Victorian Association for Environmental Education (VAEE)
and
Curriculum and Standards Framework (CSF) Studies of Society and The Ennvironment (SOSE) KLA STRUCTURE and Victorian Association for Environmental Education (VAEE)
Teachers' Information
This section contains information about
various learning considerations of the module (click on the word to view the
relevant information):
Purpose
Core Learning
Outcomes
Overview
of Phases
Pathways
How You
and Your Students use this Site
Answers
Feedback
Purpose
Students work toward achieving the stated core learning outcomes through:
- explorations of the Tourism Queensland web site
- identifying changing patterns in Queensland tourism generally
- investigating particular tourist destinations and attractions in Queensland and identifying cultural values associated with these destinations
- creating and testing hypotheses concerning the global interdependence associated with tourism
- participating in group work to share research findings about changes which have occurred at various Queensland tourist destinations
- applying knowledge of environmental issues associated with Queensland tourism to create possible solutions to environmental issues in the Asia-Pacific region.
Core Learning Outcomes
The following table illustrates the relationship between the Core Learning Outcomes in
the Studies of Society and Environment syllabus and the Phases, Activities and
Tasks in this module.
Note that
while the majority of Phase 1 is not directly linked to the Core Learning
Outcomes, it is an important preparatory Phase as it provides students with
basic concepts about tourism and the tourism industry to enable them to complete
the more analytical Phases to follow.
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Activity |
Task |
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Time, Continuity and Change 6.2
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Students use their own research focus to analyse changes or continuities in the Asia-Pacific region.
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3 5 6 |
3.1 5.1 6.1 |
- - a,b,c |
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Time, Continuity and Change D 6.4 |
Students evaluate the effectiveness of progressive actions from the past to recommend particular actions for the future. |
6 |
6.1 |
C |
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Place and Space 6.4 |
Students use maps, tables and statistical data to express predictions about the impact of change on environments. |
1 2 6 |
1.2 2.2 6.1 |
a,c,d,e a a,b,c |
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Place and Space 6.1 |
Students use criteria and geographical skills to develop conclusions aobut the management of a place |
3 |
3.1 |
- |
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Place and Space 6.2 |
Students create proposals to resolve environmental issues in the Asia-Pacific region. |
6 |
6.1 |
A, b, c |
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Place and Space D 6.2 |
Students use modes of delivery appropriate for informing and persuading different audiences, to promote ecologically and economically sustainable futures. |
5 |
5.1 |
- |
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Place and Space D 6.4 |
Students use maps and graphs that interpret data to suggest links between geographical features of places and changes occurring within these places. |
1 |
1.2 |
D |
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Culture and Identity 6.4 |
Students describe instances of cultural change resulting from government legislation or policies that have impacted on cultural groups. |
2 3 5 6 |
2.2 3.1 5.1 6.1 |
a - - b,c |
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Systems, Resources and Power 6.1 |
Students develop and test an hypothesis related to a relationship between global economic and ecological systems. |
4
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4.1
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-
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Overview of Phases
The Phases consist mainly of self-directed learning experiences through which
students can work at their own pace and learn more about Queensland tourism. It
may also help students achieve the Level 6 Core Learning Outcomes from the
Queensland School Curriculum Council's Studies of Society and Environment
(SOSE) Syllabus listed above.
Phase 1 
Tuning in: Connecting with the Topic
Students explore their own motives
for visiting different places. They use this information to reconsider their
existing views about tourism and to recognise that tourists are supported by,
and contribute to, a system. They learn that while the majority of tourism
activity is industry based, organisations like Tourism Queensland support and
assist it. They explore the Tourism Queensland web sites using a worksheet
supplied and are introduced to more concepts associated with tourism. They use
maps and tables to identify some trends in Queensland tourism.
Phase 2
Highlighting some Issues
Guided by selected sites, students
consider both the benefits, or advantages, and costs, or disadvantages, which
arise in attracting tourists. These are considered in relation to various
groups of people, including residents of a region which is attracting tourists
and Queenslanders and Australians in general. Students then use this
information to consider both the benefits and costs of tourism in their local community.
Phase 3
Investigating Changes in some Tourist Destinations
In small groups students explore
particular Queensland tourist destinations and attractions. Guided by a model,
they share what they find to reach conclusions about common Australian values,
how they have changed over time and how tourism may influence and be influenced
by them.
