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Assignment 2: Unit Plan- Planning a unit of work

SUB-STRAND/SUBJECT: HASS / Geography LENGTH: 5 Weeks
YEAR LEVEL: Year 1 CONCEPT FOCUS: This unit will focus primarily on Geographical concepts of place,
YEAR LEVEL THEME: Where places are, what they are like and how they change. environment and change (ACARA 2017).
RATIONALE OF THE UNIT
In this unit students explore places and examine their natural, managed and constructed features, how places have changed over time and may change in the future, and ways in
which people care for places. Students also investigate the seasons of places and how diverse groups describe them. Specifically, the unit focuses on developing students
understanding of the Geographical concepts of place, environment and change, whilst promoting the development of geographical thinking. Geographical thinking, is the ability to
view the world through lenses of the geographical concepts (Gilbert & Hoepper 2016). Geography, is unlike any other curriculum area as it focuses on the study of places and the
natural and human environment, and evaluates the issues and impacts that emerge (Catling 2010). Research shows that through the development of geographical skills students
are better able to make informed decisions about local, national and global issues, preparing them for their role as citizens in society (Catling 2010; Kriewaldt 2012). Throughout
the unit students will also develop a range of other inquiry skills by collecting, sorting and recording information from a variety of sources to answer their questions. They will learn
how to interpret the data and draw conclusions from their explorations. Students will also develop some of the key general capabilities highlighted within the Australian
curriculum, including literacy, numeracy, critical and creative skills and intercultural understanding through various activities (ACARA 2017). These are all vital skills that students
need to develop in order to become successful in the 21st century and that will be nurtured and grown throughout this unit of work (ACARA 2017).

The unit aims to expand on students view of place, their understandings of the Earths natural and built features and the environmental and social processes that change them
(Kriewaldt 2012). This will help students to develop their knowledge and understanding of their own place (ACARA 2011). Learning throughout aims to support students in
developing their personal sense of identity through understanding their connection to places (Kriewaldt 2012). This unit also provides students with an initial understanding about
sustainability and the importance of caring for our environment, one of the HASS values. This is important as research shows that many students feel that these global issues will
affect them in the future (Holden & Hicks 2007). Finally, the concepts developed in this unit are appropriate to the age level and cognitive ability of the students and provide a
foundation for geographic concepts that students will explore in greater depth as they move through the years of schooling (Gilbert & Hoepper 2016).

