In March 2025 the waves from Cyclone Alfred cut the Gold Coast’s dunes back to sand cliffs up to 6 metres high and moved millions of cubic metres of sand off its beaches. Right behind those beaches stand towers, homes, hotels and roads. Should the city keep holding its shoreline where it is, or start making room for the sea?
IllustrationThe same stretch of beach before and after Alfred, cut open to show the seawall buried under the dune. Heights are stretched about eight times so you can see them.
?The controversy
Should the Gold Coast keep holding the line?
Hold the line
Keep the shoreline where it is, with the buried seawall, sand pumped onto the beaches and reefs offshore. Protect the buildings, the roads and the beach economy.
Make room for the sea
In the most exposed places, stop building close to the beach and move buildings back over time, so the dunes and the beach can shift inland as the sea rises.
What we are learning
How beaches change and why, how people have changed the Gold Coast’s coast, how world views shape decisions about it, how First Nations Australians care for coastal Country in two regions, and how to judge strategies with criteria.
I can
1explain how people’s changes have made the Gold Coast’s beaches harder to sustain.
2explain how a storm changes a beach, and how the beach recovers.
3use data to describe the effects of Cyclone Alfred.
4identify the world views behind people’s ideas about the coast.
5compare how First Nations Australians care for coastal Country in two regions.
6evaluate strategies with criteria, recommend one and explain its predicted impacts.
Australian Curriculum v9, Year 10 Geography, Environmental change and management: AC9HG10K01 to AC9HG10K04, with the Year 10 inquiry and skills content descriptions AC9HG10S01 to AC9HG10S06.
Questions to investigate
How and why does the Gold Coast’s shoreline change?
What have people changed on this coast, and with what effects?
What management options exist, and who decides between them?
How do people’s world views shape those decisions?
Printable activity
Hold the line? Decision sheet
Three pages: the sand data, a criteria table for six strategies, and a planner for both sides of the controversy and your group’s recommendation. The same links are at the end of the lesson.
Learn the case (screens 2 to 7). How beaches work, where the sand goes, what people changed, what Alfred did, how world views differ, and how First Nations Australians care for coastal Country.
Weigh the options (screen 8). Rate six strategies against environmental, economic and social criteria.
Argue one side, then the other (screen 9). This is a structured academic controversy: you build the best case for one side, hear the other, then swap.
Agree (screen 9). Drop the sides and write a recommendation you can all support.
Show what you know (screen 10). Six questions.
Your answers and notes are saved in this browser, so you can stop and come back.
1Learn the case · 1 of 6
How a beach works.
What happens to a beach in a storm, and how does it recover?
A sandy beach is never fixed. In a storm, big waves and a higher sea level carry sand from the dune and the beach out to sandbars offshore. In calmer weather, smaller waves push much of it back, and the wind slowly rebuilds the dune. Along most of the Gold Coast, a boulder seawall, the A-line, is buried inside the dune.
Storm and recovery
Before the storm
Slide sideways to see the whole cross-section.
Sand moved here
Where the sand was before the storm
Seawall (boulders)
Sea
Model, not a survey of one beach. Heights are stretched about eight times. The seawall follows the Gold Coast’s standard design: boulders of up to 4 tonnes, about 6 m high and 16 m across. It is drawn much wider than that, so that it still looks like a sloping wall once the heights are stretched. The sea level in 2100 is the 0.8 m rise that Queensland uses for coastal planning.
Key idea
Storms move sand offshore, and calm weather brings much of it back. A seawall protects what is behind it, but not the beach in front of it. As the sea rises, a beach held in front of a wall gets narrower until it can disappear. This is coastal squeeze.
Alfred’s waves cut the Gold Coast’s dunes back to sand cliffs. Where did most of that sand go?
My notebook
1Learn the case · 2 of 6
A river of sand.
Where does the Gold Coast’s sand come from, and where does it go?
Waves from the south-east push sand north along the coast. This longshore drift carries about 500,000 cubic metres of sand along the Gold Coast each year, enough to fill 200 Olympic swimming pools. River mouths and walls get in its way, so people now pump the sand past them.
Follow the sand
Map, simplified
Map, simplified. The coastline and places are in their real positions; the walls, pipes and reefs are drawn bigger than they are so you can see them. Longshore drift: Tweed River Entrance Sand Bypassing Project and Gold Coast Waterways Authority.
How much sand?
Cubic metres
Show the numbers as a table
Key idea
The Gold Coast’s beaches depend on sand arriving from the south. Anything that blocks that flow starves the beaches to the north of it, so the city and two state governments now move the sand with pumps and pipes.
