Introduction:
Geography is the investigation and understanding of the earth and its features and the distribution of life on earth, including human life and its impacts. It is the study of the many different “places”, or environments, which make up our world and is described as “the why of where”. (ACARA)
Therefore Geography lends itself naturally to be taught with a cross curricular pedagogy through the lens of HASS, Science, English and Mathematics.
Geographical concepts
The geographical concepts for this topic include; citizen science, mapping, developing a sense of place and space, wetlands and water as a precious resource, understanding the local community and its indigenous roots, the 3 I's of geo literacy and thinking in terms of sustainable futures.
General capabilities
The following GC's highlighted in yellow are implemented within the unit:
Literacy
Numeracy
Information and communication technology (ICT) competence
Critical and creative thinking
Ethical behaviour
Personal and social competence
Intercultural understanding
Cross-curriculum priorities
Aboriginal and Torres Strait Islander Histories and Cultures
Sustainability
Asia and Australia’s engagement with Asia
Key terms
citizen science, implications, interconnections, interactions, geography, wetland, watershed, arid, estuarine, riverine, coastal, alpine, indigenous, cultural significance, field work, flora, fauna, PH levels, human impact, sustainable, futuristic, solar, conservation, ecosystem, recycled, location
Pedagogy
This topic has been created with key pedagogical thinking from the National Professional Standards for Teachers and the South Australian Tfel Framework.
South Australian Tfel Framework
Developing geo literate learners connects with domains 3 and 4 from the South Australian Tfel Framework. For more detail please access the links.
Domain 3 - Develop expert learners
3.1 Teach students how to learn (PDF - 443KB)
3.2 Foster deep understanding and skilful action (PDF - 452KB)
3.3 Explore the construction of knowledge (PDF - 525KB)
3.4 Promote dialogue as a means of learning (PDF - 477KB)
Domain 4 - Personalise and connect learning
4.1 Build on learners` understandings (PDF - 543KB)
4.2 Connect learning to students` lives and aspirations (PDF - 545KB)
4.3 Apply and assess learning in authentic contexts (PDF - 463KB)
4.4 Communicate learning in multiple modes (PDF - 632KB)
Australian Professional Standards for Teachers
We were able to meet the following professional standards; Firstly we engaged in vigorous professional development via Coursera; an online learning community in collaboration with National Geographic. We involved parents and caregivers in the field trip and in student learning via newsletters. Student safety was addressed in both engaging in field work and in walking safely and ethically within the local environment. Indigenous perspectives were acknowledged throughout the unit including a mapping activity identifying sacred land within the Parafield Gardens Community. We connected with NRM and the Salisbury Council. Students were provided with frequent feedback in small group, whole class, peer, broader community and self reflection.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-IndigenousAustralians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
3.7 Engage parents/ carers in the educative process
4.4 Maintain student safety
5 Assess, provide feedback and report on student learning
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
7.4 Engage with professional teaching networks and broader communities
Geography is the investigation and understanding of the earth and its features and the distribution of life on earth, including human life and its impacts. It is the study of the many different “places”, or environments, which make up our world and is described as “the why of where”. (ACARA)
Therefore Geography lends itself naturally to be taught with a cross curricular pedagogy through the lens of HASS, Science, English and Mathematics.
Geographical concepts
The geographical concepts for this topic include; citizen science, mapping, developing a sense of place and space, wetlands and water as a precious resource, understanding the local community and its indigenous roots, the 3 I's of geo literacy and thinking in terms of sustainable futures.
General capabilities
The following GC's highlighted in yellow are implemented within the unit:
Literacy
Numeracy
Information and communication technology (ICT) competence
Critical and creative thinking
Ethical behaviour
Personal and social competence
Intercultural understanding
Cross-curriculum priorities
Aboriginal and Torres Strait Islander Histories and Cultures
Sustainability
Asia and Australia’s engagement with Asia
Key terms
citizen science, implications, interconnections, interactions, geography, wetland, watershed, arid, estuarine, riverine, coastal, alpine, indigenous, cultural significance, field work, flora, fauna, PH levels, human impact, sustainable, futuristic, solar, conservation, ecosystem, recycled, location
Pedagogy
This topic has been created with key pedagogical thinking from the National Professional Standards for Teachers and the South Australian Tfel Framework.
South Australian Tfel Framework
Developing geo literate learners connects with domains 3 and 4 from the South Australian Tfel Framework. For more detail please access the links.
Domain 3 - Develop expert learners
3.1 Teach students how to learn (PDF - 443KB)
3.2 Foster deep understanding and skilful action (PDF - 452KB)
3.3 Explore the construction of knowledge (PDF - 525KB)
3.4 Promote dialogue as a means of learning (PDF - 477KB)
Domain 4 - Personalise and connect learning
4.1 Build on learners` understandings (PDF - 543KB)
4.2 Connect learning to students` lives and aspirations (PDF - 545KB)
4.3 Apply and assess learning in authentic contexts (PDF - 463KB)
4.4 Communicate learning in multiple modes (PDF - 632KB)
Australian Professional Standards for Teachers
We were able to meet the following professional standards; Firstly we engaged in vigorous professional development via Coursera; an online learning community in collaboration with National Geographic. We involved parents and caregivers in the field trip and in student learning via newsletters. Student safety was addressed in both engaging in field work and in walking safely and ethically within the local environment. Indigenous perspectives were acknowledged throughout the unit including a mapping activity identifying sacred land within the Parafield Gardens Community. We connected with NRM and the Salisbury Council. Students were provided with frequent feedback in small group, whole class, peer, broader community and self reflection.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-IndigenousAustralians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
3.7 Engage parents/ carers in the educative process
4.4 Maintain student safety
5 Assess, provide feedback and report on student learning
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
7.4 Engage with professional teaching networks and broader communities