Year 1 unit overview — Australian Curriculum: Geography

Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v5.0: Geography for Foundation–
10, www.australiancurriculum.edu.au/Geography/Curriculum/F-10.

School name Unit title Duration of unit

Prince Of Peace Lutheran All about maps 4 weeks
College

Unit outline
All about maps – Geography Year 1
In this unit, students will investigate the inquiry questions identified from the Australian Curriculum: Geography:
 What are the different seasons and weather features of places?
 How can we care for places?
The content provides opportunities to develop the following concepts for geographical understandings: place, space, environment
and scale.
In this unit, students:
 draw on studies at the personal scale, including familiar places, for example, the school, local park and local shops
 understand that the features of places can be natural, for example, a beach; managed, for example, a farm; or constructed, for
example, a building
 record geographical information to identify and describe the natural, constructed and managed features of places
 identify how places can change and how they can be cared for
 observe spaces within the school that are arranged for different activities or purposes
 represent and label a pictorial map and describe using the language of direction and location

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 Unit outline
 respond to questions about the organisation of spaces, including why they are used for particular purposes.
Identify curriculum
Content descriptions to be taught
Geographical Knowledge and
Understanding
Places have distinctive features
 The natural, managed and
constructed features of places, their
location, how they change and how
they can be cared for (ACHGK005)
 The ways that space within places,
such as classroom or backyard, can
be rearranged to suit different
activities or purposes (ACHGK008)
The ways the activities located in a
place create its distinctive features
(ACHGK007)
2 | Year 1 unit overview Australian Curriculum: Geography
Geographical Inquiry and Skills
Collecting, recording, evaluating and
representing
 Collect and record geographical
data and information, for example,
by observing, by interviewing, or
from sources such as photographs,
plans, satellite images, story books
and films (ACHGS008)
 Represent data and the location of
places and their features by
constructing tables, plans and
labelled maps (ACHGS009)
Communicating
 Present findings in a range of
communication forms, for example,
written, oral, digital and visual, and
describe the direction and location
of places, using terms such as
north, south, opposite, near, far
(ACHGS011)
General capabilities and
cross-curriculum priorities
General capabilities
Literacy
 Comprehending texts through
listening, reading and viewing
 Composing texts through speaking,
writing and creating
 Word knowledge
 Visual knowledge
Numeracy
 Recognising and using patterns and
relationships
 Using spatial reasoning
Australian Curriculum ICT capability
 Managing and operating ICT
Critical and creative thinking
 Inquiring - identifying, exploring and
organising information and ideas
 Generating ideas, possibilities and
actions
Identify curriculum
Interpreting, analysing and concluding
 Draw conclusions based on the
interpretation of geographical
information sorted into categories
(ACHGS010)
Reflecting and responding
Reflect on their learning and suggest
responses to their findings (ACHGS012)
 Reflecting on thinking and
processes
Personal and social capability
 Self-management
Cross-curriculum priorities
Sustainability
Sustainable futures result from actions
designed to preserve and/or restore the
quality and uniqueness of environments.


Achievement standard

By the end of Year 1, students identify and describe important dates and changes in their own lives. They explain how some aspects
of daily life have changed over recent time while others have remained the same. They identify and describe the features of places
and their location at a local scale and identify changes to the features of places. They recognise that people describe the features of
places differently and describe how places can be cared for.
Students respond to questions about the recent past and familiar and unfamiliar places by collecting and interpreting information and
data from observations and from sources provided. They sequence personal and family events in order and represent the location of
different places and their features on labelled maps. They reflect on their learning to suggest ways they can care for places. They
share stories about the past, and present observations and findings using everyday terms to denote the passing of time and to
describe direction and location.
Relevant prior curriculum Curriculum working towards
Relevant prior curriculum Curriculum working towards
Students require the following prior knowledge, understandings The teaching and learning in this unit works towards building the
and skills from their study of what places are like (Year Prep): following knowledge, understandings and skills in the next year
(Year 2):

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 Identify curriculum
 The places people live in and belong to, their familiar  A knowledge that places may be defined differently by
features and why they are important to people diverse groups of people and studied at a variety of
(ACHGK002) scales
 The reasons why some places are special to people, and  An understanding of how people in different places are
how they can be looked after (ACHGK004) connected to each other and the factors that influence
these connections
The inquiry skills of representing data and the location of places
and their features in tables, plans and on labelled maps
Links to other learning areas
English
Mathematics

4 | Year 1 unit overview Australian Curriculum: Geography

Assessment Make judgments
Describe the assessment Assessment date
Students design a map of either a city, a small town, a country town and give it Formative assessment will
appropriate features. occur throughout the unit.
Students should include roads, buildings, a key etc. (these will be listed on the
assessment paper/graphic organiser to provide students with the appropriate Summative assessment will
structure). occur at the end of the unit.
On a separate paper: Students explain the features of their town and what
makes it a city/small town/country town by referencing the number of houses,
hospitals, shops etc.
Students must identify a major feature on their map and describe where it is
located. They must choose another place and give directions from their first
place to their second place.

