’s co-operative in the Black Gold prosperous Western consumers? movie, grants small scale farmers a living wage. He b. Discuss how the lives of the workers have manages the Oromia Coffee Farmers’ Co-operative improved and what measures could be Union, representing over 74,000 coffee farmers. implemented for further improvement. The union buys coffee from over 100 cooperatives spread across southern Ethiopia. In 2004, the 11. Watch the video: Coffee Production in Asia union facilitated the construction of four new Southeast Asia is now producing high quality schools, seventeen classrooms, four health centres, Arabica coffee – http://www.youtube.com/ two clean water supply stations, and in terms of watch?v=1P_18o8rK6w
Geography Bulletin Vol 49, No 4 2017 41 SAMPLE ASSESSMENT TASKS
TASK 1: RESEARCH TASK for SUSTAINABLE BIOMES TASK 2: END OF TOPIC EXAMINATION for SUSTAINABLE BIOMES Created by Nicole Gray Clarence Valley Anglican School
The following tasks were developed to fulfil requirements Updated Hunger Map 2015 of the Stage 5 Sustainable Biomes content area of the http://www.ibtimes.com.au/ NSW Geography Syllabus 7–10. real-hunger-games-hunger-map- shows-where-795-million-who- In Task 1 students undertake Geographical Inquiry didnt-have-enough-eat-2015- to acquire, process and communicate Geographical live-1498765 information about the alteration of biomes to produce food, fibre or industrial products and demonstrate the Page 3 achievement of knowledge and understanding (GE5-2, Stimulus on Rice growing in Bali, GeoWorld 9 NSW GE5-3, GE5-4) and Inquiry and skills outcomes (GE5-7, GE5-8). pp 52–53 In Task 2 students will demonstrate knowledge and Figure E: Seasonal Rice Crop Calendar understanding of various Sustainable Biomes content Geoinfo areas by processing and communicating geographical Figure F: Bali Climate graph information about factors influencing biomes and food Figure G: Bali map production, the consequences of unsustainable biome TEXT: Changing rice production use and issues related to food security. Students use the Page 4 stimulus material provided. Figure H: Crop Circle cartoon STIMULUS BOOKLET SOURCES Version in stimulus: GeoWorld 9 NSW p 84 Original source: http://throbgoblins.blogspot.com. The following sources were used to create an A3 stimulus au/2010/11/crop-circle.html booklet to go with task 2. Figure I: Poverty / Hunger cycles NOTE: Where available alternative sources of the same or GeoWorld 9 NSW p 150 similar material are included for those wishing to create a similar stimulus based task. Figure J: State of the worlds land and water resources for food and agriculture Page 1 Version in stimulus: Jacaranda Geoactive 2 p 73 and Figure A: Biomes in Asia and Figure B: Climate zones in Asia GeoWorld 9 NSW p 129 Versions in stimulus: Jacaranda Atlas Eight Edition Original http://www. World Climate Zones p 258 & World Vegetation Zones fao.org/land-water/ p 160 news-archive/news- Page 2 detail/en/c/267297/ Figure C: Temperature and precipitation relationship graph Version in Stimulus: GeoWorld 9 NSW p 8 Figure K: Calorie intake worldwide Alternate version GeoWorld 9 AC P.125 and GeoWorld 9 NSW p. 148 http://scienceinmyfiction. Original source: The Countries That Eat the Most and com/2010/04/23/worldbuilding- the Least [INFOGRAPHIC] with-real-worlds/ 2012 Geoinfo http://www.huffingtonpost. GeoWorld 9 NSW p 40 com/2012/01/10/first-world- Figure D: Fighting Hunger Worldwide Infographic countries-obesity_n_1197433. Original Hunger Map 2011 html https://challengedkidsinternational.files.wordpress. com/2012/07/hunger-worldwide-map.jpg Figure L: Factors contributing to food insecurity GeoWorld 9 NSW p 182
42 Geography Bulletin Vol 49, No 4 2017
SAMPLE ASSESSMENT TASKS Sample Assessment – Task1
YEAR 9: GEOGRAPHY
Task Number 1
Assessment Type Research Task
Unit Sustainable Biomes
Topic Investigating human alterations of biomes to produce food Task Description Investigate how biomes have been altered to produce a food, fibre or industrial material. You will need to: ● choose a food, fibre or industrial material ● research the location and the biome needed to produce it ● investigate the alterations made to the biome ● evaluate the environmental impacts of these alterations ● assess current and past strategies, and recommend strategies to minimise impacts You should: check the attached scaffold to ensure that you have covered all the ● requirements ensure that your work is carefully edited (including punctuation and spelling). ●
Outcomes to be assessed GE5-2, GE5-3, GE5-5, GE5-7, GE5-8
Length 800 words or the equivalent
Format Research Report, iMovie, iBook, multimodal presentation, speech, format of choice in consultation with teacher
Due Date Tuesday 2nd May | Week 2 | Term 2 Weighting 25 %
Marking Rubric In your report you will be assessed on how well you: ● explain the alterations of the biome for the production of goods ● analyse the environmental impact ● assess the management strategies ● processing and communication of geographic information Conditions You will have some time in class, but the majority of the task should be done at home.
Geography Bulletin Vol 49, No 4 2017 43 Sample Assessment – Task1
Marking Criteria Marks
- comprehensive explanation of the processes and influences that form and transform places and environments 100-85 - skillfully analyses the effect of interactions and connections between people, places and environments - sophisticated evaluation and assessment of management strategies for places and environments for their sustainability - discerning use of geographical information by selecting and using appropriate and relevant geographical tools for inquiry - clear and purposeful communication of geographical information to a range of audiences using a variety of strategies
- effective explanation of the processes and influences that form and transform places and environments 84-70 - accurately analyses the effect of interactions and connections between people, places and environments - well considered evaluation and assessment of management strategies for places and environments for their sustainability - effective use of geographical information by selecting and using appropriate and relevant geographical tools for inquiry - clear and purposeful communication of geographical information to a range of audiences
- explains the processes and influences that form and transform places and environments 69-55 - analyses the effect of interactions and connections between people, places and environments - evaluation and assessment of management strategies for places and environments for their sustainability - use of geographical information by selecting and using appropriate and relevant geographical tools for inquiry - clear communication of geographical information to a range of audiences
- unclear explanation of the processes and influences that form and transform places and environments 54-40 - limited analysis of the effect of interactions and connections between people, places and environments - descriptions of management strategies for places and environments for their sustainability - limited use of geographical information by selecting and using appropriate and relevan t geographical tools for inquiry - unclear communication of geographical information to a range of audiences
- limited explanation of the processes and influences that form and transform places and environments 39-0 - little or no analysis of the effect of interactions and connections between people, places and environments - statements of management strategies for places and environments for their sustainability - inconsistent use of geographical information by selecting and using appropriate and relevant geographical tools for inquiry - fragmented communication of geographical information to a range of audiences
Feedback:
44 Geography Bulletin Vol 49, No 4 2017
Sample Assessment – Task1
Scaffold
Steps: 1. Choose a food, fibre or industrial material eg - cotton, chocolate, coffee, palm oil, milk, diamonds, fish farming (aquaculture), gold, aluminium, quinoa, wool, bananas, sugar cane, paper, wood pulp/chipping, wine, spices, opium, tobacco, Australian Salmon. 2. Research the location of your product and the biomes that it crosses. 3. You will need to structure your assignment to cover the following:
● explanation of the alterations made to the biome to produce the product. This could include: - growth of the product due to consumers - overlay map showing spatial distribution over a map of the world’s biomes - the changes that have been made to the biomes to produce that product (globally) - narrowing down of your focus on a case study to show a more indepth explanation of the altera tions. - any future impacts that could cause more changes or put pressure on meeting consumer demands
● analysis of the environmental impact of these alterations. This could include: - global focus - case study focus - detailed examination into the environmental impacts. Higher order response will consider the flow on effects. - ability to achieve sustainability - impact on other spheres - the trave l/transport/exporting involved - the virtual water used to produce the goods
● evaluation and assessment of management strategies and recommendations. This could include: - global focus - case study focus - evaluation of past and/or current management strategies and if they worked - recommendations as to what could be done - recommendations that are based on other case studies - recommendations that promote ecological sustainable development
4. Design your task to communicate this information to an audience. This means: - it needs to be engaging - it needs to be persuasive - it needs to be informative
Geography Bulletin Vol 49, No 4 2017 45
Sample Assessment – Task 2
Name: ______
Teacher: ______
Year 9
Geography
Examination 2017
Weighting: 25%
General Instructions Total Marks – 45
Reading Time – 5 Minutes Section I: Objective Short Response Working time – 60 Minutes Section 2 Short Response Write using a blue or black pen Section 3: Extended Response All questions are not worth equal marks
DO NOT REMOVE THIS PAPER FROM THE EXAMINATION ROOM
46 Geography Bulletin Vol 49, No 4 2017
Sample Assessment – Task 2
Section I: Objective Short Response 5 Marks
Circle the correct response on the page. 1 Mark is allocated for each question.
1. What band of latitude is the majority of rice farming found in Bali? a) 115°00'E b) 8°15’S c) 115°30’E d) 8°45’S
2. At what altitude are the highest wet rice yields in Bali mostly found? a) 200m above sea level b) 600m above sea level c) 1000m above sea level d) Over 1400m above sea level
3. Which statement is most correct? a) Harvesting of rice is spaced evenly throughout the year. b) Mid-season only lasts for one month. c) Most of the planting is done in the drier months. d) The beginning of the year is the busiest time for Balinese farmers.
4. Which climate zone is Bali located in? a) Tropical wet b) Rainforest c) Tropical wet and dry d) Equatorial
5. Which is not a negative environmental impact of rice production in Bali? a) Reduction of genetic diversity b) Increase use of pesticides c) Increased greenhouse gases d) Conversion of rice farms into hotels.
