Geography - Curriculum Support

Geography 

for those new to teaching the subject

Contents 

About this resource 3 

The Geography syllabus 7–10 3 

Cross curriculum content 4 

Becoming familiar with the Geography syllabus 7–10 5 

Timing and teaching the Geography 7–10 syllabus 6 

Geographical tools 7 

For your reflection 10 

Some Geography basics 11 

Maps and mapping 12 

Weather and climate 18 

Designing an assessment task 29 

Organisations to contact for assistance with resources, teacher 

professional learning and excursions 35 

General websites for teaching and learning activities 36 

Online resources for maps and mapping skills 37 

General teaching and learning resources 38 

Online resources Stage 4 Teaching and Learning Exchange 38 

Online resources Stage 5 Teaching and Learning Exchange 39 

Geography for those new to teaching the subject 

© 2010 NSW Department of Education and Training. 

2

About this resource 

This resource is designed to help teachers new to teaching Geography with teaching Geography 

Years 7–10. This involves gaining an understanding of: 

• the syllabus and its requirements 

• what geography is 

• questions asked by geographers 

• tools required to study geography 

• designing assessment tasks 

• professional organisations who offer assistance and resources 

• ideas and online resources to assist you in the teaching of Geography and the tools of 

Geography. 

The information in this resource is not designed to cover all of the subject matter or tools/skills, 

but to get you started on the basics including worksheets and a comprehensive list of online 

resources. 

Feel free to use any of the information and graphics in this resource in developing your 

teaching resources. 

The Geography syllabus 7–10 

Aim of the syllabus 

Rationale 

• To stimulate students’ enjoyment of and interest in the interaction of the physical and 

human environments. 

There are two key dimensions that form the basis of the study of all content: 

• The spatial dimension: where things are and why they are there. 

• The ecological dimension: how humans interact with environments. 

A study of Geography builds on students’ prior learning and experience to enable them to 

explain patterns, evaluate consequences and contribute to management of physical, social, 

cultural and built environments. (Geography syllabus 7–10 p. 8) 

The tools used in Geography: 

• Maps. 

• Fieldwork. 

• Graphs and statistics. 

• Photographs. 



3

Cross curriculum content 

Cross curriculum content is integrated throughout the Geography 7–10 syllabus. It important 

to note that Geography involves not just learning about things and how to do things, but also 

developing perspectives about issues and taking action regarding issues. Students should be 

given the opportunity to investigate a range of opinions and ideas, to discuss and debate issues 

and to learn how to make informed decisions. Quality Teaching should also be integrated into 

all aspects of teaching and learning in Geography. 

Numeracy 

Literacy 

Multicultural 



Key 

competencies 

Civics and 

citizenship 

4 

Cross Curriculum 

content 

Difference and 

diversity 

Gender 

A good online starting point for Aboriginal and 

Indigenous content 

 

Work, 

employment & 

enterprise 

Aboriginal and 

Indigenous 

ICT

Becoming familiar with the Geography 

syllabus 7–10 

These questions are designed to help you familiarise yourself 

with the course requirements. You can use the links or in the 

Organisations page to access the Syllabus and the School 

Certificate Scope and Test Specifications. 

1. How many hours must students study mandatory Geography in Stages 4 & 5? 

2. When do students study global geography and when do they study Australian geography? 

3. What are the four Stage 4 topics? 

4. What are the four Stage 5 topics? 

5. On what page will I find a summary of the ICT skills for students in Stages 4 and 5? 

6. What is the purpose of fieldwork? What are the syllabus requirements for Stages 4 and 5 regarding 

fieldwork? 

7. On what pages will I find a summary of the geographical tools for students in Stages 4 & 5? 

8. On what page of the syllabus is the glossary of key geographic terms? 

9. What is a research action plan (RAP) and which topic requires students to develop one? 

10. What page of the syllabus tells me the steps involved in a RAP? 

11. When the syllabus states ‘at least one’ case study, do I have to teach more than one? When might I 

choose to teach more than one? 

Click here to try this drop and drag activity for Geography definitions! 

 



5

Timing and teaching the Geography 7–10 syllabus 

It sounds obvious, but make sure you teach what is required in the syllabus and don’t get 

‘bogged down’ by textbook content overload. 

There is a wide variety of resources to use in Geography, including textbooks, skills workbooks, 

maps, geography puzzle books, ICT resources such as PowerPoint lessons, atlases including 

CDs, as well as an array of useful websites. Use these resources to assist and enhance your 

teaching; get your timing from the syllabus and teaching and learning programs in the 

faculty. 

