Perspectives on Flooding

This lesson is designed to build students’ competencies in the following skills:

• cultural understanding
• curiosity
• reflection

Australian Curriculum (v9.0) content description: 

Year 10 Geography

• First Nations Australians’ approaches to custodial responsibility and environmental management in different regions of Australia (AC9HG10K03)

Relevant parts of Year 10 achievement standards: By the end of Year 10, students explain the effects of human activity on environments, and the effect of environments on human activity, over time.

NSW Syllabus outcomes:

• GE5-5: A student assesses management strategies for places and environments for their sustainability
• GE5-4: A student accounts for perspectives of people and organisations on a range of geographical issues

General capabilities: Intercultural Understanding

Cross-curriculum priority: Aboriginal and Torres Strait Islander Histories and Cultures, Sustainability 

Level of teacher scaffolding: Medium - facilitate class discussion, scaffold independent review.

UN SDG 15: Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss. 

• Target 15.1: By 2020, ensure the conservation, restoration and sustainable use of terrestrial and inland freshwater ecosystems and their services, in particular forests, wetlands, mountains and drylands, in line with obligations under international agreements.

• Australian State of the Environment 2021 Presentation
• Case Studies (Martuwarra Fitzroy River, Balnggarrawarra Melsonby Rangers, or Birrarung, one per group, digital or printed)
• Device to share presentation and video with students
• Devices for students to access online resources for research
• Student Worksheet

Minderoo Foundation's Fire and Flood Resilience Initiative aims to reduce the harm caused to communities and the environment by fire and flood. It harnesses the collective power of communities, industry, government, philanthropy, and the research sector to lift Australia to be the global leader in fire and flood resilience by 2025. For more information, see Minderoo Foundation’s website.

We would like to acknowledge and express our gratitude for the expertise and advice provided in the creation process of these resources from the following parties.

The Australian Institute for Disaster Resilience (AIDR) 

Bhiamie Williamson (Monash University)

How to Teach a Unit on Fire and Flood Resilience

Quick summary: This course will provide a roadmap for how to approach teaching a unit on fire and flood resilience. While primarily focused on fire and flood resilience, it will reference the importance of an all-hazards approach to disaster resilience education.