ASSIGNMENT 2 - UNIT OF WORK PLANNING

Year Level Topic Sub-Strand

3 Our Place - Australia Geography
RATIONALE
It is said that understanding is the foundation for action (Gilbert & Hoepper 2017, p. 251). In the Australian Curriculum, Year 3 students explore the
representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander Peoples (Australian Curriculum,
Assessment and Reporting Authority [ACARA] 2016, ACHASSK066). Students develop an understanding of where they live, major places both natural and
human made and the similarities and differences between places within Australia.

Jeana Kriewaldt (2012 p. 23) beautifully articulates the significance of this field of study when she states “As young people deepen their understanding of
their own place, the characteristics of Australia and how this connects to the wider world, they are able to articulate why it is significant to them, developing
their sense of identity.” Place is one of the big ideas explored in this topic. Through exploring the concept of place, students come to realise that places have
different characteristics, that they can have a different significance for different people and that their perspective of a place may be different to their friends
and classmates (Geogspace n.d.) Developing this understanding offers the opportunity to further develop their sense of wonder, curiosity and respect
(ACARAa 2017; Geogspace n.d.; Gilbert & Hoepper 2017, p. 250) for their world. Further, Preston (2015, p.43) argues that developing a deep understanding
of place broadens students understanding of the world in which they live and how to effect change on it.

Research conducted in New Zealand found that when children develop a strong connection to a place they are more likely to feel responsible for maintaining
it (Bartos 2011, p. 160). In the study the children identified New Zealand as a peaceful place and strove to continue to ensure New Zealand remained
peaceful. In applying the findings of this study to this topic, the aim is to promote the values of peace and ecological and economical sustainability by
fostering students inherent connection to their environment and allowing them opportunities to not only discover more about Australia but to explore their
feelings towards Australia.
As well as exploring place, this topic explores the concept of space, environment, and interconnection. Big ideas provide new ways of thinking about the
world and the inquiry model followed to explore this topic enables students to become global citizens with the geographical understanding and the skills to
empower them to make a difference through the decisions they make in the future (Lambert & Solem 2017, p. 11).

Students finish this topic with a sound knowledge of the representation of Australia as states and territories, of Countries/Places of Aboriginal and Torres
Strait Islander Peoples and the major places in Australia, both natural and human.

LEARNING FOCUS
INQUIRY QUESTION

What are the main natural and human features of Australia? (ACARA 2016)

KNOWLEDGE/UNDERSTANDING SKILLS

The representation of Australia as states and territories and as
Countries/Places of the Aboriginal and Torres Strait Islander Peoples; and
major places in Australia, both natural and human (ACARA 2016,
ACHASSK066).
Pose questions to investigate people, events, places and issues (ACARA
2016, ACHASSI052)
Record, sort and represent data and the location of places and their
characteristics in different formats, including simple graphs, tables and
maps, using discipline-appropriate conventions (ACARA 2016, ACHASSI054).

Interpret data and information displayed in different formats, to identify and

describe distributions and simple patterns (ACARA 2016, ACHASSI057)
 Interact with others with respect to share points of view (ACARA 2016,
ACHASSI059)

Present ideas, finding and conclusions in texts and modes that incorporate
digital and non-digital representations and discipline-specific terms (ACARA
2016, ACHASSI061)

CROSS CURRICULUM LINKS

General Capabilities Cross Curriculum Priority Cross Curricular Links
 Literacy  Aboriginal and Torres Strait  Mathematics:
 Numeracy Islander Histories and Cultures o ACMMG065
 Critical and Creative Thinking  English:
 Personal and Social Capability o ACELA1476
 Information and Communication o ACELT1596
Technology (ICT) Capability o ACELY1676
o ACELY1792
o ACELY1677
 Technologies:
o ACTDIK008