There are great textbook resources for Stages 4 and 5 Geography, but many textbooks include 

a lot of in-depth material that is not always necessary. This is often because a topic will require 

an overview of environments or issues and then one or two in-depth studies. So, while the 

textbooks provide in depth information about all or many of the studies, you don’t have to 

teach it all – you choose from what’s available. 

Example 1: Focus Area 4G2 Global environments requires an overview of the environments 

listed and only one in-depth study (you can do more than one but this is optional). 

Example 2: Focus Area 4G4 Global issues and the role of citizenship requires an overview of 

the geographical issues listed and two in-depth studies (you can do more than two 

but this is optional). 

Example 3: Focus Area 5A1 Investigating Australia’s physical environments requires an 

overview of the natural hazards in Australia listed but only one in-depth study 

(you can do more than one but this is optional). 

Example 4: Focus Area 5A3 Issues in Australian environments requires an overview of the 

geographical issues listed and two in-depth studies (you can do more than two but 

this is optional). Note that one of the in-depth studies also requires fieldwork – 

mandatory to qualify for the School Certificate. 



Have a look at the teaching and learning programs in your faculty and consult with your 

subject coordinator or head teacher for the suggested timing of topics or units within 

topics. 

6

Geographical tools 

Through the study of Geography, students need to develop skills in working with geographical 

tools. These tools are outlined in the syllabus. You will find a matrix showing where these tools 

should be taught for Stage 4 on page 18 and for Stage 5 on page 19. In addition, every Focus 

Area page indicates the tools to be taught. Note students will continue to use and incorporate 

the Stage 4 tools in addition to the tools outlined for Stage 5. 

There are plenty of excellent geography skills resources available commercially, including 

workbooks as well as PowerPoint lessons – have a look at what’s in the staff room and peruse 

the catalogues sent to the school. Read through the explanations, work through the exercises. 

Also look out for teacher professional learning courses for Geography teachers – there are 

often courses specifically for teachers without a background in Geography and teachers new to 

teaching Geography. 

To help you reflect on this area of the syllabus there are two tables below, one each for Stage 4 

and Stage 5. As you read through the lists, indicate which tools you feel confident to teach and 

which ones you would like to learn more about. 



Go to the Useful websites page to find links to online teaching and learning resources 

for Geographical Tools. 

Where to access specialist tools such as compasses, stopwatches, trundle wheels, weather 

instruments, clinometers, tape measures, vegetation identification charts, water quality testing 

kits, soil testing kits: 

• The HSIE or Social Sciences faculty should have some tools. 

• Other faculties including Science, Maths and PDHPE should have tools. 

• Some of these tools might not be available at your school – this is where an excursion to 

the local Environmental Education Centre comes in handy. 

• It is possible for the faculty to purchase instruments from educational/science suppliers. 

• It is also possible to make some of the tools, such as a clinometer or a dip net. 

Whilst geographical information systems (GIS) is not prescribed in the syllabus, it is suggested 

(page 19). It’s a great way to engage students – go to About GIS in the TaLe website! 

7

Geographical tools reflection Stage 4 Confident Developing 

Maps 

Use an atlas 

Use various types of maps (physical, political, topographic, thematic) 

Identify and use elements of maps (legend, direction, title, scale, 

border) 

Distinguish between different types of map projections 

Locate features on a map: latitude & longitude; area & grid references 

Identify physical and cultural features on a map 

Measure distances on a map using a linear scale 

Identify scale as written, linear or representative fraction 

Use the points of a compass to determine direction 

Identify & interpret relief using shading, spot heights, colour, contour 

lines 

Construct a sketch map 

Read synoptic charts: wind direction & speed, pressure patterns, fronts, 

rainfall 

Fieldwork 

Use geographical instruments, including: 

• A compass to determine direction 

• A clinometer and tape 

• Weather instruments, a Beaufort wind scale, cloud identification 

charts 

• Vegetation identification charts 

Collect and record data in the field, including: 

