Sourced from 'Geography across Foundation to Year 12 ' Foundation to Year 2: Curriculum focus- Exploring local and more distant places

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1 Australian Curriculum: Geography - Strands with Elaborations PROGRESSION IS HIGHLIGHTED IN THE GEOGRAPHICAL INQUIRY AND SKILLS STRAND FOLLOWING DOCUMENT VIA BOLDED TEXT. General Capabilities Cross-curriculum priorities Literacy Numeracy ICT capability Critical and creative thinking Personal and social capability Ethical understanding Intercultural understanding Aboriginal and Torres Asia and Australia s Strait Islander histories and engagement with Asia cultures Sustainability Sourced from 'Geography across Foundation to Year 12 ' Foundation to Year 2: Curriculum focus- Exploring local and more distant Young students are curious about their personal world and are interested in exploring it. In Foundation to Year 2, the curriculum explores the geography of their lives and their own. Students think about aspects of place, space and environment. Learning about their own place, and building a connection with it, also contributes to their sense of identity and belonging, and an understanding that should be cared for. While the local place should be the initial focus for learning, young students are also aware of and interested in more distant and the curriculum provides opportunities to build on this curiosity. Students are introduced to the concept of interconnections when learning how they are connected to throughout the world. Students spatial thinking starts by learning about direction and distance and how familiar things can be arranged in space for different purposes. They become aware of the distances between and how distance constrains their activities. They begin to develop a mental map of the world and of where they are located in relation to other. Students are introduced to the concept of the environment through the exploration of the environment of their own and other and by recognising how vary in terms of their natural features. They become aware of why the environment needs to be cared for and are prompted to consider how they can contribute to this, laying foundations for active citizenship. Specific geographical skills introduced throughout the early years include observing and describing the features of, drawing a map, using directional language, understanding distance and interviewing relatives. Years 3 4: Curriculum focus - Investigating and environments In Years 3 4 students ask more complex geographical questions and contribute to planning their geographical inquiries and learning. They can provide reasons for what they think and justify their conclusions. The curriculum focus shifts from exploration to more purposeful investigation. In these years, students learn to describe and compare the environmental and human characteristics of in different locations at the local, regional and national scale. They reflect on how people feel about and learn how the environment supports their life and the life of other living things. They examine different views on how to protect environments and how to use resources and manage waste sustainably. Sustainability is also examined through a study of Aboriginal and Torres Strait Islander Peoples custodial responsibility for their Country/Place. The development of a student s mental map of the world is extended through a study of the location and characteristics of in the southern hemisphere, including Australia and its near neighbours. In their investigations, students collaborate to collect and record information, identify patterns and trends and draw conclusions, and communicate their findings using appropriate geographical vocabulary. Specific new geographical skills in Years 3 4 include the use of aerial photographs and satellite images, the construction of simple graphs and the interpretation of maps. Years 5 6: Curriculum focus - Explaining and investigating the world In Years 5 6, students 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. In these years, students are introduced to the factors that shape the diverse characteristics of different and how people, and environments are interconnected. They examine how human action influences the environmental characteristics of and how these characteristics influence the human characteristics of. They also examine how human decisions and actions influence the way spaces within are organised and managed. The scale of study in Year 6 shifts to the global with a study of the world s cultural, economic, demographic and social diversity. Students also study Australia s connections with other, the effects of these interconnections and the factors that affect people s knowledge and opinions of other. The development of a student s mental map of the world is extended through a study of the location of countries in continents of the northern hemisphere and countries of the Asia region. Specific new geographical skills in Years 5 6 include interpreting spatial distributions, comparing, making and interpreting graphs, constructing large- and small-scale maps, and using spatial technologies and information and communication technologies. STRANDS The content of this level is organised into two strands: and. These strands are interrelated and should be taught in an integrated manner, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions. The two strands are integrated in the development of a teaching and learning program. The strand is developed level by level and provides the contexts through which particular skills are developed. Foundation Following the Foundation Level the strand has common content descriptions for each two-year band of schooling, but with elaborations specific to each Level to support the changing content of the strand. Observing, questioning and planning Collecting, recording, evaluating and representing Interpreting, analysing and concluding Communicating Reflecting and responding Content Descriptor Elaborations Content Descriptor Elaborations Content Descriptor Elaborations Content Descriptor Elaborations Content Descriptor Elaborations Content Descriptor Elaborations Sourced from The representation of the location of * Creating story-maps or models to represent the location of the Make observations about * Asking questions about Record geographical data and * Describing the features of a Draw conclusions based on * Contributing to informal Present information * Describing the direction Reflect on their learning * Drawing pictures and and their features on maps and a globe and features they pass on their way to school familiar and pose what they observe in the information collected by special or local place by discussions of observations and guided discussions using everyday language and location (near and far, to suggest ways that describing the ways they questions about them