ASSESSMENT
ACHIEVEMENT STANDARDS

By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of
their community that have changed and remained the same over time. They describe the diverse characteristics of different places at the local scale and
identify and describe similarities and difference between the characteristics of these places. They identify connections between people and the
characteristics of places. Students explain the role of rules in their community and the importance of making decisions democratically. The identify the
importance of different celebrations and commemorations for different groups. They explain how and why people participate in and contribute to their
communities. (ACARA 2016)

Students pose questions and locate and collect information from sources, including observations, to answer these questions. They examine information to
identify a point of view and interpret data to identify and describe simple distributions. They draw simple conclusions and share their views on an issue.
They sequence information about events and the lives of individuals in chronological order. They record and represent data in different formats, including
labelled maps using basic cartographic conventions. They reflect on their learning to suggest individuals action in response to an issue or challenge.
Students communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline specific terms. (ACARA 2016)

FORMATIVE ASSESSMENT TASK SUMMATIVE ASSESSMENT TASK

Feedback from formative assessment tasks assist students learning and is
often referred to as assessment for learning (Gilbert 2017, p. 105).
Assessment for learning empowers students to identify what they need to
improve in or focus on to ensure the desired learning outcomes are achieved
(Gilbert 2017, p. 105; Woolfolk & Margetts 2016, p. 504). It is therefore
crucial that formative assessment tasks reflect the aims of the topic or activity video presentation about a State or Territory in Australia. It allows students
(Gilbert 2017, p. 106).
In this topic the formative assessment tasks are:
1. Students will interpret the data they have been collecting to label a
Summative assessment is typically completed at the end of a unit of work to
assess whether students have met the achievement standards (ACARAb
2017, Gilbert 2017, p. 105).
In this topic the summative assessment task asks students to prepare a
the opportunity to demonstrate the accumulation of knowledge gained
throughout the topic but also requires they implement the inquiry model to
research, analyse, evaluate and communicate their chosen State or
Territory. It assesses whether students have understood that:
 map using basic cartographic conventions; title, north point and
legend. Students will name and label the Australian states and
territories, some of the Countries/Places of the Aboriginal and Torres
Strait Islander Peoples, at least 5 natural landmarks and at least 5
human made landmarks.
2. Students will interview 2 family members or family friends to identify
their favourite feature of Australia and why it is their favourite
feature. Students will then prepare a poster and present their
findings to the class.
The first formative assessment task is completed during the analysing phase
of the Inquiry model but is aimed at consolidating their learning to date and
identifying any gaps in their knowledge about how Australia is represented,
major places both human and natural (ACARA 2016, ACHASSK066), basic
cartographic conventions (ACARA 2016) and their ability to research and
analyse. Students will self-assess their maps but maps will be collected and
written feedback will also be provided by the teacher.
The second formative assessment task is completed during the evaluating and
reporting phase of the Inquiry model when the focus is on sharing and
listening to others points of view about special and significant places in
Australia. Feedback will be verbal and in the form of a group discussion.
 Australia is represented as a states and territories;
 Australia is represented as Countries/Places of Aboriginal and
Torres Strait Islander People;
 There are major places in Australia; and
 Australia has natural and human features.
(ACARA 2016)
It also assesses that students can:
 Identify and describe differences between natural and human
features;
 Describe diverse characteristics of places at a local scale;
 Record and represent data on a labelled map using basic
cartographic conventions; and
 Communicate their findings in oral, visual and written forms.
(ACARA 2016).
 TEACHING SEQUENCE
AC INQUIRY & SKILLS LEARNER ACTIVITY RESOURCES ASSESSMENT
MODEL
QUESTIONING Read a picture book about a holiday around Australia
Pose questions about  Teacher will read the picture book “Are We There Lester, A 2004, Are we there yet?,
different major Yet?” by Alison Lester to the class. Penguin Group, Camperwell,
natural features of  While reading the book Victoria
Australia. o Ask students if they recognise any of the
places?
Pose questions to o Have they been to any of them?
investigate people, o Have they done a similar trip with their family
events, places and before?
issues (ACARA 2016,  At the end of the story, discuss the places the girl
ACHASSI052) visited. Did anyone have a favourite? Open the book
to look at the favourite and invite comments and
explanations about why it was a favourite.

