The Network Newsletter for Geography Teachers Term 2, 2014 Issue 62 Chairperson’s Report

Kia ora and welcome to the Term 2 edition of The Network. Inside this issue

The focus for this edition is Professional Chairperson’s Report Learning and Development and we have Editorial some funds to give away, so please read on! Where is this place?

As you work your way through this Regional Reports edition I hope you find some things that are helpful to you and your students. Curriculum One of the aims of the Board is to Development provide support around the crucial aspect of classroom teaching. We Pedagogy Focus endeavour to do this on a number of Featured Website levels. One way is to provide ideas and hopefully some inspiration through this quarterly edition. At the regional level, branches offer a number of opportunities From the Classroom during the year, while the NZGS website (http://nzgs.co.nz/teachers-resources ) which hosts our NZBoGT pages has ideas around developing geography Assessment Update programmes and is the focus of the Featured Website section of this edition. As a Board, we don’t consider ourselves to be experts in this area at all and we Wondering about… always welcome ideas from you, our membership. Out in the Field This year we have tried to find some new ways to support teachers as you News and Notices consider how your professional learning and development might progress. With limited department budgets, the Board felt it would like to offer some financial Advertisements assistance to help enable teachers to go to either a conference or professional learning workshop that has some relevance to geography teaching. These were The NZBoGT advertised in the Term 1 edition of The Network but as yet, no-one has applied for this fund which can support costs up to the value of $500. We really want to support teachers and so we have extended the deadline for this award until Friday 4th July. The details of this award and how to apply can be found in the News and Notices section of this edition.

The Board would also like to recognise the outcomes of teachers’ on-going professional learning. To that end, we have established a second award to recognise ‘Excellence and Innovation in Geography Teaching and Learning’. We would like to celebrate the success of up to two teachers in recognition of their inspirational work in the classroom to the value of $500 each. Could this be you (don’t be afraid to blow your own trumpet a bit)? Or perhaps you could encourage someone in your department or from another school to apply. Again, The New Zealand Board of Geography Teachers. The Network. Term 2, 2014 2 we have extended the deadline for this award until Monday 1st September and the details of this award and how to apply can be found in the News and Notices section of this edition.

Let’s not forget the students in all of this. The Board is committed to providing a range of competitions to help engage them in their learning. This term sees the Year 11 Maatangi Whenua competition take place throughout the regions in weeks 7 or 8 (June 16 – 27) and I hope as many of you as possible will take part in what is always a very fun and competitive event. A selection camp for the Year 12 Olympiad Competition to decide next year’s team to compete in Moscow will take place in the next school holidays and we will be able to announce these winners and those of the Geography Research Competition in the Term 3 edition of The Network. Finally, a new competition with a focus on international field trips is outlined in the Advertisements section of this edition. As you can see, there are plenty of opportunities out there for students to be recognised. Please encourage them to take part.

Finally, I would like to welcome Louise Richards (Rongotai College) to the Board as the new representative for the Wellington Region. Louise takes over from Anna Wilson who has done a sterling job for the region over the last six years. We also hope to have an announcement on the new Waikato/BOP representative soon – watch this space.

Just a reminder, to be eligible for all of these opportunities, you need to have paid your membership. Subscription forms can be downloaded at: http://nzgs.co.nz/images/stories/nzgs/pdfs/nzgs%20subscription%20form%202014%20schools.pdf

May you have a productive, enjoyable and not too stressful Term 2.

Nick Page Chairperson, NZBoGT.

Editorial: Why study geography?

It is worth reminding ourselves as teachers of the big picture reasons for students to study geography at school. The Rationale section in the Curriculum Guide for geography notes how the subject should:

 Stimulate a sense of wonder about the world.  Inspire students to help shape a better future.  Equip students with skills for the future. http://seniorsecondary.tki.org.nz/index.php/Social-sciences/Geography/Rationale

The learning area statement for the Social Sciences (p. 30 in The New Zealand Curriculum) also outlines broad aims for the subject in the section Why study the social sciences? It stresses that students can develop knowledge and skills to understand, participate and contribute. While qualifications resulting from achievement in the standards are important, teachers and students should be aware of such aims and be mindful of them when planning for each year/term.