KNOWLEDGE AND UNDERSTANDING CONTENT DESCRIPTIONS COVERED INQUIRY AND SKILLS CONTENT DESCRIPTIONS COVERED
The natural, managed and constructed features of places, their location, how they Pose questions about past and present objects, people, places and events
change and how they can be cared for (ACHASSK031) (ACHASSI018)
The weather and seasons of places and the ways in which different cultural groups, Collect data and information from observations and identify information and data from
including Aboriginal and Torres Strait Islander Peoples, describe sources provided (ACHASSI019)
them (ACHASSK032) Sort and record information and data, including location, in tables and on plans and
Science labelled maps (ACHASSI020)
Observable changes occur in the sky and landscape (ACSSU019) Explore a point of view (ACHASSI022)
Science involves observing, asking questions about, and describing changes in, Compare objects from the past with those from the present and consider how places
objects and events (ACSHE021) have changed over time (ACHASSI023)
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Use a range of methods to sort information, including drawings and provided Interpret data and information displayed in pictures and texts and on
tables and through discussion, compare observations with predictions (ACSIS027) maps (ACHASSI024)
Represent and communicate observations and ideas in a variety of ways (ACSIS029) Draw simple conclusions based on discussions, observations and information displayed
Maths in pictures and texts and on maps (ACHASSI025)
Describe duration using months, weeks, days and hours (ACMMG021) Reflect on learning to propose how to care for places and sites that are important or
English significant (ACHASSI026)
Create short imaginative and informative texts that show emerging use of Present narratives, information and findings in oral, graphic and written forms using
appropriate text structure, sentence-level grammar, word choice, spelling, simple terms to denote the passing of time and to describe direction and
punctuation and appropriate multimodal elements, for example illustrations and location (ACHASSI027)
diagrams (ACELY1661) (ACARA 2017)
Engage in conversations and discussions, using active listening behaviours, showing
interest, and contributing ideas, information and questions (ACELY1656)
(ACARA 2017)
KNOWLEDGE AND UNDERSTANDING ACHIEVEMENT STANDARDS ASPECTS ASSESSED INQUIRY AND SKILLS ACHIEVEMENT STANDARDS ASPECTS ASSESSED
Students identify and describe the natural, managed and constructed features of They reflect on their learning to suggest ways that places can be cared for (ACARA 2017).
places at a local scale and identify where features of places are located.
They recognise that people describe the features of places differently.
Students identify changes in features and describe how to care for places (ACARA
2017).
KEY INQUIRY QUESTIONS TO GUIDE UNIT THINKING
What makes a place special to someone? What if no one cared for places? How can we make sure that our favourite places are still around in the future for others to enjoy?
Suggested in the Australian Curriculum: What are the different features of places? How can we care for places? How have the features of places changed? (ACARA 2017).
LEARNING ACTIVITIES/EXPERIENCES RATIONALE FOR LEARNING ACTIVITIES DESIGNED
YouTube clips The learning activities within this unit are based around the constructivist learning theory.
I think, I see, I wonder That is, they are designed to provide students with opportunities to collaborate,
Labelled diagram cooperate, reflect, view multiple perspectives and representations of ideas and showcase
Sorting real world pictures of features of places using aerial photographs real world examples (Paily 2013). Multiple learning activities have been incorporated
Class discussion within the unit in order to tailor the learning to the topic and students, increasing the
Group work chances of student success (Montgomery 2001). The use of a wide range of learning
Book reading resources and activities is also a common practice of constructivism (Keengwe, Onchwari
Categorising game & Agamba 2014).
Creating a flip book
Class and group discussions and work is a key part of the unit as they provide opportunities
Demonstration
for less able students and able students to collaborate and learn from each other
Observations of climate (Montgomery 2001). This type of collaborative work can be seen throughout all phases of
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Venn diagram the inquiry process as constructivist pedagogy intentionally creates a cooperative
Oral presentation environment (Keengwe, Onchwari & Agamba 2014). According to Montgomery (2001),
Comic strip creation within a constructivist learning environment it is vital that learners are able to work
Excursion to the local park together and support each other in reaching learning goals.
Interactive websites My Place, World Weather
Think, pair, share Many ICT resources have been incorporated within the unit, like the interactive website
Classroom display My Place and video clips, such as Heidis favourite place. Research shows that the
implementation of ICT resources in the classroom are believed to increase the motivation
Field work in the school grounds
of students to learn (Gilbert & Hoepper 2017). Technology use in HASS classrooms is also
thought to encourage students to actively inquire (Lee, Doolittle and Hicks 2006). The use
of videos in the classroom especially can be a strong motivational and educational tool
(Duffy 2008). Video is a popular and familiar medium for students and by using it in the
classroom teachers can tap into students pre-existing enthusiasm in an educational way
(Duffy 2008). Video podcasts are part of what Fiford (2011) calls web 2.0, which are less
traditional resources that have emerged through the new technological era and are
viewed to be more engaging than traditional methods.

Many real-world examples have been included within the unit, through pictures, story
books and observations. By doing so the teacher is able to bring the world outside of the
classroom to the students (Kriewaldt 2012). As such, the information is relatable to
students as the world becomes their laboratory and they are able to explore the
characteristics of a place through a range of media (Kriewaldt 2012). Other real world
learning experiences that have been included in the unit, include an excursion and field
trip. According to Hovorka and Wolf (2009), field experience is believed to be vital for the
development of geographical concepts. By undertaking an excursion, it allows the students
to learn by doing and engage in first hand real world experiences outside the classroom
setting (Hovorka & Wolf 2009). This idea of learning by doing is a key part of constructivist
learning (Hovorka & Wolf 2009).