Graffiti Wall
 Working in small groups, students place pictures from A3 map of Australia
the book (supplied in an envelope) onto a map of 4x envelopes of places from the
Australia using blu tac. Students can write additional book
places, that weren’t mentioned in the book, on the Blu tac
map that they know of. Textas
 Maps and envelope of places are passed between
groups allowing them to add to the information from
the previous group. Do they agree with where the
places have been put on the map?
 Repeat until every group has contributed to each map.
 Ask students to look at the map now in front of them.
How different is it to it was when they first saw it?
 At the end of the activity, discuss the places the girl
 visited. ‘Consider why these places have been
chosen?’; ‘what type of places were visited? (capital
cities, natural landmarks, human made, Aboriginal);
‘how they are similar and different?’; ‘why they may be
important places?’; ‘what would you like to ask the girl
in the book about a place she visited?’
https://www.teachstarter.com/teachi
Natural and Human Features – Sort & Categorise Activity ng-resource/natural-human-features-
 In pairs, students complete the Natural vs Human places-sorting-activity/
Features Place Sorting Activity from TeachStarter
(2017)
Human Features PowerPoint:
Natural and Human Features - Gallery Walk https://www.teachstarter.com/teachi
 Students walk around the room and see how other ng-resource/human-features-
pairs have sorted the features. australia-powerpoint/
 Students return to their seats
 class discussion about how they found the sorting
activity? Was it easy/hard? Any surprises?
 Teacher to walk through human features PowerPoint
(from TeachStarter 2017) to define human features
such as structures, population, belief systems,
government, occupations, languages (highlight that
there are 129 Aboriginal and Torres Strait Islander
languages) (skip the last slide as a similar task will be
done later in the unit)

RESEARCHING Exploring & Making Maps

 Place some maps on each table (variety of maps inc. World Maps
Locate data and real and fake) Treasure Maps
information about  Teacher to pass around a couple of inflatable world Australia Maps
different places and maps (if students are sensible they could be gently Inflatable Globes
record this on maps, thrown around).
tables and charts.  Teacher to ask students how they can tell they are
 looking at a map? Are there similarities? Can they
Record, sort and identify a Title? Which way is North? What the symbols
represent data and on the map mean?
the location of places  Using a compass and grid paper, students create a map Compasses
and their of the classroom or school yard. Maps should include Grid Paper
characteristics in a Title, North Point and Legend. Pencils
different formats,
including simple What is Country/Place? – Video
graphs, tables and  Class discussion about what they think “Country”
maps, using discipline- means? What do they think of when I say “Country”?
appropriate Most will likely identify countries as Australia, U.S.A,
conventions (ACARA New Zealand, China etc.
2016, ACHASSI054).  If the Aboriginal and Torres Strait Islander meaning of
Country isn’t raised – ask what students think the word
“Country” may mean to the Aboriginal and Torres Who We Are: Country/Place video:
Strait Islander Peoples. https://youtu.be/scPVu7BASeA
 Watch Who We Are: Country/Place video
 Revisit the classes thoughts on what the word TeachStarter Indigenous Regions of
“Country” may mean to the Aboriginal and Torres Australia Map:
Strait Islander Peoples. https://www.teachstarter.com/teachi
 Display language map on IWB to show how many ng-resource/indigenous-regions-of-
Countries/Places there are. australia/
 Ask students to identify the Country in their local area.