local area observation using their senses, for relating to their observations to describe location and above and below, beside they can look after a care for (ACHGK001) example, sight, smell, (ACHGS004) and answering questions direction and opposite) of familiar familiar place People live in * Identifying the ways Aboriginal and Torres Strait Islander Peoples (ACHGS001) (ACHGS002) hearing and touch, and based on their observations represent the location of Country/Place and their features, for example, by * Using photographs, film, recording these observations and discussions (ACHGS005) (ACHGS006) * Suggesting ways they 'People live in focuses on developing students inscriptions on stone, stories, sand, bark and cave paintings, song, music painting, dance or stories could take care of important understanding of place. Students explore the place they live in and and dance about a place to stimulate in the school or local belong to, and learn to observe and describe its features. Learning questions about what it is * Identifying in the area, and outlining why this about their own place and building a connection with it contributes like and why playground or local area might be required to their sense of identity and belonging and an understanding of * Describing how the globe is a representation of the world and locating that they like or avoid and why and how they should look after. They start to explore Australia and other on a globe discussing why their feelings about by talking about their own special, and what makes them special. The idea of location (a part of the concept of space) is introduced through drawing story-maps The people live in and belong to, their * Identifying the they live in and belong to, for example, a Represent the location of * Illustrating the location of and creating models to show where and features are familiar features and why they are important neighbourhood, suburb, town or rural locality features of a familiar their home in relation to located, and by learning about the globe as a representation of the to people place on pictorial maps and school, the local shops or Earth on which can be located. The emphasis in models other features in their local Foundation is on the in which students live, but they also (ACHGK002) * Describing the features of their own place and they are familiar area on pictorial maps or by start to investigate other of similar size that are familiar to with or they are aware of, for example, they have visited, (ACHGS003) making a model them or that they are curious about...,' family members have come from, imaginary in stories, or featured on television * Drawing story-maps to show the location of the * Discussing how provide people with their basic needs, for features of from class example, water, food and shelter stories, poems or rhymes inquiry questions and specific inquiry skills, including the use of photographs, digital resources and other representations of geographical data and the drawing of simple maps. The Countries/Places that Aboriginal and * Identifying and using the name of the local Aboriginal/Torres Strait * Making a map to show how Torres Strait Islander Peoples belong to in Islander Language Group a bird would see a place The key inquiry questions for Foundation are articulated below. the local area and why they are important to (birds-eye view), using * What are like? them pictures or models of objects * What makes a place special? * Identifying how and why the words Country/Place are used by Aboriginal * How can we look after the we live in?' (ACHGK003) and Torres Strait Islander Peoples for the to which they belong The reasons why some are special to * Identifying they consider to be special, for example, their room, people, and how they can be looked after a play area, holiday location or an Aboriginal or Torres Strait Islander place of family significance, and explaining why the place is special to (ACHGK004) them * Describing the features of their special place based on what they see, hear, smell and feel * Discussing different ways they could contribute to caring for their special Foundation Year By the end Foundation Year, students describe the features of familiar and recognise why some are special to people. They recognise that can be represented on maps and a globe and why are important to people. Students observe the familiar features of and represent these features and their location on pictorial maps and models. They share observations in a range of texts and use everyday language to describe direction and location. Students reflect on their learning to suggest ways they can care for a familiar place. Last Update: January 18, 2015 Page 1 of 9

2 Year 1 Sourced from The natural, managed and constructed * Using observations to identify and describe the natural features (for Pose questions about * Posing questions with the Collect geographical data and * Using geographical tools, Draw conclusions based on * Categorising drawings or Present findings in a * Describing using a Reflect on their learning * Discussing what they know features of, their location, how they example, hills, rivers, native vegetation), managed features (for familiar and unfamiliar stems where, what, how information, for for example, photographs the interpretation of images of environmental range of range of forms, for and suggest responses and have learned with their change and how they can be cared for example, farms, parks, gardens, plantation forests) and constructed and why about the features example, by observing, by taken from the air or a digital geographical information features of the local place communication example, stories, texts, to their findings teacher, other students and features (for example, roads, buildings) of the local place, and of interviewing, or from application such as Google sorted into categories into natural, managed and forms, for example, painting, dance, song, members of their family and Places have distinctive features (ACHGK005) locating them on a map (ACHGS007) sources such as Earth, to identify and describe constructed features written, oral, digital and maps, photographs or play (ACHGS012) community, about different photographs, plans, a range of from those (ACHGS010) visual, and describe the, why they need to be 'Places have distinctive features develops the concept of place * Posing questions about satellite images, story with largely natural features direction and location of looked after, and how this through studies of what are like and how their features have * Recounting Aboriginal Dreaming stories and/or Legends of the Torres how and why things are books and films to those with largely * Using information from a, using terms * Explaining to a friend could be achieved changed. Students learn that can have natural, managed Strait that identify the natural features of a place arranged