• Design and conduct interviews 

• Construct and implement surveys 

• Field sketch, diagram 

Graphs and statistics 

Identify and calculate maximum, minimum, total, range, rank and 

average including on a climate graph 

Construct & interpret bar, column, line climatic & proportional graphs 

Photographs 

Draw a line drawing 

Distinguish between oblique, aerial, ground level photographs and 

satellite imagery 

Collect and interpret photographic images 



8

Geographical tools reflection Stage 5 Confident Developing 

Maps 

Use various types of maps and flow charts 

Locate features using degrees and minutes of latitude & longitude 

Calculate the area of a feature 

Calculate the density of a feature 

Measure bearings on a map 

Calculate local relief 

Identify the aspect of a slope 

Construct a cross-section 

Calculate the gradient of a slope 

Construct a transect 

Construct a land-use map 

Describe and explain relationships on maps 

Read and interpret synoptic charts 

Distinguish between large-scale and small-scale maps 

Fieldwork 

Develop a research action plan 

Use fieldwork techniques to collect primary and secondary data 

Graphs and statistics 

Construct and interpret population pyramids 

Construct and interpret divided bar and column graphs and composite 

line graphs 

Recognise and account for change using statistical data 

Photographs 

Interpret satellite images 

Collect and use digital images 

Collect and interpret photographic images 



9

For your reflection 

Answer the following questions with reference to your current school’s teaching and learning programs – 

this is for your reflection only. 

For which of the topics in Stage 4 and Stage 5 do you have good background knowledge? 

For which of the topics in Stage 4 and Stage 5 will you need to do some reading/research? 

For which of the topics in Stage 4 and Stage 5 will you need to a lot of reading/research? 



10

Some Geography basics 

What is geography? 

Geography is the study of people and places and their interactions. 

There are two dimensions through which we study Geography: 

• Spatial dimension 

– Where things are and why they are there. Example: distribution of global rainforests. 

• Ecological dimension 

– Human interaction with environments. Example: clearing of global rainforests for 

agriculture. 

Questions geographers ask: 

• What is there? 

• Where is it? 

• Why is it there? 

• What are the effects of it being there? 

• How and why is it changing over time? 

• Should it be like this? 

• What groups are involved? 

• What do different groups think? 

• What action is appropriate? 

Fieldwork 



11 

Syllabus page 20 

Go to the TaLe website Secondary section, select HSIE and Stage 4 and Stage 5 options and 

search for ‘field work’ to find excellent resources/activities to use: 

There are more ideas and resources for fieldwork in the Fieldwork pages!

Maps and mapping 

As you are no doubt aware, maps are a huge part of Geography! Students should be familiar 

with maps, atlases and globes from primary school. For example, NSW Stage 3 outcomes 

include: 

• uses maps and globes to locate global and Australian reference points, e.g. hemispheres, 

political states, lines of latitude and longitude, mountains and oceans, physical and 

cultural regions 

• locates places on a globe that they hear about or view in written, media and electronic 

texts 

• draws accurate sketch maps of a known area and includes title, key, scale and direction 

• uses geographical terminology and tools to locate and investigate environments. 

The 7–10 syllabus requires the integration of mapping tools into the teaching and learning 

program. 

Some useful tips, activities and worksheets to get you started, follow. 

Some fun acronyms to help teaching about maps! 

Teach Year 7 mapping conventions through BOLTS 

– what every good map should have: 

• Border 

• Orientation (north point/direction) 

• Legend (key) 

• Title 

• Scale 

Teach direction and compasses through NESW 

• Never 

• Eat 

• Soggy 

• Weetbix 



12 

What’s 

wrong with this 

map?

Different types of maps 

Physical: illustrate the physical features of an area 

such as mountains, rivers, coasts. 

Political: illustrate state and national boundaries, 

capital cities and major cities. 

Topographic: depict the 

shape of the land, using 

contour lines, as well as 

important features. 

Thematic: based on 

a particular theme 

or topic, e.g. global 

sanitation, distribution of 

resources, weather. 



13

Map projections 

A map projection refers to the way the sphere of the Earth (3D) is represented on a map (flat 

surface). When the features of the Earth are transferred from a globe onto a map they are 

distorted – they might look stretched, for instance. Look at the following maps as an example: 

The Geography textbooks/CDs have good explanations and illustrations of different 

map projections. 

The Geography for kids website has a good explanation of map projections with 

graphics which makes it easy to understand. You can go to and 

search for map projections. 



14

Latitude and longitude 

Lines of latitude and longitude are imaginary lines which allow us to find locations on a map of 

the world or part of the world. 

Lines of latitude Lines of longitude 

• run horizontally 

• run parallel to each other 

• known as parallels 

• measured in degrees north and south of 

the equator between 0° and 90° 

• can be further subdivided into minutes (’) 

and seconds (”) 

• begin from the Equator at 0° 

• quoted first. 