Geography Bulletin Vol 49, No 4 2017 47 Sample Assessment – Task 2
Section II: Short Answer Response 20 Marks
1. What is a biome? 1 Mark
______
2. How can climate and soil influence a biome? 3 Marks
______
Refer to Figure A and Figure B for Question 3.
3. How has latitude and altitude influenced the biomes in Asia? 4 Marks
Latitude:
______
Altitude:
______
4. How does access to food vary around the world? 2 Marks
______
48 Geography Bulletin Vol 49, No 4 2017
Sample Assessment – Task 2
5. Discuss two challenges to food production. 4 Marks
______
Refer to Figures D and J to answer Question 6.
6. Analyse the link between the state of the world’s land and water resources and levels of food insecurity (hunger) around the world. Refer to the figures in your response. 6 Marks
In your answer you should: - Compare areas of food insecurity (hunger) with areas where land and water resources are being mismanaged. - Explain how this helps to create food insecurity
______
______Geography Bulletin Vol 49, No 4 2017 49 ______
Sample Assessment – Task 2
Section III: Extended Response 20 Marks
Respond to the following question in approximately 300-400 words. You may also refer to the stimulus in your response.
1. How have altering biomes impacted the environment? 10 Marks
Points to consider:
- What agricultural practices change biomes? - How have key parts of the biophysical environment been altered? - What are some key geographical impacts because of these alterations? - What are some examples that you can draw on to support your response?
______50 Geography Bulletin Vol 49, No 4 2017 ______
Sample Assessment – Task 2
Respond to the following question in approximately 300-400 words. You may also refer to the stimulus in your response.
2. Is food security possible? 10 Marks
Points to consider:
- What is food security? - How does access to food vary around the world? - What needs to happen in order for food security to occur? - What is preventing food security from occurring?
______
______Geography Bulletin Vol 49, No 4 2017 51 ______Sample Assessment – Stimulus booklet
Figure B: Climate B: Climate Figure in Asia zones Figure A: Biomes Asia in
hunger cycles hunger - Figure I: Poverty I: Figure Figure L: Factors contributing to food insecurity food to contributing L: Factors Figure Figure J: State of the World’s land and water resources for food and agriculture. and food for and resources World’s water land State the J: of Figure
Figure K: Calorie intake worldwide. intake Calorie K: Figure Figure H: Cartoon.
52 Geography Bulletin Vol 49, No 4 2017
Sample Assessment – Stimulus booklet
the subakdiverts systemthe water to the waterlogged rice fertilisers rice waterloggedadd green- the construction of bunds (dykes) and (dykes) bunds of construction the — the introduction the rice HYVof reduc- species
Lithosphere— slopesonsteep terraces Landreduceswaterrunoff. is permanentlyflooded seasonthe growing during and harvestingdrained season.the before Growing HYV speciesrequires rice addition the to the of fertilisers soil. Hydrosphere farms. Biosphere— genetic es diversity. species These are vulnerable more pests andto diseases, and requirethe ofusepesticides. Atmosphere— house gasses such asmethane and nitrousoxide the to air. Text A Text production. rice Changing The Balinese have changed the natural environment to increase yields: rice Bali’swere farms.original cleared rice forrainforests About 82000ha of its land isused for crops,with most locatedinTabanan, farms Many rice andGianyar Badung. are now beingconverted into hotels for touristsand ur- currentbanconversionThe development. is ha1000 rate a year, which threatens future food security on the island.
Figure G: Bali climate graph climate Bali G: Figure Figure E: Rice calendar Rice E: Figure Figure F: Bali climate graph climate Bali F: Figure
FigureC: Relationship between temperature and precipitation and biomes.Biomes within dotted line experience seasonal droughts, grazing. cattle and fire FigureD: HungerMap, 2011
Geography Bulletin Vol 49, No 4 2017 53 AGTA ANNOUNCES AN ESSENTIAL NEW GEOGRAPHY RESOURCE GEOGRAPHY LITERACY UNLOCKED has been written for secondary geography students seeking to improve their literacy skills. It includes a focus on written, visual and oral literacy. GEOGRAPHY LITERACY UNLOCKED is published by the Australian Geography Teachers Association and written by Dr Grant Kleeman. One of Australia’s leading geography educators.
KEY FEATURES: An engaging, easy-to-navigate design A student-friendly approach featuring step-by-step explanations and annotated exemplars A focus on the basics of effective written communication – spelling, punctuation, tense and the use of connectives Descriptions of the principal text types used in geography, supported by annotated examples Guidance for writers in quoting, paraphrasing, summarising and referencing the work of others A focus on the responsible use of social media A comprehensive coverage of the principal forms of visual and oral texts students encounter in geography Templates or scaffolds to support the interpretative skills students are expected to demonstrate.
GEOGRAPHY LITERACY UNLOCKED is available for purchase via the AGTA website: www.agta.asn.au/Products
54 Geography Bulletin Vol 49, No 4 2017
FEATURE ARTICLE: Coffee Interconnections Dr Susan Bliss GeoWorld 7, 8, 9, 10 (Macmillan)
GEOGRAPHY SYLLABUS PERSONAL ICT PRODUCTION TRADE CONNECTIONS TECHNOLOGY CONSUMPTION • Cultural (coffee), future trends • Impacts of technology • Production process – • From producer to • Impacts on places (countries, –production equipment machines, technology, consumer (movement), regions, rural, urban and communications transport trade agreements, allows large scale Fairtrade. • Fieldwork/Investigation –local • Consumption of coffee, production at a low cost. shopping centre, café, large growth in Asian countries, • Price fluctuations global coffee company – • ICT used by Starbucks organic and specialty Starbucks blends INTERCONNECTIONS: ‘Black as the devil, hot as hell, pure as an angel, sweet COFFEE MOVES TO ISLAMIC COUNTRIES as love’. That’s the recipe for coffee according to French statesman Talleyrand (1754 –1838). Ethiopians were the first people to recognise the energising effect of the coffee bean plant. It is believed that Kaldi, a goat herder in Ethiopia, noticed goats were friskier after eating red berries from the plant. The People drink more than 2.5 billion cups of coffee each energising substance is called ‘caffeine’. day coffee, ranging from instant, strong Turkish, Italian The earliest coffee drinking appeared in the mid espresso, specialist gourmet, organic and no caffeine 15thcentury, in Sufi monasteries in Yemen. The Sufi’s or varieties. Aside from the satisfying ‘buzz’ first thing in Whirling Dervishes drank coffee as a stimulant, to help the morning, coffees greatest power is how it connects them stay awake during meditation and prayers. Sufi’s people, places and environments across the world in a spinning is referred to as physically active meditation. complex network of international trade. It occurs when Sufi’s spin in repetitive circles aimed to Coffee is the world’s most traded product, second unify their mind, emotion and spirit. Today, it is practiced in value to oil. Brazil is the world leader in coffee by the Sufi Dervishes of the Mevlevi order in Turkey. production and USA the largest consumer. Interconnections along the coffee ‘supply chain’, Whirling Dervishes in Turkey involves producers, exporters, importers, roasters, and retailers before reaching consumers. The coffee industry worth over $100 billion a year, produces large profits for transnational organisations (TNC) such as Nestle and Starbucks. Unfortunately not all stakeholders along the coffee ‘supply chain’ benefit fairly from its profits. When we pay for luxury lattes at the local café, the price paid exceeds half the daily income of many small-scale coffee farmers. This inequality has led to Fairtrade organisations working to provide coffee growers with improved working conditions and larger slice of the profits. You are aware of the lingo ‘medium mocha macchiato decaf grande skim latte’ now become fluent with the details!