In 1962 the walls at the mouth of the Tweed River were extended about 400 m out to sea. Why did beaches at Kirra and Coolangatta then erode for about 30 years?
My notebook
1Learn the case · 3 of 6
What people changed.
Which changes to this coast did people cause, and why do they matter?
The Gold Coast’s shoreline has always moved. Over the last 120 years, people have changed it too, and some of those changes make it harder to keep a beach. Sort each event on the timeline: was it a natural process, a human-induced change, or both?
120 years on the Gold Coast
0 of 10 sorted
How one change leads to the next
Systems thinking
People and the coast form one system: a change in one part sets off changes in others. Tap the five steps in order, starting with building on the dunes.
Key idea
Building on the frontal dunes, walls that block the sand and a rising sea are human-induced changes that challenge the sustainability of the Gold Coast’s beaches. Each fix, such as a seawall, can set up the next problem.
Which of these is a human-induced change that challenges the sustainability of the beaches?
My notebook
1Learn the case · 4 of 6
March 2025.
What did Cyclone Alfred do to the Gold Coast’s beaches, and how did people respond?
Alfred formed over the Coral Sea in February 2025 and reached Category 4 far offshore on 28 February. It then turned towards south-east Queensland and slowed down, and crossed Moreton Island early on 8 March. For days before that, its waves pounded the coast from the Sunshine Coast to northern New South Wales.
How big were the waves?
Wave buoys
Show the numbers as a table
Bureau of Meteorology, Severe Tropical Cyclone Alfred report: the highest readings at each buoy. The significant wave height is the average height of the biggest third of the waves; the maximum wave height is the single biggest wave measured.
Two sources, two numbers
Judge the data
ABC News, 12 March 2025, four days after Alfred crossed the coast
6 million m³
The ABC reported that 6 million cubic metres of sand had been eroded from the Gold Coast’s beaches: enough to fill about 2,400 Olympic pools.
City of Gold Coast, beaches restoration program page
about 4 million m³
The council’s own page puts the loss at about 4 million cubic metres from 28 beaches, with the northern beaches hit hardest.
You are writing a report on Alfred’s effects. Which is the best way to use these figures?
Sort the effects
0 of 8 sorted
Was each effect mainly environmental, economic or social? These are the same three criteria you will use to judge strategies on screen 8.
How the city responded
March 2025Machines cut the sand cliffs down so people could get onto the beaches. A dredge barge started pumping sand from about 500 m offshore and spraying it onto the beach in an arc, called rainbowing.
April to NovemberAbout 1.6 million m³ of sand was dredged from offshore sandbars and placed on or near the beaches. A buried pipeline pumped sand from The Spit back south to Surfers Paradise. Sand-filled geotextile bags went in at Surfers Paradise, and new dune fencing went up.
The costThe council spent about $35 million. It says the work cut the expected recovery time from about four years to about a year.
December 2025All the beaches were open again for the first time in eight months. Parts of the buried seawall had stayed exposed for months.
Sources: City of Gold Coast; ABC News (12 March, 8 June and 4 December 2025).
Key idea
Alfred’s waves moved about 4 to 6 million cubic metres of sand off the Gold Coast’s beaches: the same amount that 8 to 12 years of longshore drift carries along the coast. The city answered by pumping sand back from offshore, at a cost of about $35 million.
My notebook
1Learn the case · 5 of 6
Who sees it how.
How do world views shape what people want done with the coast?
A world view is a set of beliefs about how people relate to the environment. Geographers often use a scale with two ends.
EcocentricNature has value in itself. People are part of natural systems and should work with natural processes and within their limits.
TechnocentricPeople can manage and engineer the environment to meet their needs. Science and technology can solve environmental problems.
Place each view on the scale
0 of 4 placed
Four people who spoke about the Gold Coast’s beaches after Alfred. Read each quote and its context, then choose where it sits.
Not every world view fits on this line
Many First Nations Australians see people and Country as one, with responsibilities that run both ways: Country looks after people, and people look after Country. That view does not sit neatly at either end of the scale. The next screen looks at how two First Nations groups care for coastal Country.
Key idea
World views shape management. An ecocentric view leans towards giving the coast room to move. A technocentric view leans towards engineering it to stay in place. Most people sit somewhere in between, and they can change their minds when the evidence changes.
Which strategy fits an ecocentric world view best?
My notebook
1Learn the case · 6 of 6
Custodians of the coast.
