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NSW Syllabuses

Geography K–10 - Life Skills Landscapes and Landforms – Life Skills


A student:

  • GELS-1

    recognises features and characteristics of places and environments

  • GELS-2

    demonstrates an understanding that places and environments change

  • GELS-4

    recognises perspectives of people and organisations on a range of geographical issues

  • GELS-5

    explores management of places and environments

  • GELS-7

    collects and uses geographical information for inquiry

  • GELS-8

    communicates geographical information

Related Stage 4/5 outcomes: GE4-1, GE4-2, GE4-4, GE4-5, GE4-7, GE4-8, GE5-1, GE5-2, GE5-4, GE5-5, GE5-7, GE5-8

  • Key inquiry questions

  • How are landscapes and landforms created?
  • What do landscapes and landforms mean to people?
  • How do people affect landscapes and landforms?
  • How do geomorphic hazards affect landscapes and landforms?
  • Content focus

  • Students explore the features of landscapes and landforms using examples from Australia and throughout the world. They recognise how landscapes and landforms are created and acknowledge the values and meanings placed on landscapes and landforms by different people. Students investigate the impact humans have had on landscapes and ways to protect landscapes. Students explore the effect of natural hazards on landscapes and how people attempt to prevent future hazards.
  • Geographical concepts, skills and tools

  • Content including knowledge, understanding, concepts, skills and tools should be integrated to provide meaningful learning experiences for students. Refer to the Overview of teaching and learning.
  • Content

  • Features of landscapes and landforms 
  • Students:
  • share information about familiar landscapes and landforms
  • research various landscapes and landforms M ICT
  • identify iconic landscapes and landforms within Australia and around the world VR
  • recognise how landscapes and landforms are created by different forces of nature eg mountains created by volcanoes, rivers carved out by water, coastal headlands shaped by water and wind F L
  • Value of landscapes and landforms for people
  • Students:
  • recognise that people view landscapes and landforms differently CCTIUDD
  • recognise the aesthetic value of landscapes and landforms for people VR
  • explore the cultural and/or spiritual value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples AHCIUDD
  • share ideas about the economic benefits that can come from landscapes and landforms NWE
  • Human impact on landscapes
  • Students:
  • recognise the ways people alter landscapes eg damming rivers, deforestation, mining, farming, tourism STVR
  • identify the impact of human actions on ONE landscape eg visitors to beaches may trample the vegetation on the sand dunes F
  • investigate management strategies used to protect ONE landscape eg fences erected around sand dunes to protect vegetation F ICTL
  • Geomorphic hazards
  • Students:
  • identify different geomorphic hazards eg avalanches, earthquakes, volcanic eruptions, rock falls and landslides VR
  • explore the impact of geomorphic hazards eg changes to the landscape, loss of home, loss of life
  • investigate ways in which people minimise the impact of future geomorphic hazards eg warning signs and systems, evacuation plans ICTL