People live in places – 1

Students will investigate why places are special and how people can care for them. Students will explain why people need to take care of places.

• Learning sequence – People live in places 1 Early Stage 1 (DOCX 75.1KB)
  • Student workbook – People live in places 1 Early Stage 1 (DOCX 5.3MB)

People live in places – 2

Students explore the places they live and that are important to them. They investigate how the location of places can be represented on maps. They develop an understanding of what makes a place special and how this may differ for different people.

• Learning sequence – People live in places 2 Early Stage 1 (DOCX 74KB)
  • Student workbook – People live in places 2 Early Stage 1 (DOCX 3649KB)

What are places like?

Students will identify and describe the features of the place they live in. They will record geographical information by representing features of the place they live on a pictorial map.

• Learning sequence – What are places like? Early Stage 1 (DOCX 80KB)
• Student workbook – What are places like? Early Stage 1 (DOCX 13.6MB)

Features of places

Students examine interconnections between features, users and organisation of spaces.

• Learning sequence – features of places Stage 1 (DOCX 80KB)
  • Student workbook – features of places Stage 1 (DOCX 127KB)

Features of places 2

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.

• Learning sequence - Features of places 2 Stage 1 (DOCX 77KB)
  • Student workbook - Features of places Stage 1 (DOCX 1.2MB)

Features of places 3

Students will identify and describe the natural and human features of a familiar local place and describe the activities located there. They will represent features of places and identify where activities are located on a pictorial map.

• Learning sequence – Features of places 3 Stage 1 (DOCX 78KB)
  • Student workbook – Features of places 3 Stage 1 (DOCX 10MB)

Places are similar and different

Students examine the diverse characteristics of the natural and human features of Australia. They explore and compare the different climates, settlement patterns and demographic characteristics and natural vegetation of places in Australia and then use this information to imagine what it would be like to live in those places. Students will compare lives of the people of three Australian places, including their own place/town/city. To complete the sequence students, create and publish a mini atlas.

• Learning sequence – places are similar and different Stage 2 (DOCX 86.7KB)
  • Student workbook – places are similar and different Stage 2 (DOCX 1.5MB)

The Earth’s environment

Students explore the climate, natural vegetation and native animals of places in Australia and Asia. They examine the importance of natural vegetation and natural resources to the environment, animals and people and learn about the ways people value environments, including Aboriginal and Torres Strait Islander Peoples.

• Learning sequence – the Earth's environment Stage 2 (DOCX 75KB)
  • Student workbook – the Earth's environment Stage 2 (DOCX 991KB)

Skills focus

In this sequence, students focus on the geographical skills of mapping and data representation. They learn to construct tables, graphs and maps, and interpret these to identify distributions and draw conclusions about climate, natural vegetation and native animals in Australia.

• Learning sequence – skills focus Stage 2 (DOCX 74.4KB)
  • Student workbook – skills focus Stage 2 (DOCX 11MB)

Places and environments

Students investigate land use for a road building project as a case study at a regional scale. They examine the geographical characteristics of the site, the interconnections between the place and a range of people with varying points of view, the role of government in the issue, and sustainability considerations.

• Learning sequence – places and environments Stage 3 (DOCX 76.7KB)
  • Student workbook – places and environments Stage 3 (DOCX 103.8KB)

A diverse and connected world

Students explore countries of the Asia region and the connections Australia has with other countries across the world. Students learn about the diversity of the world’s people, including the Indigenous Peoples of other countries.

• Learning sequence - a diverse and connected world Stage 3 (DOCX 74KB)
  • Student workbook - A diverse and connected world Stage 3 (DOCX 73.9KB)

Skills focus

In this sequence, students focus on the geographical skills of mapping and data representation. They learn to construct tables, graphs and maps, and interpret these to identify distributions and draw conclusions about how climate influences the distribution of where people live.

• Learning sequence – skills focus Stage 3 (DOCX 75.7KB)
  • Student workbook – skills focus Stage 3 (DOCX 21MB)

Personal and family histories – 1

• Learning sequence – personal and family histories 1 Early Stage 1 (DOCX 617.3KB)
  • Student workbook – personal and family histories 1 Early Stage 1 (DOCX 325.2KB)

Personal and family histories – 2

This learning sequence comprises two inquiries – sharing stories of past celebrations and celebrating special events. Students use a variety of sources including stories, photographs and personal artifacts to investigate how stories can be communicated, how stories can differ depending on who is telling them and to identify and record information about significant events.