Overall the learning activities selected within this unit have been done to in order to create
student-centred learning experience in which students build upon their current knowledge
in relevant and authentic ways. The teacher become the facilitator within these activities,
rather than the transmitter of information (Keengwe, Onchwari & Agamba 2014).

ASSESSMENT TASKS RATIONALE FOR THE ASSESSMENT DESIGN FOR THIS UNIT
Formative Constructivism acknowledges that students come into a learning situation, not as a blank
canvas but, with a range of previous experiences and understandings (Fitzgerald, Dawson

The first assessment activity will be undertaken in the first session to determine
students prior knowledge about places, their features and why they are important.
This activity will help shape the rest of the unit. Students will draw and label a picture
of a place that is important to them and then share with each other, in groups, why
their place is important. The teacher will assess the student through observation and
by reviewing the students work product.
The next formative assessment activity will take place in session 5, week 3. The
students will research a Gariwerd season in groups. They must complete a Venn
diagram to compare the characteristics of their Gariwerd seasons with the
characteristics of the European season that occurs at that time. Once complete, each
group will present to the class via oral presentation what they have found out about
their Gariwerd season and how it is different or like the European seasons. This
assessment activity allows the teacher to see that students are able to identify the
features and times of the European seasons, are able to apply their knowledge to a
new situation and compare and contrast that with researched findings. Additionally,
it demonstrates the ability of the student to recognise that people describe the
seasons differently. The teacher will assess the students through observations and
their oral presentations and provide feedback to students verbally during the activity
and after the presentations.
The third formative assessment activity will occur in session 7, week 4. Students will
undertake an excursion to the park where the class will be divided into three expert
groups looking for natural, managed and constructed features. Students will take
pictures, drawings and create diagrams of the various features of the park. They will
then share their findings with the rest of the. The teacher will pose questions using
where, what, how and why to provoke more information about the features of the
park and the students knowledge and understanding of the differences of the
features of a place. The teacher will assess the students through observations and
their oral presentations, and provide feedback to students verbally during the activity
and presentations.
Summative
The students will undertake two activities that together will make up the summative
assessment. The first part will take place in session 6, week 3 as it focuses on the
weather component of the unit. Students design their own seasons to more
accurately reflect the weather either where they live or at their favourite place. They
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& Hackling 2013). This prior knowledge can be utilised to help students to make sense of
new information and experiences that are introduced to them in the classroom (Fitzgerald,
Dawson & Hackling 2013). Levitt (2002) states that learning is about changing and
extending a students prior understandings, rather than giving explanations where none
existed before. Only through knowing the students prior knowledge can a teacher connect
new information to the students current understandings (van Uum, Verhoeff & Peeters
2016). Additionally, finding out what students know before the formal explanation occurs
allows students to explore their conceptual ideas and highlights the gaps in the students
knowledge (Marshall & Alston 2014). Retrieving the students prior knowledge is the goal
of the first formative assessment task. It allows the teachers to discover the students
understanding about place before delving into the topic.
After the initial prior knowledge assessment, continuous and systematic assessment of the
students abilities and understandings is required, in the form of formative assessment
(Montgomery 2001). This type of assessment is to highlight any areas the student is having
difficulty, using inappropriate strategies or has a misunderstanding (Gilbert & Hoepper
2017). It allows the teacher to assist the student with their learning by providing them with
feedback (Gilbert & Hoepper 2017). This type of assessment has been proven to improve
learning and achievement in classrooms (James & Pollard 2011). Formative feedback may
be given in many ways including informally during the lesson or unit to assist the student
(Gilbert & Hoepper 2017). Additionally, formative assessment highlights areas in which the
teacher may need to adjust their teaching and future learning activities (Antoniou & James
2014). Some of the most beneficial ways to gain formative knowledge include observing
process, questioning individual or small groups of students, observations and
metacognitive questioning (Antoniou & James 2014). As such, these types of formative
assessment have been included within the unit. Namely, observation and individual or
small group questioning.
The final type of assessment in this unit is a summative assessment. Summative
assessments occur at the end of units, are graded against a set of standards and intend to
depict what the student has learnt (Dixson & Worrell 2016). Within this unit there are two
summative assessment activities which make up the assessment task. Both have been
included as they allow the student to show their knowledge and understanding of two
separate content descriptors. Both Dixson and Worrell (2016) and Gilbert and Hoepper
(2017) state that summative assessments should allow students to demonstrate their
knowledge rather than simple memorising and reproducing information. As such the
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will display their seasons in the form of a comic strip. For each season students need activities have been designed to allow students to apply their conceptual understandings
to explain the seasons features, what activities happen during that season and what to solve new problems, think critically and demonstrate their learning.
clothes they wear. By completing the task the teacher can see the students
knowledge and understanding of the seasons, that people describe the seasons
differently and that their features change. Additionally, this task enables students to
present their work in a text other that written form and justify their reasoning.