Favourite Natural and Human Landmarks http://australianlandmarks.com.au/lis

 Using the Australian Landmarks website as a starting
point students research, identify and record
information about their 10 favourite natural or human
landmarks. Students complete My Favourite
Landmarks template.
 Students can use prior knowledge, the Australian
Landmarks and Australia.com websites as well as
Google Earth, an Atlas and the Explorer for ArcGIS
ts/australian-man-made-landmarks-
top-10-list
http://australianlandmarks.com.au/m
ap/map-of-australian-landmarks
http://australianlandmarks.com.au/lis
ts/australian-landforms-top-10-list
Atlas
 mapping App on iPad.
 Create a class chart of favourite landmarks – which one www.australia.com
is the most popular?
o What types of natural features are there?
Mountains, Rivers, Deserts, Rainforests. Explorer for ArcGIS Mapping App

My Favourite Landmarks Template

(Appendix B)

ANALYSING Interpreting Maps – Information Hunt Population Density: Formative assessment

 As a class look at the population density map and http://www.abs.gov.au/ausstats/abs Students will label a map
Interpret data and practice interpreting it. @.nsf/Latestproducts/3218.0Main%2 with the following:
information about  Individually ask students to list in order which 0Features752016?opendocument&ta  States and Territories of
natural and human state/territory has the largest population through to bname=Summav Australia
features of Australia the smallest.  Local Aboriginal and
and consolidate this  Students can check their results against the Australian ABS Census PDF: Torres Strait Islander
onto a map. Bureau of Statistics (ABS) Census PDF (2016, p.1) http://www.ausstats.abs.gov.au/ausst languages that overlay
ats/subscriber.nsf/0/19DA38C6B6AF5 their current location
Interpret data and Labelling a Map E9FCA25814B00030D2E/$File/snapsh  At least 5 x natural
information displayed  Using the information and data they’ve been collecting ot%20of%20australia,%202016%20ce landmarks
in different formats, about Australia, students will label a map that shows nsus%20data%20summary.pdf  At least 5 x human
to identify and the States and Territories of Australia, the local landmarks
describe distributions Aboriginal or Torres Strait Islander language spoken in Students should include a
and simple patterns their location and 5 natural and 5 human features. http://australianlandmarks.com.au/lis North Point and a Title and
(ACARA 2016,  Students will include a narrative of their favourite ts/australian-man-made-landmarks- Legend on their maps.
ACHASSI057) landmark to describe the natural or human feature, it’s top-10-list
location, significance etc. http://australianlandmarks.com.au/m
 Students will include a narrative about a human ap/map-of-australian-landmarks
feature of Australia e.g. population of Adelaide, most http://australianlandmarks.com.au/lis
common belief system, government. ts/australian-landforms-top-10-list
 Students can use the Australian Landmarks website,
the Indigenous Map, ABS Census PDF, Google Earth TeachStarter Indigenous Regions of
and the Explorer for ArcGIS mapping App on iPad. Australia Map:
 https://www.teachstarter.com/teachi
ng-resource/indigenous-regions-of-
australia/

Explorer for ArcGIS Mapping App

EVALUATING & Homework: What is Australia? Interview Formative Assessment:

REFLECTING  Students interview 2 family members or family friends Interview Template (Appendix C) Students interview 2 family
about what they think of when they think of Australia? members to identify their
Share and listen to What is their favourite thing/feature about Australia? favourite feature of Australia
others points of view What is their favourite place? Why? Interview and why. Students will
about significant and Template provided. prepare a poster with the
special places in  Prepare to share in class: findings of their interview
Australia. o Were the favourite things and places and present to the class.
mentioned natural or human features? Or
Interact with others were they a location?
with respect to share o Why they were the favourite place or a
points of view (ACARA significant place to the people interviewed.
2016, ACHASSI059) o A poster showing the favourite places and a
quote for each about why it was important.
List the favourite things about Australia too.

