Hazards: Bushfire for Students

Learning Outcomes

  1. Demonstrate knowledge of the concept of risk management as it relates to bushfire
  2. Apply geographical inquiry and a range of skills, including spatial technologies and fieldwork, to investigate the natural hazard of bushfire


Assessment 1: Risk Management Plan

Prepare a bushfire risk management plan for the provided property
Your teacher will provide you with information about a specified property.

You will be assessed using the following criteria:

  • Interpret a map to identify potential risk factors for a property in a bushfire prone area (LO1, LO2)
  • Create and explain strategies that mitigate these risk factors (LO1)

Assessment 2: Community Bushfire Protection Planning

Prepare a written document explaining how Community Bushfire Protection Plans and Community Bushfire Response Plans are developed in Tasmania, and their use. (350-500 words).

Working in groups of three, select a community Bushfire Protection Plan and create an image-based resource for use in the local Primary School, explaining the risk of bushfire and identifying key safety information.

Criteria for assessing the quality of the document and the image-based resource:

  • Document - Identify the key elements of the community bushfire protection planning process and what is entailed in a community bushfire protection plan, including the concepts of prevention, mitigation and preparedness (LO1)
  • Document - Explain connections between the key elements of the community bushfire protection planning process and resulting protection and response plans (LO1, LO2)
  • Resource - Communicate the risk of bushfire using language and images appropriate to the audience (LO1, LO2)
  • Resource - Use appropriate representations to identify: nearby safer places, routes out of the school to possible community fire refuges, official information sources (LO2)

Assessment 3: Bushfire Emergency Timeline

Using the provided bushfire scenario containing the community bushfire risk management plan, maps, and fire and weather details, work in your assigned group to create a hypothetical timeline covering the 24 hours following the initial report.

The timeline will identify your likely activity during the 24 hour period.

Your group will have ten minutes to present and justify your timeline activities to the class.

Your group will be assigned one of the following roles:

  • TFS fireman
  • TFS volunteer
  • Tasmania Police officer
  • Ambulance Tasmania paramedic
  • ABC journalist
  • Tasmanian Red cross staff member
  • Tasmanian Red Cross volunteer

Your timeline and presentation will be assessed using the criteria:

  • Identify connections between community members and the implementation of a risk management plan (LO1, LO2)
  • Analyse the environmental, economic and social factors affecting the activities of specific community members during a bushfire and hypothesise decisions (LO2)
  • Communicate orally and in graphic forms using appropriate language and terminology (LO1, LO2)
  • Interpret and apply provided geographical data (LO2)

Assessment 4: Community Protection Plan in Indonesia

Create a Community Bushfire Protection Plan for an Indonesian community on the island of Sumatra.

Your plan should include:

  • a map
  • information about when and why bushfire is a risk in their community
  • official information sources (phone numbers, radio frequency, web addresses etc)
  • a clear process to follow (eg. Prepare, Act, Survive)

Your plan will be assessed using the criteria:

  • Evaluate the risk of bushfire using appropriate language, geographical terminology and images (LO1, LO2)
  • Create a land use map that uses appropriate representations to identify: a nearby safer place, access in and out of the community, official information sources, a suitable process to follow (LO2)
  • Provide evidence of research (LO2)