Unit Outline

KGA171 Global Geographies of Change introduces you to how geography helps us understand today’s world. The unit explores key issues such as climate change, natural hazards, vulnerability, sustainability, population, development, and territory. You will learn how people and environments interact, and how these relationships shape global change. Workshops, fieldwork, and immersive experiences form the core of your learning. These include in-person or online field trips to coastal and vulnerable landscapes, as well as opportunities to learn from Indigenous scholars about different ways of seeing and interpreting land. This unit provides important grounding in the study of geography and the environment, and shows how geography can help us work towards a fairer and more sustainable world. We believe that combining geographical skills with passion is a powerful way to understand the world and make positive change.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1	describe spatial patterns and processes of global environmental and social change
2	apply geographical skills of mapping to interpret and produce spatial information
3	consider geographical arguments, contexts and evidence in assessing global debates about the environment, development and sustainability
4	communicate critical and evidence-based geographical thinking through writing, speaking, teamwork and academic integrity

Requisites


REQUISITE TYPE	REQUISITES
Anti-requisite (mutual excl)	XPD122

Alterations as a result of student feedback

This unit has been progressively modified in response to formal and informal student feedback. A key change from last year is the return to on-campus seminars/lectures, implemented in response to strong student preference for face-to-face learning. Also notably, we reduced overall workload by removing two quizzes and instead focusing on four diverse and complementary assessment tasks that cumulatively build student learning across the semester.

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Coastal management case study	Week 5	20 %	LO1, LO2, LO3, LO4
Assessment Task 2:	Climate migration case study	Week 8	25 %	LO1, LO2, LO3, LO4
Assessment Task 3:	Hazard Impact Assessment case study	Week 12	25 %	LO1, LO2, LO3, LO4
Assessment Task 4:	Final Exam	Exam Period	30 %	LO1, LO3, LO4

Assessment details

Assessment Task 1: Coastal management case study

Task Description:

This task introduces you to field-based (or virtual) observation, sketch mapping, and concise written analysis, providing important grounding in geographical communication skills. It develops your ability to link these skills with real-world environmental challenges.

You will attend the Week 3 field trip to Nutgrove Beach (in person or online) and use this experience, along with required readings and lecture content, to complete this task in two parts:

Part 1 - Sketch Map (one page): Draw a map of key landscape features at Nutgrove Beach based on your field trip observations (or virtual tour/online mapping tools). Your map should include relevant physical and human features to help interpret coastal processes, such as human use of the foreshore, evidence of erosion or accretion, vegetation distribution, and management actions. The map should link directly to the question you choose for Part 2.

Part 2 - Written Report (500 words): Select one (1) of the four guiding questions provided in Week 3 and write a short report that draws on your map, field observations, and readings. Your response should demonstrate clear, evidence-based reasoning and appropriate referencing. A formal introduction and conclusion are not required, but your writing should be concise, clear, and logically structured.

Hurdle requirement: Attendance at the Week 3 field trip (in person or online) is compulsory for this assessment.

Task Length:

Sketch map: one (1) page, hand-drawn or digital Written report: 500 words The map and written response are both required components of the task.

Due Date:

Week 5 (29/Mar/2026)

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Apply geographical skills of mapping to interpret and produce maps, graphs, and field data (in your map)	LO2
2	Present and interpret geographical information (in your written component)	LO1, LO2, LO3
3	Use academic and professional communication conventions (for your map)	LO4
4	Use academic and professional communication conventions (for your written component)	LO4

Assessment Task 2: Climate migration case study

Task Description:

This task is a role-play scenario designed to develop your skills in teamwork, research, presentation, negotiation, and creativity. Working in groups of 5–8 students, you will represent a country (e.g. Australia, Bangladesh, Solomon Islands, the United Kingdom, and Morocco) in a simulated United Nations International Forum on Climate Change Migration.

Over Weeks 6–8, you will work with your group to research and prepare your country’s position on climate change migration, focusing on issues of responsibility, vulnerability, and international collaboration. In Week 8, your team will deliver a 15-minute oral presentation supported by PowerPoint (or equivalent visual aids), and then participate in structured dialogue and debate with other country delegations.

Your group will be assessed on:
The quality of your preparation and group process (staff observations in Weeks 6–7).
The clarity and depth of your Week 8 presentation.
Your engagement in dialogue and debate during the forum.
Peer review surveys, reflecting individual contributions to group work.