The second part of the summative assessment will occur at the end of the unit in
session 10, week 5. As a class the students will explore the school grounds and must
each draw diagrams of 2 natural, 2 managed and 2 constructed features of the
school. Students also need to write a sentence to justify why they placed each
feature into each category, how they can care for the school and why it is important
to do so. This assessment is designed to evaluate the students ability to identify
where features are located and describe the natural, managed and constructed
features of the school grounds. Additionally, the task will highlight the students
ability to reflect on how to care for a place.

The teacher will assess both pieces of work at the same time using the assessment
rubric attached. Summative feedback will be provided to students in the form of the
rubric and written feedback.

ICT RESOURCES AVAILABLE LEARNING RESOURCES TO BE USED WITH THE STUDENTS

James Publishing Ltd 2007, Holiday weather guide, World Reviewer, viewed 16 Godwin, J 2010, All through the year, Penguin Books Australia, Hawthorn.
May 2017, <http://www.worldreviewer. com/world-weather/>. Baker, J 1991, Window, Julia MacRae, London.
Bureau of Meteorology (BOM) 2016, Indigenous Weather Knowledge, Australian Photos of a range of constructed, managed and natural places and features from around
Government Bureau of Meteorology, viewed 16 May 2017, the world (including those from aerial heights).
<http://www.bom.gov.au/iwk/>.
ABC 2017, My Place, ABC, viewed 16 May 2017
<http://www.abc.net.au/abc3/myplace/>.

OPPORTUNITIES TO INCORPORATE CROSS CURRICULUM PRIORITIES OPPORTUNITIES TO INCORPORATE GENERAL CAPABILITIES

This unit of work has strong links to two of the cross-curriculum priorities; Aboriginal
and Torres Strait Islander Histories and Cultures and Sustainability.
Development of knowledge about Aboriginal and Torres Strait Islander People is
weaved in the unit as students learn explore a variety of Indigenous seasons.
Through this activity, the students begin to develop an understanding of these
Many Australian Curriculum General Capabilities can be seen throughout this geography
unit. Here are some examples of their implementation:
Literacy is embedded within the unit as students develop explanations, arguments,
maps, tables, diagrams and images, as well as texts about places, their features and how

