Special places
HSIE
Students explore a special place within the Royal National Park to discover what makes it unique and how people can care for such environments. They investigate how places are used and valued while developing a personal connection to their local area. Guided activities encourage students to appreciate the significance of place to the Dharawal People and to reflect on their own relationship with the environment.
Sites visited
| 10:00 | Introduction and Acknowledgement of Country (crunch and sip and toilets if needed) |
| 10:20 | Visit our classroom and surrounds to learn about Dharawal resources and sites and listen to a Dreaming Dreaming Story |
| 11:30 | Recess and toilets |
| 12:00 | Participate in sensory awareness activities on a bushwalk along Bungoona Path |
| 1:00 | Lunch and toilets |
| 1:30 | Create a nature map of a site and tally features |
| 2:00 | Conclusion and depart |
* There may be variations to timetable based on specific location, group size and weather
Tier 2:
valley, map, woodland, nature, cliff, cultural
Tier 3:
fire trail, habitat, conservation, erosion, biodiversity, landforms
Geography K-6 Syllabus (2015)
Outcomes
- Students identify places and develop an understanding of the importance of places to people (GEe-1)
- Students communicate geographical information and use geographical tools (GEe-2)
Content
Important places
Students:
-
investigate the importance of places they live in and belong to, for example: (ACHGK002, ACHGK004)
- identification of places they live in and belong to
- discussion of why places are special and how people care for them
- explanation of why people need to take care of places
Aboriginal and Torres Strait Islander places
Students:
- investigate the Country/Places important to Aboriginal or Torres Strait Islander Peoples, for example: (ACHGK003)
- identification of an Aboriginal or Torres Strait Islander site, Country or Place
- discussion of why the site, Country or Place is important
Locating places
Students:
- investigate how the location of places can be represented, for example: (ACHGK001)
- location of familiar and local places on maps
- description of the location of places
HSIE K-6 Syllabus (2024)
People are connected to places
Outcomes
- identifies ways that Aboriginal Peoples connect with Country, Culture and Community HSE-ACH-01
- identifies and locates places people connect with, using geographical information HSE-GEO-01
Content
Aboriginal Peoples are the Traditional Custodians of Country
- Describe natural features of land, water and sky Country by engaging with Aboriginal Dreaming Stories and Languages
- Identify specific terms Aboriginal Peoples may use to refer to the Country they connect to
Places can be located and described using geographical information
- Locate land, water and Australia using world maps, globes and images
- Describe natural and human features of Australian coastal and inland places using Tier 2 and Tier 3 vocabulary
- Observe and record natural and human features of familiar places and present in data displays
- Recognise that Aboriginal and Torres Strait Islander Peoples connect to the features of Country or Place in a variety of ways
People are connected to places and each other
- Identify own connections to places and describe why some places are special
- Identify and describe how people care for places
Aboriginal Peoples are connected to Country
- Identify ways local Aboriginal Peoples connect to Country by engaging with Aboriginal Dreaming Stories, objects and Oral Histories
"[The teachers] were all great! They interacted well with each other, the students and the school teachers. They were attentive and flexible and organised the day around the students' normal eating times. Thank you so much. A thoroughly enjoyable day for all! Will definitely recommend."