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Inquiry Question: How does Cape Hillsborough support the lives of Aboriginal and
Torres Strait Islander peoples and other living things?
To prepare students for a field trip they must have geographical knowledge from the
curriculum so they understand and know the focus and purpose of their study and inquiry.
There are to be lessons previous to the field trip so students can build their knowledge,
understanding and skills. The field trip is an experiential learning experience that puts this
knowledge, understanding and skills into action. Post field trip activities allow students to
make conclusions and communicate their learning in a summative culminating task (ACARA,
2018; Gilbert & Hoepper, 2014)
Lesson 1 – Questioning and Researching


Questioning is an important initial development that needs to be positioned at the start of the
inquiry (ACARA, 2017). Questioning a source is a skill that develops students’ knowledge
about Cape Hillsborough as a place, the people that lived there, any issues that can be
detected and how it has developed over time (ACARA, 2017). Questioning is a foundation in
guiding an inquiry through investigation, satisfying curiosity and to revisit findings. This is
evident in the KWL worksheet that is adapted throughout the lessons (ACARA, 2017).
Questioning allows students the opportunity to construct their own meaning whilst the
teacher keeps students on track to meet curriculum outcomes (Naylor, 2000). Placing
questioning towards the start of the inquiry gives students a researched foundation of the
location of Cape Hillsborough before analysing, reflecting and evaluating in subsequent
lessons (ACARA, 2018).

Lesson 2 – Researching


Graphicacy is the communication of spatial information in which maps are the predominant
means of communication (Gilbert & Hoepper, 2014). Working with 2D maps allows students
to visualise a mental 3D map in their head to locate and identify features (Gilbert & Hoepper,
2014). The skill of Map interpretation and graphicacy is learnt to find features on the map
using direction. Students will also have to describe patterns of distribution and communicate
the meaning through written and spoken forms (Gilbert & Hoepper, 2014). For example, the
students are asked to draw the features of Cape Hillsborough on their own individual maps.

Lesson 3, 4, 5 – Analyse, Evaluate and Reflect


Evaluation and reflection allow students to use their already learnt skills of questioning,
researching and analysing to critically and creatively think and draw their own conclusions
(ACARA, 2017). Students will use the diary entry as a reflection of the intercultural
encounters and culturally diverse text to identify and inform a new idea they have learnt
(ACARA, 2017). Students reflection will recognise cultural differences and that they may
affect understanding between peoples (ACARA, 2017).

Graphic organisers are spatial illustrations that help demonstrate a more integrated
understanding of a topic; meaningfully connect new information with old and allow cognitive
structures to be made visible (Lombardi, 2007). They also help students reflect on what they
have learnt and enhance their understanding (Earl, 2006).

Why questions help students’ reasoning and reflection on what they are learning
(Geographical Association. n.d.). Studnets need to use their critical thinking strategies to
solve problems and therefore make sense of their experiences and not just be bombarded
with ‘subject content’ (Geographical Association).

Lesson 6 - Communicating
Interactive whiteboard is an ICT in the classroom used as a tool for teaching, communicating
and learning (ACARA, 2017).
Communication goes at the end of the inquiry as it is a higher order thinking skill based on
students own imaginative responses. Higher order thinking is a skill that is a result of inquiry
scaffolding, therefore being placed towards the end of the inquiry (ACARA, 2017).
Communication activities ensure deep understanding and learning, which is a key element of
geography inquiry (Taylor and Boon, 2012). Communication through ICT’s is a student
centred learning approach that focuses on students being active learners rather than only
having the skill explained to them (Hattie, Biggs & Purdie, 1996).

Lesson 7 – Field trip


A geographical inquiry is not complete without a field trip.

A field trip unites learning and real life experiences to engage and motivate students to make
a connection to themselves and the world they live in, therefore creating a memorable
learning experience (Gregson, 2012).

During the field trip and with the aid of the booklet students will be able to locate and collect
relevant information and engage in skills such as making ‘observations’ and examining and
analysing ‘primary sources’ of data on location (Gilbert & Hoepper, 2014).

Field trips help students to be responsible for their own learning through ‘real’ research
whilst having respect for the environment and develop their own person and analytical skills
(Gilbert & Hoepper, 2014).

The field trip to Cape Hillsborough will encourage students to problem-solve through hands
on observation and data collection to support their inquiry focus (Gilbert & Hoepper, 2014).

Lesson 8, 9, 10

Real life geographical inquiries are never done in isolation, in fact a diverse range of
perspectives and opinions are considered valuable to problem-solve, make decisions and
reach positive outcomes (Gilbert & Hoepper, 2014). Therefore, collaborative learning is
imperative to Geography and the chosen assessment task is beneficial in supporting
cooperative learning and group work (Smith, Lynch, & Knight, 2007). This aligns with
Vygotsky’s theory that students to learn from each other and this motivates them to be
actively involved in their own learning (Vygotsky (1978), as cited in Churchill, et al., 2013)

Social dynamics in the classroom such as hands on group activities with peers allows for
discussions and an experiential learning experience that enhances students’ cognitive
development and therefore improves learning outcomes (Alloway, Freebody, Gilbert, &
Sandy, 2002)