Recently I have been reminded on a number of occasions of the broad aims of geography. One example was at a seminar for teachers on water resources hosted by ECan (Environment Canterbury – the local Regional Council). Jocelyn Papprill, an ex-teacher of geography who now works as an ECan Youth Engagement Advisor, outlined how students can develop their understanding of resources and the opportunities there are for them to become involved in consultation regarding the management of water. Information on the Canterbury Water Management Strategy can be found at: http://ecan.govt.nz/get-involved/canterburywater/Pages/Default.aspx The New Zealand Board of Geography Teachers. The Network. Term 2, 2014 3

The photograph below shows students in the New Zealand Geography Olympiad team preparing for the 2014 iGeo competition to be held in Poland later this year. They are presenting their suggestions for the redevelopment of the residential red zone area of Christchurch along the lower Avon River.

The students shown are Deena Parr, Nic Wilson, Wan Zhi Tay and Emily Moore.

This activity provided them with the opportunity to study a topic of real interest and relevance, within the framework of the Christchurch City Council’s request for input to assist the development of a district plan. The activity was designed to help students to develop conceptual understanding (in relation to sustainability) and to be able to participate and contribute to democratic processes. The activity is further outlined in the From the Field section later in this issue.

The focus for this issue of The Network is geography teacher professional learning and development and a number of articles refer to this. The Curriculum Development section covers some of the opportunities available to teachers from groups and organisations outside schools. The Pedagogy section outlines how professional development can be carries out within departments. At an individual teacher level, participation in local geography subject association activities is a valuable opportunity for development.

Roger Baldwin [email protected]

Where is this place? Can you identify the part of New Zealand that this Google Earth image shows? It is a place that had particular geographic significance related to people’s use of the natural environment. (The answer is given later in The Network.) The New Zealand Board of Geography Teachers. The Network. Term 2, 2014 4 Regional Representatives’ Reports

Auckland – Steve Mouldey

We have all had such a busy start to Term 2 - lots of field trips, internal assessments and teaching of course. The AGTA committee has planned a busy year for teachers in the region, but also available to members outside our area. The after-school sessions will continue from last year and this year will cover:  New teachers to geography (Term 2).  What/how to teach Extreme Natural Events (most likely Term 3).  Teaching for excellence in externals with a focus on Level 3 (Term 3). The end of year course will run late in Term 4 with a focus on Level 1 courses, new topics to teach and field trips. With the change in the focus of the scholarship paper in 2014 we have changed the format of the workshops for our students. We will be focusing on urbanisation with students having a short lecture from an urban specialist. The dates for this are: Wednesday 2 July, Wednesday 20 August and Wednesday 22 October As with 2013, the AGTA committee is writing exams for members to use. These will be available towards the end of term. Twitter - Follow AGTA on @AucklandGeog How many of you are on twitter? It is great PD – lots of good ideas can be found when you follow people. There are some cool geography teachers on twitter with lots of good ideas that they share. The article http://www.educationreview.co.nz/ict-and-procurement/november-2013/10-twitter-tips-for- teachers/#.U3J_2q2SyDE has some good advice on using twitter to get ideas. I have also created a list tracking all the NZ geography teachers so we can keep up with each other in one place: https://twitter.com/GeoMouldey/lists/nz-geo-teachers

Waikato/BOP – Nick Page (Chairperson NZBoGT, on behalf of region)

There was a good turnout for a series of cluster meetings run by Jane Evans at the beginning of this term looking at NCEA assessment and understanding how the external examinations are marked.

We are looking forward to seeing teams from the region competing at St Peter's School, Cambridge for the Maatangi Whenua Competition on Wednesday 18 June.

Teachers in this region are reminded about the student competition organised by the Waikato Branch of the NZ Geographical Association. Details of this were sent to schools recently.

Hawke’s Bay/Manawatu/Taranaki – Eddie Brown

Term 1 went by very quickly. There are just a few things to report as we enter Term 2.

Firstly, congratulations to Kieran Collier from Freyburg High who has been elected as chair of Manawatu and will take over from me during later on in the year on the NZ Board of Geography Teachers. I wish him well

The New Zealand Board of Geography Teachers. The Network. Term 2, 2014 5

Secondly, I would like to promote the Outside the Classroom competition that the NZBoGT teachers are running with support from Edventuretours in Hamilton and Skyline Gondolas in Queenstown. Please promote this to get as many students as possible to enter - the more stories we hear the better. Details of this competition are in the Advertisements section of this issue.

I wish everyone a good short term.