Image: Cappadocia, whirling dervish, (J. Bliss)
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A Coffee House in Tophane (Istanbul). 19th Century painting by Megerdich Jivanian (1848 – 1906) Source: https://commons.wikimedia.org/wiki/File:Megerdich_Jivanian_(from_Thomas_Allom)_-_A_Coffee_House_in_Tophane_-_Google_Art_Project.jpg Pilgrims, traders and travellers, spread coffee drinking GLOBAL COFFEE CULTURE throughout the Islamic world. It reached Mecca (Saudi In Saudi Arabia ceremonies are performed around Arabia), where it was drunk in mosques, and in 17th the consumption of coffee and in Ethiopia their love century Syrian businessmen established coffeehouses of the beverage, can necessitate an hour to merely in Istanbul. Coffee became available throughout make the drink. Today, coffee is consumed in café’s and the Ottoman Empire. Formation of culture around sold by street vendors, extending across age, gender coffeehouses dates back to the 14th century in Turkey. and cultural barriers. Coffee drinking is displayed on As coffee was a powerful aid to intellectual discussions, television such as Frasier, where Frasier and Niles drink people met and conversed. The coffee was brewed lattes in the Café Nervosa, and the six characters in in large cauldrons, flavoured with saffron, cardamom, Friends, provide youthful camaraderie, while drinking opium, hashish and/or ambergris. The Sultan’s coffee coffee at Central Perk. service consisted of golden braziers to heat the coffee. Golden pots held on gold chains by slave girls, gracefully As the world has evolved into a ‘gotta-have-it-now’, passed the coffee in the finest porcelain cup to the transnational corporations such as Starbucks have Sultan’s lips. established a chain of restaurants around the world. In 1672 the first Parisian coffee café opened and in 1713 King Louis XIV was presented with a coffee tree. Coffee’s growth is tied up with the explosion in trade networks brought about by the spread of international empires. For example, Belgium (9th largest global coffee consumer) established coffee plantations across the Congo and Rwanda in Africa. In London many coffee houses became the world’s most powerful businesses such as Lloyd’s Coffeehouse became Lloyds of London and the Baltic Coffeehouse became the East India Company. In 1952 the Pan-American Coffee Bureau, promoted the ‘coffee break’ in the workplace. Its uptake was facilitated by the popularity of instant coffee and vending machines. Today coffee has become an institution in the Australian workplace Cartoon: https://runningintherealworld.files.wordpress.com/2011/05/barista. gif
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GLOBAL COFFEE PRODUCTION & CONSUMPTION • Growth in production in Asia-Pacific region Approximately 90% of the world’s coffee production Consumption: occurs in developing countries between the Tropic • USA is the world’s largest coffee consumer. Growth of Cancer and Tropic of Capricorn such as Brazil and in the Asian market Vietnam, but is consumed in developed countries • Finland is the highest per-capita coffee consumers in experiencing temperate climates, such as Europe and the world USA. In many developing countries coffee is the main export such as 50% in Uganda and 75% in Burundi. • Coffee drinkers consume 3.3 cups of coffee per day. 35% of coffee is consumed at breakfast According to International Coffee Organisation (ICO) roughly 25 million families depend on growing and TRADE CONNECTS COFFEE PRODUCERS TO exporting beans, most of them are small-scale farmers. COFFEE CONSUMERS OVERVIEW: GLOBAL COFFEE PRODUCTION Main coffee exporting countries & CONSUMPTION Brazil. Vietnam and Colombia. However, only about Production: $7bn out of $100bn coffee sales goes back to coffee producing countries • Grown in 70 countries, most in developing nations located around the tropics such as Latin America, Main coffee importing countries Indonesia, Papua New Guinea, Ivory Coast USA, Germany, Japan, France, Italy and Spain. Coffee • About 33% of world’s coffee beans are produced in trade is essential for USA that spent $74.2bn on coffee in Brazil. 2015. Main countries producing Arabica and Robusta coffee species
Pie graphs: http://photobucket.com/gallery/user/vcyee/media/cGF0aDovQXJhYmljYVJvYnVzdGEzX3pwc2NkMDBiYTQ1LmpwZw==/?ref=
Geography Bulletin Vol 49, No 4 2017 57 Coffee Interconnections
Once picked, coffee travels long distances, changing Pie graphs: Share of Africa’s coffee production hands a great many times. In fact a typical coffee bean and consumption changes hands 150 times on its journey from plant to cup. Most coffee is transported by ships. Currently there are 2,200 ships involved in transporting beans each year. Map of main exporting & importing countries
Map: http://www.geocurrents.info/economic-geography/hot-caffeinated- and-expanding-the-global-geography-of-coffee-tea-and-yerba-mate Graph: Main consumers of coffee by highest per capita consumption
Pie graphs: https://assets.weforum.org/wp-content/ uploads/2015/10/151021-Africa-coffee-production-consumption-MG.jpg
COFFEE SUPPLY CHAIN-‘FROM SHRUB TO MUG’ Graph: https://image.slidesharecdn.com/coffeeindustry-131228133454- phpapp02/95/coffee-culture-in-india-industry-analysis-7-638. The coffee supply chain is complex, open and dynamic. jpg?cb=1388237912 It is composed of different processes and multiple PRODUCTION & CONSUMPTION OF COFFEE IN stakeholders of different sizes that compete on price, brand and market share. AFRICA Ethiopia and Uganda dominate the region’s coffee Stakeholders production. However, with the exception of Ethiopia, Farmers, buyers, shippers/transporters, importers, Africans drink very little coffee. Globally per capita coffee traders, roasters, labelers/packagers, distributors, shop consumption is low, with leading consumers – Ethiopia owners/grocery store owners, consumers. (2.27 kg), Madagascar (1kg) and Cote d’Ivoire (0.9kg). Processes However, this is changing with the growing urbanised Grow (Arabica or Robusta species), pick (hand or middle class driving up coffee consumption, reflected machine), process (dry or wet), mill (hull, clean, sort, by the growing number of local coffee shop chains. grade), roast, package, ship/transport, grind, brew, drink. Historically coffee has mainly been grown for exports.
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Coffee supply chain combines stakeholders and processes
Infographic: https://tazzadiluna.files.wordpress.com/2014/05/zettwoch_coffee_blueprintsketch.jpg?w=1400
COFFEE SUPPLY CHAIN – Coffee roaster, Karen Blixen’s house, Kenya Nairobi UGANDA, GERMANY, AUSTRALIA Germany: Big roaster but not a single coffee bush found! • Uganda Coffee grown at the Nambongo Company Farm in Eastern Uganda is processed in Germany. • Germany One of the leading coffee exporting countries – without growing a single coffee bush. a. 98% of coffee imports come from developing countries e.g. Uganda b. Makes a profit out of processing and re- Image source: (J. Bliss) exporting coffee (30% of coffee is re-exported) large quantity goes to the USA and some to Karen Blixen who wrote Out of Africa, lived on a Australia property 15 minutes from Nairobi in Kenya. Today the • Australia coffee garden contains hundred year old coffee trees. Karen and husband hired local workers, predominantly Coffee grown in Uganda and processed in Germany the Kikuyu to work on the coffee farm. is sold in Australian supermarkets and restaurants.
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COFFEE GROWTH TRENDS IN ASIAN COUNTRES YUNNAN PROVINCE, CHINA The global coffee industry continues to experience China’s massive population and largely untapped growth driven mostly by Asian markets. Four out of the market presents a huge opportunity to increase five fastest growing retail coffee markets are located in coffee production in the country. Coffee (Arabica) is countries in the Asia region. The global leader is Indonesia predominantly grown in Yunnan Province as it possesses growing a 17.5% followed by Asian countries, such as an ideal environment with a mountainous landscape Turkey (17.5%), India (15.1%) and Vietnam (14.9%). This and mild climate bordering the Coffee Belt. In fact the growth is attributed to an increase in the number of new Province accounts for 98% of China’s coffee output. coffee products on the market, and many traditional tea Coffee giants such as Nestle and Starbucks have been drinking consumers converting to coffee. purchasing Puer coffee, from Yunnan Province. A hectare of coffee in Puer earns more than $10,000 a year, triple Starbucks and Nestle are two of the major US companies the amount for tea, and five times more than rice. with a presence in Asia. Several European coffee companies compete for the Chinese market, including Increased production in the country has resulted in Illy, Lavazza and Jamaica Blue Mountain. China producing more coffee than the combined output of Tanzania and Kenya. China now exports Top five fastest growing markets coffee to 97 countries with Germany (71%) its biggest destination. China provides opportunities for coffee traders as it mainly grows Arabica beans but generally drinks Robusta beans. Coffee output in Yunnan Province
Image: http://www.beveragedaily.com/var/plain_site/storage/images/media/ images/mintel-top-five-coffee-markets-march-2017/11749696-1-eng-GB/ mintel-top-five-coffee-markets-march-2017_reference.jpg China imports coffee from 50 countries and today almost one third of the Chinese population consumes coffee outside their home. However, over the last few years production and consumption of coffee have grown at double-digit rates. Vietnam (49%) is the largest supplier of coffee to China, followed by Indonesia (14%) and Malaysia (7%). The Chinese have an overwhelming preference for tea, however coffee consumption has tripled over the past four years. Instant coffee makes up 99% of sales but fresh roasted coffee is growing rapidly. Coffee shops have become a fixture in the urban landscape and specialist coffee shops are appearing. The Chinese government is promoting the expansion of thousands of hectares of coffee production in Yunnan Diagram: http://europe. Province to cater for this growth. chinadaily.com.cn/epaper/ images/attachement/jpg/site24 1/20121130/0013729e47711222 64eb0c.jpg Map: http://www.coffeehabitat. com/wp-content/ uploads/2010/02/china-coffe- map.jpg
Source: https://www. worldcoffeepress.com/wp-content/ uploads/coffee-in-china.jpg
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ELEPHANT DUNG COFFEE – THE WORLD’S RAREST Cat ‘shit’ coffee COFFEE Black Ivory Coffee is produced by the Black Ivory Coffee Company in northern Thailand. The coffee has been described as very smooth without the bitterness of regular coffee and is among the world’s most expensive coffees, at US$1,100 per kilogram. Process The Golden Triangle Asian Elephant Foundation (GTAEF) selects the best 100% Thai Arabica beans picked from an altitude as high as 1500masl. The elephants are fed 33 kilograms of Arabica coffee Image: http://www.look4ward.co.uk/wp-content/uploads/2016/06/simge1.jpg cherries to produce one kilogram of coffee. The Arabica coffee beans are digested by the elephants for around Civet coffee or Kopi Luwak is one of the most expensive 24 hours. Once the elephants have defecated the wives coffees in the world. It is produced in Indonesia of elephant mahouts (*mahouts work, ride and tend (Sumatra, Java, Bali and Sulawesi), Vietnam and the elephants), collect the dung, break it open and pick out Philippines. the coffee. They are then sundried and roasted. An Asian cat-like animal called a palm civet or civet cat The elephants’ digestive enzymes breaks down the eats ripe coffee cherries. After they have been partly coffee’s protein, that contribute to coffee’s bitterness. digested (takes about 24 hours), they are defecated. The The elephants do not get over active from the coffee, as faeces are collected, washed and roasted, then sold as caffeine is only released when beans are heated. kopi luwak. Increased wellbeing The digestive process is supposed to improve the • Provides valuable income for the wives of mahouts flavour of the beans. The short supply of this coffee, to help cover school fees, health expenses, food and different taste, and unusual production methods clothing explains the reasons for its high cost. • Women can earn a legal day’s wage in 45 minutes Kopi Luwak Average coffee • About 8% of Black Ivory coffee sales funds elephant Per cup– veterinarians and medicine to treat sick elephants. ordered in shop $35–$100 $2 –$5
Elephants at Black Ivory coffee Price per 500g $100–$600 $3–$10
Problems • intensive farming of civets in battery cage systems are forced fed coffee cherries • some regard kopi luwak as a novelty drink, and sold for the story – not superior quality • trade in civets is threatening wild populations • some producers label coffee from caged civets as ‘wild sourced’ and about 50% of civet coffee is supposedly counterfeit • in 2004, all civets (approximately 10,000) in Guangdong, China were exterminated by Chinese authorities, as it was believed they transmitted SARS to humans.