What is Australia? – See, Think, Wonder Tourism Australia and Chris

 Ask students to watch the video and then quickly jot Hemsworth video:
down what they see, think and wonder. https://www.youtube.com/watch?v=v
 Play “Tourism Australia and Chris Hemsworth” video. UF7ja9ehIs
 Discussion: what did they see? what did they think
when watching? What did they feel or wonder? Why? Aboriginal Australia: Our Country is
 Repeat with the “Aboriginal Australia: our Country is waiting for you video:
waiting for you” video. https://youtu.be/AKanVd6ZmSQ
 Discussion: Australia means different things to
different people. Australia is made up of many OR 60 second version:
different places and many different natural and human https://youtu.be/EBBHvgqjvIs
 features.

COMMUNICATING Create your own Tourism video Summative Assessment:

 Tune in: replay the Tourism Australia and Chris Tourism Video - Research Graphic Video
Create a tourism Hemsworth video to the class. Organiser (Appendix D)  Students create a video
video to share  Discussion: Does the tourism video capture the or PowerPoint with voice
information about a different States and Territories of Australia? Does it over to demonstrate:
State or Territory in capture the Countries/Places of the Aboriginal and  They have identified and
Australia including Torres Strait Islander Peoples? Does it show their researched different
major places both favourite landmarks? places within Australia
natural and human  Project: Students prepare a 1-2 minute tourism video  Understand that
within the or recorded presentation about an Australian State or different places have
state/territory. Territory capturing: different meanings for
o Natural and Human Features for that different people and
Present ideas, finding State/Territory identified those that
and conclusions in o Countries/Places of Aboriginal and Torres have meaning for
texts and modes that Strait Islanders themselves.
incorporate digital o Natural and Human Landmarks  Diverse characteristics of
and non-digital o A correctly labelled map of Australia with the Australia by showing
representations and natural and human landmarks they have different places inc.
discipline-specific chosen human and natural
terms (ACARA 2016,  Students use the research graphic organiser to guide features.
ACHASSI061) them through planning for their video. Students can  Describe the differences
use PowerPoint or the Animoto app on iPad. in places

Word Count: 2841

References - Resources

Teaching Resources

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, F-10 Curriculum, Humanities and
Social Sciences: HASS, Foundation to Year 6/7 Curriculum v8.3, Australian Curriculum, Assessment and
Reporting Authority, viewed 1 December 2017, <https://www.australiancurriculum.edu.au/f-10-
curriculum/humanities-and-social-sciences/hass/>

Geogspace n.d a, Making your own atlas. Australian Geography Teachers Association, viewed 5 December
2017, <http://www.geogspace.edu.au/core-units/f-4/exemplars/year-3/f4-exemplars-y3-illus1.html>

- n.d b, Overview. Australian Geography Teachers Association, viewed 5 December 2017,

<http://www.geogspace.edu.au/core-units/f-4/exemplars/year-3/overview-y3.html>

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<https://www.narragunnawali.org.au/curriculum-resource/93/languages-map-activity-primary>

- n.d b, Who we are: country/place (primary), Reconciliation Australia, viewed 20 November 2017,
<https://www.narragunnawali.org.au/curriculum-resource/125/who-we-are-countryplace-primary>

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Teaching Education, Teaching Education, vol. 28, no. 3, pp. 317-332

Tan, S 2002, ‘Picture books: who are they for?’, blog post, Shaun Tan, 2002, viewed 7 December 2017, <
http://www.shauntan.net/essay1.html>

Teach Starter 2017, Our place – Australia, Teach Starter, viewed 21 November 2017,
<https://www.teachstarter.com/unit-plan/place-australia-unit-plan/>

Student Resources

Australia 2015a, Aboriginal Australia: our country is waiting for you, video, YouTube, 13 July, viewed 7
December 2017, <https://youtu.be/AKanVd6ZmSQ>

- 2015b, Aboriginal Australia: out country is waiting for you – 60 second cut, video, YouTube, 15 June, viewed
7 December 2017, <https://youtu.be/EBBHvgqjvIs>

Australia 2016, Tourism Australia and Chris Hemsworth, video, YouTube, 25 January, viewed 7 December
2017, <https://youtu.be/vUF7ja9ehIs>