Wellington – Louise Richards

I would like to begin by thanking Anna Wilson on behalf of the Wellgeog committee for her time and commitment in representing the Wellington region on the Board for the last six years. I am very excited to now take up the role and look forward to working with the other members. Originally from the UK, I moved to New Zealand two and half years ago and feel very privileged to be teaching geography in such a diverse cultural and natural landscape.

After our last Wellgeog committee meeting I couldn’t help but think of a famous Dr Seuss quote “You’re off to Great Places! Today is your day! Your mountain is waiting, So get on your way!” It really feels as if the Wellgeog committee are making great strides and taking the Wellington teachers on a great journey of professional development this year.

Later in the term (17 June) teachers in Wellington have been invited to a Scholarship Geography Day organised by Anna Wilson in collaboration with Margaret Leamy. Margaret will be helping teachers to understand the level needed to reach Geography Scholarship, getting to grips with the urbanisation theme and sharing tips for working with your students in preparation for the demands of the paper.

Professional development opportunities will continue in Term 3 with plans being discussed to arrange a sharing of good practice at an exam skills workshop in preparation for the senior exams.

The most exciting plans afoot are for the end of year activity, when the Wellington teachers will really be getting “on their way” down to the South Island. Wellgeog is proposing a visit to Christchurch so teachers in the Wellington region can gain insight into the changes that are taking place and the long term responses to the Earthquake. A common consensus from members was a desire to meet with Christchurch teachers and to come away with a greater understanding of the future plans for the city.

Finally, preparations are underway for the 2014 Maatangi Whenua hosted by Wellington East Girls’ College on Thursday 26 June. We look forward to welcoming all participants.

Canterbury – Siobhan Murphy CGTA AGM HELD… A small but happy crew of geographers met in the Geography Learning Space at the University of Canterbury to complete the business of the 2014 AGM and to listen to an amazing talk by Dr Karen Till.

Karen, a visiting Associate Professor from the University of Minnesota, gave a really interesting presentation on Temporary Spaces around the world; Berlin after the wall came down, Ireland to regenerate suburbs and create community, and here in Christchurch after the earthquake.

Below is a link to her shared document which includes many links/videos/information about all the astounding projects referred to in her talk and more. The possible teaching applications of each of these projects are unlimited including the significance of Extreme Natural Events at Level 1, Development Inequalities at Level 2 and Event Analysis at Level 3. The New Zealand Board of Geography Teachers. The Network. Term 2, 2014 6 https://drive.google.com/file/d/0B9PLIXaTkmr3YU41bnlhWHdlbU0/edit?usp=sharing

Sadly, at our last committee meeting, we said farewell to Margrit Rohs (ex-Cashmere High School) who is leaving Canterbury. Margrit has been an energetic and enthusiastic supporter of all things geographical in Christchurch for almost 10 years. She was a member of the committee for most of those years and we will miss her practical knowledge and her forthright opinions. Haere ra and thank you Margrit; in returning to the Waikato geography community, you will be welcomed with open arms as a strategic thinker and person who gets things done.

Early last term the committee offered geography departments a reduced CGTA subscription fee in return for sending us links to 10 cool geography websites which could be shared with other schools via our CGTA Website. This seems to have generated interest, with many schools responding, some even going a step further to link the websites to geographical topics. CGTA members can check these out on the “Resources” page of the CGTA Website.

Coming up in Term 2 and Term 3

 Maatangi Whenua Year 11 Competition - Thursday 26th June at Papanui High School Social Sciences Department.  Geography Awareness Week – HOT OFF THE PRESS… A CGTA video competition for all Canterbury geography students. To feature geography concepts in any way, to be of one-minute duration and to be given away as the winning prize, a Go-Pro Camera. Details will be distributed to CGTA members closer to GAW.  UC/CGTA hosted Geography Teachers’ Day with a Year 13 teaching and learning focus.

Finally, overheard at our last committee meeting – “…The Network Magazine? That’s got so good that you have to read it now!”

Otago – Sue Lynch

Otago and Southland teachers are working hard and enjoying the benefits of Margaret Leamy and Jane Evans' newsletters.

Most schools will use Term 2 to complete their field work and internal assessment.

Year 11's are looking forward to Maatangi Whenua and teachers to the in-service training being organised by our advisers.

The first snows signal practice exams, and starts and ends of days in winter darkness.

One bright spot is the talk by Geography Professor Tony Binns on Wednesday 11 June at 7.00pm in Lecture Theatre Burns 2. Tony will give a lecture titled “Becoming an African Chief: 40 years of research and community involvement in Sierra Leone.” Everyone is welcome.