How do First Nations Australians care for coastal Country in different regions?
The Gold Coast is Kombumerri Country. About 2,500 km to the north-west, the coast around Nhulunbuy in north-east Arnhem Land is Yolŋu Country. Both groups describe caring for Country as a responsibility, but they work in very different settings: a city of more than 700,000 people, and a remote coast that Yolŋu people manage under their own law.
Gold Coast, Queensland · Kombumerri Country
Jellurgal and the Kombumerri Rangers
Burleigh Head National Park sits on a headland in the middle of the Gold Coast. The Jellurgal Aboriginal Cultural Centre explains that the park is the place “which the Traditional Custodians call Jellurgal”, and describes Jellurgal as “a place of great significance for the Kombumerri People”. The centre runs walks and shares culture with visitors.
The Kombumerri Rangers, run by the Ngarang-Wal Gold Coast Aboriginal Association, care for Country in the Guanaba Indigenous Protected Area and the Gold Coast hinterland: traditional fire management, weed and feral animal control, and protecting cultural sites. They also map the area’s cultural and natural values and survey its plants and animals.
“after storms there would have been clean ups” … “start tending to our country again”A Kombumerri Traditional Custodian, describing how women cared for special places and her hope to extend that care to other sites on the coast. Kombumerri Together Project (Griffith University and the Queensland Department of Education).
The beaches themselves are managed by the City of Gold Coast and the Queensland Government.
North-east Arnhem Land, Northern Territory · Yolŋu Country
Dhimurru Aboriginal Corporation
Dhimurru manages the Dhimurru Indigenous Protected Area near Nhulunbuy. It says the area “is not just land it is Country. It is alive, interconnected, and governed by Yolŋu law.”
“As Yolŋu people, we are not managing this area in the western sense we are fulfilling our inherited responsibilities as custodians.”Dhimurru Aboriginal Corporation, Our IPA
Its rangers patrol the coastline and remove marine debris, from ghost nets to plastic bottles, using “traditional knowledge and western tools” to record it. Dhimurru calls keeping Sea Country clean “a cultural obligation, passed down through generations”. Visitors need a permit to enter its recreation areas, some areas close for cultural reasons, and vehicles are not allowed onto some beaches.
Compare the two regions
0 of 9 sorted
Does each statement fit the Gold Coast, north-east Arnhem Land, or both?
Key idea
Custodial responsibility means caring for Country as an obligation handed down through generations, not only as a job. Where Traditional Owners hold and manage the land, as at Dhimurru, they set the rules for their coast. On the Gold Coast, Kombumerri people care for Country through rangers, a cultural centre and partnerships, while the council and the state manage the beaches.
Dhimurru says: “we are not managing this area in the western sense we are fulfilling our inherited responsibilities as custodians.” What does this show about its approach?
My notebook
Everything on this screen comes from material that Kombumerri and Yolŋu organisations have published themselves. To learn more, invite local Traditional Custodians to speak, or contact Jellurgal or Dhimurru, following your school’s protocols.
2Weigh the options
Weigh the options.
Which strategies could manage the Gold Coast’s coast, and how do they compare?
Coastal managers judge strategies with criteria. Rate each strategy for its effect on the environment, the economy and people, using the evidence on its card. Then decide how much each criterion matters to you, and see which strategy comes out on top.
Hard engineeringBuilt structures that hold the shoreline in place, such as seawalls, groynes and training walls.
Soft engineeringWorking with natural processes, such as adding sand, planting dunes and moving sand past river mouths.
Managed retreatLetting the shoreline move, and moving buildings and roads back from it over time.
Rate the strategies
0 of 18 ratings
Compare with one reading of the evidence
Key idea
No strategy wins on every criterion. The top strategy depends on the evidence and on the weight you give each criterion, and people with different world views give different weights.
Which pair are both soft engineering?
My notebook
3Argue, swap, agree
Hold the line?
Should the Gold Coast keep holding the line?
A structured academic controversy has four parts. In class, work in groups of four: one pair argues each side, then the pairs swap sides, then the whole group drops the sides and agrees on a recommendation. On your own, work through the same parts here.
The controversy
Part 1 of 4
Choose your starting side. In class, your teacher may give you one.
Choose the three strongest pieces of evidence for . 0 of 3 chosen
Try: We argue that … because … The evidence shows … This matters because …
Present. Each pair has three minutes to put its case. The other pair listens, takes notes and asks only questions that clarify.