spatially, for constructed features range of sources, for such as north, south, where their home is and and constructed environmental features, and range from those that example, the arrangement (ACHGS008) example, fieldwork opposite, near, far the directions they take to have largely natural features to those with largely managed or of a classroom or the observations and get to school from home * Proposing possible actions constructed features. This year continues to develop the idea of * Using observations and/or photographs to identify changes in natural, school s buildings and * Obtaining weather representation of features (ACHGS011) that could be taken by the active citizenship as students are prompted to further consider managed and constructed features in their place, for example, recent playgrounds or the information for from and in photographs, student to improve an how can be cared for. The concept of environment is erosion, revegetated areas, planted crops or new buildings arrangement of shops official sources, their own satellite images and rock important place such as the introduced, as students study the daily and seasonal weather around a main road observations, or long-time art, to answer what, how school grounds or local park patterns and natural features of their place and of other, residents, for example, local and why questions including how seasonal change is perceived by different cultures. * Describing local features people look after, for example, bushland, Elders The study of what are like continues with an investigation of wetland, park or a heritage building, and finding out why and how some of the important activities located in them, while an these features need to be cared for, and who provides this care examination of where these activities are located, and why, starts students thinking about the concept of space. The idea that people can organise space is introduced by investigating how space The weather and seasons of and the * Describing the daily and seasonal weather of their place by its Represent data and the * Locating and labelling their within a familiar place, for example, the school or a classroom, ways in which different cultural groups, rainfall, temperature, sunshine and wind, and comparing it with the location of and their home on a map, showing can be arranged differently for different purposes...,' including Aboriginal and Torres Strait weather of other that they know or are aware of features by constructing their daily route to school and Islander Peoples, describe them tables, plans and labelled describing the features they maps pass (ACHGK006) * Comparing the Aboriginal or Torres Strait Islander People s seasonal calendar for the local area with one students are familiar with, such (ACHGS009) as the four-seasons calendar derived from Europe * Developing a table to show interpretation of maps, digital resources, photographs and other the significant features or uses of different The activities in the local place and reasons * Identifying the activities located in their place, for example, retailing, for their location medical, educational, police, religious, recreational, farming, The key inquiry questions for Year 1 are articulated below. manufacturing or office activities, locating them on a pictorial map, * Recording what they have * What are the different features of? (ACHGK007) and suggesting why they are located where they are, locating the activities learned about the different * How can we care for? in their place on a pictorial map weather and seasons of * How can spaces within a place be rearranged to suit different in a picture diary or a purposes?' series of paintings, and annotating them with changes that occur throughout a year The ways that space within, such as the classroom or backyard, can be rearranged to suit different activities or purposes * Describing how they would like to rearrange the space within the classroom for reading time or for a drama activity (ACHGK008) Level 1 Achievement Standard By the end of Year 1, students identify and describe the natural, managed and constructed features of at a local scale and recognise that people describe the features of differently. They identify where features of are located and recognise that spaces can be arranged for different purposes. Students identify changes in features and describe how to care for. Students respond to questions about familiar and unfamiliar by collecting and recording information and data from sources provided. They represent the location of different and their features on pictorial maps and present findings in a range of texts and use everyday language to describe direction and location. They reflect on their learning to suggest ways that can be cared for. Last Update: January 18, 2015 Page 2 of 9

3 Level 2 Sourced from The location of the major geographical * Using geographical tools, for example, a globe and world map, or digital Pose questions about * Posing questions using Collect geographical data and * Collecting information and Draw conclusions based on * Sorting Present findings in a * Composing a story Reflect on their learning * Discussing with their divisions of the world in relation to Australia applications such as Google Earth, to locate and name the continents, familiar and unfamiliar the stems what do I feel, information, for example, by exploring ideas about other the interpretation of telecommunications range of communication through art, dance or song and suggest responses teacher, other students and oceans, equator, North and South Poles, tropics and hemispheres what would it be like to, observing, by interviewing, or and people s geographical information technologies by time to forms, for example, about a place to which they to their findings members of their family what (ACHGK009) what effect from sources such as connections to them sorted into categories draw conclusions about why written, oral, digital and are connected they know and have learned People are connected to many (ACHGS013) photographs, plans, satellite connections between visual, and describe the (ACHGS018) about connections with other * Describing the location of continents relative to Australia using terms images, story books and films (ACHGS016) have changed direction and location of, and explaining the 'People are connected to many further develops students such as north, south, opposite, near, far * Developing questions * Interviewing their, using terms such * Writing or talking about significance of these understanding of place, as they learn that may be defined about the connections they (ACHGS014) grandparents or significant as north, south, opposite, their connection to connections differently by diverse groups of people. Students are introduced to have to other Elders to find out the * Making generalisations near, far using appropriate the concept of scale