The New Zealand Board of Geography Teachers. The Network. Term 2, 2014 7 Curriculum Development: Professional development opportunities outside of your school

The following article was contributed by Suzanne Baldwin, Burnside High School.

Professional development is an important part of improving our teaching practice. There are a number of professional development opportunities that are available to geography teachers outside of their schools to assist with this. One organisation that provides programmes (study tours, information and resources) is the Asia New Zealand Foundation.

The Asia New Zealand Foundation offers study tours for teachers to develop their understanding of different parts of Asia. One of these opportunities is the ‘Japan for Beginners’ trip which ran in April this year and which I was lucky enough to participate in. This trip is intended for teachers who have not been to Japan before, or have spent less than two weeks there in the past. The trip enabled us to gain a deeper understanding of different aspects of the country, including education, culture, society and history.

On return to New Zealand there is the opportunity to include relevant and up to date Japanese contexts into our teaching and learning programmes. Some of the ideas that I have been thinking about include looking at the Japanese brand of Uniqlo and how this fashion store has spread throughout the world (a three story branch has recently opened in Melbourne) to help develop an understanding of globalisation. The owner of Uniqlo is Japan’s richest person.

Another idea is comparing how Japan prepares for earthquakes with how this is done in New Zealand to help develop an understanding of how people interact with (and respond to) their natural environments. When in Tokyo we visited the Tokyo Rinkai Disaster Prevention Park which acts as a base of operations if a natural disaster was to occur in the Tokyo Metropolitan Area.

The Asia New Zealand Foundation offers teachers other opportunities to visit places such as Shanghai and Korea. Information is available from http://asianz.org.nz/our-work/educating-asia

The New Zealand Board of Geography Teachers. The Network. Term 2, 2014 8 Pedagogy Focus: Professional development and learning for geography departments

Geography teachers will typically have the opportunity to participate in professional development and learning at a variety of levels.

 Outside of the school there are opportunities at a regional level (e.g. subject association and university days), a national level (social sciences conferences), and even an international level (refer to the Curriculum Development section in this newsletter).  Some professional development will be arranged at the whole-school level (usually focusing on goals that the school has).  There will be professional development and learning organised by the geography department. (Ideally the majority of the time at department meetings should be spent on this rather than organisation and administration. Such teacher development and learning should also extend into the classroom – see the From the Classroom section for an illustration of this).  Geography teachers also need to take individual responsibility for up-skilling themselves and developing their effectiveness. Check the new awards for geography teachers outlined in the News and Notices section later in this issue for assistance with this.

While good professional development and learning is not always easy to implement, geography HODs and teachers can take steps to ensure it is as effective as possible. Publications based on research, such as Teacher Professional Learning and Development Best Evidence Synthesis (2007), provide guidelines (see page xxvii). The BES can be downloaded from http://www.educationcounts.govt.nz/publications/series/2515/15341

Some effective contexts for promoting professional learning opportunities are listed below.

1. Allow time for teacher learning, use time well, and spread learning over a period of time. 2. External expertise can be helpful. 3. Teachers’ engagement in learning is very important. 4. Preconceived ideas about student learning may need to be challenged. 5. A collaborative community of teachers supports learning. 6. Approaches need to be consistent with research findings, recommendations of subject associations and/or current policy. 7. Departmental leadership should create both an expectation and a supportive environment for teachers to learn.

A major consideration will be how to make the greatest difference to student learning as a result of teacher practice. This will require a continuing focus on teaching and learning. While one-off day courses or meetings may provide background knowledge, ideas and clarification of requirements, the most effective approaches will involve ongoing implementation and evaluation of practice within the department and at the classroom level.

Sometimes teachers may find it challenging to interpret research findings related to pedagogy and decide how best to make use of them in relation to their own practice. The best, general summary of the pedagogical approaches likely to make the greatest difference for students in geography classrooms can be found in the Effective Pedagogy in Social Sciences/Tikanga ā Iwi Best Evidence Synthesis. Suggestions on how to develop an understanding of the findings and apply them are contained in the Forewords for Secondary teachers (pages 20 -21, written by Gill Hanna and Sally Brodie) and School Support Services (pages 24 -25, written by Roger Baldwin and Lois Hawthorne). The New Zealand Board of Geography Teachers. The Network. Term 2, 2014 9

These suggestions include:

 Look at the overview of findings first.  Focus on a section of the BES at a time (related to student needs at that time – e.g. how to link research to students’ interests).  Understand that changes in teacher practice will be evolutionary rather than revolutionary.  Be open to challenging current practice.  Teachers need to read, reflect and discuss points made.  Use a model of inquiry and action to implement and review teaching strategies.