Discuss. Argue it out: ask for evidence, point out weak spots, and answer the points made against you. Criticise ideas, not people.
On your own? Here is the strongest evidence for the other side.
Now argue the other side as well as you can: . Use the best points you heard against you.
Choose the three strongest pieces of evidence for this side. 0 of 3 chosen
Drop the sides. Agree on what the Gold Coast should do. You can combine strategies, and treat different places differently: a strategy that suits Surfers Paradise may not suit a quieter beach.
Try: We recommend … in … because …
Our recommendation
Compare with your first view
Key idea
A strong recommendation names the strategy and where it applies, the evidence for it, its predicted impacts on the environment, the economy and people, and the strongest point against it.
4Show what you know
Show what you know.
Six questions, one for each “I can”. You get one try at each, so think before you tap.
Why is the 1962 extension of the Tweed River’s walls called a human-induced change that challenged the sustainability of the southern Gold Coast’s beaches?
Which sentence best describes how a beach changes in a storm and recovers afterwards?
Longshore drift carries about 500,000 m³ of sand along the Gold Coast each year. Alfred moved about 4 to 6 million m³ off its beaches. Which conclusion does the data support?
A marine scientist said: “Choosing a static point in a dynamic system is destined to fail.” Which world view does this show?
Which statement correctly compares the two regions?
Which is the best evaluation of holding the line with a seawall as the sea rises?
Your results
Offline activity
Hold the line? Decision sheet
Three pages: the sand data, a criteria table for six strategies, and a planner for both sides of the controversy and your group’s recommendation.
Australian Curriculum: Humanities and Social Sciences, Geography, Version 9. Year 10, Knowledge and understanding, Environmental change and management.
AC9HG10K01: the human-induced changes that challenge the sustainability of places and environments
AC9HG10K02: the environmental world views of people and their implications for environmental management
AC9HG10K03: First Nations Australians’ approaches to custodial responsibility and environmental management in different regions of Australia
AC9HG10K04: causes and effects of a change in an identified environment at a local, national or global scale, and strategies to manage sustainability
The lesson also runs through all six Year 10 skills content descriptions:
AC9HG10S01: develop a range of questions for a geographical inquiry related to a phenomenon or challenge
AC9HG10S02: collect, represent and compare data and information from primary research methods, including fieldwork and secondary research materials, using geospatial technologies and digital tools as appropriate
AC9HG10S03: evaluate geographical data and information to make generalisations and predictions, explain patterns and trends, and infer relationships
AC9HG10S04: evaluate data and information to justify conclusions
AC9HG10S05: develop and evaluate strategies, using environmental, economic or social criteria; recommend a strategy and explain the predicted impacts
AC9HG10S06: create descriptions, explanations and responses, using geographical knowledge and geographical tools as appropriate, and concepts and terms that incorporate and acknowledge research findings
The Year 10 achievement standard:
By the end of Year 10, students explain how the interactions of people and environmental processes at different scales change the characteristics of places. They explain the effects of human activity on environments, and the effect of environments on human activity, over time. They evaluate the implications of a distribution. They evaluate the extent of interconnections occurring between people and places and environments. They analyse changes that result from these interconnections and their consequences. Students evaluate strategies to address a geographical phenomenon or challenge, using environmental, social and economic criteria. Students develop a range of relevant questions about a geographical phenomenon or challenge. They collect, represent and compare relevant and reliable geographical data and information by using a range of primary research methods and secondary research materials, using appropriate formats. They interpret and analyse data and information to make generalisations and predictions, explain significant patterns and trends, and infer relationships. They draw evidence-based conclusions, based on relevant data and information, about the impact of the geographical phenomenon or challenge. They develop and evaluate strategies using criteria, recommend a strategy and explain the predicted impacts. Students use geographical knowledge, concepts, terms and digital tools as appropriate to develop descriptions, explanations and responses that synthesise research findings.
All are quoted from ACARA’s Australian Curriculum Version 9.0. The environment studied is the coast. Where the lesson covers each content description:
AC9HG10K01: screen 4 (the timeline and the systems chain) and screen 3 (the Tweed River’s walls).
AC9HG10K02: screen 6 (four public figures placed on the ecocentric to technocentric scale, and the implications for management), then screens 8 and 9.
AC9HG10K03: screen 7 (Kombumerri custodians on the Gold Coast and Dhimurru in north-east Arnhem Land), using only material those groups have published.
AC9HG10K04: causes and effects on screens 2, 3 and 5 (storm erosion and recovery, the sand budget, Alfred); strategies on screens 8 and 9.