Sydney’s location: 

15 

• run vertically 

• run from the North Pole to the South Pole 

• known as meridians 

• measured in degrees east and west of the 

prime meridian between 0° and 180° 

• can be further subdivided into minutes (’) 

and seconds (”) 

• begin from the prime meridian at 0° 

which runs through Greenwich and 

London 

• quoted second. 

33° 52’S 151°12’E 

Latitude – think flat Longitude – think long 

Practise makes perfect! 

Play the latitude and longitude Map match game. 

Listen to the latitude longitude song at ‘Geography at the movies’ (but 

reinforce that latitude comes before longitude!)

Grid references and Area references 

Grid lines are used to locate a feature on a map such as a topographic map. The map is divided 

into a grid. Grid lines running up and down a map are known as eastings because they increase 

in number value as we look to the east. Grid lines running across a map are known as northings 

because they increase in number value as we look to the north. 

Grid references Area references 

• have 6 numbers 

• e.g. 256308 

• used to pin point the exact location of a 

feature 

• eastings are quoted before northings 

• e comes before n in the alphabet 

How to remember how to find a feature from 

a grid or area reference 

LEAN: 

• Look 

• East 

• And 

• North 



16 

• have 4 numbers 

• e.g. 2530 

• used to find the area containing a feature 

• eastings are quoted before northings 

• e comes before n in the alphabet 

The Geography textbooks/CDs have good explanations, illustrations and activities for 

latitude and longitude, as well as grid and area references. There is also a wide range of 

geography skills books and puzzles books with plenty of practice exercises. Also, go to 

the page to find links to online activities and resources. 

X

Synoptic charts 

Synoptic charts are simply weather maps. Synoptic charts show the atmospheric conditions 

of a location on a particular day including rainfall, air pressure (atmospheric pressure), wind 

speed and wind direction. The Australian Bureau of Meteorology website has up-to-date 

four day forecasts showing synoptic charts which are an engaging resource for students to 

learn with. The BOM also has a great resource about forecasting the weather with diagrams, 

explanations and activities. 

• Air pressure means the weight of the air. 

• Air pressure is measured in hectoPascals (hPa) and indicated by isobars which are lines 

joining places of equal pressure. 

• High air pressure (> 1013 hPa) means the air is heavy/sinking; associated with calm 

conditions and fine weather; winds move in an anti-clockwise direction in the southern 

hemisphere. 

• Low air pressure (< 1013 hPa) means the air is light/rising; associated with unstable 

conditions and rainy weather; winds move in a clockwise direction in the southern 

hemisphere. 

• A front is the boundary between two air masses. 

• A cold front is when a mass of cold air moves towards a mass of warm air pushing it 

upwards and is indicated by a line with spikes (think of freezing cold icicles); generally 

brings north or north west wind and a drop in pressure leading to falling temperatures, 

wind and rain but this depends on the actual temperature and water content of the air 

masses, which depend on the region over which the air masses originate. 

• A warm front is when a mass of warm air moves towards a mass of cold air pushing it 

downwards and is indicated by a line with bumps (think of melting icicles); moves at 

half the speed of a cold front; warm fronts generally occur in high latitudes and are not 

common in Australia. 

• A trough is an elongated area of low pressure extending out from the centre of the 

pressure system. 

• A monsoon trough is a broad area of low pressure which runs east west through the 

tropics during summer. 



17

Weather and climate 

What’s the difference between weather and climate? 

Climate graphs 

Fieldwork 

Weather refers to the condition of the atmosphere over a short time, such as a day. 

Climate refers to long run average weather patterns over a period of years. 

A step-by-step graphic explanation of climate graphs 

can be found at the geography at the movies site under 

weather – just scroll down until you find ‘Drawing 

climate graphs’. You can also find other movies on 

weather and climate there. 

Fieldwork is fundamental to the study of Geography. It is the means by which students can 

engage and develop a deep understanding of geographical processes and inquiry. Fieldwork 

gives students the opportunity to: 

• enhance their knowledge through observation, mapping, measurement and recording 

real world phenomena 

• explore geographical processes that form and transform environments 

• use a range of geographical tools to assist in interpretation and decision making 

• locate, select, organise and communicate geographical information 

• explore different perspectives relating to geographical issues. 

Fieldwork should never be an end in itself – it should always be part of a geographical inquiry, 

starting with prior learning, setting geographical questions, followed by field activities and 

follow-up work to interpret and analyse primary data and 

communicate conclusions. 