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Featured Websites

NZBoGT Teachers’ Resources

http://www.nzgs.co.nz/teachers-resources

This section of the NZGS web site contains many useful resources including programme plan exemplars for all three levels of geography. There is a link to these at the bottom of the Planning a Geography Course section.

Each of these programme exemplars shows a planning approach that highlights achievement objectives and concepts for the subject, as well as interesting and appropriate contexts, links to the NZ Curriculum and assessment possibilities.

It would be helpful for teachers to consider their own programmes alongside these three exemplars, to see how well they effectively reflect the intent of the curriculum.

NEED a MAP?

Two useful sites when you need a map – contributed by Sue Lynch, Otago Girls’ High School.

1) Need a map of a country? One page map maker is available from National Geographic. Follow this link to the world map. Make sure the countries box is ticked. Select your country. http://education.nationalgeographic.com/education/mapping/outline-map/?

2) This site gives you a base map and you can add various layers. Click on the Left side (categories box) to select the layers you want visible. http://mapmaker.education.nationalgeographic.com/

The New Zealand Board of Geography Teachers. The Network. Term 2, 2014 10 From the Classroom: Implementing professional development to improve classroom teaching and learning through teacher inquiry

A number of sections in this newsletter have referred to the importance of developing students’ understanding of concepts. The following notes suggest one professional development process that could be used by geography teachers to develop their effectiveness with this. The focus is on classroom practice.

1. Each teacher identifies an aspect of learning that their students most need assistance with e.g. many may not be clear about the concept of sustainability (beyond a simple definition) or how developments within their community and other contexts illustrate it. 2. Teachers then collaboratively develop their own understanding of the concept – through reading and discussion. This could be done at a department meeting. 3. Each teacher identifies appropriate ways to build understanding of this concept in their classroom with students. This may be assisted through studying the Ministry of Education booklet Approaches to Building Conceptual Understandings – available at: http://ssol.tki.org.nz/ 4. Teachers then implement a chosen approach in their classrooms. 5. The effectiveness of the approach is evaluated i.e. can students provide an explanation of the concept as well as a simple definition, and apply it to a variety of contexts? This can be discussed at a subsequent departmental meeting.

This process follows the Teaching as Inquiry approach outlined in The NZ Curriculum (p. 35) and the Social Sciences Best Evidence Synthesis (p. 53). It is even more effective if carried out in the framework of a group of teachers prepared to develop their practice in a collaborative and professional environment focused on improving learning for students in the classroom.

Assessment Update: A note from the moderator

To ensure that students are able to attain the best possible levels of achievement in the standards, it is important for teachers to focus on conceptual understandings where necessary, rather than just focussing on content. For example, 91241 requires a focus on the pattern and the urban evidence should demonstrate understanding of this concept, and research standards need to demonstrate understanding of the geographic research process rather than work with a very complex aim that leads students to rely on secondary data.

All teachers should also ensure that they are clear about the requirements of each standard they assess against. Clarification is necessary before pre-teaching leading up to the assessment, and designing and administering assessment activities. This can be gained by:

 Carefully reading the standard statement.  Referring to supporting documents such as clarifications of the standards.  Studying the exemplars on TKI.  Looking back at any Moderator Newsletters that refer to the standard.

It is good practice for teachers to work through the process noted above in advance of designing and/or administering assessments (even if an assessment from a previous year is being reused). Following an assessment and any moderation teachers can evaluate how it went and consider necessary changes for the future.

The New Zealand Board of Geography Teachers. The Network. Term 2, 2014 11 Wondering about…

…the importance of ‘significance’ in Analyse a significant contemporary event from a geographic perspective (NCEA Level 3 Achievement Standard)

The following article was contributed by Mike Taylor and Rachel Tallon, Faculty of Education, Victoria University of Wellington.

The title of the recently revised Year 13 achievement standard offers much possibility if a significant event is, as the explanatory note states, “of global, national, or regional importance that is planned and may occur in one or more locations”. Curiously, the NZQA exemplar materials limit their geographical imagination of significant events to New Zealand music festivals, cultural events, and regional A & P shows.