as they learn about the hierarchy of scale by they visited when they were based on identified patterns directional and locational which are defined - from smaller rural villages to larger young and relationships, for (ACHGS017) terms, including north and cities. Students understanding of the concept of interconnection is example, marriage and south developed by investigating their links with locally and family patterns related to globally and the connection Aboriginal and Torres Strait Islander * Gathering information on Country/Place for Aboriginal Peoples maintain with Country/Place. The concept of space is how frequently people visit and Torres Strait Islander * Reporting the findings to developed through an investigation of the influence of distance and and for what purpose Peoples show the influence of accessibility on the frequency of visits to. Students mental distance and accessibility map of the world and their understanding of place are further on the use of now developed through learning the major geographical divisions on The definition of as parts of the * Examining the names of features and in the local area, and the Represent data and the * Locating on an outline map and over at least one Earth and where they are located in relation to Australia. Earth s surface that have been given meaning of these names and why they were chosen location of and their the they are generation meaning by people, and how can be features by constructing connected to, or the The inquiry process provides opportunities for students to identify defined at a variety of scales tables, plans and labelled they visit for shopping, various regions of the world and explore connections between * Investigating the names and meanings given to local features and maps recreation or other reasons themselves and other...,' (ACHGK010) by the local Aboriginal and Torres Strait Islander Peoples (ACHGS015) * Developing a table to show * Describing the hierarchy of : from the personal scale of their the connections which home, the local scale of their suburb or town, the regional scale of their students in the class have to state, to the national scale of their country different interpretation of maps, digital resources, photographs and other The ways in which Aboriginal and Torres * Explaining that some people have special connections to many Countries * Recording how frequently Strait Islander Peoples maintain special through, for example, marriage, birth, residence and chosen or forced they visit and for what The key inquiry questions for Year 2 are articulated below. connections to particular Country/Place movement purpose, and representing * What is a place? this information on a graph or * How are people connected to their place and other? (ACHGK011) table * What factors affect my connections to?' * Discussing how some people are connected to one Country, for example, because it is mother s Country or father s Country * Developing a treasure map incorporating map symbols to * Describing the connections of the local Aboriginal or Torres Strait show significant features and Islander Peoples with the land, sea, sky and animals of their place the route to the treasure The connections of people in Australia to * Examining the ways people are connected to other through, for other in Australia, the countries of the example, relatives, friends, things people buy or obtain, holidays, sport, Asia region, and across the world family origin, beliefs, and of particular significance (ACHGK012) * Discussing how their place may be connected to events that have happened in other, for example, sporting events such as the Olympic Games or natural disasters like the tsunami in Indonesia The influence of purpose, distance and accessibility on the frequency with which people visit (ACHGK013) * Investigating the they and their families visit for shopping, recreation, religious or ceremonial activities, or other reasons * Suggesting what their pattern of visits to might have been two generations ago and comparing this to their current pattern * Investigating how people s connections with are affected by transport and information and telecommunications technologies Level 2 By the end of Year 2, students identify the features that define and recognise that can be described at different scales. They describe how people in different are connected to each other and identify factors that influence these connections. Students recognise that the world can be divided into major geographical divisions. They explain why are important to people. Students pose questions about familiar and unfamiliar and collect information to answer these questions. They represent data and the location of and their features in tables, plans and on labelled maps. They interpret geographical information to draw conclusions. Students present findings in a range of texts and use simple geographical terms to describe the direction and location of. They suggest action in response to the findings of their inquiry. Last Update: January 18, 2015 Page 3 of 9

4 Observing, questioning and planning Collecting, recording, evaluating and representing Interpreting, analysing and concluding Communicating Reflecting and responding Content Descriptor Elaborations Content Descriptor Elaborations Content Descriptor Elaborations Content Descriptor Elaborations Content Descriptor Elaborations Content Descriptor Elaborations Level 3 Sourced from The representation of Australia as states * Using geographical tools, for example, a globe, wall map or digital Develop geographical * Developing why there? Collect relevant geographical * Using maps, aerial Interpret geographical maps * Developing appropriate Present findings in a * Selecting and applying Reflect on their learning * Discussing what they know and territories, and Australia s major natural application such as Google Earth, to locate the states and territories; questions to investigate questions about location; data and information, for photographs and satellite and data to identify conclusions from the range of communication appropriate media to to propose individual and have learned about the and human characteristics major cities and regional centres in their own state what might happen? example, by observing by images or a digital distributions and patterns patterns in the data, for forms, for example, communicate their action in response to a similarities and differences (ACHGS019) questions about future interviewing, conducting application, for example, and draw conclusions example, from observations written, oral, digital, findings, including the use contemporary between Places are both similar and different (ACHGK014) consequences; and what surveys, measuring, or from Google Earth, to identify, about the similarities and graphic, tabular, and of graphs, tables, geographical * Identifying and describing the major natural