The document discusses the development of the Australian geography curriculum. It outlines the aims of developing students' sense of wonder about the world, deep knowledge of Australia and their place in the world, and the ability to think geographically. It describes the process used to draft the curriculum, which was guided by a shape paper and involved writers, advisors, consultation and drafting. It also discusses considering capabilities, cross-curriculum priorities, inquiry-based learning, and spatial technologies. Key concepts in the curriculum like place, space, environment, sustainability, and change are defined. Finally, it provides an overview of the curriculum content from Foundation to Year 6.

1. The Australian
Geography
Curriculum
and Global Education
Rebecca Nicholas
Brisbane State High School
rnich101@eq.edu.au

2. “Geography is a structured way of exploring, analysing
and explaining the characteristics that make up our
world..”
Rationale, Draft F-12 Australian Curriculum: Geography, pg. 3

3. Aims

4. Aims
A sense of wonder and curiosity about places,
people, cultures and environments throughout
the world.

5. Aims

6. Aims
A deep geographical knowledge of their own
place, Australia, our region and the world.

7. Aims

8. Aims
The ability to think geographically, based on an
understanding of place, space, environment,
interconnection, sustainability, scale and change.

9. Aims

10. Aims
The capacity to be competent, critical and
creative users of geographical inquiry, methods
and skills.

11. Aims

12. Aims
As informed, responsible and active citizens
who can contribute to the development of a
sustainable world.

13. Aims

14. Rationale

15. The Process
Draft Shape Paper for Australian Geography
Curriculum
Shape Paper guided the process for the writers
and advisors
Writers and Advisors developed draft
Consultation and Drafting
Publication of the Australian Geography
Curriculum - September 2012

16. The Process
Shape Paper guided the process for the writers
and advisors
Writers and Advisors developed draft
Consultation and Drafting
Publication of the Australian Geography
Curriculum - September 2012

17. The Process
Writers and Advisors developed draft
Consultation and Drafting
Publication of the Australian Geography
Curriculum - September 2012

18. The Process
Consultation and Drafting
Publication of the Australian Geography
Curriculum - September 2012

19. The Process
Publication of the Australian Geography
Curriculum - September 2012

20. The Process

21. Taken from the ACARA website - http://www.acara.edu.au/default.asp

22. Things to
consider....
Page 26 of draft

23. Things to
consider....
Cross Curriculum Priorities
Page 26 of draft

24. Things to
consider....Capabilities
General
Cross Curriculum Priorities
Page 26 of draft

25. Things to
consider....Capabilities
General
Cross Curriculum Priorities
Fieldwork
Page 26 of draft

26. Things to
consider....Capabilities
General
Cross Curriculum Priorities
Inquiry based learning
Fieldwork
Page 26 of draft

27. Things to
consider....Capabilities
General
Cross Curriculum Priorities
Inquiry based learning
Case Studies
Fieldwork
Page 26 of draft

28. Things to
consider....Capabilities
General
Cross Curriculum Priorities
Inquiry based learning
Case Studies
Spatial Technologies
Fieldwork
Page 26 of draft

29. Things to
consider....Capabilities
General
Cross Curriculum Priorities
Inquiry based learning
Case Studies
Spatial Technologies
Fieldwork Other KLAs
Page 26 of draft

30. Things to
consider....Capabilities
General
Cross Curriculum Priorities
Inquiry based learning
Case Studies
Spatial Technologies
Fieldwork
Page 26 of draft

31. Strands

32. Strands
Geographical Knowledge and
Understanding

33. Strands
Geographical Knowledge and
Understanding
Geographical Inquiry and Skills

34. The Inquiry Process

35. The Inquiry Process
Observing and Questioning

36. The Inquiry Process
Observing and Questioning

37. The Inquiry Process
Observing and Questioning
Planning, Collecting and Evaluating

38. The Inquiry Process
Observing and Questioning
Planning, Collecting and Evaluating

39. The Inquiry Process
Observing and Questioning
Planning, Collecting and Evaluating
Processing, Analysing, Interpreting and Concluding

40. The Inquiry Process
Observing and Questioning
Planning, Collecting and Evaluating
Processing, Analysing, Interpreting and Concluding

41. The Inquiry Process
Observing and Questioning
Planning, Collecting and Evaluating
Processing, Analysing, Interpreting and Concluding
Reflecting and Responding

42. The Inquiry Process
Observing and Questioning
Planning, Collecting and Evaluating
Processing, Analysing, Interpreting and Concluding
Reflecting and Responding

43. The Inquiry Process
Observing and Questioning
Planning, Collecting and Evaluating
Processing, Analysing, Interpreting and Concluding
Reflecting and Responding
Communicating

44. Concepts

45. Plac
e

46. Plac
e
Specific part of the earth’s surface
that has been named and given
meanings by people.

47. Plac
e
Specific part of the earth’s surface
that has been named and given
meanings by people.
Describing the characteristics of
place to explain them.

48. Plac
e
Specific part of the earth’s surface
that has been named and given
meanings by people.
Describing the characteristics of
place to explain them.
Exploring people’s connection to
place.

49. Plac
e
Specific part of the earth’s surface
that has been named and given
meanings by people.
Describing the characteristics of
place to explain them.
Exploring people’s connection to
place.
Recognising that places may be
altered and remade by people.

50. Spa
cethree dimensional surface of the earth.
The
Studies difference across space and the rich
diversity of environments, people, cultures and
economies that exist together on the surface of
the earth.

51. Investigating the ways that space is structured,
organised and managed by different people for
different purposes.
How people perceive and
use space differently

52. Investigating the ways that space is structured,
organised and managed by different people for
different purposes.
How people perceive and
use space differently

53. Investigating the ways that space is structured,
organised and managed by different people for
different purposes.
How people perceive and
use space differently

54. Investigating the ways that space is structured,
organised and managed by different people for
different purposes.
How people perceive and
use space differently

55. Investigating the ways that space is structured,
organised and managed by different people for
different purposes.
How people perceive and
use space differently

56. Environme
nt
Our living and non-living surroundings.

57. Interconnect
Geographicalion
phenomena are connected to each
other

58. Sustainabilit
y
The capacity of
something to be
maintained indefinitely
into the future.

59. Scal
e
The hierarchy of
divisions of spaces, A local farm in Australia
from the personal to
the local, regional, A local farm in Vietnam
national and global.

60. Chan
ge
An awareness of change over time and space provides
students with an understanding of what is happening
around them, and to see their world as dynamic.

61. Curriculum Content
Foundation - Where we live?
Year 1 - Not everywhere is the same
Year 2 - Links to our world
Year 3 - How we live
Year 4 - How we live in Australia
Year 5 - Climate and Activities
Year 6 - Going Global

62. Any Questions?