1. The Australian Curriculum
“GEOGRAPHY BEYOND THE CLASSROOM”

3. Rationale
Geography 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.

4. 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.
This quote illustrates that geography gives meaning to our world. When concepts support student’s information there is a better chance of learning as opposed to memorising.
It’s about placing their geographical knowledge into a conceptual framework.

5. 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.

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

7. Content structure Geographical Knowledge and Understanding
Geography is organised into two related strands:
Geographical Knowledge and Understanding
Knowledge is dynamic and its interpretation can be contested.
Facts, generalisations, principles, theories, models
Understanding is the ability to see relationships between aspects of knowledge, construct explanatory frameworks and apply these to new situations.
Geographical Inquiry and Skills
Geographical 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.
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 handout

8. Stages of an investigation
Observing, questioning and planning
Collecting, recording, evaluating and representing
Interpreting, analysing and concluding
Communicating
Reflecting and responding
Handout
Applied flexibly
Process may loop to allow students to go back to an earlier stage

9. Concepts to develop geographical understanding
Place
Space
Environment
Interconnection
Sustainability
High level ideas or ways of thinking that can be applied across the subject to identify a question, guide an investigation, organise information, suggest an explanation or assist decision-making.
Teaching students to think geographically.
Handout “Concepts for developing geographical understandings”
Scale
Change

10. Concept development Prep - Year 2
The 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 world
Skills introduced: observing and describing the features of places, drawing a map, using directional language, understanding distance and interviewing relatives.
Year 3 - 4
Shift 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.
Concept development
Prep - People live in places - place, space and the environment
Year 1 - Places have distinctive features
Year 2 - People are connected to many places - interconnection introduced
Year 3 - Places are both similar and different
Year 4 - The Earth’s environment sustains all life - sustainability and change introduced
Scope and sequence for this strand is found on page 76 of the curriculum

11. 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.
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
Students 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.
Year 5 - Factors that shape the human environmental characteristics of places
Year 6 - A diverse and connected world
Year 7 - Water in the world & Place and liveability

12. Scope and sequence for the Geographical inquiry and skills strand.
Found on page 83 of the curriculum
sequence/geounderstanding.html

14. Education for sustainability

15. Links to Australian Curriculum
Geographers 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”.
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.

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

17. What does fieldwork look like?
Fieldwork can be ‘short and sweet’ or an all day excursion
Around the school
Local community
Excursion
Virtual

18. 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?

19. Some ideas..... From the ‘Toolkit’ Field sketch / sketch map
Biodiversity survey
Land use mapping / transect ---> Google maps
Annotated photo / sketch ---> Skitch
User survey
“Place” circle
Floodlines
Decision making matrix

20. Where can these skills support the Geography curriculum / C2C?

22. Year One C2C 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.
Skills
Sketching
Land use survey (Google Maps)
Land use survey (natural, managed & constructed)
Annotate photos / maps ---> Skitch
C2C lessons - Lesson 2, 3, 5, 6, 8 (includes assessment)
BUEEC program - My place, your place, our place
Visit an area/s within the school and survey the natural, managed, constructed features of the site
Uses of the site?
How it has changed?
How can it be cared for?
Assessment - Create a map with an accompanying story (PicPlayPost)

23. Year 8 C2C Unit One: Landforms and landscapes
Focuses on investigating geomorphology through a study of a landscape and their landforms.
Skills
Sketching
Land use survey (Google Maps)
Coastal land use survey (natural, managed & constructed)
Annotate photos / maps ---> Skitch
Water quality testing
Human impact survey
C2C lessons - Lesson 19, 20, 21
Global landform explorer handout. Idea can also be used for a virtual fieldtrip.
Skitch - annotated images (toolkit)
User survey - can be created to investigate the use of any public space.

24. Year 10 C2C Unit Two: Environmental change and management
Focuses on investigating environmental geography through an in-depth study of specific environment (Sandgate foreshore)
Skills
Coastal water level survey
Flood map analysis
Annotate photos / maps ---> Skitch
Housing sketch / survey
Collaborative evaluation ---> Decision-making matrix

27. What makes a successful place?
Key attributes are found in the orange circle. Key qualities.
They green ring has the qualitative aspects to judge a place.
The blue section shows the quantitative aspects that can be measured by statistics or research.

28. Helpful resources.... www.geogspace.edu.au www.qsa.qld.edu.au
Geography - for those new to teaching the subject (NSW Education & Training)
Keys to Fieldwork

29. GeogSpace http://www.geogspace.edu.au
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 resources
Support units
- includes illustrations of practice designed to support teachers' professional learning and provide guidance, information and resources.
It has been developed by AGTA's team of practicing geography teachers, dedicated to ensuring all schools across Australia have access to a unique resource that reflects best practice using current technology and pedagogies.
GeogSpace offers quality primary and secondary geography resource materials for all teachers of geography, including those that are very experienced and those just commencing their involvement. The materials will support teachers to develop their knowledge, skills and pedagogical capacity to teach geography of the highest quality. 
Support units - Thinking geographically - The child as geographer video

30. Scoop it - GTAV
victoria-inc

31. Scribble maps

32. QLD Studies Authority www.qsa.qld.edu.au Prep - Year 10
P - 10 Geography
Resources

33. At your centre Which current activities address aims of the Geography curriculum? Are there opportunities to further address the aims?

34. Contact details.....
Thank you for your time