features of Australia, for ought to happen? or other sources such as maps, locate and describe different (ACHGS023) differences between visual, and use photographs and pictures, challenge and identify 'Places are both similar and different continues to develop example, rivers, deserts, rainforests, the Great Dividing Range and the questions about ethical photographs, satellite images, types of settlements geographical as appropriate the expected effects of * Designing actions that students understanding of place by examining the similarities and Great Barrier Reef behaviour the media and the internet terminology the proposal people could take to protect differences between within and outside Australia. The * Constructing tables or and improve that concept of place is developed through examining the major natural (ACHGS020) * Interviewing people about graphs to show the (ACHGS024) * Using geographical (ACHGS025) people perceive as important and human characteristics of Australia, including the * Collaborating in groups to their feelings and attachment similarities and differences terminology when Countries/Places of Aboriginal and Torres Strait Islander Peoples, develop geographical to between, and communicating with an and Australia's neighbouring countries. Students use the questions about the discuss possible reasons audience, for example, * Proposing possible actions geographic concepts of environment and space to examine the similarities and differences for them about climate and that could promote similarities and differences between in terms of the climate between * Acquiring geographical settlement awareness about the and the types of settlements. Students should be given the information from schools in similarities and differences opportunity to imagine what it would be like to live in a different geographically contrasting * Debating the reasons for between particular place to their own, and then think about their own and others parts of Australia and/or the similarities and * Describing the location feelings about and the extent to which these are similar or neighbouring countries differences between and direction from a local different. They explore how feelings about are the basis of they have studied place in Australia to a local actions to protect and environments that are of special place in at least two significance to them or other people. Students mental maps of the The many Countries/Places of Aboriginal * Using language maps to show how Australia was (and still is) divided Represent data by * Identifying different types of neighbouring countries, for world and their understanding of place are further developed and Torres Strait Islander Peoples into many Aboriginal Countries and Torres Strait Islander Places constructing tables and settlements and patterns of example, New Zealand and through learning about the representation of Australia and the throughout Australia graphs settlements, using Indonesia, using a globe or location of Australia s neighbouring countries, and comparing geographical tools, for wall map both within and outside Australia. These comparisons (ACHGK015) * Discussing how the territory of Aboriginal and Torres Strait Islander (ACHGS021) example, photographs and/or should continue to be made at the scale of the local place...,' Peoples contains the Country and Places of many individuals and satellite images, Google Language Groups Earth and/or Street view * Describing how the boundaries between Aboriginal Countries are quite * Creating tables or picture different to the surveyed boundaries between Australian states and and column graphs to show interpretation of maps, photographs and other representations of territories to gain an appreciation about the different ways Australia can be patterns in data collected geographical data. represented from observations or other sources about the similarities The key inquiry questions for Year 3 are articulated below. and differences between * How and why are similar and different? * What would it be like to live in a neighbouring country? * How do people s feelings about influence their views about the protection of?' The location of Australia s neighbouring * Using a globe to locate New Zealand, the Pacific Island nations, Papua Represent the location of * Making a plan of the countries and their diverse characteristics New Guinea, Timor-Leste and Indonesia, labelling them on a map, and and their features by classroom or home, using identifying the direction of each country from Australia constructing large-scale maps pictorial symbols (ACHGK016) that conform to cartographic conventions * Describing the similarities and differences between their local place and including scale, legend, title * Annotating a map to show in neighbouring countries in their natural and human and north point, and the natural and human characteristics describe their location features of Australia, using using simple grid the appropriate cartographic references, compass conventions including map The main climates of the world and the * Discussing how weather contributes to a climate type direction and distance symbols, scale and north similarities and differences between the point climates of different (ACHGS022) * Identifying the hot, temperate and polar zones of the world and the (ACHGK017) difference between climate and weather * Constructing maps to show the features of, using basic cartographic * Identifying and locating examples of the main climatic types in Australia conventions including map and the world, for example, equatorial, tropical arid, semi-arid, temperate, symbols, scale and north and Mediterranean point * Investigating and comparing what it would be like to live in a place with a different climate to their own place The similarities and differences in * Reading and viewing poems, songs, paintings and stories about people s individuals and groups feelings and feelings about and attachment to to explore the factors that perceptions about, and how they influence people s attachment to place influence views about the protection of these * Discussing why it is important to protect that have special (ACHGK018) significance for people, for example, a wetland, a sacred site, a national park or a World Heritage site The similarities and differences between * Exploring different types of settlement, and classifying them into in terms of their type of settlement, hierarchical categories, for example, isolated dwellings, outstations, demographic characteristics and the villages, towns, regional centres and large cities lives of the people who live there (ACHGK019) * Investigating the diversity of people who live in their place, using census data on age, birthplace, ancestry, language, religious affiliation, family composition or household composition, comparing them with the people in another place in Australia, and