Australian Bureau of Statistics 2017a, 2016 Census Data Summary: Snapshot of Australia, viewed 5 January
2018,
<http://www.ausstats.abs.gov.au/ausstats/subscriber.nsf/0/19DA38C6B6AF5E9FCA25814B00030D2E/$File/s
napshot%20of%20australia,%202016%20census%20data%20summary.pdf>
- 2017b, Regional Population Growth, Australia, cat. no. 3218.0, viewed 5 January 2018,
<http://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/3218.0Main%20Features752016?opendocument
&tabname=Summav>

Australian Landmarks 2016a, Australian landforms, Australian Landmarks, viewed 10 December 2017,
<http://australianlandmarks.com.au/lists/australian-landforms-top-10-list>

- 2016b, Australian man made landmarks, Australian Landmarks, viewed 10 December 2017,
<http://australianlandmarks.com.au/lists/australian-man-made-landmarks-top-10-list>

- 2016c, Landmarks map, Australian Landmarks, viewed 10 December 2017,

<http://australianlandmarks.com.au/map/map-of-australian-landmarks>

Esri 2017, Explorer for ArcGIS, ver. 17.1.2, mobile application, Esri, viewed 10 December 2017,
<https://itunes.apple.com/us/app/explorer-for-arcgis/id860708788>

Lester, A 2004, Are we there yet?, Penguin Group, Camperwell, Victoria.

Reconciliation Australia 2015, Who we are: country/place, video, YouTube, 29 April, viewed 30 December
2017, <https://youtu.be/scPVu7BASeA>

Teach Starter 2017a, Human features of Australia powerpoint, Teach Starter, viewed 21 November 2017,
<https://www.teachstarter.com/teaching-resource/human-features-australia-powerpoint/>

- 2017b, Indigenous regions of Australia map, Teach Starter, viewed 21 November 2017,
<https://www.teachstarter.com/teaching-resource/indigenous-regions-of-australia/>

- 2017c, Natural and human features of places – sorting activity, Teach Starter, viewed 21 November 2017,
<https://www.teachstarter.com/teaching-resource/natural-human-features-places-sorting-activity/>

Tourism Australia 2018, Australia, Tourism Australia, viewed 3 January 2018, <http://www.australia.com/>

References – Rationale & Learning Focus

Australian Curriculum, Assessment and Reporting Authority (ACARA)a 2017, Aims, Australian Curriculum,
Assessment and Reporting Authority, viewed 10 December 2017,
<https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/hass/aims/>

- 2017b, Implications for teaching, assessing and reporting, Australian Curriculum, Assessment and Reporting
Authority, viewed 10 December 2017, <https://www.australiancurriculum.edu.au/f-10-
curriculum/implications-for-teaching-assessing-and-reporting/>

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, F-10 Curriculum, Humanities and
Social Sciences: HASS, Foundation to Year 6/7 Curriculum v8.3, Australian Curriculum, Assessment and
Reporting Authority, viewed 1 December 2017, <https://www.australiancurriculum.edu.au/f-10-
curriculum/humanities-and-social-sciences/hass/>

Bartos, A 2011, ‘Remembering, sensing and caring for their worlds: children’s environmental politics in a rural
New Zealand town’, Ph. D dissertation, University of Washington.

Geogspace n.d, Thinking Geographically. Australian Geography Teachers Association, viewed 10 December
2017 <http://www.geogspace.edu.au/supporting-units/thinking-geographically/tg-overview.html>

Geogspace n.d, Why teach geography. Australian Geography Teachers Association, viewed 5 December 2017
<http://www.geogspace.edu.au/support-units/why-teach-geography/wtg-overview.html>

Gilbert, R 2017, ‘Assessment for student learning’, in R Gilbert & B Hoepper (eds), Teaching humanities &
social sciences: history, geography, economics and citizenship in the Australian Curriculum, 6th edn, Cengage
Learning Australia Pty Limited, South Melbourne, Victoria, pp. 103-125.

