Year 1 Overview
Curriculum overview
The theme for Year 1 is Places have distinctive features.
The focus is mostly confined to the child's local area, but there is opportunity for some comparisons
with other places. There is also the opportunity for the child's imagination to be extended by looking at
changes to the local area in the past and to consider possible changes in the future.
Because fieldwork is such an important aspect of geography, the illustrations of practice suggest simple
ways that children can observe, classify and record aspects of their surrounding environment. Looking at
features in the schoolyard, and recording their location on a map helps expand the concept of place, and
also the skills of map representation. Observing and recording weather patterns demonstrates
methodical data gathering in a simple way, and shows the basis of the more complex weather
information seen by children in the mass media, and on ICT apps and websites.
About the illustrations
Illustration 1: My place explores three aspects of the concept of place by involving children in practical
activities. The starting point is a classification of places in the school grounds into 'natural', 'constructed'
and 'managed'. This leads on to the skills of relating their location to a large-scale map. The value of
places to individuals is then explored, together with the idea of caring for them. A selection of
photographs of places is provided to support activities.
Illustration 2: Investigating the weather focuses on learning about the contrasts in weather patterns and
seasons by starting with simple recording of the weather patterns of the local area, and then comparing
these with cities across Australia. In each investigation the children use simple symbols and pictures to
record information to demonstrate changes and differences.
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-1/f4-exemplars-y1-illus2.html
My place
Curriculum overview
The Australian Curriculum: Geography content description addressed in the illustration is:
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The natural, managed and constructed features of places, their location, how they change and
how they can be cared for (ACHGK005)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA).
Learning goals
This activity includes outside observations in the school ground as well as classroom thinking to develop
understanding of environmental features.
The illustration-specific learning goals are:
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understanding the difference between natural, constructed and managed environmental
features
applying learning to the outdoor environment
recognising links between features on maps, in photographs and in reality
understanding the value of places and their need for our care.
Geographical understanding and context
This illustration of practice includes learning from photographs, fieldwork in the school grounds, making
links between maps, photographs and reality, and thinking about values. It combines many different
aspects of learning, and uses these at a level appropriate for Year 1 students.
The exploration of the school grounds is an activity often undertaken with young children. This activity
adds extra dimensions to such explorations by suggesting that digital photographs be taken and
matched by the children to locations on a sketch map of the school grounds.
The exploration of the school grounds is further expanded by raising questions about valuing and caring
for particular places. This builds on skills and understandings with learning in the affective domain.
Teaching approaches
This illustration of practice supports students to explore the aspects of natural, constructed and
managed places.
1. Interpreting photographs
A starting point could be to show children pictures of places which fit into one of the categories
'natural', 'constructed' or 'managed'. A discussion of the features in each photograph will help develop
their understanding. The meaning of each of the terms would need to be discussed. Photographs can be
from both Australia and the rest of the world. My place photos (PDF 1,054 KB) provides a sample set of
photographs to support this illustration.
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-1/f4-exemplars-y1-illus2.html
Questions about each photograph could include:
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What things have been built here?
What things in the picture are natural?
Why is this place managed?
What is similar between two of the places?
What is different between two of the places?
2. Exploring the school grounds
An exploration of the school grounds can apply the learning undertaken in the classroom. Students can
be asked to find places which fit each of the three categories (natural, constructed, managed) and
photograph, draw, or write a few words about examples they find.
If you take some digital photographs of these places, they can be displayed with labels in the classroom.
Suggested photographs could include buildings, playgrounds, grass, trees, ovals, flowers, equipment,
fences, gates, bare soil and driveways.
3. Using a map to locate photographs
A sketch map of the school grounds can be drawn on a whiteboard or sheets of butcher's paper.
The children then help you to put printed copies of the photographs of the school grounds in the correct
location on the map. This helps develop the children's understanding of the relationship of the map view
to their views of the place.
4. Looking after places
After the walk around the school, or the map exercise, a discussion of the need to care for places can be
conducted.
Questions might include:
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Which places in the school grounds do you like best?
Which places in the school do you use most?
Which places in the school always look neat and tidy?