Image source: http://m5.paperblog.com/i/37/376635/the-black-ivory-coffee- L-DGIlw.jpeg
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Civet coffee process
Patent Steam Coffee Roaster, 1884. Source: Wikimedia Commons INEQUALITY: RICH VERSUS POOR IN COFFEE INDUSTRY Production: from farmer to roasters A large number of small businesses/farmers producing coffee sell their product to a handful of big companies, called transnational corporations (TNC). Farmers sell to roasters TNCs undertake contracts with farmers who sell them seeds, fertilisers and pesticides and in return buy their harvests at low prices. As a result, 25 million small coffee farmers receive about 10% of the cost of a jar of coffee, often toiling in what is described as ‘sweatshops in the fields’. Roasters buy from farmers TNC control the world’s coffee roasters such as Nestle, Kraft and Sara Lee. Nestle has now launched its ‘fair trade’ label. Consumption: from retailer to consumer However, the reverse is true when it comes to consumption. In many Western countries, coffee shops are dominated by a few players. The leading coffee sellers are McDonald’s, Dunkin’ Donuts and Starbucks. Poor farmer (producer) providing wealthy retailer Starbucks (consumption) with coffee
Adapted http://www.most-expensive.coffee/make-kopi-luwak-coffee/ Cartoon: http://s3.amazonaws.com/corpwatch.org/img/original/ ethiopiastarbucks.jpg
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COFFEE IS BIG BUSINESS BITTER AFTER TASTE – HOW MUCH DOES THE Top world coffee roasters: Non Fairtrade purchases. FARMER GET? Brown dots – Fair Trade Certified If coffee is such a valuable commodity, why are coffee farmers so poor? Despite billions of dollars received by large coffee companies, coffee producing economies only receive about $7bn of the $100bn yearly global coffee sales. According to Oxfam, farmers receive 2.5% of the final price that coffee sells in the UK market. This has repercussions for small farmers, who are heavily dependent on coffee in developing countries such as Uganda. Coffee farmers are getting poorer from producing coffee that is bought every second in the world. In Africa, millions of smallholder coffee farmers live below the poverty line. Many sell their beans at a lower price than the cost to produce them. For example, a coffee farmer in Tanzania made $60 a year from coffee production- only 16 cents a day! This money did not cover the costs of producing coffee beans and provide for the family.
Graph: http://www.mdpi.com/sustainability/sustainability-05-00072/article_ Coffee farmers receive little money from coffee beans deploy/html/images/sustainability-05-00072-g001-1024.png sold to a company. Without access to processing and milling services, markets and capital, these farmers are Revenue from selected coffeehouse chains forced to sell coffee at low prices. The Gates Foundation worldwide in 2015 (million US$) Coffee Initiative working across Rwanda, Ethiopia, Kenya and Tanzania aims to increase coffee farmers’ income and lift communities out of poverty. Farmers proportion of coffee profits
Diagram: https://s-media-cache-ak0.pinimg.com/originals/73/60/d1/7360d1e Bar graph: https://www.statista.com/statistics/270091/coffee-house-chains- 5f5828570776de0c8258082ab.jpg ranked-by-revenue/
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IMPACTS OF LOW PRICES ON COFFEE FARMERS Most of the beans produced in Brazil, Colombia and Ethiopia are Arabica. However, these beans now fetch around $106 a 60kg bag- this is less than 50% of what farmers received a couple of years ago. The reason is the production of cheaper Robusta beans, is booming. A decade ago Vietnam grew an insignificant quantity of Robusta beans. However, today it has expanded production to 25million bags of beans a year. Additionally more expensive Arabica coffee is being substituted for cheaper Robusta varieties. This has resulted is an oversupply of coffee that particularly hurts Arabica coffee producers. Around 70% of the world’s coffee is grown on farms of less than 10 hectares. These farmers are poor, earn little money and work very hard. Some earn half a dollar a day while the rich people sip a $5-$10 coffee in luxury cafes. Impacts of low coffee prices on coffee farmers
Lower life Knock on effect on expectancy, higher environment with infant mortality monocropping and rates, increased sun grown coffee now malnutrition and the norm – upsetting stunted growth in ecosystems. children.
Poverty a major cause of conflict and Government revenues civil war in some reduced – less African countries money spent on free – less foreign education and health investment and reduced economic services. growth
Families forced to Child labour – sell land and move helps pick coffee to slums in cities cherries Parents unable to pay for education or health services
Image source: https://www.oxfamamerica.org/publications/ VOLATILE COFFEE MARKET mugged-poverty-in-your-coffee-cup/ The coffee industry’s prices are decided in conference rooms and stock exchanges. As the highest returns in GAP BETWEEN COFFEE PRODUCERS AND the global coffee industry is skewed towards the latter CONSUMERS stages of the value chain (e.g. retailers), more equitable Coffee price fluctuations have a minimal impact on distribution of profits is required for coffee farmers. coffee drinkers compared to the impact on small Most small-scale coffee farmers lack resources and/ farmers in developing countries, at the beginning of or opportunities to diversify away from coffee, making the supply chain. The world coffee market, referred to them vulnerable to the changing global market prices. as the ‘coffee paradox’, has resulted in a widening gap The international coffee exchanges and dealings of between producers and consumers: trade ministers at the World Trade Organisation (WTO) • coffee ‘crisis’ in producing countries: trend toward hinder solutions to pay coffee farmers a ‘living wage’. lower prices; declining producer incomes and However, Fair trade and activist groups work towards a profits; reduced export revenues; and reduced fairer deal for the coffee farmers.
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living standards for millions of people in developing Coffee Kids countries dependent on coffee Coffee Kids is an international, non-profit organisation • coffee ‘boom’ in consuming countries: rising retail (NGO). It works with local organisations in Latin America sales and profits for coffee retailers. to create education, health care, microcredit and community-based programs for coffee farmers and their As consumers in developed countries enjoy affordable families. These efforts allow coffee farmers to reduce their coffee many noted a wide gap between consumer and dependence on the volatile coffee market producer prices. One response is Fairtrade labelling where producers are guaranteed a negotiated price Oxfam (NGO) before harvest begins. Oxfam provides over $1.6m of annual support to development programs in coffee producing regions GAP BETWEEN SMALL FARMERS, SMALL CAFES These programs seek to strengthen the position of poorer AND RICH GLOBAL COFFEE CHAINS coffee farmers in the market by increasing their business Small coffee farmers, traders, processors and retail and technical skills. They help small farmers to diversify out outlets operate in a global competitive market where of coffee and improve quality of their coffee. there are severe inequalities in wealth and power. World Vision (NGO) Consumers also have little negotiating power when it World Vision and Jasper Coffee, Australia’s Fairtrade coffee comes to purchasing coffee from large retailers such as company, sells organic certified coffee from Ethiopia. The supermarkets (Woolworths) and corporate coffee chains Yirgacheffe beans come direct from a community called (Starbucks). Kochore, where World Vision assists farmers gain Fairtrade and Organic accreditation for their coffee. Farmers’ By contrast large TNCs controlling trading, roasting and receive higher wages through fair trade and children are retailing of coffee, earn huge profits. These organisations healthier and are able to attend school. push prices for coffee produced down and prices Roaster companies such as Kraft, Nestlé and Sara Lee consumers pay for coffee up. It is recommended they commit to: paying a decent price They capture the financial gap and make billions of to farmers; labelling coffee products on basis of quality; dollars. buying increasing volumes of coffee under Fair Trade conditions directly from producers. GOOD AND BAD NEWS Coffee impacts on education Bruno Selugo, 17, and his brother Michael, 15, who live in Mpigi District, Uganda, have both had to drop out of school because they cannot afford the fees. ‘I can’t be successful if I don’t go to school,’ says Bruno. ‘I will just be left here, growing a little food. I have been sent home again and again from secondary school … They just send you away if you don’t have the fees …This is the main coffee season. Everyone used to go back to school with the money from coffee,but now the money is not there. The price is so low people are not even picking coffee… I wish the people who use our coffee could give usa better Cartoon: http://www.anglonautes.eu/images/ill_caric_poor/ill_caric_poor_ market. All I want is to go to school.’ rich_coffee.jpg Patrick Kayanja, head teacher at Bruno’s school, explains, CITIZENSHIP: FROM POVERTY TO POWER ‘The number of students is very low. Much as we try to reduce the fees, the parents cannot pay. They always took Intergovernmental organisation cash from selling coffee butnow it is gone. There was a The International Coffee Organisation (ICO) is the main time, between 1995 and 1997, when we had 500 students. intergovernmental organisation for coffee. It consists Three years ago we had 250. Last year we started with 140 of 77 producing and consuming countries. It tackles and ended with 54. This year we cannot go beyond 120, the challenges facing coffee through international the way I see the situation with farmers.’ cooperation. Source: http://www.oxfamamerica.org/newsandpublications/publications/ research_reports/mugg ed/mugged_coffee_report.pdf
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Malnourished and bare-footed primary school pupils of Namabo, Kafumu Parish in Mgipi district, Uganda