Indigenous cultures and their connection to places. Additionally, they will be able to
compare and explore the cultural knowledge and beliefs of Indigenous people with
their own cultural knowledge, and in turn develop a respect for cultural diversity
(ACARA 2017).
Additionally, the students will explore the cross-curriculum priority of sustainability.
During the unit students will look at why we care for places and how we can care for
them. This connects with sustainability as the students will participating critically
and acting creatively in determining more sustainable ways of living (ACARA 2017)
and caring for our environment. Through the activities within the unit students will
develop knowledge to assist them in being more sustainable.
TOPIC BACKGROUND RESOURCES TO SUPPORT TEACHER LEARNING FOR THE UNIT
National Geographic Society 2017, Seasons, National Geographic, viewed 19 May
2016, <https://www.nationalgeographic.org/encyclopedia/season/>.
Cool Australia 2017, Activity: Sustainability film competition: year 1, Cool Australia,
viewed 19 May 2017, < https://www.coolaustralia.org/activity/sustainability-film-
competition-year-1/>.
Education Services Australia 2017, Field and photo sketching Years 1-4,
GeogSpace, viewed 19 May 2017, <http://www.geogspace.edu.au/core-units/f-
4/inquiry-and-skills/year-f-4/yf4-is-illus2.html>.
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they are cared for (ACARA 2017). Additionally, students develop their vocabulary to
incorporate subject specific language about weather and places.
Numeracy can be seen in the unit as students develop their understanding of maps and
calendars.
Student use ICT to locate and analyse information during the unit which directly
strengthens their Information and communication capability.
Throughout the unit students are able to develop their critical and creative thinking as
they learn to think using the geography concepts. Students learn to apply their
knowledge to new situations and establish conclusions and solutions from their findings.
Additionally, students look at the topic from a range of perspectives.
Students personal and social capability is developed in several ways. Independent and
group work are both incorporated which fosters students development of personal and
interpersonal skills. Students gain an understanding of people and places during the unit
and develop an appreciation of varying views.
Intercultural understanding is established throughout the unit as students learn about
the diversity of places and people. There is a strong connection with Aboriginal and
Torres Strait Islander culture within the unit, developing students understanding of the
cultures and their values, beliefs and ways of knowing (ACARA 2017).
PEDAGOGICAL RESOURCES TO SUPPORT THE TEACHING OF THE UNIT
Reynolds, R 2012, Teaching history, geography & SOSE in the primary school, 2nd edn.,
Oxford University Press, South Melbourne, Vic.
Pedaster, M, Maeots, M, Simman, LA, De Jong, T, Van Riesen, SA, Kamp, ET, Manoli, CC,
Zacharia, ZC and Tsourlidaki, E 2015, Phases of inquiry-based learning; Definitions and
the inquiry cycle, Educational Research Review, vol. 14, no. 1, pp. 47-61.
Bhattacharjee, J 2015, Constructivist approach to learing An effective approach of
teaching learning, International Research Journal of Interdisciplinary and
Multidisciplinary Studies, vol. 1, no. 4, pp. 65-74.
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Teaching and learning sequence for the 5-week unit

TEACHING FOCUS LEARNER ACTIVITY ASSESSMENT RESOURCES USED
Week 1
Session 1: What is Students watch the video about Heidis favourite place and in groups complete an I see, I Formative ABC 2017, Heidis favourite
place? think..., I wonder task in relation to the clip. Students are encouraged to use the starters who, assessment place, ABC Splash, viewed 19
what, why, when and how. May 2017 <http://splash.abc.
Questioning Students then draw and label a picture of a place that is important to them and share with each net.au/home#!/
Researching other, in groups, why their place is important to them. media/2337991/heidi-s-
Analysing To conclude the session students, work with the teacher in a class discussion to answer the favourite-place>.
questions what is a place?

Session 2: Features Teacher explains that places have different features and that these are often categorised into Photos of a range of constructed,
of places natural, managed and constructed. Teacher shows examples of a few different types of features managed and natural places and
and as a class they determine if which category they belong to, placing the picture under on the features from around the world
Researching display board under the correct category. (including those from aerial
Communicating Students are asked to work out which category their important place from the previous session heights).
belongs to. They must justify to a peer why their place belongs in a particular category and stick
their image on the display board under that heading.
Students work in groups and are provided with images of places from around the world. They
musty sort them into the three categories, whilst justifying their choices verbally to each other.

