Year 3 Overview
Curriculum overview
The theme for Year 3 is Places are both similar and different.
This develops the concept of place into a more complex idea with subtleties of function, and contrasts in
settlements between different places. The child's mental map of locations of places and spaces in Australia is
expanded, and an understanding of the diversity of places in our neighbouring nations is developed.
Opportunities are taken to increase children's skills of working with maps, and their confidence in presenting
information to the class. Through these experiences children increase both their knowledge of the world and their
appreciation of the similarities and diversities of other children's lives.
About the illustrations
Illustration 1: Making your own atlas develops the children's knowledge and understanding of places and patterns
in Australia by engaging them in the hands-on activity of making their own simple atlas of Australia. They can then
choose what form, and how to represent features. A number of suggestions are given, including mapping local
information about Aboriginal and Torres Strait Islander regions.
Illustration 2: Children in different places – a drama activity focuses on the similarities and differences between
people in our neighbouring countries by providing short factual paragraphs about children in 16 countries.
Children can use these as the basis of a talk or dramatisation about the life and location of each child, and then
build on and compare the information.
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-3/overview-y3.html
Making your own atlas
Curriculum overview
The Australian Curriculum: Geography content descriptions addressed in the illustration are:

The representation of Australia as states and territories, and Australia’s major natural and human
features (ACHGK014)

The many Countries/Places of Aboriginal and Torres Strait Islander Peoples throughout Australia
(ACHGK015)

The similarities and differences between places in terms of their type of settlement, demographic
characteristics and the lives of the people who live there (ACHGK019)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA).
Learning goals
The illustration-specific learning goals are:

understanding the relationships between the patterns of natural and human features on maps of
Australia

developing knowledge of the names and locations of states, territories, cities, rivers, plains and mountain
ranges in Australia

observing a map of Aboriginal and Torres Strait Islander language groupings

recognising Aboriginal and Torres Strait Islander peoples' deep relationship to their place.
Geographical understanding and context
Maps of places on the earth's surface at a range of scales and with a variety of themes are some of the key
resources and products of geography. This illustration helps students develop their knowledge about places and
spaces in Australia in a practical hands-on approach by making their own 'mini atlas'.
By choosing the particular maps they want to include, each child can be encouraged to look at atlas maps with a
purpose in mind. In this way the variety of maps available can be appreciated. There are other decisions to be
made about what information to include on each map. All of this promotes both critical and creative thinking.
Teaching approaches
Familiarity with maps of Australia is the central focus of this activity. It could be organised as an ongoing activity
throughout a part of the year, or as a stand-alone learning experience.
1. Planning and research
Talk to the students about the idea of each of them making a small book which is to be their own version of an
atlas of Australia. Discuss with them what they would like to include. They will need to look at examples of
different atlases from the school library, and also electronic atlases on computers, laptops, iPads or tablets.
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-3/overview-y3.html
2. Developing table of contents
When they have looked at atlases and discussed the project, help them to construct an individual table of
contents for their atlas.
Maps that might be included are:

physical map of Australia showing main mountain ranges and rivers

map of the state borders and names

settlement map showing the state capitals and other large cities

more detailed map of their own state or territory

large-scale map of the particular part of the state or territory where they live

map of the Aboriginal and Torres Strait Islander language names and regions for the area near where they
live (see resource list)

picture map of Australia where photographs cut from magazines or websites are glued onto a blank map
of Australia in the correct locations.
The outline for Australia or their state and home regions might be provided from websites listed in the
'Resources' section below.
3. Looking for patterns
While the atlases are being assembled, discussion of some of the patterns is useful. Topics to talk about include:

differences in size between the states

main landforms such as the Great Dividing Range, deserts

main rivers and the large areas without rivers

areas without any cities or large towns

regions of Aboriginal and Torres Strait Islander languages.
Ask the children to write sentences about these points.
They could also be asked to develop a list of questions and answers which could be obtained from the maps.
4. Extension activities
Extension activities could be developed for particular students or groups, for example:

children may have ideas for other maps that they could include

some children might talk to the class about the things they have learned about their country from making
this atlas

some children might want to go further afield and make another atlas of places of importance or interest
to them.
What you need
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-3/overview-y3.html
Sample atlases.
Electronic atlas apps such as World Map for iPad, or Oxford Atlas.
Sheets of paper that can be stapled or fastened.
Preparation: Either sheets of paper stapled into a booklet (or ready to be stapled) are needed.
Time frame: Could be spread over a few weeks to allow short bursts of activity interspersed by thinking and
research.
Curriculum connections
This illustration links with the content descriptions of the following Phase 1 Australian Curriculum.
English

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in
collaborative situations (ACELY1676)

Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)
Mathematics

Create and interpret simple grid maps to show position and pathways (ACMMG065)

Collect data, organise into categories and create displays using lists, tables, picture graphs and simple
column graphs, with and without the use of digital technologies (ACMSP069)
Science

Use a range of methods including tables and simple column graphs to represent data and to identify
patterns and trends (ACSIS057)

Earth's rotation on its axis causes regular changes, including night and day (ACSSU048)
History

Locate relevant information from sources provided (ACHHS068)

Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA).
Resources
Books:
Johnson, S. (2010). Beginning geography. Monterey: Evan-Moor Educational Publishers. This book contains 93
reproducible activity pages, which could be used as they are, or used to give you ideas of further activities and
learning.
Websites:
Australian Curriculum Assessment and Reporting Authority (ACARA). (2013). Australian Curriculum: Geography.
Retrieved May 2013, from: www.australiancurriculum.edu.au/Geography/Rationale
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-3/overview-y3.html
World Maps Online. This website has a number of lesson plans for map and globe skills. It is a USA-based website.
Retrieved August 2012, from: http://www.worldmapsonline.com/LESSON-PLANS/table-of-contents-lessonplans.htm.
Australian Institute of Aboriginal and Torres Strait Islander Studies. The web page Aboriginal Australia
map includes a map of Aboriginal and Torres Strait Islander peoples' language names and groupings. Retrieved
August 2012, from: www.aiatsis.gov.au/asp/map.html.
Outline maps can be obtained from:
Geography. Retrieved August 2012, from: http://geography.about.com/library/blank/blxaustralia.htm.
Pearson Atlas. Retrieved August 2012, from:
http://wps.pearsoned.com.au/pearsonatlas/50/12861/3292551.cw/index.html.
d-maps.com. Retrieved August 2012, from: http://d-maps.com/carte.php?num_car=4871&lang=en.
All other required resources are listed in the 'What you need' section above.
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-3/overview-y3.html
Children in different places – a drama activity
Curriculum overview
The Australian Curriculum: Geography content descriptions addressed in the illustration are:

The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016)

The similarities and differences between places in terms of their type of settlement, demographic
characteristics and the lives of the people who live there (ACHGK019)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA).
Learning goals
The illustration-specific learning goals are:

learning about Australia's neighbours in Asia and the Pacific

comparing the lives of children across a range of places in Asia and talking about how their lives are
similar and different to each other

developing the students' ability to articulate their understanding of another child's life.
Geographical understanding and context
This illustration focuses on similarities and differences between places in Australia's region. It helps students
develop an idea of the location of places where children live. Role cards are provided that describe the place that
is home to sixteen different children from other countries. In most of these descriptions there are a few facts
about the place and a few points about the child's life there.
This illustration can be made an effective part of geographic learning if each example is linked with a map, and
each child is asked to find out more about the place and the settlements within it.
Teaching approaches
1. Using role cards
A set of short statements about the location and life of a number of children in Asia and the Pacific is supplied in
Role cards. The countries featured are:

China – Hong Kong

Philippines

China – Shanghai

Papua New Guinea

India

Japan

Singapore
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-3/overview-y3.html

Bangladesh

Cambodia

Vietnam

Indonesia – Bali

Indonesia – Jakarta

New Zealand

Timor Leste

Thailand

New Caledonia.
2. Preparing presentations
Each student will use the details from one card to undertake a number of activities to prepare a presentation to
the class. They will play the role of the child whose information they have. Students could be asked to write a
similar statement about themselves as an introduction.
To prepare students to deliver their presentation, provide the following directions:

Read through the description on your card.

Check your location on a map or atlas.

Try to imagine that you are that particular child, and prepare a delivery to the class.

Find out more information about life in that country to add to your delivery to the class.
Set a date for the talks to be presented to the class.
3. Preparing questions for discussion
You can then add a further variation, suggesting to the class that as they listen to the presentations they think of a
question that they can ask of the speaker/actor about his/her life and location.
These questions and their answers can lead into a discussion of comparisons between the lives of the various
children.
4. Extension activities
Students could be asked to create a page about their particular child. The page could include an imaginary
drawing of the child, a map to show where he or she lives, and a drawing of one aspect of their life.
What you need
Set of short statements or Role cards (PDF, 276 KB) about children in different places.
Map of South-East Asia and the Pacific to pinpoint the countries.
Preparation: Children will need some time to find more information about their character.
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-3/overview-y3.html
Time frame: The talks and questions could be done in one lesson, after research and preparation time. Further
time would be needed for a drawing, map and some other written information.
Curriculum connections
This illustration links with the content descriptions of the following Phase 1 Australian Curriculum.
English

Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in
collaborative situations (ACELY1676)
Mathematics

Interpret and compare data displays (ACMSP070)
Science

Represent and communicate ideas and findings in a variety of ways such as diagrams, physical
representations and simple reports (ACSIS060)
History

The role that people of diverse backgrounds have played in the development and character of the local
community (ACHHK062)

Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA).
Resources
Role cards (PDF, 276 KB) for children from sixteen places in Asia and the Pacific.
Books:
Kindersley, B. & Kindersley, A. (1995). Children just like me: A unique celebration of children around the world.
London: Dorling Kindersley.
Rayner, A. (Ed.). (2006). A life like mine: how children live around the world. London: Dorling Kindersley.
Toth, M. (2006). Asian children's favourite stories: A treasury of folktales from China, Japan, Korea, India, the
Philippines, Thailand, Indonesia and Malaysia. New York: Turtle Publishing.
Websites:
Australian Curriculum Assessment and Reporting Authority (ACARA). (2013). Australian Curriculum: Geography.
Retrieved May 2013, from: www.australiancurriculum.edu.au/Geography/Rationale.
All other required resources are listed in the 'What you need' section above.
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-3/overview-y3.html