Source: http://www.jameskarinaitwe.com/blog/ COFFEE BIKES IN RWANDA Poster https://s-media-cache-ak0.pinimg.com/736x/32/a2/f6/32a2f675ff1560 a207852f3bf44ed89e.jpg Rwanda has 500,000 small coffee producers with approximately 200 coffee trees each. These farms FAIRTRADE COFFEE produce high quality coffee beans, as trees grow in Coffee’s complex supply chain from ‘crop to cup’ rich volcanic soils. As farmers cannot afford to buy a illustrates how coffee is an unfair industry especially vehicle or an animal to transport their harvest, they are for the person behind every bean – the small farmer. forced to carry their load to a collection point, taking However, the good news that global pressure is driving up to 12 hours of travelling time. Unfortunately coffee the lucrative multi-billion dollar business towards a bean deteriorates from time it is harvested until it is fairer, more sustainable way of trading called Fairtrade. pulped, reducing farmer’s profit if it takes too long to get Globally, about 1.6 million farmers and workers are product to market. By providing farmers with specially involved in Fairtrade and about 812,000 are small scale designed ‘coffee bikes’, it reduces transport time up to coffee farmers. Fairtrade aims to improve the lives of 4hours, thus yielding the farmer a higher profit for his people along the coffee supply chain by giving them ‘a harvest. fair share of the pie. Microcredit provides farmers with $300 to be paid back Fairtrade Coffee: Key data 2014 over two years to buy Coffee Bikes. This transport helps farmers rise above poverty, giving Rwanda the potential to create a prosperous rural economy. Source: http://zum.io/2010/11/18/micro-financing-rwandas-coffee-farmers/
Statistics: https://www.fairtrade.net/products/coffee.html
Source: http://equipdisciples.org/missions/followup/bike/cb-profile-lg.jpg
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Fairtrade Coffee: Number of farmers by region
Map: https://www.fairtrade.net/products/coffee.html
FAIRTRADE CERTIFICATION Ten principles of fair trade In 1988 Fairtrade certification for coffee was introduced. Fairtrade guarantees farmers a fixed minimum price for their coffee, seeks greater equity in international trade and prohibits forced and child labour. Fairtrade eliminates middlemen exporters who often pay farmers below market rates and then sell at rates set by the New York Coffee Exchange, pocketing excess money for themselves. Fair trade coffee must meet several criteria. Growers must be organised into democratically run cooperatives that agree to independent inspections Diagram: http://wfto.com/sites/default/files/10%20FT%20Principles.png and use sustainable methods of agriculture. ‘The Grumpy Mule’ promotes sustainable Today, coffee farmers spend roasting and sourcing and has earnt Fair at least 25% of the Fairtrade Trade, Rainforest Alliance and Organic Premium to enhance certifications. ‘Rise Up Coffee Roasters’ productivity and quality roasts organic and Fair Trade beans and and their Fairtrade-certified other brands include ‘Conscious Coffees’ coffee products have won and ‘Kickapoo Coffee’. 28 Great Taste Awards. Image source: http://images.selfridges.com/is/image//selfridges/554- 78042186-80824_M?$PDP_M_ALL$
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Cartoons: http://www.ethicalconsumer.org/portals/0/gee2/cartoon%20coffee-peanuts.jpg; and http://developmenteducation.ie/app/uploads/2016/02/ deved_1270113692.gif Supply Chain: Conventional trade versus Fairtrade
FREE TRADE FAIR TRADE
YOU YOU
Store/Café
Distributor Store/Café
Large coffee company Fair Trade Broker Distributor
Exporter Farm Co-operative Processor
Middleman – buyer Producer – small farmer Producer – small farmer
Notes and diagram S. Bliss Background: https://media.licdn.com/mpr/mpr/shrinknp_800_800/p/6/005/081/1fb/3f51e5f.jpg
What can you do? Consumption of coffee is increasing and farmers are struggling to keep up with demand. Unsustainable • Write to coffee companies for improved conditions practices have created loss of biodiversity, deforestation, for coffee farmers pesticide pollution, habitat destruction, and soil and • Certify that coffee consumed is not tainted with water degradation. Hopefully more people mindful of labour exploitation their coffee consumption habits will purchase Fair Trade • Ensure local shops and schools ethically source their Coffee (fair salary/treatment of farmers) and shade- coffee grown coffee (natural and environmentally friendly • Consume a sustainable sip! methods of growing coffee).’ (Adapted https//saman3230.wordpress.com/2012/09/)
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Coffee Interconnections
FUTURE: TOMORROW’S CUP THE FOURTH WAVE Countless homes in developed countries proudly possess automatic espresso machines and electric grinders. However, the ‘millennials’ are moving coffee- drinking from home to specialist coffee locations. From 2008 to 2016, consumption of ‘gourmet coffee beverages’ rose 19%-41% among 25-39year-olds.This is good news for small independent coffee retailers! The National Coffee Association (NCA) predicts the rise of the Fourth Wave of coffee i.e. specialty coffee serving coffee by artisanal craftsmanship. Craft-brewed beers with coffee, and a Pumpkin Spice Latte can now be consumed. Table: Four waves of coffee
First Wave Second wave Third wave Fourth wave? Escalating Enjoyment Purchasing Consumer coffee of specialty coffee based interested Source: https://previews.123rf.com/images/studiom1/studiom11102/ consumption coffee on source in brewing studiom1110200607/9027406-COFFEE-Globe-with- different-association- (farms not methods- terms-Wordcloud-vector-illustration--Stock-Vector.jpg countries) nuances of and raosting flavours, rise methods of specialty CHALLENGES coffee, ‘roast For many people a coffee crises occurs when there are to order’ no beans left in the kitchen to brew the morning elixir! businesses. However, on a more serious note millions of farmers No longer are facing hunger as the price of coffee plummets with does ‘BIG increased sales of soft drinks and increased price of fuel. COFEE’ influence the Producers-Farmers: face difficult challenges such as: market. • oversupply (glut) of coffee beans leading to lower After WW2 Late 1960s From 2000 prices Growth of Espresso, latte, Focus instant and coffee shops on taste, • under supply –natural occurrences (frosts, hail, vacuum become Big methods of storms, droughts, pests, diseases) sealed coffee. Business e.g. production • increased competition –Asian countries (e.g. China, Starbucks. and Vietnam) are expanding production that is impacting Development sustainable of coffee shop business adversely on traditional coffee farmers chains practices. • growth of specialist coffee brands Notes and diagram S. Bliss • climate change-adverse impacts on farmers and all stakeholders in the coffee supply chain At present coffee production is struggling to keep pace with the growth in coffee demand especially in traditionally non-coffee drinking countries, like China and India. According to Illy, in order to meet the rising demand, current production levels need to be doubled by 2050. ‘Whether this is social phenomenon or buyers discovering good-tasting products but it seems coffee consumption will continue to change at rapid speed.’ (Market Mogul, 2017) Source: https://www.bristolnicaragua.com/Content/Images/uploaded/ ta_coffee102412d_8col.jpg.
Geography Bulletin Vol 49, No 4 2017 69 Coffee Interconnections
ACTIVITY: ROLE PLAY-PERSPECTIVES Divide class into five groups and assign them a role. Hand out the cards. Hold up a jar of coffee and inform the students it costs $10 to purchase in Australia. Ask each group to decide how much of the selling price they should get for their work, and provide reasons. Five Roles
1. COFFEE GROWERS 5. RETAILERS You live in rural Indonesia on a small farm two You buy the instant coffee, store it until you hectare in size. Robusta coffee is the key crop need it, label it with the price, put it on display grown and the main source of income. You plant and sell it to the customer. You have to pay coffee trees in the shade, weed the ground and high rents to sell your coffeeat a popular industriously monitor that there are no pests or location. You make your shop attractive, which diseases. When the coffee beans are ripe you means expensive decorations as well as train harvest the coffee ‘cherries’ by hand. You then dry and pay sales people to provide first class the cherries in the sun and sell them to a local customer service. trader. The money earnt from coffee sales pays for the family’s medical bills and children’s school. You have to spend money on pesticides and fertilisers, and every 15 years you buy seedlings to replace the old coffeetrees. However, you are experiencing competition from 4. ROASTERS large plantations, Arabica and organic varieties, You purchase the ‘green’ coffee beans from expensive specialty brands such as Kopi Luwak a shipping company and mix the different and climate change. varieties of bean to get a ‘blend’. You roast the beans and process them to make instant coffee then package it into jars and sell it to retailers. It is a competitive business, so a large amount of money is spent to advertise your brand and provide attractive packaging. You constantly need ti invest money to improve coffee taste 2. COFFEE EXPORTERS and keep ahead of the competition. Indonesia is among the world’s top coffee producing and exporting countries. You visit the growers to but their coffee. As the growers are scattered over a wide area, you pay for transport and fuel to collect the coffee. Your factory processes the coffee ‘cherries’ to extract the ‘green beans’. You sort the beans, pack them in bags and transport them to the port where you 3. SHIPPING COMPANIES sell them to a shipping company. The market for coffee is unpredictable, so you sometimes have to You buy the bags of ‘green’ coffee beans from pay to have it stored. the coffee exporter, load them on your ships and transport them to Japan, South Africa and the EU, where you sell them to the coffee roaster. You pay for fuel, skilled people to operate your ships, and insurance for ships and their cargoes. You also pay port fees and taxes for importing coffee.
