Australian Curriculum Global Geography - Through an ICT and Inquiry Lens: Year 6

Part of the series Australian Curriculum Global Geography - Through an ICT and Inquiry Lens.

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Take your students on an adventure around the world with Australian Curriculum - Global Geography. Through exploring the human and physical characteristics of places, students will investigate, create and communicate their understanding of the world around them.

Features

• Scope and sequence charts for HASS curriculum links and concepts for geographical thinking
• 20 easy-to-follow lessons for each year level which include an introduction activity, main development activity and a concluding activity
• A variety of student activities to develop the Inquiry skills of questioning, researching, analysing, evaluating, and reflecting and communicating
• The use of QR codes, URL links, online graphic organisers, and digital applications such as SeeSaw, iMovie®, Chatterbox, ShowMe, Prezi and digital cameras
• A ‘Travelling further’ suggestion which can be used to extend the lesson concept, provide further activity for more capable students or be used as a homework activity
• Assessment pages at the end of each unit, themed as passport pages to compile together at the end of the year

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Knowledge and Understanding - Geography (Year 6)

• The geographical diversity of the Asia region and the location of its major countries in relation to Australia (ACHASSK138)
• Difference in the economic, demographic and social characteristics of countries across the world (ACHASSK139) The world’s cultural diversity, including that of its Indigenous peoples (ACHASSK140) Australia’s connections with other countries and how these change people and places (ACHASSK141)

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Inquiry and Skills - HASS (Year 6)

Questioning

• Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122)

Researching

• Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI123)
• Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI124) Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI125)

Analysing

• Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI126)
• Examine different viewpoints on actions, events, issues and phenomena using in the past and the present (ACHASSI127) Interpret data and information displayed in different formats, to identify and describe distributions, patterns and trends, and to infer relationships (ACHASSI128)

Evaluating and reflecting

• Evaluate evidence to draw conclusions (ACHASSI129)
• Work in groups to generate responses to issues and challenges (ACHASSI130) Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131) Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132)

Communicating

• Present ideas, findings and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI133)