If, as a recent moderator newsletter sensibly notes “the context is viewed as the vehicle through which the student will demonstrate conceptual understanding” then it follows that geographical significance is a substantive concept worthy of consideration. Geography educators Bahbahani and Huynh suggest three criteria to establish geographical importance/significance (see box). Significance is not simply personal, but warrants such a set of criteria to judge between the geographical significance of events. For example, the spatial influence of an event requires consideration of the magnitude (dramatic or minor?), scope (how widespread is the influence of the event?), and duration (short or long term?) of the event. In light of these criteria, how does the significance of the Laneways Music Festival stack up against geopolitical events, such as the withdrawal of US troops from Afghanistan or alternatively, the search for MH370?

Significance may also be inherent or assigned to an event, Three criteria may be used to establish based on the cultural context. For the North Island rural geographical significance: community, an event such as the Hamilton Field Days is clearly assigned significance. But so too are ‘mega-events’ such as 1. Spatial influence the 2016 Olympic Games and 2015 FIFA World Cup both of 2. Inherent / Assigned value which are currently having major planning problems in Brazil. 3. Strategic value

Geographical significance may also be attributed to events that For teaching ideas see Bahbahani & are shown to secure strategic value. A music festival might Huynh’s (2008) Teaching about contribute to a city’s aim to attract tourist dollars and add to geographical thinking. their marketing strategy. In comparison with the strategic value that came with, for example, the recent annexation of the Crimean Peninsula, a music festival would pale in significance.

We acknowledge that the planning and decision making component of the achievement standard may have limited the geographical imagination of the NZQA exemplars. This is rather ironic, given A.S. 91428 replaced the outdated ‘Planning and Decision Making’ achievement standard. Perhaps a future moderator newsletter might offer some examples of significant geographical events that teachers have successfully used to lift Year 13 students thinking beyond the mundane of local body planning. The placement of dustbins and port-a-loos, traffic congestion and enforcement of noise control are interesting events in themselves, but we wonder if they are truly geographically significant at year 13.

Editor’s note: The Wondering about… section has been introduced in this issue of The Network. It provides an opportunity for geographers from any background (teachers, lecturers, people from particular organisations and the wider community) to write a short article/think piece about any topic related to geographical education in schools. Contributions for further issues can be sent to the editor. We would also welcome any responses to the articles published in this section. The New Zealand Board of Geography Teachers. The Network. Term 2, 2014 12

Out in the Field…

Material on fieldtrips is collected by Eddie Brown. He is interested in further material on interesting fieldwork for future issues of The Network. Contributions can be sent to Eddie at: [email protected]

Sustainable use of waterways in an urban environment

During the Term 1 holidays the four New Zealand Geography Olympiad students attended a training camp in Christchurch to help them prepare for the iGeo competition to be held in Poland later this year. Part of their preparation involved fieldwork along the Avon River to research developments related to areas close to the river and to suggest how residential red zone land could be used after earthquake damaged houses have been removed.

The theme for the fieldwork was sustainable use of waterways and their surrounding areas. To help the students develop an understanding of this, and in particular the concept of sustainability, four sites were visited.

Site one was the Okeover Stream (a tributary of the Avon River). Here the students studied an environment that has been developed sustainably in the grounds of the University of Canterbury. They observed and recorded relevant features and drew an annotated transect of the stream.

Site two was at the Watermark Development, a recently developed area along the river in the central city. The students recorded the ways in which this development is making use of the environment sustainably. They also noted how it reflected community input during the planning process.

Site three (part of which is shown in the following photograph) was in the residential red zone to the east of the city centre. There is evidence of changes to the river environment and damage to nearby land (including lateral spreading and liquefaction). Many houses near to the river are being demolished.

Site four was where the river flowed into the Avon-Heathcote Estuary near to the coast. The estuary has been used for a number of purposes, including recreation and the discharge of treated water from Christchurch.

The New Zealand Board of Geography Teachers. The Network. Term 2, 2014 13

Following the fieldtrip students worked individually to complete map work and data analysis, and collaboratively to prepare and present a report focusing on how best to develop waterways and surrounding areas in the red zone in sustainable ways. They also identified enablers and constraints that may impact on future developments.

The idea of having a theme for the fieldtrip worked well as it helped to students to see what the focus was, and how all aspects of the trip related to this.

Answer to Where is this place?