The 

textbooks/CDs also 

Go to the TaLe website for resources: 

have great explanations, 

diagrams and activities to be 

used with fieldwork! 



18

Simple fieldwork in Geography 7–10 

Here are some simple ideas which can be done with minimal organisation. Giving students 

plenty of opportunities to get outside and get active can really engage them and prepare 

them for major fieldwork excursions. Fieldwork could be done for just 15 minutes of a lesson. 

Students can write up brief reports back in class or for homework. 

You might decide that you want to make students familiar with the Research Action Plan at an 

early stage. There is no reason why students cannot achieve all eight steps of a RAP in Year 7. 

Steps 1–4 could be provided to the students by the teacher if necessary. Some simple RAPs are 

provided with each activity for you to use if you wish. 

Fieldwork can involve a ‘short and sweet’ activity or an all day (or multiple days) 

excursion. 

• Around the school: e.g. Field sketch on the oval; record temperature and humidity in 

different locations to understand microclimates; treasure hunt using compasses; identify 

clouds; identify vegetation and animal life; make and use a clinometer to measure 

slopes. 

• Local community: e.g. Field sketches; landuse; impacts on environments; local library 

research of local geographic community; observation of pollution in a local creek; 

measure the gradient of a slope; photograph litter pollution in a local street; line drawing 

from a photograph; survey neighbours/interview residents about a local issue; observe 

evidence of spatial inequality and/or urban growth and decline. 

• Excursions: e.g. To an Environmental Education Centre; a CBD; a coastal environment; 

a farm; an Aboriginal community/organisation; an ecotourism business; cross city trip 

examining spatial inequality and/or urban growth and decline. 

• Virtual: e.g. Using Google Earth, atlas CDs, and web searches. 



19

Organising a major fieldwork activity 

For major excursions take a whole Year group and consider including more than one subject, 

for example, join with History and/or Science. This works well in the junior years where all 

these subjects are mandatory and is also beneficial because it: 

• reduces disruption at the school, particularly for learning areas not involved 

• provides more teachers for supervision and makes it easier to cover classes back at 

school within the faculties involved 

• helps the students to make the connections between subjects and between subjects and 

the real world – seeing the same place from different perspectives. 

Effective use of fieldwork time 

Time should not be wasted when the students are in the field. Activities/questions should not 

relate to information that can be obtained through secondary sources (e.g. books, websites) – 

that work should be done before/after the fieldwork activity. Students are in the field to collect 

primary data; to ask the geographical questions, such as: 

• What is there? 

• Where is it? 

• Why is it there? 

• What are the effects of it being there? 

Don’t ask the students about the climate (do that in class) – ask about the weather on 

that particular day! 

The answers to these questions can be recorded in a variety of ways: words, sketches, maps, 

diagrams, tables, graphs, photographs. 

Some of these recording methods require skills. Any skills that students will be required to use 

at the fieldwork site should be practised at school first, either in the classroom or the school 

grounds. For example, students should be familiar with drawing a sketch map. 

Fieldwork is an opportunity for students to practise their skills in a new environment. 

Worksheets used during fieldwork should be considered as ‘working papers’, not as part of an 

assessment task – this stops students wasting time rewriting them to make them presentable. 

The focus should be on the learning. However, students may be required to submit a worksheet 

to demonstrate their engagement in the fieldwork activity – the worksheets need to be 

returned promptly to allow students to use them for their follow-up assessment task. 

Fieldwork should always be fun! 



20

Year 7 

Fieldwork in Year 7 is all about introducing students to Geography, the tools and methods 

used in investigating environments and issues. It is an opportunity for students to develop a 

passion for Geography which they can carry through to Year 12. It should be lots of fun! 

Start with a lesson on the purpose of fieldwork, key geographical questions and geographical 

tools; Students familiarise themselves with tools, draw pictures and describe their use. 

Use whatever tools you have at school and/or textbooks and websites which have lists and 

pictures of tools. The textbooks have a range of ideas about local area fieldwork. The About 

Fieldwork resource found at TaLe is a good place to start. 

School grounds or local community field studies could include the following: 

• Identify and compare locations for biodiversity; record on table. 

• Draw a map of part of the school or local area; work out distance using a trundle wheel 

and calculate scale. 

• Make a clinometer and use it to measure slopes around the school. 

• Treasure hunt using compasses. 

• Draw a field sketch of part of the school or local park. 