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Coffee Interconnections
ACTIVITY coffee supplies and price volatility. Answer the following questions. • Describe the impacts of low coffee prices on farmers and their families. Refer to the article on Coffee Biomes (page 29) • Compare conventional trade with Fairtrade. What are the differences between free and fair trade? • Coffee has been a leader in ‘ethical consumer’ habits • What are the main types of coffee grown? whereby individuals are beginning to build their • Why are many small coffee farmers poor? attitudes towards poverty and high retail prices. • What are the four waves of coffee? Explain this statement • Name large companies involved in the coffee ICT Activities industry • Follow your coffee dollar from the grower to • Where are coffee beans grown? retailer as it goes along the coffee chain. Interactive • How do low prices for coffee impact on small coffee website: http://www.pbs.org/frontlineworld/stories/ farmers? guatemala.mexico/coffee1.html. • What are the environmental problems surrounding • Coffee trade – interactive student activities: http:// the growing of coffee beans? www.globaleye.org.uk/secondary_autumn04/eyeon/ • Why do coffee farmers only receive a small coffeetrade.html. Complete coffee culture questions, percentage of coffee sales? interactive production map and futures market • Name some specialty coffee brands grown in Asia? • Complete the Fairtrade quiz – http://www.cafod.org. • List the process from bean to cup uk/resources/primary_schools/fairtrade • Brainstorm how many ways can you drink your coffee. Websites • Coffee-making paraphernalia abounds domestic • A fair price for our coffee: activities for lower ability kitchens. More recently, gourmet and organic blends students or primary school – http://www.cafod.org. have made a come-back, heralding the return of the uk/var/storage/original/application/phpVty7pL.pdf coffee-shop. List coffee products you can purchase • Coffee Kids – http://www.coffeekids.org/ from a department store or supermarket. • Co-operative coffees – http://www.coopcoffees.com/ • Debate for and against growing coffee rather than • Fairtrade resource network – food crops in developing countries. http://fairtraderesource.org/ • Coffee has long stood for both privilege and poverty. • Global exchange and fair trade – Explain this sentence. http://www.globalexchange.org/campaigns/ • Research the role of the International Coffee fairtrade/coffee/background.html Organisation. • International coffee organisation – • Explain the impact of frost, hail and droughts on the http://www.ico.org/ coffee market. • Coffee at National Geographic – • Explain why people are more tolerant to a rise in http://www.nationalgeographic.com/coffee/ coffee prices than oil prices–‘one fuels your body and • Trouble in coffee lands – http://www.bos.frb.org/ the other your car.’ economic/nerr/rr2002/q2/coffee.pdf • Peak coffee (like peak oil) is the point at which the • What’s behind the label – http://www.pbs.org/ world begins to run out of its global commodity. independentlens/blackgold/beans.html Describe the scenario if coffee production declines. • World coffee and cocoa map – • The consequences of the price of a cup of coffee http://www.rabobank.com/content/images/Coffee_ reaches further than the change given to baristas. tcm43-37607.jpg Explain this statement. • Poverty in your cup of coffee – • Discuss the production of two specialty coffees http://www.oxfamamerica.org/ produced in Asian countries. newsandpublications/publications/research_reports/ • Explain the following quotes mugged/?searchterm=mugged –– ‘Wake up and smell the sweet but sour coffee’ • List of companies that ethically source all their coffee –– ‘The consumer can bring change if they ask for products in Australia are found at – fair trade products’ https://campaign.worldvision.com.au/wp-content/ • Research the following terms: coffee glut, falling uploads/2014/04/Good-Coffee-Guide-to-Australia1.pdf
Geography Bulletin Vol 49, No 4 2017 71 RESOURCES Primary: Little J & Big Cuz https://www.littlejandbigcuz.com.au
The first animated kids show to feature Indigenous Australians and their culture.
In addition to co-producing the series, ACER (https:// really big moments, such as the transition from early www.acer.org) has developed a suite of supporting childhood into Primary school, or other moments educational resources that model a way for early years such as moving from one space into another, or one (F–2) educators to bring Indigenous perspectives into learning experience to another. the classroom as part of daily conversations across the • consider the spaces in their indoor and outdoor learning areas. These resources are available for free environments and the possibilities of the key download on the Little J & Big Cuz website , along with ideas of Aboriginal and/or Torres Strait Islander free on-demand episode streaming. knowledge and culture and how these can build The Little J & Big Cuz education resources provide on current understandings and create new learning support for Early Years (K–2) educators with ideas and opportunities with children, families and community. options for including Aboriginal and/or Torres Strait • engage with their local community to grow a Islander knowledge, understanding and skills in their language that shares and respects the voices of teaching and learning programs. They are designed to Aboriginal and/or Torres Strait Islander peoples, their work with the Little J and Big Cuz series which aims to knowledge and their cultures. provide children with a sneak peek into the world of school. The learning documents for each episode have been created as a spring-board for engaging with and embedding Aboriginal and/or Torres Strait Islander perspectives and pedagogies in Early Years education environments from (K–2). The intention is to provide a starting point for educators as they: • engage with local and broader Aboriginal and/or Torres Strait Islander communities to learn from and with their communities. • engage with local and broader Aboriginal and/or Torres Strait Islander communities to build authentic relationships. • consider the transitions that take place in children’s lives every day and the role of educators to work with children and families to support these transitional moments. These moments of transition can be
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Primary resource: Little J & Big Cuz
there are three teaching and learning activities labelled F–2 for each inquiry stage. There is a list of key terms associated with the 5E activities at the end of each year level module. Also available is a full list of references and resources linked to the teaching and learning activities. Educators should review the content of the episodes’ to select which activities are best for the age level, capabilities, and interests of their students. The education resources hyperlink to third-party websites which build knowledge and suggest further learning opportunities. All teaching and learning activities have been reviewed by Aboriginal educators and/or Torres Strait Islander educators and these experts have provided advice on the protocols and procedures of introducing some content to Aboriginal and /or Torres Strait Islander students. 5Es Inquiry approach The Little J & Big Cuz F–2 education resource adopts Curriculum a 5Es Inquiry approach: Engage, Explore, Explain, For English, Science, Mathematics, and HASS_ History Elaborate, and Evaluate. There are learning area inquiry and Geography there are separate teaching and questions for each year level that guide a 5Es inquiry. learning activities developed for Foundation Year, The learning activities are written to address the main Year 1, and Year 2; for Health and Physical Education thinking processes associated with each of the 5E there are learning activities specified for Foundation stages and to reflect the intent of selected learning area Year and Years 1–2; and for The Arts, and Technologies, content descriptions.
Source: https://www.littlejandbigcuz.com.au/play
Geography Bulletin Vol 49, No 4 2017 73 RESOURCES Lifelines: a new resource for integrating film into the classroom Jeana Kriewaldt and Jane Dyson
Jeeps struggle along a nearly built dirt track to bring goods and passengers to the village. (Ross Harrison)
Geography teachers know well the power of using film to deepen students’ knowledge and understanding of places and people. They draw from many sources including National Geographic, ABC, BBC and oft treasured David Attenborough documentaries. Full length films are also used. These can be fictional or biographical representations, like the recent film Lion (2016) in which Saroo Brierley’s autobiographical book of his experiences, A Long Way Home, was adapted into the film and featured India and Tasmania.
Students build impressions and develop geographical teachers are wisely cautious using geographical concepts through these sources and also through their film media in relation to unfamiliar places as viewer personal viewing habits. Burgeoning sources of film perceptions will be influenced by what they see and clips are posted through video sharing websites, for this can have a strong emotional impact. Film images example YouTube and TeacherTube, and are posted by can endure in the viewer’s memory as more “real” than people who have a range of motivations that extend other sources. Without reference to other data, film can from educational purposes, to sharing their local also anchor views in which the viewer assumes that knowledge, their travel experiences, or to promoting they now have deep knowledge, yet the depiction business enterprises. As well as viewing clips, our is partial. Importantly, the effects of viewing film are students are increasingly making, transmitting and crafted by the film makers, and are also shaped by receiving film clips via social media, and they draw on the viewer’s prior knowledge, and how their viewing all of these sources to build their views of the world. is guided. The teacher’s role is to guide students to become discerning viewers of film. Films, especially when integrated with other sources, provide insights into the characteristics of places and their inhabitants. Documentaries can prompt important questions about places, how they have changed and the implications of these changes. When the use of film is coupled with constructivist pedagogical approaches, there is significant potential to enhance geographical education by developing students’ capabilities to analyse and synthesise data. The use of film, then, offers opportunities to enhance student learning by providing implicit cultural, economic and political perspectives. Yet Geography In the shadow of the Himalayas (Ross Harrison)
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Lifelines: a new resource for integrating film into the classroom
The following two lesson plans offered here accompany and draw on a short documentary film, Lifelines, made by geographer Dr Jane Dyson (www.lifelinesfilm.com). The film is based on Dr Dyson’s research on youth and social change in a village in a remote part of the Indian Himalayas where she has worked since 2003. Narrated by a young man named Makar Singh, Lifelines explores the hopes and challenges faced by a community in transition. New opportunities in arenas of education, work, and basic communication and transport are beginning to change the aspirations of a generation of young people. Lifelines provides an intimate window onto one man’s story of juggling responsibilities and fighting for dreams, both for himself and his community. Hopes and dreams in the Indian Himalayas (Ross Harrison) When used alongside the film, the specially designed and Merric Butler and adapted by Lorraine Chaffer for lesson plans aim to spark student interest and build the Stage 4 NSW Geography Syllabus K–10, uses the their understanding of life in a mountain community. shortened 10-minute version of the film as stimulus They seek to encourage students to think critically to explore liveability. The plans encourage students to about processes of social and economic change and explore how liveability can be altered rapidly by new their implications for people’s everyday lives; issues infrastructural developments. that lie at the heart of geographical thought. The film Anna Sonogan, Elizabeth Temple and Thomas has been used successfully in hundreds of schools in Scudamore designed the second lesson plan for Level the UK and US, with similar lesson plans designed for 8 of the Australian Curriculum (adapted for Stage 5 their respective curricula. We are excited to be able to NSW), and, using the full 15-minute version of the film, introduce these free resources now specifically tailored invite students to consider issues of migration and to the NSW Curriculum. urbanisation based on Makar Singh’s decision to return The first lesson plan, designed for the Level 7 NSW from Delhi to his childhood home in the Himalayan Curriculum by Tom Bourke-Finn, Kamtorn Kenny-Jones state of Uttarakhand. The lessons explore how recent urbanisation, even in relatively remote settings, has wide-ranging implications for individual people’s everyday lives and hopes for the future. Both lesson plans build on the themes in the film by placing social and economic change at the centre of discussions. The film and teaching resources are available for free on the Lifelines website: www.lifelinesfilm.com and resources at: www.lifelinesfilm.com/resources. Further reading Sigler T, Albandoz R, (March 2014) “Beyond Representation: Film as a Pedagogical Tool in Urban Geography”, Journal of Geography, vol. 113, no.2, pp.58–67
Women and children watching a village ceremony after a long day in the fields (Jane Dyson)
Dr Jeana Kriewaldt is a life member of GTAV, and a senior lecturer at the Graduate School of Education, University of Melbourne who teaches and researches in Geographical Education. Her current academic work has developed from the years she worked in schools as a classroom teacher and school leader. Dr Jane Dyson is a Lecturer in Geography at the University of Melbourne. She has been working in the Indian Himalayas for over 14 years and is passionate about communicating stories from the village to broad audiences.