discussing their results * Discussing the similarities and differences in the types of work people do in their own place with a different type of place in Australia and a place in another country * Examining the similarities and differences between their daily lives and those of young people in a place outside Australia and discussing what it would be like to live in these Level 3 By the end of Year 3, students describe the characteristics of different at the local scale and identify and describe similarities and differences between the characteristics of these. They identify interconnections between people and. They describe the location of selected countries and the distribution of features of. Students recognise that people have different perceptions of and how this influences views on the protection of. Students pose simple geographical questions and collect information from different sources to answer these questions. They represent data in tables and simple graphs and the location of and their characteristics on labelled maps that use the cartographic conventions of legend, title, and north point. They describe the location of and their features using simple grid references and cardinal compass points. Students interpret geographical data to describe distributions and draw conclusions. They present findings using simple geographical terminology in a range of texts. They suggest action in response to a geographical challenge. Last Update: January 18, 2015 Page 4 of 9

5 Sourced from The location of the major countries of Africa * Using geographical tools, for example, a globe, a wall map or digital and South America in relation to Australia, application such as Google Earth, to identify the major countries of and their main characteristics, including the Africa and South America and their relative locations types of natural vegetation and native The Earth s environment sustains all life animals in at least two countries from both continents * Using a globe to investigate the Great Circle routes of aeroplane travel 'The Earth s environment sustains all life focuses on developing between Australia and the major countries of Africa and South America students understanding of sustainability which is about the (ACHGK020) ongoing capacity of the environment to sustain human life and wellbeing. Students recognise that people have different views on * Researching the main types of natural vegetation and native animals in how sustainability can be achieved. They learn that sustainability a climate zone in Australia and comparing them with those found in a means more than the careful use of resources and the safe similar climate in Africa or South America management of waste, and they develop their understanding of the concept by exploring some of the other functions of the environment that support their lives and the lives of other living things. They investigate the custodial responsibility of Aboriginal and Torres Strait Islander Peoples to their Country/Place and their past and present views on the sustainable use of resources. Students mental maps of the world and their understanding of place are further developed through learning the location of the major countries in South America and Africa and investigating their types of natural vegetation and native animals on those continents. The inquiry process provides opportunities to consider the sustainable use of environments and resources and to apply this information to develop a plan for appropriate action that people could take to improve environmental quality...,' Develop geographical * Developing what could be Collect relevant geographical * Using Google Earth or Interpret geographical maps * Using and interpreting Present findings in a * Developing a persuasive Reflect on their learning * Discussing what they know questions to investigate done? questions about data and information, for similar applications to collect and data to identify and relief maps in addition to range of communication audio-visual text to to propose individual and have learned about alternatives and example, by observing by geographical information, for describe distributions and other geographical data to forms, for example, promote action on an action in response to a different views related to the (ACHGS026) how do we know? interviewing, conducting example, the extent of patterns and draw conclusions discuss differences in written, oral, digital, environmental issue contemporary sustainability of questions about knowledge surveys, measuring, or from vegetation in an area, or to students conclusions about graphic, tabular, and geographical challenge environments sources such as maps, explore settlement along a (ACHGS030) ways to protect visual, and use and identify the expected photographs, satellite images, major river valley in Africa or environments, and reaching geographical terminology * Using geographical terms effects of the proposal * Using contemporary the media and the internet South America, from its agreement about the best to explain the relationship * Explaining why it could be issues reported in the source to the sea course of action to protect a (ACHGS031) between the environment (ACHGS032) necessary to improve media to initiate questions (ACHGS027) particular environment in and sustaining life sustainability and propose a about the sustainable use Australia, Africa or South range of different actions of resources * Selecting and applying America that could be taken, for efficient methods of * Describing the relative example, with reference to searching the internet for location of different their home, community or * Brainstorming ways that geographically relevant * Interpreting the data features in a place by school data might be collected for information about vegetation presented in picture, line, distance and compass an inquiry and choosing, and animals bar or column graphs, for direction, for example, from with teacher guidance, the example, information their home to the local * Proposing possible actions most effective method for a collected from a survey waste management site that could be taken to given investigation * Acquiring geographical about waste produced in the promote awareness about information about school or their home how people can reduce their environments and resources impact on the environment from schools in contrasting parts of Australia and/or countries in the southern hemisphere The types of natural vegetation and the * Identifying the main types of natural vegetation, including forest, interpretation of maps, digital resources, photographs and other significance of vegetation to the environment savannah, grassland, woodland and desert, and explaining the relationship and to people between climate and natural vegetation The key inquiry questions for Year 4 are articulated below. (ACHGK021) * How does the environment