The purpose of this assessment is to allow students to develop

their knowledge of maps; they will represent locations of places
on maps using a key.

Students respond to questions about the recent past and familiar and
unfamiliar places by collecting and interpreting information and data
from observations and from sources provided. They sequence
personal and family events in order and represent the location of
different places and their features on labelled maps. They reflect on
their learning to suggest ways they can care for places. They share
stories about the past, and present observations and findings using
everyday terms to denote the passing of time and to describe
direction and location.

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 Teaching and learning
Teaching strategies and learning experiences Supportive learning Resources
environment1

Lesson One Adjustments for needs of - KWL chart

learners - Post-it notes for KWL
Introduction to unit – What are maps? 1 hour approx.
chart
- Provide a range of - Word Wall resources
KLO: To understand that maps tell us the location of different places. maps from simple to - Graphic organisers
more complex. for maps (must
 KWL: K – ask students what they know about maps. - Provide options of include at least 5
o Who has used a map before? This week? Today? maps to draw, from objects etc.)
 Introduce W/WALT and WILF. simple to more
 Explore first then discuss different types of maps (can be through detailed.
ICT):
o Globe, Atlas, city, local community, school maps etc. Early finishers:
o What do you think the purpose of a map is? - Compare different
o Is anyone from another country? Locate on globe. types of maps and list
o Idea for ‘mapping wall’: put up a world or local map and the differences and
students can blu-tack their name on where they come from. similarities using a
 Look at the information provided on maps (titles and labels): Venn diagram.
o Perhaps use a map of the local community and identify
student suburbs, places of interest, and the school.
Assistance with drawing and
o Interactive map.
writing for those (2) students
o Create word wall labels during/from the discussion.
who require it.
 Model how to draw a map (school, suburb, bedroom). Title ‘My
bedroom’
 Students to draw a map (school, suburb, bedroom).

1
Part 6 of the Disability Standards for Education (The Standards for Curriculum Development, Accreditation and Delivery) states that education providers, including class teachers, must take reasonable steps
to ensure a course/program is designed to allow any child to participate and experience success in learning. The Disability Standards for Education 2005 (Cwlth) is available from: www.ag.gov.au > select
Human rights and anti-discrimination > Disability standards for education.

6 | Year 1 unit overview Australian Curriculum: Geography

Teaching and learning
Teaching strategies and learning experiences Supportive learning Resources
environment1
 KWL: L – What did we learn in this lesson?

Lesson one continued – flip books Wed.

 Re-cap on last lesson – KWL chart to front
 Groups of three – look at the resource books from next door – (give
pages)
 5-10 minutes for each section of their map thing
 Has anyone learnt something new?

LESSON 2 – 45mins.
KLO: To understand and identify the key features of maps.

 KWL: K – ask students about what we learnt in the last lesson.

 Introduce W/WALT and WILF.
 Look at the key features of maps:
o Keys– what are they? Why do we need them?
o Compass – what is it? Why do we need it?
o Aerial view – what does it mean? Why do maps use it?
o Dotted lines, solid lines, different coloured lines – what do
they represent? Why do we need them?
o Identify each of the above on a map
 Draw a key onto their map from last lesson:

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 Teaching and learning
Teaching strategies and learning experiences Supportive learning Resources
environment1
o Model for students first.
o Design a key for the objects used in map – show their
location.
 KWL: L – reflect on lesson; what was one interesting thing you
learnt?

Lesson three

KLO: To know and understand location and direction.

 KWL: K – ask students about what we learnt last lesson.

 Introduce W/WALT and WILF.
 Introduce ‘location’ vocabulary (put on word wall afterwards)
o Can you describe the location of some things in your
classroom?
o Can you describe the location of things within your school?
 Explain location using a map.
 Students to identify the location of places on the map.
o “The ___ is located next to/to the right of/to the left
of/above/below the ___”
o Invite some students to share their map from previous lessons
– they discuss where an object is located on their map as
modelled.

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Teaching and learning
Teaching strategies and learning experiences Supportive learning Resources
environment1
 If we wanted to move from one place to another how might we do
that? Problem solves with students.
 Students to list the location of 2 places on their map.
 Student to give directions between these two places.
o Share their directions with a partner.
 KWL: L – What did we learn in this lesson?

