Geographical Skills are the techniques that geographers use in their investigations, both in fieldwork and in the classroom. Students learn to think critically about the methods used to obtain, represent, analyse and interpret information and communicate findings. Key skills developed through Australian Curriculum: Geography include formulating a question and research plan, recording and data representation skills, using a variety of spatial technologies and communicating with appropriate geographical vocabulary. Geographical Skills are described in the curriculum under five sub-headings representing the stages of a complete investigation. Over each two-year stage students should learn the methods and skills specified for that stage, but it is not intended that they should always be learned in the context of a complete inquiry. Teachers could, for example, provide students with data to represent or analyse rather than have them collect the information themselves. Inquiry does not always require the collection and processing of information: the starting point could be a concept or an ethical or aesthetic issue that can be explored orally. Many inquiries should start from the observations, questions and curiosity of students. Inquiry will progressively move from more teacher-centred to more student-centred as students develop cognitive abilities and gain experience with the process and methods across the years of schooling. The stages of an investigation are: Observing, questioning and planning Collecting, recording, evaluating and representing Interpreting, analysing and concluding Communicating Reflecting and responding Relationship between Strands The two strands are integrated in the development of a teaching and learning program. The Geographical Knowledge and Understanding strand is developed year by year and provides the contexts through which particular skills are developed. Following the Foundation Year the Geographical Inquiry and Skills strand has common content descriptions for each two-year band of schooling, but with elaborations specific to each Year to support the changing content of the Geographical Knowledge and Understanding strand. Concepts for Geographical Understanding Seven major concepts underlie a geographical way of investigating and understanding the world. These are high level ideas or ways of thinking that can be applied across the subject to identify a question, guide an investigation, organise information, suggest an explanation or assist decision making. They are the key ideas involved in teaching students to think geographically. The key concepts in the P-10 Australian Curriculum: Geography can be remembered by the acronym ‘SPICESS: space, place, interconnection, change, environment, sustainability, and scale.
Scale Scale refers to the different spatial levels used to investigate phenomena or represent phenomena visually (maps, images, graphs), from the personal to local, regional, national, world regional and global levels. Scale is also involved when geographers look for explanations or outcomes at different levels. Scale may be perceived differently by groups and can be used to elevate or diminish the significance of an issue, for example, a local issue or global issue. In Years 7–10, students explore the interaction between geographical processes at the full range of scales, from local to global, and in a range of locations. Interconnection Interconnection is the way that people and/or geographical phenomena are connected to each other through environmental processes and human activity. Interconnections can be simple, complex, reciprocal or interdependent and have strong influence on the characteristics of places. An understanding of the concept of interconnection leads to holistic thinking. This helps students to understand Aboriginal peoples’ and Torres Strait Islander peoples’ holistic connection to Country/Place and the knowledge and practices that developed as a result of this connection. In Years 7–10, students investigate how people, through their choices and actions, are connected to places throughout the world, and how these connections help to make and change places and their environments. Sustainability Sustainability addresses the ongoing capacity of the Earth to maintain all life. It is both a goal and a way of thinking about how to progress towards that goal. Sustainable patterns of living meet the needs of the present without compromising the ability of future generations to meet their needs (economic, social and environmental). Sustainability depends on the maintenance or restoration of the functions that sustain all life and human wellbeing. In Years 7–10, students begin to focus on sustainability, which is a continuing theme and is progressively developed to become the major focus in Year 10. Change Change involves any alteration to the natural or cultural environment and can involve both time and space. The concept of change is about explaining geographical phenomena by investigating how they developed over time. Environmental change can occur over both short and long time frames, and have interrelationships with human activities. An understanding of the current processes of change can be used to predict change in the future and to identify what would be needed to achieve more sustainable futures. In Years 7–10, students apply systems thinking to understand the causes and consequences of environmental change and the geographical concepts and methods used to evaluate and select strategies to manage the change.
☐ Scale ☐ Change Learning Framework ☐ Community Contributor ☐ Leader and Collaborator ☐ Active Investigator ☐ Effective Communicator ☐ Designer and Creator ☐ Quality Producer Cross Curricula Priorities ☐ Catholic Ethos ☐ Aboriginal and Torres Strait Islander Histories and Cultures ☐ Social Emotional Learning ☐ Asia and Australia’s Engagement with Asia ☐ Inclusive Education ☐ Sustainability Education General Capabilities ☐ Literacy ☐ Numeracy ☐ Information and Communication
Cross Curricula Priorities ☐ Catholic Ethos ☐ Aboriginal and Torres Strait Islander Histories and Cultures ☐ Social Emotional Learning ☐ Asia and Australia’s Engagement with Asia ☐ Inclusive Education ☐ Sustainability Education General Capabilities ☐ Literacy ☐ Critical and Creative Thinking ☐ Numeracy ☐ Ethical Behaviour ☐ Information and Communication Technology ☐ Personal and Social Competence Links to other LA’s