Geography Bulletin Vol 49, No 4 2017 75 Lifelines: a new resource for integrating film into the classroom
Lifelines lesson plan 1 for Stage 4 Authors: Tom Bourke-Finn, Kamtorn Kenny-Jones and Merric Butler
Note: Amendments to accommodate the NSW Geography Syllabus by Lorraine Chaffer
Subject: Geography Year level: Level 7
Topic: Place and Liveability Time required: 60 mins.
Lesson summary: Students will watch the short version of the Lifelines video directed by Jane Dyson about life in the Himalayas and identify the factors that influence liveability in the Himalayas. Students will, by comparing and contrasting the liveability of their own location, be able to assess and evaluate the liveability of the Himalayas.
Curriculum links Students: • investigate factors influencing perceptions of the liveability of places. • Investigate the influence of accessibility to services and facilities on the liveability of places Citation: from the NSW Geography Syllabus K-10, 2015 http://syllabus.nesa.nsw.edu.au/hsie/geography-k10/
LEARNING OBJECTIVES Knowledge Students will be able to: • identify factors that contribute to the liveability of places • explain what factors make their home liveable • explain what factors contribute to making the Himalayan mountain community liveable • compare and contrast the liveability of the Himalayan mountain community and their own home • identify what features might make this location more liveable. Skills Students will develop skills of: • listening to other students’ ideas and opinions • communicating ideas as part of a collaborative learning group. Values Students will be able to: • respect other students’ opinions and ideas whilst participating in classroom discussion and group activity • respect the values and needs of another culture through the watching of the Lifelines video.
Resources required: • Atlas or access to Google Earth • Graphic Organiser worksheet • Lifelines video – www.lifelinesfilm.com/ (Optional) A transcript of the film is available to support students who will benefit by accessing the text as well as viewing the film.
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LESSON OUTLINE
Teacher guidelines Activities Timing Introduction Teacher introduces the background to the Students listen to teacher instruction. 5–10 mins Himalayas and asks the students to locate the Himalayas in their atlas – or using Google Earth Students locate the Himalayas and describe the – and describe the location. location. Teacher introduces the Lifelines video and asks students to think about what features contribute
to liveability of this location.
Development Teacher show the Lifelines video. Students watch the video. 15 mins Teacher introduces the graphic organiser Students complete the worksheet task. This can worksheet task. be completed individually or in pairs. 20 mins Differentiation: Teacher provides a selection of
discussion cards to provide extra contextual information for students who will benefit from a greater challenge.
Conclusion Teacher conducts a class discussion with Students will participate in a class discussion in students exploring the liveability of the which the teacher uses “cold calling”. 10–15 mins Himalayas compared to their own location based on their worksheet responses. Focus on the following questions: Explain why the film is called Lifelines? Which lifelines does the film refer to? Resources (road, electricity, water) – how do these represent lifelines? Are lifelines the key to liveability? What are your lifelines? And how are they different from those of a teenager living in an extreme mountain environment? What is at the heart of liveability?
Geography Bulletin Vol 49, No 4 2017 77 Lifelines: a new resource for integrating film into the classroom
Appendix A – Graphic organiser worksheet
Liveability features Example/s in the Himalayas Example/s in your local area
Roads Evident in the Himalayas video. Evident in local area. Highly accessible/ However, poorly constructed with connected in local area allowing for limited connections with other efficient transport. facilities/accessibility to important Roads are well maintained and towns and resources. constructed. For example, the main street in my town connects with a hospital facility and shopping precinct.
Access to food Multiple options to shop for produce. – own produce /supermarket/ For example, supermarket, bakery and shop/market Sunday markets.
School/Education
Hospitals/Healthcare
Community support
Transport
Employment – paid jobs/ shared labour
Infrastructure
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Lifelines: a new resource for integrating film into the classroom
Lifelines lesson plan 2 for Stage 5 Authors: Anna Sonogan, Elizabeth Temple and Thomas Scudamore
Note: Amendments to accommodate the NSW Geography Syllabus by Lorraine Chaffer
Subject: Geography Year Level: Stage 5
Topic: Changing Places Time required: 60 min
Differentiation: The transcript of this film can be provided to students who will benefit from accessing written text as well as viewing the film.
Rationale This lesson plan uses the film Lifelines as a stimulus for students to consider the social and economic opportunities offered by urbanisation. Students will consider push and pull factors of rural-urban migration, particularly those faced by Makar Singh.
Curriculum link Students: • investigate the causes and consequences of urbanisation with reference to ONE Asian country Citation: from the NSW Geography Syllabus K-10, 2015 http://syllabus.nesa.nsw.edu.au/hsie/geography-k10/
LEARNING OBJECTIVES Knowledge Students will: • identify the connections between urbanisation and economic and social opportunities • consider how urbanisation has affected Makar and his family • evaluate push and pull factors that have influenced Makar and his family’s decision as to where, how and why they live where they do. Skills • Communication skills in class discussion / think-pair-share activity • Analysing of the Lifelines video in relation to urbanisation. Values • Respect for diversity of values and perceptions of urbanisation.
Focus Question How does the film Lifelines show the social and economic influences of urbanisation on Makar and his family?
Resources • Atlas • Lifelines video clip www.lifelinesfilm/com/ (use the long version of the film)
Geography Bulletin Vol 49, No 4 2017 79 Lifelines: a new resource for integrating film into the classroom
Structure Groupings Activities
Context Individually Have students locate India and the Himalayan mountain range. Mark Indian state of Uttarakhand on a simple sketch map of India. (10 min)
Film Whole class Show the film Lifelines to the class. Watch the full version. Pause after key moments (every 5 mins) to draw attention to where Makar lives now, (15 min) where he has lived in the past.
Think – pair – share Pairs How has urbanisation affected Makar? (10 min)
Push and pull factors Pairs / Define push and pull factors. Identify push and pull examples from individually Lifelines. (15 min) What are the social and economic opportunities offered by urban areas? List Makar’s personal push/pull factors. What drew Makar to live in the city? Why did he return?
Reflection Whole class Discussion (10 min) What economic opportunities were offered to Makar as a result of urbanisation? What social opportunities were offered to Makar as a result of urbanisation? What were examples of the push and pull factors influencing Makar? What does the future hold for rural places? For example, how might improvements in roads, Internet connectivity and mobile phone technology bring the perceived benefits of urban places to rural places?
Assessment / Feedback Informal: • participation in class discussion • completion of class activities in student’s workbooks • participation in think-pair-share group activities.
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AGTA ANNOUNCES AN ESSENTIAL NEW GEOGRAPHY RESOURCE Geography Skills Unlocked is an exciting new skills book for Australian secondary schools
Geography Skills Unlocked is published by the Australian Geography Teachers Association and written by a team of experienced Geography teachers.
KEY FEATURES: Contents aligned to the inquiry and skills-based requirements of Australian Curriculum: Geography An engaging, easy to navigate design A student friendly approach with step-by-step explanations, descriptions and worked examples A focus on emerging technologies used to gather, analyse and present geographical data GeoSkills and GeoInquiry activities that scaffold student learning A wealth of stimulus material including a diverse range of maps, graphs, aerial photographs, satellite images, diagrams and photographs Examples drawn from each Australian state and territory with additional international material Key terms explained in embedded glossary boxes
Geography Skills Unlocked will be published mid 2016 and will be available for purchase via the AGTA website: www.agta.asn.au/Products
Geography Bulletin Vol 49, No 4 2017 81 Geography Teachers’ Association of NSW ARTHUR PHILLIP AWARDS 2017 GEOGRAPHY FIELDWORK COMPETITION The Geography Teachers’ Association of NSW/ACT (GTA NSW/ACT) organises an annual competition for students and schools to foster an enthusiasm for Geography through engagement and rewards. The emphasis of the competition is the use of fieldwork and the gathering of primary and secondary data as core skills in students’ study of Geography. Teachers are encouraged to use the competition as a form of authentic assessment for their teaching and learning programmes. The competition is open to all primary and secondary schools in NSW and ACT. Entries are welcome from both members and non-members of GTA NSW/ACT. In 2017, the submission of entries and the prize categories have been updated to better reflect the requirements of the new Australian K–10 Geography Curriculum and the central place that inquiry holds within Geography. Firstly, the categories have been modified to reflect the Australian K–10 Geography content now used in both NSW and ACT. The Brock Rowe Senior Geography Fieldwork Competition will be open to entries of HSC Senior Geography Projects, International Baccalaureate Diploma Geography Internal Assessments or fieldwork based Depth Studies for ACT participants. There will also be a form available on the GTA NSW/ACT website to submit digital entries. Entries must be submitted either by mail or online by Friday 24 November 2017. Please complete and return a student entry form either by mail or online with all student entries by Friday 24 November 2017.