• Learning sequence – personal and family histories 2 Early Stage 1 (DOCX 76KB)
  • Student workbook – personal and family histories 2 Early Stage 1 (DOCX 1200KB)

Personal and family histories – 3

Personal and family histories provides students with the opportunity to learn about their own history and that of their family; including stories from a range of other cultures and other parts of the world. As participants in their own history, students build on their knowledge and understanding of how the past is different to the present. Students use a variety of sources, including personal family photographs and written and oral stories, to investigate their family history and the different structures of families in their class.

• Learning sequence – personal and family histories 3 Early Stage 1 (DOCX 81KB)
  • Student workbook – personal and family histories 3 Early Stage 1 (DOCX 1.7MB)

Present and past family life

Students explore differences in family structures and roles today, and how these have changed or remained the same over time.

• Learning sequence – present and past family life Stage 1 (DOCX 772.6KB)
  
  • Student workbook – present and past family life Stage 1 (DOCX 829.6KB)

The past in the present

This learning sequence provides a study of local history. Students explore, recognise and appreciate the history of their local area by examining aspects of the past and considering what they tell us. This learning sequence comprises two inquiries – our school history and the local school in the past and the present. Students use a variety of sources to identify and describe the aspects of the past that they can see around the local school environment. Students investigate information about the local school in the past and present. They draw on their own investigations and that of the local older generations such as their parents and grandparents, as well as other sources.

• Learning sequence – the past in the present Stage 1 (DOCX 78KB)
  • Student workbook – the past in the present Stage 1 (DOCX 857KB)

The past in the present 2

Students investigate how technology has changed in their home and community and the impacts of changing technology. They discuss the similarities and differences of technology from the past and sequence them over time. Students explore the way technology has changed the way they communicate. They use a range of communication forms to explain the impact of changing technology on people’s lives. They draw on their own investigations and that of the local older generations such as their parents and grandparents, as well as other sources.

• Learning sequence – the past in the present 2 Stage 1 (DOCX 80KB)
  • Student workbook – the past in the present 2 Stage 1 (DOCX 1.3MB)

Community and Remembrance 1

Students investigate important days and weeks that are celebrated or commemorated in Australia. They identify and describe local, state and national symbols and discuss their origins, symbolism and significance. They record and communicate their information through an infographic or poster.

• Learning sequence – community and remembrance 1 Stage 2 (DOCX 923KB)
  • Student workbook – community and remembrance 1 Stage 2 (DOCX 947KB)

Community and Remembrance 2

This topic provides a study of the Aboriginal identity and culture in the local area. This learning sequence consists of two short inquiries – connecting to Country and Aboriginal Dreaming stories.

In the first, students investigate the importance of Country and Place to the local Aboriginal people. They identify Aboriginal languages spoken and learn about the special relationship Aboriginal people have with Country. In the second, students explore Dreaming stories. They explore how Dreaming stories explain local connection to Country and respond to Dreaming stories that are presented to them using a variety of sources.

• Learning sequence – community and remembrance 2 Stage 2 (DOCX 75.6KB)
  • Student workbook – community and remembrance 2 Stage 2 (DOCX 1059KB)

Community and remembrance 3

This topic provides a study of identity and diversity in both a local and broader context. Moving from the heritage of their local area, students explore the historical features that have been lost and retained. Students examine early transport in the local community and New South Wales through a guided inquiry. They use a range of sources to describe and explain how and why transport has changed or remained the same.

• Learning sequence – community and remembrance 3 Stage 2 (DOCX 82.1KB)
  • Student workbook – community and remembrance 3 Stage 2 (DOCX 3.4MB)

Australia as a nation

Students sequence key figures and events and explain their significance in the development of Australian democracy, for example, Sir Henry Parkes, Edmund Barton, Louisa Lawson or Vida Goldstein.

• Learning sequence – Australia as a nation Stage 3 (DOCX 71.7KB)
  • Student workbook – Australia as a nation Stage 3 (DOCX 155.4KB)

The Australian Colonies

Students investigate significant events that shaped Australia’s identity for one decade or era within the 1800s. They investigate and create a timeline of significant events and their effects for the time period 1800 to 1900.

• Learning sequence – the Australian colonies Stage 3 (DOCX 74KB)
  • Student workbook – the Australian colonies Stage 3 (DOCX 933KB)

Australia as a nation 2

Students investigate the status, rights and freedoms of Aboriginal and Torres Strait Islander peoples in Australian democracy. They investigate the actions of individuals and groups that work to address inequities and instigate change.

• Learning sequence – Australia as a nation 2 Stage 3 (DOCX 81KB)
  • Student workbook – Australia as a nation 2 Stage 3 (DOCX 1161.4KB)