the australian curriculum

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The Australian Curriculum. “GEOGRAPHY BEYOND THE CLASSROOM”. Rationale. - PowerPoint PPT Presentation




  • RationaleGeography is a structured way of exploring, analysing and understanding the characteristics of the places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. It addresses scales from personal to the global and time periods from a few years to thousands of years.

  • A student can learn to fill in a map by memorising states, cities, countries, etc., and can complete the task with a high level of accuracy. But if the boundaries are removed, the problem becomes much more difficult. There are no concepts supporting the student's information.

    An expert who understands that borders often developed because natural phenomena (like mountains or water bodies) separated people, and that large cities often arose in locations that allowed for trade (along rivers, large lakes, and at coastal ports) will easily outperform the novice.

  • The more developed the conceptual understanding of the needs of cities and the resource base that drew people to them, the more meaningful the map becomes.

    Students can become more expert if the geographical information they are taught is placed in the appropriate conceptual framework.

    Bransford, Brown & Cocking, 2000, p. 17.

  • Aims(Students develop)A sense of wonder, curiosity and respect about places, people, cultures and environmentA deep geographical knowledgeof their own locality, Australia,the Asia region and the worldAn ability to think geographically,using geographic conceptsAs informed, responsible and active citizens who can contribute to the development of an environmentally and economically sustainable, and socially just world.A capacity to be competent, criticaland creative users of geographical inquiry methods and skills

  • Content structureGeography is organised into two related strands:Geographical Knowledge and UnderstandingKnowledge is dynamic and its interpretation can be contested.Facts, generalisations, principles, theories, modelsUnderstanding is the ability to see relationships between aspects of knowledge, construct explanatory frameworks and apply these to new situations.Geographical Inquiry and SkillsGeographical Inquiry is a process by which students learn about and deepen their understanding of geography.Geographical Skills are the techniques that geographers use in their investigations, both in fieldwork and in the classroom.

  • Stages of an investigationObserving, questioning and planning

    Collecting, recording, evaluating and representing

    Interpreting, analysing and concluding


    Reflecting and responding

  • Concepts to develop geographical understanding


  • Concept development

    Prep - Year 2The curriculum explores the geography of their lives and their own places.Students are introduced to the concept of interconnections, in Year 2, when learning how they are connected to places throughout the worldSkills introduced: observing and describing the features of places, drawing a map, using directional language, understanding distance and interviewing relatives.Year 3 - 4Shift from exploration to more purposeful investigation.Students learn to describe and compare the environmental and human characteristics of places in different locations at the local, regional and national scale.Skills introduced: use of aerial photographs and satellite images, construction of simple graphs and the interpretation of maps.

  • Years 5 - 6Students become more critical, analytical and evaluative in their thinking. They are increasingly aware of the wider community and are learning to take on individual and group responsibilities.Skills introduced: interpreting spatial distributions, comparing places, making and interpreting graphs, constructing large- and small-scale maps, and using spatial technologies and information and communication technologies.Years 7 - 10Students are able to work with more abstract concepts and consider increasingly complex ideas, and are keen to debate alternative answers and interpretations.Skills introduced: analysing and interpreting geographical data and information, using spatial technologies and other digital techniques, and developing reasoned arguments based on evidence to support conclusions.


  • Education for sustainability

  • Links to Australian CurriculumGeographers regard fieldwork as a vital instrument for understanding our world through direct experience, for gathering basic data about this world, and as a fundamental method for enacting geographical education.The Australian Curriculum goes on to highlight the importance of fieldwork in its implementation:

    Geography uses an inquiry approach to assist students to make meaning of their world. It teaches them to respond to questions in a geographically distinctive way, plan an inquiry; collect, evaluate, analyse and interpret information; and suggest responses to what they have learned.

    They conduct fieldwork, map and interpret data and spatial distributions, and use spatial technologies. Students develop a wide range of general skills and capabilities, including information and communication technology skills, an appreciation of different perspectives, an understanding of ethical research principles, a capacity for teamwork and an ability to think critically and creatively.

    These skills can be applied in everyday life and at work.

  • BUEEC offers powerful first hand learning experiences that support teachers in the Geographical Inquiry and Skills strand of the National Curriculum

  • What does fieldwork look like?Fieldwork can be short and sweet or an all day excursionVirtualLocal communityExcursionAround the school

  • How can EECs incorporate meaningful hands on activities to meet the curriculum requirements?

    Where are there opportunities in the C2C for EECs to meet the curriculum requirements?

  • Some ideas.....From the ToolkitField sketch / sketch mapBiodiversity surveyLand use mapping / transect ---> Google mapsAnnotated photo / sketch ---> SkitchUser surveyPlace circleFloodlinesDecision making matrix

  • Where can these skills support the Geography curriculum / C2C?

  • Year OneC2C Unit One: How do people use places?Students develop the concept of place through studies of what places are like and how their features have changed.SkillsSketching Land use survey (Google Maps)Land use survey (natural, managed & constructed)Annotate photos / maps ---> SkitchC2C lessons - Lesson 2, 3, 5, 6, 8 (includes assessment)

  • Year 8C2C Unit One: Landforms and landscapesFocuses on investigating geomorphology through a study of a landscape and their landforms.SkillsSketching Land use survey (Google Maps)Coastal land use survey (natural, managed & constructed)Annotate photos / maps ---> SkitchWater quality testingHuman impact surveyC2C lessons - Lesson 19, 20, 21

  • Year 10C2C Unit Two: Environmental change and managementFocuses on investigating environmental geography through an in-depth study of specific environment (Sandgate foreshore)SkillsCoastal water level survey Flood map analysisAnnotate photos / maps ---> SkitchHousing sketch / surveyCollaborative evaluation ---> Decision-making matrix

  • What makes a successful place?

  • Helpful - for those new to teaching the subject (NSW Education & Training)Keys to Fieldwork

  • GeogSpace has been designed to provide materials to support primary and secondary teachers in implementing the Australian Curriculum: Geography. The site is split into two major resource sections:Core units - includes illustrations that give classroom ready ideas and resourcesSupport units- includes illustrations of practice designed to support teachers' professional learning and provide guidance, information and resources.

  • Scoop it - GTAV

  • Scribble

  • QLD Studies - Year 10P - 10 GeographyResources

  • At your centre......

    Which current activities address aims of the Geography curriculum?

    Are there opportunities to further address the aims?

  • Contact details.....

    Thank you for your time

    This quote illustrates that geography gives meaning to our world. When concepts support students information there is a better chance of learning as opposed to memorising.

    Its about placing their geographical knowledge into a conceptual framework.Skills - Students learn to think critically about the methods used to obtain, represent, analyse and interpret information and communicate findings.

    Many inquiries should start from the observations, questions and curiosity of students.Inquiry moves from teacher-centred to more student-centred as they develop cognitive abilities and gain experience with the process and methods.

    * Inquiry process handoutHandoutApplied flexiblyProcess may loop to allow students to go back to an earlier stageHigh


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