This Google Earth image shows part of the Mackenzie Basin, just south of Twizel. Lake Ruataniwha is at the top centre of the image (the venue for a number of school rowing competitions). Centre pivot irrigation has allowed the expansion of dairy farming. Concerns have been raised regarding the impact of some landuses on the natural environment in this area.

The New Zealand Board of Geography Teachers. The Network. Term 2, 2014 14 News and Notices

Two New Awards for Geography Teachers

The NZBoGT has recently developed two new initiatives to support quality geography teaching and learning in schools. The first is a Conference and Professional Learning Fund to enable teachers to attend a conference related to geographical education and the second is an award to recognise Excellence and Innovation in Geography Teaching and Learning. The details of both awards are outlined below.

We would like to receive applications for both initiatives this year. Please email applications before the relevant closing dates to: [email protected]

Conference and Professional Learning Fund

The NZBoGT will award up to a total of $500 to one or more teachers who would like some financial help towards attending a Conference or a Professional Development Workshop that can demonstrate relevance to Geography Teaching.

Closing date for applications is Friday 4th July 2014.

The Conference Fund criteria are as follows.

 Conference or Professional Development Workshop is to be either directly related to geographical education or can demonstrate relevance to Geography Teaching (i.e. it could be an IT conference but the application can be shown to have relevance).

 School must be a member of the NZBoGT.

 The funds are to contribute towards the costs of registration/accommodation/travel expenses (inclusive) to total no more than $500 in each calendar year. This cost may be awarded as one full amount or split across several teachers depending on applications received.

 Successful applicants must be committed to providing an educational resource or professional learning idea (this doesn’t need to be substantial) to be published on the NZBoGT’s website and in The Network within two months of the end of the conference or professional development workshop.

Applications for the Conference/Professional Development Workshop Fund are to take the form of a letter (attached in an email) to the NZBoGT outlining the conference to be attended including: details of conference/workshop (what, where, when, purpose, etc.), a link to the conference/workshop website or advertisement, potential costs involved in attending and what form an educational resource to be produced as a result of attending the conference might take. Please email applications before the closing date to: [email protected]

Excellence in Geography Teaching and Learning Award

This award is to recognise Geography Teachers who are excelling in their classroom teaching through both innovation and student engagement.

Up to two awards of $500 per teacher may be made each year.

Closing date for applications is Monday 1st September 2014 The New Zealand Board of Geography Teachers. The Network. Term 2, 2014 15

The criteria for the ‘Excellence and Innovation in Geography Teaching and Learning’ Award are as follows:

 School must be a member of the NZBoGT.

 Be willing to have some of the material they presented as evidence published on the NZBoGT’s website and/or in The Network.

Applications for the award are to take the form of a report which includes the following.

 An explanation as to how the teacher has developed engaging programmes of work and include some reference to the NZC, Geography Curriculum and/or particular pedagogical practices being developed (e.g. developing conceptual understandings or engaging ‘priority learners’, etc.). Specific evidence/examples to support the explanation should be included (this could be a sequence of some lessons or a whole unit within a year’s programme and might include some evidence of student work, student voice and/or feedback).

 The application should be supported with a letter of recommendation from the appropriate HOD or Assistant/Deputy Principal or Principal of the school the teacher is working in.

 Please email applications before the relevant closing date to: [email protected]

Facing the Future: Towards a Green Economy for New Zealand

The Royal Society of New Zealand has launched an Emerging Issues paper.

The paper presents evidence from local and global trends suggesting that New Zealand should carefully review its direction of development, and discusses the potential for New Zealand to move towards a green economy. The paper, press release, and infographic can be found on the Society’s website at: www.royalsociety.org.nz/greeneconomy

The New Zealand Board of Geography Teachers. The Network. Term 2, 2014 16 Advertisements

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INTERNATIONAL SCHOOL TRIP ARTICLE

International Travel from a Geographic Perspective

International school trips are an exciting and memorable opportunities that many students around New Zealand are lucky to experience. All school trips are a result of their teacher’s time, enthusiasm and hard work. We want to hear about your best school international trips, the experiences and moments on the trip that you will always remember from a geographic perspective. All senior secondary school geography students (Year 11-13) are invited to submit an article about their international school trip with their favourite photo(s). Entry forms can be downloaded from: http://nzgs.co.nz/student-competitions Conditions of Entry.