Phase 4
Making Links with Other Issues - Global
Economic Interdependence
In this Phase students create and
test an hypothesis concerning global economic interdependence. Numerous sources
of information are suggested to assist students complete this task.
Phase 5
Review, Extrapolate and Communicate -
Globalisation and Australia's Culture
The focus in this Phase is on students using
the information they have collected to this point to both extrapolate from it
and draw conclusions about the influence of global conditions on Australia's
tourism industry and culture in the future. Numerous sources of information are
suggested to assist students complete this task.
Phase 6
Applying Understandings to Tourism in the
Asia-Pacific Region
Students review and extrapolate
further to critically confront tourism issues in the Asia-Pacific area.
Students will select a region in the Asia-Pacific area, and using all the
concepts addressed throughout the module, create a profile of tourism in that
region. Two options for presenting the findings are suggested - an oral
presentation and/or a magazine article. Numerous sources of information are
suggested to assist students complete this task.
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Core Learning Outcomes |
Average |
Difficult |
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ACTIVITY 1.1: WHAT IS TOURISM |
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Task A: Why travel? |
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Task B: Defining tourists & tourism |
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PLACE AND SPACE 6.4 |
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Task A: Why do tourists travel? |
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Task B: Planning for travel? |
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Task C: Using data on origin regions |
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Task D: Qld's destination regions |
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Task E: Places in Qld tourists visit |
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Task F: How the industry sectors interact |
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Task H: Tourism organisations |
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Task
G: Preparing a travel |
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CULTURE AND IDENTITY 6.4 |
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Task A: Benefits/advantages of tourism |
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Task B: Costs/disadvantages |
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CULTURE AND IDENTITY 6.4; 6.5 |
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ACTIVITY 2.2: PLANNING FOR TOURISM |
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Task A:Identifying costs/benefits |
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Task B: Planning for a balance |
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TIME,
CONTINUITY & CHANGE 6.2; 6.4 |
ACTIVITY 3.1: CHANGES IN DESTINATIONS & ATTRACTIONS |
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Task A: Investigating environmental changes |
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Task B: Cultural value changes |
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SYSTEMS, RESOURCES & POWER 6.1 |
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Task A: Explaining the statement |
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Task B: Testing your hypotheses |
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TIME, CONTINUITY & CHANGE 6.2 |
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Task A: How global conditions can affect Australia's tourism industry |
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Task B: How tourism can affect Australia's culture |
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TIME, CONTINUITY & CHANGE 6.4 |
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Task A: Profile of a tourism region |
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Task B: Impacts of tourism |
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Task C: Changing values and their impacts |
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How You and Your
Students use this Site
Each of the six Phases described above
includes one or two Activities which consist of a series of Tasks. The Phases
may be studied independently or as a sequence. Phase 6 is an assessment
phase, as it requires students to use all the concepts covered throughout the
module and to undertake additional research to prepare a profile of tourism in
a selected Asia-Pacific region.
Worksheets have been designed for students to record their answers to each activity and task. There is one worksheet for each Phase. There are two ways in which the worksheets can be used. Students can either print the worksheets and record their answers on them, or they can record their answers on the worksheets in electronic format and email them back to you.
Note that these worksheets are not compulsory. They have been provided as an option for students to record their answers to the Tasks and Activities. Students could alternatively record their answers in their notebook.
Each Phase requires a different worksheet
and these have been included in this web site. The worksheet symbol
indicates when students should
record an answer on their worksheet.
Worksheets for each phase can be found on the Resources page. At the beginning of each phase, a link to the associated worksheet has also been provided. Students can download the worksheet file and save it to their computers in order to print it. Basic instructions for printing the worksheets have been included on the Resources page. These instructions require you, the teacher, to tell students where to save the file on their computers.
Answers
Answers for the tasks and activities have
been provided. Simply click on the icon below to access the answers (remember
the password!)
Feedback
To assist us to measure the usage of this
module and to enhance and improve it, we would greatly appreciate your feedback
in a number of areas. Please click on the Feedback button to complete the form.
Note: If you do not have any feedback on the module we would still like you to
complete the usage and personal details (Qus 1, 2 & 3) and forward this
section back to us.