• Take a photograph and draw a line drawing of a local environment. 



21

Sample activity 1: Biodiversity investigation 

Rationale: Discussion about the meaning of biodiversity and why it might be important to have knowledge 

about plant and animal life in the selected location. For example, certain areas might need to be 

protected; there might be a proposal for construction of a new facility. 

Tools: Gloves, pencils, clipboards, worksheets. 

Activity: Students move around the school or a location in the local area, performing leaf litter searches, 

tree searches, and observation of local ecosystems. 

Table comparing biodiversity at: _____________________________________________________________ 

Location Plant life Animal/Insect life 

Main quad 

Behind canteen 

Back oval 

Report: 

Students complete a brief report including: 

• Aim of the fieldwork (e.g. To investigate biodiversity around the school) 

• Data collection process (point summary or description of what they did) 

• Summary of findings – a copy of the table recording the observations 

• Analysis of findings including a written description of which locations had the most plant life and animal 

life, indicating biodiversity; reasons why; recommendations regarding how to manage areas with plant 

and animal life. 

or 

Research action plan Suggestions 

Aim/purpose of the investigation 

Focus questions 

Primary/secondary data needed 

Techniques to collect data 

Identification and Collection of data 

Process and analyse the data 

collected 

Presentation methods to 

communicate the research findings 

Proposed individual or group action 



• To investigate plant and animal life at local high school 

• What plants and animals live in our school environment? 

• Where do most of these plants and animals live? 

• Observe primary data 

• Observation of plant and animal life in different locations 

• Leaf litter searches, tree searches, observation of local 

ecosystems 

• Observe and record types of plant and animal life in table 

• Summarise the information collected, using a column graph to 

illustrate where most life is found 

• Draw conclusions from data collected regarding habitat 

locations 

• Suggest likely reasons for where most life is found 

• e.g. Written report including graph which could be emailed 

to the SRC or Environment Team; short news report using 

Audacity. 

• e.g. Suggest a plan to protect a particular area, perhaps with 

fencing or signs; ask the SRC or Environment Team to plant 

native bushes or trees in a particular area. 

22

Sample activity 2: Microclimates 

Rationale: Discussion about the meaning of climate and the factors affecting climate. Discussion of the 

term microclimate (area with local atmospheric conditions different to nearby areas, e.g. the 

oval and the assembly area) and why it might be useful for students to know about different 

microclimates around the school (e.g. Where is best to run around, where you might need 

sun protection or drinking water, where you might ask the SRC or Principal to put a sun shade 

structure). 

Tools: Hygrometer, barometer, anemometer (or weather station with all three), pencils, clipboards, 

worksheets. Note that this activity can still be done without tools. 

Activity: Students visit different locations around the school to measure and record atmospheric 

conditions including temperature, humidity, wind speed and air pressure. 

You will need weather instruments to undertake this activity 

You could modify the table to include those instruments that you do have 



23 

or 

or 

If you have none of these instruments you could ask students to use statements such as ‘hot’, 

‘very hot’, ‘cool’ for temperature; ‘muggy’, ‘dry’ for humidity; ‘windy’, ‘breezy’, ‘calm’ for wind 

speed. The point is to understand the idea that even places very close together can experience 

different atmospheric conditions (weather)! 

Table comparing microclimates 

Location Temp Humidity Wind speed Air pressure 

Room 17 

Middle of oval 

Trees at oval 

Behind canteen 

(asphalt; wind 

tunnel) 

Quad (asphalt & 

trees) 

Report 


• Aim of the fieldwork (e.g. to investigate microclimates around the school). 

• Data collection process (point summary or description of what they did). 

• Summary of findings (a copy of the table recording the observations). 

• Analysis of findings including a written description of differing microclimates in each location, the 

reasons for these differences and recommendations regarding how to make use of this information, on 

an individual level as well as a school level e.g. where is the best place to install new bubblers or shade 

structures?


Aim/purpose of the investigation To investigate microclimates around local high school 

Focus questions Where are the hottest and coolest places in the school? 

What factors affect the microclimates of different locations 

around the school? 

Primary/secondary data needed Primary data: 

Collection of information about atmospheric conditions in 

different locations 

Techniques to collect data Weather instruments (or student observations) 

Identification and Collection of data Measure and record atmospheric conditions including 

temperature, humidity, wind speed, air pressure 


collected 





Summarise the information collected in a table to illustrate 

different microclimates 

Draw conclusions from data collected regarding hottest and 

coolest locations 

Suggest likely reasons for different microclimates 

e.g. Written report or poster including table or school map 

showing ‘hot spots’ and ‘cool spots’; short film using Moviemaker. 