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citizenship in the Australian Curriculum, 6th edn, Cengage Learning Australia Pty Limited, South Melbourne,
Victoria.

Kriewaldt, J 2012, ‘Why Geography matters’, in T Taylor, C Fahey, J Kriewaldt & D Boon (eds), Place and time:
explorations in teaching geography and history, Pearson Australia, Frenchs Forest NSW, pp. 11-26.

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 Appendix A: Year 3 Geography Assessment Rubric – Tourism Video

Student Name: _____________________________________________________________________________

Content Descriptor:
The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait
Islander Peoples; and major places in Australia, both natural and human.

Achievement Standards:
 Describe the diverse characteristics of different places at the local scale
 Students locate and collect information from different sources
 Record and represent data in different formats, including labelled maps using basic cartographic
conventions
 Students communicate their ideas, findings and conclusions in oral, visual and written forms using simple
discipline-specific terms. (ACARA 2016)
Task:
 Make a video presentation about an Australian State or Territory.
 Identify in the video that the State or Territory overlaps with Countries/Places of the Aboriginal and
Torres Strait Islander People.
 Identify and describe major places in the chosen State or Territory both natural and human.
Excellent Satisfactory Developing
About the State or Chosen State or Territory Chosen State or Territory Chosen State or Territory
Territory is clearly identified and is identified. Capital city, is unclear or capital city,
described. Capital city, population and location population or location
population and location are articulated aren’t clearly articulated.
are articulated.
Countries/Places of Countries/Places of the Countries/Places of the Countries/Places of the
Aboriginal and Torres Aboriginal and Torres Aboriginal and Torres Aboriginal and Torres
Strait Islander People Strait Islander People are Strait Islander People are Strait Islander People are
identified. Draws identified. not clearly identified.
comparisons to the
State/Territory
boundary.
Major Places Major places, both Major places, both Major places are
natural and human are natural and human are identified. Some
identified and described identified and basic attempts made to
using discipline specific descriptions provided. describe.
terms.
Mapping Map is accurately Map included North Map is incomplete or
labelled using correct Point, Title and Legend. does not use correct
cartographic conventions Information displayed on cartographic
inc. North Point, Title and the map is complete. conventions.
Legend
Inquiry Model Research, analysis, Some research, analysis Limited research, analysis
evaluation is evident. and evaluation is evident. and evaluation is evident.
Video contains a variety Video contains a variety Attempts made to
of oral, visual and written of oral, visual and written communicate their
forms to communicate forms to communicate findings.
their findings and ideas. their findings and ideas.

Overall Achievement Standard:

Copyright 2017 Rebecca Andary
 Appendix B: My Favourite Landmarks

Name: ______________________________________

Task: Use the table below to record information about 10 Natural Landmarks and 10 Human Landmarks
located within Australia.

Natural Landmarks:

Landmark Name Type (e.g. river, mountain, Location

forest)
1
2
3
4

10

Human Landmarks:

Landmark Name Type (e.g. building, monument, Location

road)
1

3
4

10

Copyright 2017 Rebecca Andary

Appendix C: Interview Template

Interviewee Name: Interviewee Name:

What is your favourite place in Australia? What is your favourite place in Australia?

What is your favourite feature of Australia? What is your favourite feature of Australia?

Copyright 2017 Rebecca Andary

Appendix D: Tourism Video - Research Graphic Organiser

About the State/Territory

What is the capital city?

My chosen State/Territory is
How big is it?

…………………………………………….. How many people live there?

My Favourite Landmarks

What are your favourite natural landmarks? Why?

About the Countries/Places

What are the Countries/Places of the Aboriginal and

What type of landmark are they? (e.g. river, mountain, forest)
Torres Strait Islander People that overlap the capital
city?

What are your favourite human landmarks? Why?

What type of landmark are they? (e.g. monument, park, building)

Copyright 2017 Rebecca Andary