support the lives of people and other * Exploring how vegetation produces the oxygen all land animals (including living things? people) breathe; protects land from erosion by water or wind; retains * How do different views about the environment influence rainfall; provides habitat for animals; shelters crops and livestock; provides approaches to sustainability? shade for people; cools urban ; produces medicines, wood and * How can people use and environments more sustainably? fibre; and can make appear more attractive Represent data by constructing tables and graphs (ACHGS028) * Constructing tables and graphs identify the different types of vegetation occurring in Australia and selected countries of Africa and South America, for example, forest and grassland, using digital applications as appropriate Level 4 The importance of environments to animals * Explaining how people s connections with their environment can also and people, and different views on how they be aesthetic, emotional and spiritual can be protected (ACHGK022) * Recognising that there are different perspectives on what constitutes environmental sustainability and considering the role of people in protecting the environments that provide habitats for animals and discussing ways of doing this * Exploring strategies to protect particular environments that provide the habitats for animals, for example, planting bird-attracting vegetation Represent the location of * Annotating a map using the and their features by appropriate cartographic constructing large-scale maps conventions including map that conform to cartographic symbols, scale and north conventions including scale, point to show and their legend, title and north point, features, in Australia, and in and describe their location selected countries of Africa using simple grid references, and South America compass direction and distance (ACHGS029) The custodial responsibility Aboriginal and * Recognising that the distribution of Aboriginal and Torres Strait Islander Torres Strait Islander Peoples have for Peoples before colonisation was concentrated in the coastal and riverine Country/Place, and how this influences their areas of Australia past and present views about the use of resources * Investigating how Aboriginal and Torres Strait Islander Peoples ways (ACHGK023) of living were adapted to the resources of their Country/Place, for example, the alpine country of the Ngarigo People; the rainforests, beaches and dunes of the KuKu Yalanji People; the desert country of the Arrernte People; the savannah country of the Jawoyn People; the riverine plains of the Wiradjuri People; and the local Country/Place * Investigating how knowledge and practices shared among Aboriginal and Torres Strait Islander Peoples are linked to sustainable use of resources and environments (rotational use and harvesting of resources, mutton bird harvesting in Tasmania, and the collection of bush food from semi-arid rangelands) The natural resources provided by the environment, and different views on how they could be used sustainably * Identifying some of the resources produced by the environment and where they come from, for example, water, food, and raw materials, fibres, timber and metals that make the things people use (ACHGK024) The sustainable management of waste from * Describing how natural processes can break down and recycle some production and consumption wastes safely, for example, through composting or purifying water as it moves through the environment (ACHGK025) * Exploring different ways of managing wastes sustainably, and how these may include the principles of reduce, reuse, recycle and replace Level 4 By the end of Year 4, students describe and compare the characteristics of in different locations at the national scale. They identify and describe the interconnections between people and the environment. They describe the location of selected countries in relative terms and identify simple patterns in the distribution of features of. Students recognise the importance of the environment and identify different views on how to respond to a geographical challenge. Students develop geographical questions to investigate and collect and record information and data from different sources to answer these questions. They represent data and the location of and their characteristics in simple graphic forms, including large-scale maps that use the cartographic conventions of scale, legend, title and north point. They describe the location of and their features using simple grid references, compass direction and distance. Students interpret data to identify spatial distributions and simple patterns and draw conclusions. They present findings using geographical terminology in a range of texts. They propose individual action in response to a local geographical challenge and identify the expected effects of their proposed action. Last Update: January 18, 2015 Page 5 of 9

6 Level 5 Sourced from The location of the major countries of * Using geographical tools, for example, a globe, wall map or digital Develop geographical * Developing a significant Collect and record relevant * Finding out how to conduct Interpret geographical maps, * Constructing climate Present findings and * Presenting a report, Reflect on their learning * Assessing possible options Europe and North America in relation to application such as Google Earth, to identify the relative location of the questions to investigate question about how human geographical data and ethical research with people data and other information, graphs and using them to ideas in a range of supported by evidence, on to propose individual as actions that people could Australia and the influence of people on the major countries of Europe and North America and their environmental and plan an inquiry and environmental information, using ethical and communities, including using digital and spatial interpret and compare the communication forms, an investigation into a local and collective action in take to enhance environmental characteristics of in at characteristics processes shape protocols, from primary and the protocols for consultation technologies as climate of different for example, written, oral, environmental or planning response to a sustainability and fairness Factors that shape the human and environmental least two countries from each continent (ACHGS033) secondary sources, for with local Aboriginal/Torres appropriate, and identify graphic, tabular, visual issue using geographical contemporary and reduce the effects of characteristics of example, people, maps, Strait Islander communities spatial distributions, patterns and maps; using terms, for example, relative geographical challenge environmental change on the (ACHGK026) * Researching the changes made by people to a particular environment a * Identifying the stages in a plans, photographs, satellite