SECTION 1: NATURE OF THE COMPETITIONS 1. The “Investigating Places” Primary Fieldwork Competition Three subcategories: Years K-2, Year 3-4, Years 5-6 This section is open to Primary Students across NSW and ACT. Entries can be made by individuals, groups or classes. • Identify a Geographical inquiry that demonstrates the interaction of People, Places and Environments • Undertake fieldwork to gather primary data • Support fieldwork with secondary data if required • Present research findings
2. The Geographical Fieldwork and Research Competition: Five subcategories: Years 5-6, Year 7-8, Year 9-10, Life Skills and Year 11-12 This section is open to all Geography Students across NSW and ACT. Entries can be made by individuals or groups. Inquiry topics must be clearly relevant to the Australian K-10 Geography Curriculum, the NSW Elective Geography Syllabus or the IB Geography courses at any level. There is an expectation that geospatial technologies will play a role in either the gathering, organising or presentation of student research. • Identify a Geographical inquiry topic relevant to any of the Geographical concepts (Place, Space, Environment, Interconnections, Scale, Sustainability, Change) or the Australian cross- curricular priorities (Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia or Sustainability) • Undertake research using both secondary data and primary fieldwork such as that obtained during interviews, questionnaires or other fieldwork methods. • Analyse data gathered • Present research findings
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ARTHUR PHILLIP AWARDS 2017 GEOGRAPHY FIELDWORK COMPETITION
NATURE OF THE COMPETITIONS
3. The Dr Don Biddle Places and Environments Study (Year 9 and 10 only) Formerly, this category was targeted towards Year 10 Students completing a Research Action Plan. This will still be the case for 2017, as most NSW Schools are required to complete the old 7–10 Geography Syllabus. However, entries are also open to NSW or ACT schools teaching the Australian K–10 Geography Curriculum content in 2017. Inquiry topics must be relevant to the Year 9 and 10 content. There is an expectation that geospatial technologies will play a role in either the gathering, organising or presentation of student research. • Undertake research into a place or environment relevant to the Year 9 and 10, Australian K–10 Geography Curriculum • Undertake fieldwork to gather primary data • Support fieldwork with secondary data if required • Organise and analyse the data gathered • Present research findings
4. The Brock Rowe Senior Geography Fieldwork Competition This section is open to Senior Geography Students across NSW and ACT. Only individual entries will be accepted. The competition is open to either Senior Geography Projects, International Baccalaureate Geography Internal Assessments or a Depth Study for ACT participants. • Undertake an HSC Senior Geography Project, International Baccalaureate Internal Assessment for Geography or ACT Depth Study that uses fieldwork to gather primary data • Support fieldwork with secondary data if required • Analyse data gathered • Present research findings • Evaluate the research methodologies used and the ethical aspects of research undertaken
5. The Susan Bliss Cross-Curricular Priority Awards The Susan Bliss Awards are available for entries from any category or subcategory that demonstrates significant achievement or development of understanding in any of the three Australian K-10 Geography Curriculum cross curricular priority areas; Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia or Sustainability.
6. The Dr Maurine Goldston-Morris Civic and Citizenship Awards The Dr Maurine Goldston-Morris Civic and Citizenship Awards are available for entries from any category or subcategory that demonstrate civic action has occurred at either the individual or group level, as a result of the research/fieldwork activity.
7. The Dr Maurine Goldston-Morris Teacher Awards The Dr Maurine Goldston-Morris Teacher Awards will be allocated to teachers for outstanding involvement in the Geography Fieldwork Competition during 2017.
Geography Bulletin Vol 49, No 4 2017 83 ARTHUR PHILLIP AWARDS 2017 ENTRY INFORMATION
ENTRIES
There are no entry fees for 2017. The fee structure will be revised when the the new Australian K–10 Geography curriculum is fully implemented across NSW by 2018. Each school can submit up to FOUR (4) entries in each category. Entries can be hard copy (posted) or digital.
Final date for competition entries to be received Friday 24 November 2017
REGISTRATION
Registration will now only be accepted online. These are the steps for registration, click on the orange links below: • Complete Student Entries form, one (1) entry per registration • Complete Summary of Entries form once all student entries are completed. • Print the Summary of Entries form and attach to hard copies and send.
All postal entries MUST be clearly marked as Geography Fieldwork Competition. Entries can be mailed to: GTA NSW Office (PO Box 699 Lidcombe 1825)
Please contact our office on 9716 0378 prior to delivering entries to the following location: Lower Ground Floor, COS Building, 25 Nyrang St. Lidcombe Enquiries via email to the GTA NSW office – [email protected] Hardcopy entries may be in a book or loose leaves (with reinforced rings), mounted on cardboard (limit 2 sheets of 65 x 55cm). No models will be accepted.
PLEASE NOTE: You do not need to print out individual student entry forms. We only require the Summary of Entries form to be post along with hard copy projects. If entries are digital, you do not need to print and post the Summary of Entries form. The online application will suffice.
Digital presentation formats, such as videos, web pages and podcasts are welcome. Slide presentations, such as PowerPoint, Slides or Pages, will have a maximum slide number of 20. It is the responsibility of the student and supervising teacher to ensure hyperlinks are functional and able to be accessed by markers.
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ARTHUR PHILLIP AWARDS 2017 ENTRY INFORMATION
PRIZES
Prizes will be awarded for the first, second and third place entries each competition category or subcategory where available. Prize winners will be notified through their school.
AWARDS
Awards will be allocated to each category according to marking criteria. The presentation of awards will take place at the Arthur Phillip Awards ceremony in early 2018. Award recipients, their parents and teachers will receive invitations to this event. Arthur Phillip Awards – Framed certificate and trophy
Recipients of the 2016 Dr Don Biddle Places and Environments Study category of the Arthur Phillip Awards presented at the 2017 GTA Annual Conference at Sydney Olympic Park.
All entries will be available for collection at the end of the award ceremony. If this is not possible, It is the responsibility of the organising teacher to stipulate, when registering online, whether they would like to collect these items at our offices or whether they would like GTA NSW to organise return post. Postage and handling charges of $20 per school will apply.
Geography Bulletin Vol 49, No 4 2017 85 The many and varied career options for a geographer...
www.agta.asn.au www.geocareers.net.au PROMOTE THE STUDY OF GEOGRAPHY TO YOUR STUDENTS AND THEIR PARENTS Cost: $30.00 per 100 brochures (plus $10.50 postage & handling, incl GST) Complete this order form and mail, email or fax with payment to – The Geography Teachers Association of NSW Postal address: PO Box 699, Lidcombe NSW 1825 Email: [email protected] • Fax: (02) 9564 2342 Bulk order enquires phone: (02) 9716 0378 Description Price Quantity Cost Study Geography x 100 brochures $30.00 Postage and handling x 100 brochures $10.50 TOTAL COST Contact Person School/Organisation
Mailing Address
Contact Number Mobile: Work: Email Address Card Type Visa Mastercard Expiry ____ / ____ Card Number ______/ ______/ ______/ ______CSV ______Cardholder Name Signature
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ADVICE TO CONTRIBUTORS
Editorial policy attempts to: 1. Objective: The Geography Bulletin is the quarterly journal of the New South Wales Geography Teachers’ Association, • promote material which will assist the study and Inc. The role of the Geography Bulletin is to disseminate teaching of geography up-to-date geographical information and to widen access • encourage teachers to share their ideas on teaching to new geographic teaching ideas and methods. Articles of interest to teachers and students of geography in geography both secondary and tertiary institutions are invited, and • provide a means by which teachers can publish articles contributions of factually correct, informed analyses, and case studies suitable for use in secondary schools are • inform readers of developments in geographical particularly welcomed. education 2. Content: Articles, not normally exceeding 5000 words Articles are sought reflecting research and innovations in (no minimum specification), should be submitted to the teaching practices in schools. From time to time issues of GTANSW Office [email protected] or by mail to: . the Bulletin address specific themes. PO Box 699, Lidcombe, NSW 1825 who will forward to the editor: Submissions can also be sent directly to the editor: Refereeing Lorraine Chaffer ([email protected]) Articles are welcomed from tertiary and secondary All suitable manuscripts submitted to the Geography teachers, students, business and government Bulletin are subject to the process of review. The authors representatives. Articles may also be solicited from time and contributors alone are responsible for the opinions to time. Articles submitted will be evaluated according to expressed in their articles and while reasonable checks are their ability to meet the objectives outlined above. made to ensure the accuracy of all statements, neither the 3. Format: Digital submission in Word format. Tables should editor nor the Geography Teachers’ Association of New be on separate pages, one per page, and figures should South Wales Inc accepts responsibility for statements or be clearly drawn, one per page, in black on opaque paper opinions expressed herein. suitable for reproduction. Photographs should be in high resolution digital format. An indication should be given Books for review should be sent to: in the text of approximate location of tables, figures and photographs. Every illustration needs a caption. The GTA NSW Council Photographs, tables and illustrations sourced from the PO Box 699 internet must acknowledge the source and have a URL Lidcombe NSW 1825 link to the original context. 4. Title: The title should be short, yet clear and descriptive. Editions The author’s name should appear in full, together with a There are four bulletins each year – two published each full title of position held and location of employment. semester. 5. Covering Letter: As email with submitted articles. If the manuscript has been submitted to another journal, this Notice to Advertisers should be stated clearly. ‘Geography Bulletin’ welcomes advertisements concerning 6. Photo of Contributor: Contributors may enclose a passport- publications, resources, workshops, etc. relevant to type photograph and a brief biographical statement as part geography education. of their article. 7. References: References should follow the conventional FULL PAGE (26 x 18cm) – $368.50 author-date format: Special issues $649.00 Abbott, B. K. (1980) The Historical and Geographical HALF PAGE (18 x 13cm or 26 x 8.5cm) – $214.50 Development of Muswellbrook Newcastle: Hunter Special Issues $382.80 Valley Press. Harrison, T. L. (1973a) Railway to Jugiong Adelaide: The QUARTER PAGE (13 x 8.5cm or 18 x 6.5cm) – $132.00 Rosebud Press. (2nd Ed.) Special issues $242.00 Harrison, T. L. (1973b) The Spatial Distribution of INSERTS (A4 supplied) – $374.00 Macadamia Plantations on the Far North Coast of All prices include GST New South Wales, Journal of Rural and Agricultural Problems, 13, 4, Oct. pp. 347–359. Advertising bookings should be directed to: O’Donovan, M. J., et. al. (1980) “Animal life in the North GTA NSW Office Star District of New South Wales”. In W.W. Murphy, Telephone: (02) 9716 0378 (Ed.) Readings in Regional Geography (Vol. 2), Sydney: Fax: (02) 9564 2342 Williams and Sons. Email: [email protected] 8. Spelling should follow the Macquarie Dictionary, and Australian place names should follow the Geographical Place Names Board for the appropriate state.
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