The document discusses the development of the Australian geography curriculum. It outlines the aims of developing students' sense of wonder about the world, deep knowledge of Australia and their place in the world, and the ability to think geographically. It describes the process used to draft the curriculum, which was guided by a shape paper and involved writers, advisors, consultation and drafting. It also discusses considering capabilities, cross-curriculum priorities, inquiry-based learning, and spatial technologies. Key concepts in the curriculum like place, space, environment, sustainability, and change are defined. Finally, it provides an overview of the curriculum content from Foundation to Year 6.
AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptx
Australian Geography Curriculum
1. The Australian
Geography
Curriculum
and Global Education
Rebecca Nicholas
Brisbane State High School
rnich101@eq.edu.au
2. “Geography is a structured way of exploring, analysing
and explaining the characteristics that make up our
world..”
Rationale, Draft F-12 Australian Curriculum: Geography, pg. 3
8. Aims
The ability to think geographically, based on an
understanding of place, space, environment,
interconnection, sustainability, scale and change.
15. The Process
Draft Shape Paper for Australian Geography
Curriculum
Shape Paper guided the process for the writers
and advisors
Writers and Advisors developed draft
Consultation and Drafting
Publication of the Australian Geography
Curriculum - September 2012
16. The Process
Shape Paper guided the process for the writers
and advisors
Writers and Advisors developed draft
Consultation and Drafting
Publication of the Australian Geography
Curriculum - September 2012
17. The Process
Writers and Advisors developed draft
Consultation and Drafting
Publication of the Australian Geography
Curriculum - September 2012
18. The Process
Consultation and Drafting
Publication of the Australian Geography
Curriculum - September 2012
23. Things to
consider....
Cross Curriculum Priorities
Page 26 of draft
24. Things to
consider....Capabilities
General
Cross Curriculum Priorities
Page 26 of draft
25. Things to
consider....Capabilities
General
Cross Curriculum Priorities
Fieldwork
Page 26 of draft
26. Things to
consider....Capabilities
General
Cross Curriculum Priorities
Inquiry based learning
Fieldwork
Page 26 of draft
27. Things to
consider....Capabilities
General
Cross Curriculum Priorities
Inquiry based learning
Case Studies
Fieldwork
Page 26 of draft
28. Things to
consider....Capabilities
General
Cross Curriculum Priorities
Inquiry based learning
Case Studies
Spatial Technologies
Fieldwork
Page 26 of draft
29. Things to
consider....Capabilities
General
Cross Curriculum Priorities
Inquiry based learning
Case Studies
Spatial Technologies
Fieldwork Other KLAs
Page 26 of draft
30. Things to
consider....Capabilities
General
Cross Curriculum Priorities
Inquiry based learning
Case Studies
Spatial Technologies
Fieldwork
Page 26 of draft
37. The Inquiry Process
Observing and Questioning
Planning, Collecting and Evaluating
38. The Inquiry Process
Observing and Questioning
Planning, Collecting and Evaluating
39. The Inquiry Process
Observing and Questioning
Planning, Collecting and Evaluating
Processing, Analysing, Interpreting and Concluding
40. The Inquiry Process
Observing and Questioning
Planning, Collecting and Evaluating
Processing, Analysing, Interpreting and Concluding
41. The Inquiry Process
Observing and Questioning
Planning, Collecting and Evaluating
Processing, Analysing, Interpreting and Concluding
Reflecting and Responding
42. The Inquiry Process
Observing and Questioning
Planning, Collecting and Evaluating
Processing, Analysing, Interpreting and Concluding
Reflecting and Responding
43. The Inquiry Process
Observing and Questioning
Planning, Collecting and Evaluating
Processing, Analysing, Interpreting and Concluding
Reflecting and Responding
Communicating
46. Plac
e
Specific part of the earth’s surface
that has been named and given
meanings by people.
47. Plac
e
Specific part of the earth’s surface
that has been named and given
meanings by people.
Describing the characteristics of
place to explain them.
48. Plac
e
Specific part of the earth’s surface
that has been named and given
meanings by people.
Describing the characteristics of
place to explain them.
Exploring people’s connection to
place.
49. Plac
e
Specific part of the earth’s surface
that has been named and given
meanings by people.
Describing the characteristics of
place to explain them.
Exploring people’s connection to
place.
Recognising that places may be
altered and remade by people.
50. Spa
cethree dimensional surface of the earth.
The
Studies difference across space and the rich
diversity of environments, people, cultures and
economies that exist together on the surface of
the earth.
51. Investigating the ways that space is structured,
organised and managed by different people for
different purposes.
How people perceive and
use space differently
52. Investigating the ways that space is structured,
organised and managed by different people for
different purposes.
How people perceive and
use space differently
53. Investigating the ways that space is structured,
organised and managed by different people for
different purposes.
How people perceive and
use space differently
54. Investigating the ways that space is structured,
organised and managed by different people for
different purposes.
How people perceive and
use space differently
55. Investigating the ways that space is structured,
organised and managed by different people for
different purposes.
How people perceive and
use space differently
56. Environme
nt
Our living and non-living surroundings.
58. Sustainabilit
y
The capacity of
something to be
maintained indefinitely
into the future.
59. Scal
e
The hierarchy of
divisions of spaces, A local farm in Australia
from the personal to
the local, regional, A local farm in Vietnam
national and global.
60. Chan
ge
An awareness of change over time and space provides
students with an understanding of what is happening
around them, and to see their world as dynamic.
61. Curriculum Content
Foundation - Where we live?
Year 1 - Not everywhere is the same
Year 2 - Links to our world
Year 3 - How we live
Year 4 - How we live in Australia
Year 5 - Climate and Activities
Year 6 - Going Global