Proposed individual or group action e.g. Produce a poster with advice for students about where to 

go on hot, cold, rainy or windy days; make a recommendation 

to the SRC or Environment Team regarding weather protection 

structures. 

Year 8 

Focus Area 4G4 Global Issues and the role of Citizenship lends itself nicely to fieldwork in Year 8, 

particularly in terms of using geographical instruments and collecting data in the field about local 

environmental issues which occur on a global scale. It should be lots of fun! 

School grounds or local community field studies could include the following: 

• Draw a field sketch of a location within which there is an issue, e.g. land degradation, pollution, 

erosion. 

• Take photographs; later draw a line drawing and/or write a description interpreting the photos; use 

the photographs as part of a brief report. 

• Geographical issues – observe, record and report on evidence of water pollution, land pollution and 

land degradation around the school and the local area; measure slopes/gradients where erosion has 

occurred. 

• Interviews and surveys of community members about a global issue. 

Use whatever tools you have at school and/or textbooks and websites which have lists and pictures of 

tools. The About Fieldwork resource and the Waterworks unit at TaLe are excellent for this. Additionally, 

your faculty or other parts of your school might have tools such as clinometers, tape measures, 

vegetation identification charts, water quality and/or soil quality testing kits, dip nets, magnifying glasses, 

water bug identification charts, bird identification charts. 

24

Sample activity 3: Water quality testing using a water bug survey 

Rationale: Water quality testing helps us indicate the health of our water resources. Evidence of litter and 

chemical pollution can be easily determined by simple observation. Bug identification is useful 

because the types of bugs found in an aquatic ecosystem can indicate the state of its health. 

Different kinds of water bugs have different levels of sensitivity to pollution, from very sensitive 

through to very tolerant. If an ecosystem has lots of sensitive and very sensitive bugs, for 

example, then we can tell that the water is healthy. If there are only tolerant and very tolerant 

bugs, this indicates that the water is relatively unhealthy. If there are no bugs the water is likely 

to be very unhealthy. We can then take action to try to do something about it – we can try to 

find out what is causing the pollution and take steps to reduce the impact on the environment. 

Tools: Dip nets, buckets, bug identification charts, pencils, paper, and clip boards – one kit for each 

group. 

For bug identification charts go to: 

• click on Getting bugs, click on Bug detective guide and 

download the bug detective guide A3 

• click on Streamwatch water bug guide. 

Activity: Visit a local creek. Students form groups. Each group has a tool kit. Students will observe the 

water and surrounding area, looking for signs of visual and chemical pollution such as litter and 

oil. Students will also collect bugs, using the ID charts to identify the bugs, record numbers and 

categorise according to whether they are very sensitive, sensitive, tolerant or very tolerant. 

Pollution observation sheet 

Type of pollution observed Description/frequency 

Examples 

Oil 

Plastic bottles 

Tin cans 



25 

or 

Examples 

Greasy scum covering the water from the bank to 2 metres out 

5 

2 

Water bug identification recording sheet 

Bug type Numbers Total 

Very sensitive bugs 

Sensitive bugs 

Tolerant bugs 

Very tolerant bugs

Report 


• Aim of the fieldwork (e.g. to investigate the health of the local creek). 

• Data collection process (point summary or description of what they did). 

• Summary of findings – a copy of the table recording the observations. 

• Analysis of findings including a written description of the pollution observed and conclusions drawn from 

the type and number of water bugs, leading to an assessment of the health of the creek. 

• Recommendations for action, which could be emailed to the local council. 


Aim/purpose of the investigation To assess the health of the local creek 



or 

Focus questions What is water pollution? 

What visual evidence is there of pollution at the creek? 

What types of bugs inhabit the local creek and what does this tell 

us about its health? 

Primary/secondary data needed Secondary data: 

Geography texts for definition 

Primary data: 

Visual observation of pollution 

Water bug identification 

Techniques to collect data Observation and recording 

Water bug collection using dip nets & buckets 

Identification and collection of data Observe and record types of pollution in table 

Identify and categorise bugs in table 


collected 



Summarise the information collected, create graphs 

Draw conclusions from data collected regarding the state of health 

of the creek 

Suggest likely causes of any pollution found 

E.g. Written report including graphs and tables which could be 

emailed to local council; PowerPoint presentation; short news 

report using Audacity. 

