Implementing the syllabus guidelines : planning for natural hazards

Abstract

The natural hazards theme has a long research tradition in geography (White, 1945). Conven- tionally, geographers have adopted a human ecological perspective in a systems framework (Burton et al, 1978; Ericksen, 1986a). Implicitly, this approach is adopted for the Form 5 Prescribed Common Topic, Natural Hazards (National Geography Curriculum Commi- ttee [NGCC], 1985). Yet, significantly, the thrust of some focussing questions in the syllabus guidelines appear to compromise the approach in ways that may hamper understanding of the nature of "hazards" and "planning" for them, in the classroom and beyond (NGCC, 1985, 41-42 and 49). Statements in the syllabus guidelines are used to structure an approach to the Prescribed Common Topic, Natural Hazards as a prelude to reflecting on some of the focussing questions. A number of ideas and concepts about natural hazards are outlined through the use of various skills-oriented tasks. For illustra- tive purposes, flooding is used as the content area. In addition, the commentary devotes some attention to teaching frameworks such as the use of models.