You are encouraged to use a range of creative communication strategies in your presentation (e.g. dress, exhibits/props, handouts, performances). These approaches can help bring your country’s perspective to life and make your presentation more engaging.

If you are considering cultural symbols, dress, or performances, please check with teaching staff first to ensure they are appropriate and respectful. Sensitivity to cultural representation is essential, especially when role-playing other countries and communities.

This task is due in Week 8 during your weekly Workshop where you will be presenting to the class as a team.

Task Length:

Presentation: 15 minutes per country team Visuals: PowerPoint slides (or equivalent format) to support your presentation Dialogue and Debate: Active participation in international dialogue and open debate following all country presentations Both the presentation and engagement in dialogue are required components of this task.

Due Date:

Week 8

Weight:

25 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Define and apply key geographical concepts about global spatial change	LO1
2	Summarise diverse arguments, contexts and evidence	LO1, LO3
3	Draw connections between different forms of evidence, argument and context	LO2, LO3
4	Use academic and professional communication conventions	LO4
5	Work as part of a self-directed and effective team	LO4

Assessment Task 3: Hazard Impact Assessment case study

Task Description:

This assessment develops your ability to apply geographical knowledge and problem-solving skills to a real-world hazard. You will use data collected during the Week 9 field trip (in person or virtual) and follow-up analysis in Workshop 10 to assess vulnerability to flooding at local case study sites. The task introduces you to Multiple-Criteria Decision Analysis (MCDA) as a tool for comparing vulnerable places, populations, and/or communities, and helps you consider its global relevance.

You will write report about your task (1200 words) that responds to questions about the vulnerable places, populations and/or communities being assessed and the potential management actions required to address the flood risk. In your report you should explicitly refer to sensitivity, exposure and adaptive capacity.

Your report should:
Define key terms and outline the scope of your work (Introduction).
Explain and justify the attributes/dimensions you selected in your MCDA, and present your case study results (Case Study & MCDA section).
Critically evaluate the strengths and limitations of MCDA in vulnerability assessment, drawing on academic literature (Discussion).
Summarise your key insights and implications for a global context (Conclusion).
Include your MCDA results in a table or figure (with a suitable caption).

Task Length:

Word count: 1200 words Figures/Tables: Include at least one table or figure presenting your MCDA attributes and scores/rankings, with a caption. Structure: Introduction (~250-300 words), Case Study & MCDA (~500-600 words), Discussion (~300-400 words), Conclusion (~150-200 words). Both the written component and the inclusion of your MCDA output (table/figure) are required components of the task.

Due Date:

Week 12 (24/May/2026)

Weight:

25 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Present and interpret geographical information	LO1, LO2, LO3
2	Draw connections between different forms of evidence, argument and context	LO2, LO3
3	Use academic and professional communication conventions	LO4

Assessment Task 4: Final Exam

Task Description:

You are required to sit a two-hour online examination at the end of semester (exact date to be advised by the Examinations Office). Further details about the format and logistics will be provided towards the end of semester.

All seminar material and workshop content is examinable. While the textbook is not directly examinable, careful reading of it will strengthen your understanding of the unit content and improve your performance in the exam.

The exam is designed to assess your ability to:
Apply key geographical concepts introduced in lectures and workshops.
Analyse the interactions between people and environments.
Construct clear, evidence-based arguments under exam conditions.

Exam date and time will be set during the Exam Period. This date and time is set by the Exams Office later in Semester and released to us via the eStudent portal.

Task Length:

Exam duration: 2 hours (+ 15 minutes reading time, as per University policy). Students with an approved Learning Access Plan (LAP) will receive additional time and/or adjustments for the final exam, as specified in their plan.

Due Date:

Exam Period

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Define and apply key geographical concepts about global spatial change	LO1
2	Present and interpret geographical information	LO1, LO3
3	Draw connections between different forms of evidence, argument and context	LO1, LO3
4	Summarise diverse arguments, contexts and evidence	LO3
5	Use academic and professional communication conventions	LO4

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks. Of note, some assessment activities are designated as Lane 1 Assurance of Learning tasks and are used to verify that you have met the core learning outcomes of the unit.

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Required Resources

Required reading materials

The required text for this unit is: Dahlman, C.T. and Renwick, W.H. 2015. Introduction to Geography: People, Places & Environment, 6th edition, Pearson Prentice Hall, Upper Saddle River NJ. Second-hand copies of earlier editions may be adequate (note that page number references on class material relate to the latest edition). The textbook is also available in the library reserve collection and as an ebook.