 Only students in New Zealand secondary schools that study Levels 1-3 Geography can enter  The trip must have taken place with a school group since 2012.  The school must be a member of the NZ Geographical Society.  Summary to be minimum of 500 words and no more than 1000, and up to three photos.  Fill in, sign and send the official entry form with your entry.  Entries to be made via email or post and received by 1 October2014. [email protected]  The best entries will be published in upcoming Network magazines and maybe shared on sponsor’s websites.  Judges’ decision is final Prizes

FIRST PRIZE: Two night accommodation package in Queenstown (Sofitel to be used by 31 March 2015) sponsored by Edventurestours Ltd and $250 Travel voucher and gondola tickets for two. SECOND PRIZE: $100 Kathmandu Voucher. THIRD PRIZE: $50 Kathmandu Voucher.

www.edventuretours.co.nz

Email: [email protected]

Ph: 0064 7 8559499 The New Zealand Board of Geography Teachers. The Network. Term 2, 2014 17

The New Zealand Board of Geography Teachers. The Network. Term 2, 2014 18

The Network newsletter

The Network is the quarterly newsletter of the NZBoGT. We welcome contributions from teachers for publication in future issues. Material should be sent electronically in Word format. Permission should be gained for the publication of any photographs before they are submitted (i.e. from any students shown). It is understood that contributions for publication reflect the views of their authors, and not necessarily those of the NZBoGT. Articles may be edited prior to publication. Material or ideas can be sent to the editor at: [email protected]

Teachers are able to use any information and material from The Network within their schools e.g. as professional readings and for professional development for departments. However, please acknowledge the source.

No part of the publication should be used out of the school or by non-members of the NZBoGT without prior permission. The New Zealand Board of Geography Teachers. The Network. Term 2, 2014 19

Nick Page Jane Foster Chairperson Otumoetai College Deputy Chairperson Tauranga Marist College [email protected] Auckland [email protected]

Regional representatives

Steve Mouldey Waikato/Bay of Plenty Auckland Hobsonville Point Secondary School Auckland [email protected]

Eddie Brown Louise Richards Massey (Central) Wellington New Plymouth Girls’ High School Rongotai College New Plymouth Wellington [email protected] [email protected]

Siobhan Murphy Sue Lynch Canterbury Otago Aranui High School Otago Girls’ High School Christchurch Dunedin [email protected] [email protected]

National Representatives

Suzanne Baldwin Murray Fastier Curriculum Pre-service Education Burnside High School University of Canterbury Christchurch Christchurch [email protected] [email protected]

John Morgan Tertiary Liaison University of Auckland Auckland [email protected] The New Zealand Board of Geography Teachers. The Network. Term 2, 2014 20 The New Zealand Board of Geography Teachers (NZBoGT)

The Board’s functions are to represent and support quality teaching and learning of geography in New Zealand secondary schools. More information and a membership form can be found at: http://www.nzgs.co.nz/become-a-member

Members of the Board

Board Representatives Portfolios Nick Page Chairperson, NZGS Exec. Jane Foster Deputy Chairperson, Board Secretary, Maatangi Whenua Steve Mouldey Auckland TBA Waikato/BOP Eddie Brown Massey (Central), Senior Competitions Louise Richards Wellington Siobhan Murphy Canterbury, Assessment, Publicity Sue Lynch Otago, Senior Competitions Murray Fastier Pre-service Teacher Education, Assessment John Morgan Tertiary Liaison Suzanne Baldwin Curriculum

Regional Representatives

The regional representatives on the Board each represent a region based on a branch of the New Zealand Geographical Society. Each branch is based in a university, and this is why the regions’ names reflect these. However, these board members represent the wider regions throughout the country. For example Auckland includes Northland, and Otago includes Southland.

The NZBoGT website

The url for the Geography New Zealand website is: http://www.nzgs.co.nz/

This is the site of the New Zealand Geographical Society and the NZBoGT (its subsidiary). The pages that directly relate to the NZBoGT and teachers can be found under the section School Zone on the left of the home page, below the NZBoGT logo. It has a number of sections of particular interest to teachers and includes resources. It is planned to add to the Teachers’ Resources section and contributions would be most welcome. Please email any suggestions for the website through to Siobhan Murphy: mu@aranui- high.school.nz

The New Zealand Geographical Society

The parent body of the NZBoGT is the New Zealand Geographical Society. The society has branches based in universities around the country. Members are encouraged to attend meetings and participate in branch activities. Contact details are available at: http://www.nzgs.co.nz/nzgs-branches

Please copy or circulate this newsletter to all geography teachers in your school