Which places in the school sometimes look dirty or untidy?
Which places in the school need the most care to keep them looking good?
Which places in the school could be improved?
What things could each of us do to look after these places in the school?
5. Extension activities
Extension activities might include:
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exploring further suggestions by students about looking after and valuing of places in the school
grounds and nearby environment
taking further photographs of features for adding to the large map
exploring further how places are managed to produce food, conserve habitats, provide
recreation and satisfy other human needs
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-1/f4-exemplars-y1-illus2.html
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working in pairs, students could give each other instructions to find a hidden treasure in the
playground, developing their skills of orientation and use of the language of instruction
discussing the idea of 'stewardship of the environment' and how it was practised by Aboriginal
and Torres Strait Islander peoples.
What you need
Large pieces of paper for sketch maps.
My place photos (PDF 1,054 KB) Photographs of a variety of places.
Materials for drawing and writing.
Preparation: Photographs (supplied) need to be printed or shown digitally. An inspection of the school
grounds for a suitable route.
Time frame: A lesson or two for the school grounds walk.
Curriculum connections
This illustration links with the content descriptions of the following Phase 1 Australian Curriculum.
English
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Engage in conversations and discussions, using active listening behaviours, showing interest, and
contributing ideas, information and questions (ACELY1656)
Mathematics
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Recognise and classify familiar two-dimensional shapes and three-dimensional objects using
obvious features (ACMMG022)
Give and follow directions to familiar locations (ACMMG023)
Represent data with objects and drawings where one object or drawing represents one data
value. Describe the displays (ACMSP263)
Science
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Represent and communicate observations and ideas in a variety of ways such as oral and written
language, drawing and role play (ACSIS029)
Compare observations with those of others (ACSIS213)
History
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Identify and compare features of objects from the past and present (ACHHS035)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA).
Resources
Websites:
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-1/f4-exemplars-y1-illus2.html
Australian Curriculum Assessment and Reporting Authority (ACARA). (2013). Australian Curriculum:
Geography. Retrieved May 2013, from: www.australiancurriculum.edu.au/Geography/Rationale
If help is needed to get proportions correct on base maps, there are a number of useful websites, see
below.
Google Maps. Retrieved August 2012, from: http://maps.google.com.au/.
Google Earth. Retrieved August 2012, from: http://www.google.com/intl/en/earth/index.html.
Nearmap. Retrieved August 2012, from: https://www.nearmap.com/welcome-new.
All other required resources are listed in the 'What you need' section above.
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-1/f4-exemplars-y1-illus2.html
Investigating the weather
Curriculum overview
The Australian Curriculum: Geography content description addressed in the illustration is:

The weather and seasons of places and the ways in which different cultural groups, including
Aboriginal and Torres Strait Islander Peoples, describe them (ACHGK006)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA).
Learning goals
This illustration of practice aims to involve children in inquiry into the weather by observing and
recording the basic elements of the weather of their local place.
The illustration-specific learning goals are:
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developing observational skills
developing understanding of patterns in the environment
practicing regular and accurate recording of data
understanding the links between weather, seasons and human activities.
Geographical understanding and context
The spatial patterns of weather and seasons are central themes in geography. This illustration begins at
the most concrete level of daily observations and recording using sketched symbols. It initially focuses
on the local environment and then makes comparisons with different areas of Australia. It also makes
the first elementary steps in understanding how weather is generalised into climate, through seasonal
patterns.
The ways that Aboriginal and Torres Strait Islander peoples describe seasons is described in an extension
activity.
Teaching approaches
1. Weather charts
The starting point is an investigation of the weather in the child's location. This can be done by creating
a chart on which daily observations of elements of the weather are recorded. These can start as simple
sketches for 'sunny', 'cloudy', 'raining', 'windy'. The habit of recording the weather each day over a
period of time makes children aware of the patterns and changes in weather, and is a good training in
recording.
Discussion of the recorded patterns with the children can lead them to a description of the changes in
weather throughout the year - the basis of our understanding of climate. This can lead to discussion of
contrasting weather patterns and seasons in storybooks or in television shows and movies.