Alternate: make an ‘escape room’ or a treasure hunt in the classroom – maybe

both? Half of class at each on either side of the classroom.

Lesson four
KLO: To understand the differences between maps of cities and maps
of small towns.

 KWL: K – ask students about what we learnt last lesson.

 Introduce W/WALT and WILF.
 Introduce maps: one of a city, one of a small town, one of a country
town.
 Discuss differences and similarities (all key features should be
evident in all maps).
 Introduce ‘design a town’ activity.
 Complete activity – use relevant vocabulary.

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 Teaching and learning
Teaching strategies and learning experiences Supportive learning Resources
environment1
 KWL: L – what did we learn in this lesson?

Lesson five

KLO: To understand the differences between maps of cities and maps

of small towns.

 Re-cap on last lesson.

 Continue creating the ‘design a town’ activity.

Lesson six
Summative assessment of unit – What are maps?

 KWL: K – what have we learnt about maps?

 Mention:
o features of maps
o location and direction
o difference between city maps, small town maps, and country
maps.
 Explain/model assessment.
 Students design a map of either a city, a small town, a country town
and give it appropriate features
o Students should include roads, buildings, a key etc. (these will
be listed on the assessment paper/graphic organiser to provide
students with the appropriate structure)

10 | Year 1 unit overview Australian Curriculum: Geography

Teaching and learning
Teaching strategies and learning experiences Supportive learning Resources
environment1
 On a separate paper:
o Students explain the features of their town and what makes it a
city/small town/country town by referencing the number of
houses, hospitals, shops etc.
o Students must identify a major feature on their map and
describe where it is located. They must choose another place
and give directions from their first place to their second place.
 Assessment must cover achievement standard: identify a place on a
map and locate the features on a labelled map.

What type of place did you design?

What are the features of your place?
Why did you choose these features to design your place?

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 Use feedback
Ways to monitor Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all
learning and learners in each unit.
assessment Teachers create opportunities for discussion about levels of achievement to develop shared
understandings; co-mark or cross mark at key points to ensure consistency of judgments; and participate in
moderating samples of student work at school or cluster level to reach consensus and consistency.
Feedback to students Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and informal)
and encouragement to students on their strengths and areas for improvement.
Students reflect on and discuss with their teachers or peers what they can do well and what they need to
improve.
Teachers reflect on and review learning opportunities to incorporate specific learning experiences and
provide multiple opportunities for students to experience, practise and improve.
Reflection on the unit Identify what worked well during and at the end of the unit, including:
plan  activities that worked well and why
 activities that could be improved and how
 assessment that worked well and why
 assessment that could be improved and how
 common student misconceptions that need, or needed, to be clarified.

12 | Year 1 unit overview Australian Curriculum: Geography

Year 1 Geography Term 4 Student’s name: ________________________________
Grade:
Task Description: Location and Mapping
Term: KLA:
Students design a map of either a city, a small town, or a country town, and give it appropriate features. Students should include roads, buildings, a key etc.
(these are listed on the assessment paper/graphic organiser to provide students with the appropriate structure). Students explain the features of their town
and what makes it a city/small town/country town by referencing what they have included.
Assessable Elements Task-Specific Descriptors
A (Extending) B (Advancing) C (Demonstrating) D (Developing) E (Emerging)
Geographical knowledge and understanding

Identifies and Accurately identifies and Identifies and describes the Independently: Attempts to identify Beginning to:
describes features describes features of maps, features of maps; identifies features on a map and the
Identifies and describes the
of maps, and connecting features to real- and describes different types different types of maps
features of maps; identifies
includes them on world examples of maps, observing changes Identify features of a map
and describes different types
their own map in detail between them
of maps
Identifies and
Accurately identifies the Identify types of maps
explains reasons
features of country towns,
for including
small towns, and cities, and
specific features
notices these differences in
on a map
the real-world
Identifies features
of cities, small
towns, and country
towns

Attempts to identify different

Questioning and

Collects, records Investigates and explains Responds to questions about Responds to questions about Attempts to respond to
features of maps
researching

and sorts features of maps and the
information differences between country
collected towns, small towns, and
(in class activities) cities, with reference to the
real world
the different features of maps the different features of maps respond to questions about
by identifying and referencing the features of maps
different maps

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 Interpreting and Communicating

Represents a Accurately represents and
chosen location describes the features of
and its features on different places with detail,
a pictorial map and provides thoughtful
explanations for their choices
with reference to real-world
features
Represents and describes
the features of different
places with some detail, and
gives reasons for their choice
in features
Represents and describes Attempts to represent and Attempts to represent a map
describe the features of a
the features of different map
places

Feedback:

Prince of Peace Lutheran College

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