HASS F-6 / Foundation / Knowledge and understanding / Geography

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Curriculum content descriptions

the features of familiar places they belong to, why some places are special and how places can be looked after (AC9HSFK03)

Elaborations
  • identifying the places, communities, Country/Place they live in and belong to and why that place may be special to them; for example, a neighbourhood, suburb, town or rural locality, community
  • exploring the features of their own place, and places they are familiar with or aware of; for example, places they have visited, places family members have come from, imaginary places in stories, or places featured on television and websites, in books or ebooks
  • identifying reasons why people live in or visit places, such as the provision of basic needs (water, food, shelter), to enhance lives (holiday places, places for recreation, for religious observance) and to maintain cultural connections to Country/Place
  • discussing different ways they could or do contribute to caring for special places, including those that are unique; for example, planting trees for a local endangered species, cleaning up litter at a local park or beach, or planting flora in a local wetland
General capabilities
  • Ethical understanding Ethical understanding
Cross-curriculum priorities
ScOT terms

Sense of place,  Environmental stewardship,  Heritage

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5 direct matches to AC9HSFK03 | 5 other related resources

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People live in places. Important places - Homes

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This sequence of five activities focuses on places. Students investigate their own home as an introduction to the concept of place. The inquiry can be expanded to include other places students belong to, why they are important and how they care for them. These activities use photographic resources from The State Library ...

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Talking Time: an exploration of time - how we change over time

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This integrated lesson sequence that explores the concept and language of time and then moves to using sources and artefacts to show their own personal history. Students will share personal artefacts and those shared from their families to explore concepts of time, history and change.

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Benny Bungarra’s Big Bush Clean-up: Unit of work

  • TLF-IDA004164

This unit of work has been written to support the story Benny Bungarra’s Big Bush Clean-up. This book is an environmental tale that shows how animals are affected by rubbish left in their habitat by humans. Themes include First Nations texts, friendship, teamwork and the environment. This unit provides practical teaching ...

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Clean up Back beach Bay

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This persuasive digital text is a poster advertising a community clean up day. The resource includes a teaching sequence related to the Big Six components of literacy development (oral language, phonological awareness, phonics, fluency, vocabulary and comprehension) with student activities, graphic organisers and worksheets, ...

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Work sample Foundation Year: Familiar places

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This work sample demonstrates evidence of student learning in relation to aspects of the achievement standards for Foundation Year English. The primary purpose for the work sample is to demonstrate the standard, so the focus is on what is evident in the sample not how it was created. The sample is an authentic representation ...

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Interactive

The Orb

  • TLF-IDM024954

The Orb is a collection of multimedia learning resources about Tasmanian Aboriginal histories and cultures. It explores the interconnections between people, Country, culture, identity, and the living community. The multimedia resources have between three and five sections in which Tasmanian Aboriginal people share their ...

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Online

Exploring the story of water

  • TLF-IDA002841

Investigate the journey of water through the environment, from the mountains to the sea through an active demonstration. Discover and discuss changes to quality of the water on this journey through the environment? OUTCOMES of this learning activity are for students to: understand the journey of water from taps to the ocean; ...

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Move, Move, Move!

  • TLF-IDA002729

This persuasive digital text is for teachers to read aloud to students. This digital book uses persuasive language and images to highlight the benefits of being active. The resource includes a teaching sequence related to the Big Six components of literacy development (oral language, phonological awareness, phonics, fluency, ...

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Online

Farms have distinctive features

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This resource is a 32 page pdf integrated inquiry unit, for junior primary students, exploring how the distinctive qualities of a farm space influence farming practice. This unit uses the five stage inquiry model to sequence activities. Topics explored include: how do weather patterns and seasons affect farms?; Why are ...

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Online

How are you feeling? – Early Stage 1

  • TLF-IDM025439

This unit was written for students in Early Stage 1 with autism spectrum disorder and/or moderate intellectual disability (IO/AU). The unit was created, trialled and peer reviewed as part of a professional development program in inquiry-based learning for primary and secondary school teachers. The professional development ...

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