2. Newspaper weather pages or ICT apps and websites
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-1/f4-exemplars-y1-illus2.html
The comparison of the local weather to the weather in other parts of Australia can be done on any day
by using the weather page of a major daily newspaper or widely available weather apps and websites.
They use symbols and figures to forecast temperature, cloud, rain and wind conditions. If a few places in
Australia with contrasting climates are chosen (for example, Darwin, Alice Springs, Hobart, Sydney,
Perth) groups of children could record a week's weather for each of these, and then tell the class about
it.
3. Contrasting weather patterns and seasons
Alternatively, you might develop the contrasts in distinctive weather patterns and seasons by choosing
desert and rainforest as two vivid examples. A visual experience of each of these places could be gained
from a DVD, YouTube video or photographs. From this visual stimulus, children can be asked to draw a
picture which shows the typical weather and typical vegetation of each of these climates.
Suggest to children that, in their drawings, they include:
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clouds or blue sky
rain or lack of it
sun shining or hidden by clouds
trees or lack of them
any smaller plants
some typical Australian animals of the desert or rainforest.
Another way of approaching different weather patterns and seasons could be to discuss different
holiday places and the clothing needed for them.
4. Extension activities
Children could be shown the seasonal calendars developed by various Aboriginal and Torres Strait
Islander peoples. These are readily available on the Bureau of Meteorology website, and in picture
books.
For students who are confident with figures, some numerical data might be included in the weather
recording, such as the forecast temperature or the amount of rainfall for a day.
What you need
Chart for recording weather observations.
Access to ICT equipment for DVD, Internet and apps.
Time frame: Recordings can be spread over at least a few weeks. Possibly a set of recordings in winter
and in summer would be most effective.
Curriculum connections
This illustration links with the content descriptions of the following Phase 1 Australian Curriculum.
English

Engage in conversations and discussions, using active listening behaviours, showing interest, and
contributing ideas, information and questions (ACELY1656)
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-1/f4-exemplars-y1-illus2.html

Understand that people use different systems of communication to cater to different needs and
purposes, and that many people may use sign systems to communicate with others (ACELA1443)
Mathematics
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Represent data with objects and drawings where one object or drawing represents one data
value. Describe the displays (ACMSP263)
Describe duration using months, weeks, days and hours (ACMMG021)
Identify outcomes of familiar events involving chance and describe them using everyday
language such as 'will happen', 'won't happen' or 'might happen' (ACMSP024)
Science
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Observable changes occur in the sky and landscape (ACSSU019)
Represent and communicate observations and ideas in a variety of ways such as oral and written
language, drawing and role play (ACSIS029)
Compare observations with those of others (ACSIS213)
Science involves asking questions about, and describing changes in, objects and events
(ACSHE021)
People use science in their daily lives, including when caring for their environment and living
things (ACSHE022)
History
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Use a range of communication forms (oral, graphic, written, role play) and digital technologies
(ACHHS038)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA).
Resources
Books:
Dorion, C. (2011). How the weather works. Massachusetts: Templar Books. This book is full of pop-ups,
pull-outs and other interactive resources to interest children.
Furgang, K. (2012). National Geographic kids everything weather. Washington DC: National Geographic
Society. This is a colourful and stimulating book for children.
Lucas, D. (2005). Walking with the seasons in Kakadu. Melbourne: Allen & Unwin.
Websites:
Australian Curriculum Assessment and Reporting Authority (ACARA). (2013). Australian Curriculum:
Geography. Retrieved May 2013, from: www.australiancurriculum.edu.au/Geography/Rationale
The Australian Government: Bureau of Meteorology has a wealth of weather information - look for
areas of interest through the search facility. Retrieved August 2012, from: http://www.bom.gov.au.
The Australian Government: Bureau of Meteorology has a section on Indigenous weather knowledge
which includes seasonal calendars. Retrieved August 2012, from:
http://www.bom.gov.au/social/2011/08/indigenous-weather-knowledge/.
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-1/f4-exemplars-y1-illus2.html
All other required resources are listed in the 'What you need' section above.
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-1/f4-exemplars-y1-illus2.html