OVERVIEW OF TEACHING AND LEARNING
In considering the intended learning, teachers will make decisions about the sequence, the emphasis to be given to particular areas of content, and any adjustments required based on the needs, interests and abilities of their students. Content including knowledge and understanding, concepts, skills and tools should be integrated to provide meaningful learning experiences for students.
Where appropriate, students are to be provided with opportunities to investigate a wide range of places and environments from local to global scales.
THE FOLLOWING GEOGRAPHICAL CONCEPTS ARE TO BE INTEGRATED THROUGHOUT EARLY STAGE 1:
- Place: the significance of places and what they are like eg places students live in and belong to and why they are important.
- Space: the significance of location and spatial distribution, and ways people organise and manage the spaces that we live in eg location of a place in relation to other familiar places.
- Environment: the significance of the environment in human life, and the important interrelationships between humans and the environment eg how and why places should be looked after.
THE FOLLOWING GEOGRAPHICAL INQUIRY SKILLS ARE TO BE INTEGRATED THROUGHOUT EARLY STAGE 1:
- Acquiring geographical information
- pose questions and make observations (ACHGS001)
- record geographical data and information (ACHGS002)
- Processing geographical information
- represent data using charts or graphs (ACHGS003)
- draw conclusions based on discussions of observations (ACHGS004)
- Communicating geographical information
- present information (ACHGS005)
- reflect on their learning (ACHGS006)
THE FOLLOWING GEOGRAPHICAL TOOLS ARE TO BE INTEGRATED THROUGHOUT EARLY STAGE 1:
- Examples may include:
- Maps –
- pictorial maps
- Fieldwork –
- observing and recording data
- Graphs and statistics –
- tally charts, pictographs
- Spatial technologies –
- virtual maps
- Visual representations –
- photographs, illustrations, story books, multimedia