Week 2
Session 3: European As part of the morning routine, the teacher incorporates recording the weather. Godwin, J 2010, All through the
Seasons The teacher reads All through the year to the class and discuss with students the seasons. year, Penguin Books Australia,
Record the four European seasons on the board and write a list of weather words that the Hawthorn.
Questioning students associate with each season. Range of clothing and other item
Researching Class play the clothing relay game. Divide the class into two groups, and place two piles of clothes for game
Evaluating and in front of each team, e.g. hats, jumpers, sunscreen, tennis rackets, football etc. The students in
reflecting each team line up and take it in turns to run to the pile of stuff, pick an item and place it in the
Communicating correct season pile. The team to clear their pile accurately and first wins.
Students then create their own flip book, which includes a picture of a tree in each season and a
description of the activities and characteristics of that season.
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Session 4: Weather Teacher explains that seasons are not the same around the world by demonstrating with a globe James Publishing Ltd 2007,
around the world and light. Holiday weather guide, World
The teacher shows students the interactive world-weather map and they explore as a class the Reviewer, viewed 16 May 2017,
Researching various seasons and weather of countries. <http://www.worldreviewer.
Analysing In pairs, students need to travel to different parts of the world at different time of the year com/world-weather/>.
(choose countries that students are familiar with and have obvious seasonal patterns). Students Globe
locate the country and determine what season it is they are there in, why would someone visit this Light
place at this time of year and what they would wear while they are there.

Week 3
Session 5: Indigenous Introduce students to the Indigenous Weather Knowledge (IWK) website and explore some Formative Bureau of Meteorology (BOM)
weather seasons Aboriginal groups have. assessment 2016, Indigenous Weather
Students are divided into groups and allocated a Gariwerd season to research. They must Knowledge, Australian
Researching complete a Venn diagram to compare the characteristics of their Gariwerd seasons with the Government Bureau of
Analysing characteristics of the European season that occurs at that time. Meteorology, viewed 16 May
Communicating Once complete, students are given 2 minutes to present to the class via oral presentation what 2017,
they have found out about their Gariwerd season, its features and characteristics, and how it is <http://www.bom.gov.au/iwk/>.
different or like the European seasons. Venn Diagram

Session 6: Design Students are to design their own seasons to more accurately reflect the weather either where Summative
your own seasons they live or at their favourite place (e.g. windy season, cloudy season). Students will display these assessment
in the form of a comic strip.
Evaluating and For each season students need to explain the seasons features, what activities happen during that
reflecting season and what clothes they wear.
Communicating Each student shares one season that they have created with the class.

Week 4
Session 7: Class go on an excursion to the local park. They are divided into three expert groups looking for, Formative I-pads/cameras
Categorising features natural features, managed features and constructed features. They record the features by taking assessment Blank park map
excursion pictures, drawing and creating diagrams.
Each expert group then shares their findings with the rest of the class to collate their
Researching information. The teacher poses questions using where, what, how and why to provoke more
Evaluating and information about the features of the park. Model how to draw conclusions from the findings e.g.
reflecting At the park, there are more natural features than constructed features.
Communicating The teacher selects 4 photos from each group to place onto a class map of the park.
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Session 8: Seeing Teacher reads Window to the class. As a class the students look at the pictures and try to Baker, J 1991, Window, Julia
changes determine what has changed, why they think these changes are happening and what might MacRae, London.
happen in the future (inferencing). ABC 2017, My Place, ABC, viewed
Analysing Teacher shows students the My place website. Students work in pairs to explore the My place 16 May 2017
Evaluating and website and select one location. The students explore images of different years at that place and <http://www.abc.net.au/
reflecting record, using their own means, the differences and similarities of the images. Students then infer abc3/myplace/>.
about how they think the place might change in the future.