Skills: S01 on screen 1; S02 and S03 on screens 3 and 5 (the map, two charts and their tables); S04 through the two-sources task and the checks; S05 on screens 8 and 9; S06 in the notebooks and the written controversy.
The seven geographical concepts all appear: place (the Gold Coast), space (where the sand goes), environment (the beach and dune system), interconnection (waves, sand, walls, buildings and people), sustainability (holding a beach as the sea rises), scale (a single beach profile, the 40 km coast, and global sea-level rise) and change (storms, recovery and 120 years of management).
How the lesson is taught
The lesson is built as a structured academic controversy, a form of constructive controversy (Johnson, Johnson and Smith, 2000; Johnson and Johnson, 2009). Students learn the case first, then argue an assigned position, hear the opposing case, reverse positions, and finally drop advocacy to reach a consensus they can all support. Students argue both sides before they decide. This moves them from opinion towards an evaluation that weighs evidence, as AC9HG10S05 and the achievement standard require.
Learn the case (screens 2 to 7). Each screen answers one of the opening questions and ends with a check and a notebook prompt.
Weigh the options (screen 8). Students rate six strategies on environmental, economic and social criteria, then weight the criteria. The ranking changes with the weights, which makes the link to world views concrete.
Argue, swap, agree (screen 9). In groups of four: two pairs, one per side. Allow about 10 minutes to prepare, 3 minutes per pair to present, 8 minutes of open discussion, 10 minutes to swap and present the reversed case, and 15 minutes to agree on a written recommendation.
Show what you know (screen 10): one locked question for each success criterion.
Allow five lessons: screens 1 to 3; 4 and 5; 6 and 7; 8 with the printable sheet; then 9 and 10. Set the norms for the controversy before it starts: criticise ideas, not people; you may change your mind; the goal is the best decision, not winning.
Handle with care
Alfred is recent. In south-east Queensland and northern New South Wales, students may have been evacuated, lost power for days or have family whose homes flooded; one man died in northern New South Wales. The lesson is about the beaches, but check in with students you know were affected, and let anyone opt out of discussion. Involve your school’s wellbeing staff where needed.
First Nations material: screen 7 uses only what the Jellurgal Aboriginal Cultural Centre, the Kombumerri Together Project, the Queensland Government’s ranger page (for the Kombumerri Rangers) and Dhimurru Aboriginal Corporation have published. No cultural stories, designs or images of people are reproduced. The aside on screen 6 is a general statement; avoid presenting any one group’s view as the view of all First Nations Australians. To go further, invite local Traditional Custodians, following your school’s protocols.
The four quoted people on screen 6 are public figures speaking in published news reports. The task is to identify the world view behind a quote, not to judge the person.
Misconceptions the screens target
Storms destroy beaches and the sand is lost (screens 2 and 5). Most of it moves to sandbars offshore, and much of it returns. A coastal engineer quoted on screen 6 cites 60 years of Gold Coast survey data showing this.
Seawalls protect beaches (screens 2 and 8). They protect what is behind them. As the sea rises, the beach in front of a fixed wall narrows: coastal squeeze.
Erosion on the Gold Coast is all natural (screen 4). The Tweed River’s walls starved the southern beaches for about 30 years, and building on the frontal dunes removed the beach’s room to move.
The A-line is a wall you can see (screen 2). It is buried in the dune and exposed only when storms cut the dune back.
Adding sand is a one-off fix (screens 5 and 8). Nourishment has to be repeated, and its cost is ongoing.
There is one correct strategy (screens 8 and 9). The ranking depends on the evidence and on the weight given to each criterion.
About the data and the pictures
Alfred’s track and the wave readings: Bureau of Meteorology, Severe Tropical Cyclone Alfred report. Dune cliffs up to 6 m: the same report.
Sand lost: ABC News (12 March 2025) gave 6 million m³; the City of Gold Coast’s restoration page gives about 4 million m³ from 28 beaches. The lesson uses the range, 4 to 6 million m³, and the two-sources task on screen 5 asks students to deal with the difference.
Restoration: City of Gold Coast (1.55 million m³ dredged from offshore sandbars; recovery shortened from up to four years to 9 to 12 months); ABC News, 4 December 2025 (about 1.6 million m³ from April to November, $35 million, nine northern beaches closed, all open for the first time in eight months); ABC News, 8 June 2025 (parts of the A-line exposed; Narrowneck’s boulder wall seen for the first time in 26 years); AAP, 25 July 2025 ($1.3 billion a year and 50,000 full-time jobs, the City’s estimate).