and trends, and infer * Interpreting data geographical terminology location, scale, climate, and describe the local community 'Factors that shape the human and environmental characteristics country in Europe or North America geographical inquiry and images and statistical relationships to draw presented in line, bar, and digital cultural diversity expected effects of their of continues to develop students understanding of place by learning how to keep a sources and reports * Identifying the purpose and conclusions column and pie graphs, for technologies as proposal on different focusing on the factors that shape the characteristics of. In class journal of each stage usefulness of information example, data about appropriate groups of people exploring the interconnections between people and environments, in planning an investigation (ACHGS034) gained from primary and (ACHGS037) bushfires or floods or a students examine how climate and landforms influence the human of a local environmental or secondary sources local issue (ACHGS038) (ACHGS039) characteristics of, and how human actions influence the planning issue environmental characteristics of. They also examine how human decisions and actions influence the way spaces within * Interviewing people, for are organised and managed. They learn that some * Using a range of methods, example, Torres Strait climates produce hazards such as bushfires and floods that including digital Islander people about rising threaten the safety of and gain an understanding of the technologies, to plan and sea levels, or conflicting application of the principles of prevention, mitigation and conduct an information parties in a planning or preparedness as ways of reducing the effects of these hazards. search about the impacts of environmental dispute, and Students mental map of the world and their understanding of and responses to bushfires summarising the points of place is further developed through learning about the location of view on the issue the major countries of Europe and North America and examining the effects of people on the environmental characteristics of in these countries. The influence of people, including Aboriginal * Identifying how Aboriginal and Torres Strait Islander communities altered Evaluate sources for their * Interpreting and creating and Torres Strait Islander Peoples, on the the environment through their methods of land and resource management usefulness and represent maps such as flow and The inquiry process provides opportunities to collect information environmental characteristics of Australian data in different forms, for choropleth maps, or plans for from a variety of sources, for example, weather maps, satellite example, maps, plans, specific purposes, for images and media reports on bushfires, and to use this * Exploring the extent of change in the local environment over time, for graphs, tables, sketches and example, a bushfire information to propose action on a local environmental or planning (ACHGK027) example, through vegetation clearance, fencing, urban development, diagrams management plan mapping issue that is significant to the community...,' drainage, irrigation, farming, forest plantations or mining geographical data using (ACHGS035) spatial technologies, the location of recent bushfires in Australia, or information they have collected through The influence of the environment on the * Comparing how people have responded to climatic conditions in similar fieldwork interpretation of maps, photographs, digital resources and other human characteristics of a place and different and explaining why most Australians live close to the coast compared to inland Australia (ACHGK028) The key inquiry questions for Level 5 are articulated below. * Investigating the influence of landforms, for example, river valleys such * How do people and environments influence one another? as the Murray-Darling, Yellow (Huang He), Yangtze, Amazon, Mekong or * How do people influence the human characteristics of Ganges, on the development of settlements that are involved in food and and the management of spaces within them? fibre production * How can the impact of bushfires or floods on people and be reduced?' * Examining the effects of landforms, for example, valleys, hills, natural harbours and rivers, on the location and characteristics of their place and other they know The influence people have on the human characteristics of and the management of spaces within them (ACHGK029) The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030) * Examining how the use of the space within their local place is organised through zoning * Investigating a current local planning issue, for example, redevelopment of a site, preservation of open space or subdivision of farming land, exploring why people have different views on the issue, and developing a class response to it * Mapping and explaining the location, frequency and severity of bushfires or flooding in Australia * Explaining the impacts of fire on Australian vegetation and the significance of fire damage on communities Represent the location and * Annotating a map to show features of and and their features in different types of geographical Australia and in selected information by constructing countries of North America large-scale and small-scale and Europe maps that conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS036) * Researching how the application of principles of prevention, mitigation and preparedness minimises the harmful effects of bushfires or flooding Level 5 By the end of Year 5, students explain the characteristics of in different locations at the national scale. They describe the interconnections between people, and environments and identify the effect of these interconnections on the characteristics of and environments. They describe the location of selected countries in relative terms and identify spatial distributions and simple patterns in the features of and environments. They identify alternative views on how to respond to a geographical challenge and propose a response. Students develop geographical questions to investigate and collect and record information from a range of sources to answer these questions. They represent data and the location of and their characteristics in graphic forms, including large-scale and small-scale maps that use the cartographic conventions of border, scale, legend, title, and north point. Students interpret geographical data to identify spatial distributions, simple patterns and trends, infer relationships and draw conclusions. They present findings using geographical terminology in a range of communication forms. They propose action in response to a geographical challenge and identify the expected effects of their proposed action. Last Update: January 18, 2015 Page 6 of 9

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