Week 5
Session 9: Caring for Start the lesson by exploring why students think we might need to care for places. Playkids 2017, Earth day: the
places Show the class Earth Day: The Environment and our Planet in a Song for Kids! I Love to Learn with environment and our planet in a
Play Kids YouTube clip. Ask students to think, pair, share about any other ideas they may have song for kids! I love to learn with
Evaluating and gotten from the video. playkids, YouTube, 20 April,
reflecting Create a give earth a hand display board. Each child traces a hand and cuts it out. On each finder viewed 19 May 2017,
of the hand have students record one way in which they can help care for the park which we <https://www.youtube.com
visited in a previous session. Display the hands around the edge of the park map from the /watch?v=CTqH8-mBKGo>.
previous session.

Session 10: Features As a class explore the school groups. Summative Blank school map
of the school Students are asked to draw 2 natural, 2 managed and 2 constructed features of the school. They assessment
need to write a sentence to justify why they placed each feature into each category.
Evaluating and Students need to complete the task by recording how they can care for the school and why it is
reflecting important.
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Assessment Rubric
Assignment details: Where places are, what they are like and how they change (Year 1 Geography/HASS).
Due date:
Student name:
Excellent Above satisfactory Satisfactory Developing Support required
Identify where features of places Successfully identified Accurately identified Correctly identified and Correctly identified and Unable to correctly
are located. and located 2 natural, 2 and located 2 natural, 2 located 2 natural, 2 located some natural, identify and locate
managed and 2 managed and 2 managed and 2 managed and natural, managed and
constructed features of constructed features of constructed features of constructed features of constructed features of
the school grounds. the school grounds. the school grounds. the school grounds. the school grounds.
Included an excellent Included a detailed and Included a labelled Included a limited Did not include, or
and clearly labelled clearly labelled diagram diagram of the features. diagram of the features included a poor,
diagram of features. of features. with no labels. diagram of the features.
Students identify and describe the Outstanding and Competent and detailed Clear and concise Simple justification of Limited or no
natural, managed and constructed comprehensive justification of why the justification of why the why the features justification of why the
features of places at a local scale. justification of why the features belonged to features belonged to belonged to each features belong to each
features belonged to each category. each category. category. category.
each category.
They reflect on their learning Excellent and Competent and detailed Comprehensive Simple response, Limited response, with
to suggest ways that places can be comprehensive response, suggesting response, suggesting suggesting minimal little or no suggestions
cared for. response, clearly multiple ways that the some ways that the ways that the school on ways that the school
suggesting ways that school ground can be school ground can be ground can be cared ground can be cared
the school ground can cared for. cared for. for. for.
be cared for.
They recognise that Exceptional range of Vast range of seasons. Satisfactory range of Limited range of Partial range of seasons.
people describe the features of seasons. Well-defined Clear and concise seasons. Sound seasons. Simple Little or no description
places differently. description of the description of the description of the description of the of the features of each
Students identify changes in features of each season features of each season features of each season features of each season season they created,
features. they created, the they created, the they created, the they created, the the activities that
activities that happen activities that happen activities that happen activities that happen happen during the
during the seasons and during the seasons and during the seasons and during the seasons and seasons and what
what clothes they wear. what clothes they wear. what clothes they wear. what clothes they wear. clothes they wear.
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Australian Curriculum Assessment and Reporting Authority (ACARA) 2017, The Australian Curriculum: Humanities and Social Sciences, version 8.3.

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2011, Shape of the Australian Curriculum: Geography, viewed 5 May 2017,
<https://acaraweb.blob.core.windows.net/resources/Shape_of_the_Australian_Curriculum_Geography.pdf>.

Catling, S 2010, Issues for research in UK Primary Geography, International Research in Geographical and Environmental Education, vol. 8, no. 1, pp. 60-65.

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Gilbert, R & Hoepper, B 2016, Teaching Humanities and Social Sciences: History, Geography, Economics and Citizenship in the Australia Curriculum, 6th edition, Cengage,
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