Longshore drift and bypassing: Tweed River Entrance Sand Bypassing Project (about 500,000 m³ a year; jetty 450 m long with ten pumps; operating since 2001); NCCARF case study (walls extended about 400 m in 1962; $121.7 million from 2001 to 2015, about $14 per cubic metre); Gold Coast Waterways Authority (Seaway opened 1986; its bypass pumps about 500,000 m³ a year to South Stradbroke Island).
The seawall: Williams and Tomlinson (2012), in the Sydney Coastal Councils case study (the A-line defined in 1976; 31.5 km long, with about 56% built by 2012; boulders up to 4 tonnes; buildings set back 8.1 m; designed without current sea-level rise projections); Tomlinson, Jackson and Bowra (2016) (the wall follows the 1967 to 1974 erosion scarps).
Reefs: Narrowneck (construction began in 1999, geotextile sand containers, a beach about 20 m wider in its shadow) and Palm Beach (rock, about 160 m by 80 m, 270 m offshore, about 60,000 tonnes): International Coastal Management, Hall Contracting, ABC News.
Sea level: CSIRO and Bureau of Meteorology, State of the Climate 2024 (global mean sea level up about 22 cm since 1900; fewer but more intense tropical cyclones expected); Queensland’s 0.8 m by 2100 planning factor from the State Planning Policy.
The Sand Motor: Climate-ADAPT case study (21.5 million m³ placed in 2011 for €70 million, expected to last at least 20 years).
The pictures on screens 1 and 2 are models, not surveys of one beach. Heights are stretched about eight times. The map on screen 3 is simplified: the coastline is from a 250 m coastline dataset with places in their real positions, and the structures offshore are drawn larger than they are.
Answers at a glance
Timeline: 1902 Southport seawall, human-induced; building on the dunes from the 1950s, human-induced; 1962 Tweed walls, human-induced; 1967 cyclones, both (natural accepted: natural storms, with the damage set up by building on the dunes); 1970s A-line, human-induced; 1986 Seaway, human-induced; 1999 Narrowneck reef and sand, human-induced; 2001 Tweed bypass, human-induced; 2025 Alfred, both (natural accepted); sea-level rise to 2100, both (human-induced accepted: mainly caused by people’s greenhouse gas emissions, acting through natural processes).
Systems chain: building on the frontal dunes; the beach has no room to move; storms cut back to the buildings, so a seawall is built; as the sea rises, the beach in front of the wall narrows; sand must be pumped in again and again to keep a beach.
Effects: sand cliffs, environmental; sand moved to the sandbars, environmental; nine beaches closed, social (economic accepted); $35 million spent on sand, economic; the holiday apartment manager’s photos for guests, economic; the lifeguard tower that fell into the sea, social (economic accepted); the uncovered seawall, environmental; closed paths and dune fencing, social (environmental accepted).
World views: McPhee and Ellis at the ecocentric end (either of the two ecocentric points); Jackson and Tate at the technocentric end. Placing Ellis, Jackson or Tate in the middle gets a “close” prompt to look again.
Custodians: the Gold Coast, council and state management of the beaches, the hinterland rangers, the cultural centre at Jellurgal, the clean-ups after storms; Arnhem Land, Yolŋu law, ghost nets and plastic, permits and cultural closures; both, caring for Country as a responsibility, and traditional knowledge used alongside western science and tools.
Checks: q-beach, sandbars offshore; q-sand, sand piled up south of the walls; q-change, building on the frontal dunes; q-source, give the range and name both sources; q-views, letting dunes move inland; q-country, an inherited obligation; q-options, nourishment and dune planting.
Exit check: x1 people built the walls and cut off the sand supply; x2 sand to sandbars and back; x3 8 to 12 years; x4 ecocentric; x5 Yolŋu law at Dhimurru, council and state on the Gold Coast; x6 protects property, squeezes the beach, rising cost.
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References
Johnson, D. W., & Johnson, R. T. (2009). Energizing learning: The instructional power of conflict. Educational Researcher, 38(1), 37–51.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2000). Constructive controversy: The educative power of intellectual conflict. Change: The Magazine of Higher Learning, 32(1), 28–37.
O’Riordan, T. (1981). Environmentalism (2nd ed.). Pion.
Tomlinson, R. B., Jackson, L. A., & Bowra, K. (2016). Gold Coast seawall: Status investigations and design review. Journal of Coastal Research, Special Issue 75, 715–719.