Content focus:
Students explore places across a range of scales within Australia and Australia’s location in the world. They describe connections people, including Aboriginal and Torres Strait Islander Peoples, have with places, both locally and globally. Students identify factors affecting people’s accessibility to places. |
Geographical concepts:
- Place: the significance of places and what they are like. For example: places students live in and belong to and why they are important.
- Space: the significance of location and spatial distribution, and ways people organise and manage the spaces that we live in. For example: location of a place in relation to other familiar places.
- Environment: the significance of the environment in human life, and the important interrelationships between humans and the environment. For example, how and why places should be looked after.
- Interconnection: no object of geographical study can be viewed in isolation. For example: local and global links people have with places and the special connection Aboriginal and Torres Strait Islander Peoples maintain with Country/Place.
- Scale: the way that geographical phenomena and problems can be examined at different spatial levels. For example: various scales by which places can be defined such as local suburbs, towns and large cities.
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Content:
Australian places
Students investigate places across a range of scales within Australia
Australia's location
Students investigate Australia’s location in the world
People’s connection with places
Students investigate connections and access to places
Local and global connections
Students investigate connections that people, including Aboriginal and Torres Strait Islanders, have with local and global places |
Outcomes:
A student:
- describes features of places and the connections people have with places
- communicates geographical information and uses geographical tools for inquiry.
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Inquiry skills:
Acquiring geographical information
- pose geographical questions
- collect and record geographical data and information, for example, by observing, by interviewing, or using visual representations
Processing geographical information
- represent data by constructing maps
- draw conclusions based on interpretation of geographical information sorted into categories
Communicating geographically
- present findings in a range of communication forms
- reflect on their learning and suggest responses to their findings
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Geographical tools:
Maps
- pictorial maps, large-scale maps, world maps, globe
Fieldwork
- observing, collecting and recording data, conducting surveys
Graphs and statistics
- tally charts, pictographs, data tables, column graphs, weather data
Spatial technologies
- virtual maps, satellite images
Visual representations
- photographs, illustrations, story books, multimedia, web tools
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