Proposed individual or group action E.g. Email or meet with local council representatives; place signs 

around local area regarding littering and use of detergents; stencil 

local stormwater drains with ‘the drain is just for rain’; organise a 

class clean-up of the area. 

26

Year 9 

Focus Area 5A2 Changing Australian Communities requires students to investigate at least one Australian 

community, so student fieldwork should involve interviews and surveys of a particular community. This 

could be done as set homework or as part of a research assignment. It should be lots of fun! 

The textbooks have sections on interviews and surveys. The About fieldwork resource at TaLe has a unit 

on interviews and a unit on surveys. 

Students should design and conduct interviews, and construct and implement surveys about issues such 

as the following: 

• Examples of change in the community over time. 

• Factors causing change in the community. 

• Impacts of change on the community. 

• Responses to change in the community (e.g. opinions about what should be done; opinions of 

government responses). 

Year 10 

Preparation for fieldwork can be done using the textbooks and skills books. You should ensure that you 

give plenty of time to teaching and practising skills and also set homework worksheets on skills. 

Focus Area 5A3 Issues in Australian Environments requires one geographical issues study to include 

fieldwork. A convenient way to do this is through an excursion. This can be organised and run by the 

school or you can use services such as Environmental Education Centres. 

School grounds or local community field studies can be used for short, regular fieldwork activities: 

• direction and bearings using compass exercise; treasure hunt 

• construct a cross-section of a small area 

• calculate the gradient of a slope 

• identify the aspect of a slope 

• construct a transect of an area 

• construct a land use map 

• take photographs; later draw a line drawing. 

Geographical issue: spatial inequality 

Develop a RAP and start off in class by using Google Earth, local government data, real estate prices, ABS 

and other secondary sources, to investigate spatial inequality in a particular location, followed up by a bus 

tour. Students collect data such as number of new cars, size of houses/apartments, construct a land use 

map. 

Geographical issue: water and land management 

• Locate and map all storm water inlets (drains) around the school; identify management issues for 

each and prepare an action plan to manage (put rubbish in bins, collect leaves and silt and deposit on 

garden/tree areas, spray ‘the drain is for rain’ stencils; develop systems to try to stop the problem from 

recurring). 

• Students could make a model showing the link between built environments, stormwater drainage 

systems and stormwater outlets; showing how water and other materials end up in our waterways. 

• Experiment with a number of items that end up in the sewage system and eventually oceans (toilet 

paper, detergents, Napi San, bleach, cooking oils & fats, etc.) plus items that end up in the stormwater 

system and eventually rivers and oceans, untreated (engine oil, pesticides, fertiliser, car wash soaps, 

rubbish, etc.) – add items into a big bowl of clean water and observe what happens. 



27

Research action plan 

In Focus Area 5A3, Issues in Australian Environments, students are required to develop a Research Action 

Plan (RAP). 

As prescribed by the BOS NSW Geography Years 7–10 syllabus 2003, the RAP involves the following steps: 

1. Identify the aim/purpose of the investigation. 

2. Generate a number of focus questions to be addressed by the investigation. 

3. Decide which primary and secondary data are needed to answer the focus questions. 

4. Identify the techniques that will be used to collect the data. 

5. Collect primary and secondary data. 

6. Process and analyse the data collected. 

7. Select presentation methods to communicate the research findings effectively. 

8. Propose individual or group action in response to the research findings and, where appropriate, take 

such action. 

School Certificate questions about the RAP can involve general questions about the RAP process, 

questions about a RAP the students have undertaken and questions about how a student might go about 

in undertaking a RAP about a particular geographical issue. 

Go to the TaLe website Secondary section, select HSIE and Stage 5 options and search for Field work 

to find excellent resources/activities to use for the Research Action Plan. Students can start with the 

Fieldwork Overview item, and then move through from Fieldwork Part 1 to Fieldwork Part 4. 



28

Designing an assessment task 

You are asked to design an assessment task for Geography. What are you going to ask and what 

information is important for you to know before you start? 

First of all you need to refer to the Stage plan/assessment schedule for the subject to see which 

outcomes you need to assess and what type of task is required. 

The next step is to design the task. This involves planning all parts of the task together i.e. the 

outcomes of the task, the rubric and the marking criteria. 

Teacher preparation template 

A teacher preparation template can be helpful when planning and designing the task. 

The teacher preparation template is not what is handed to students – it is what is attached to 

the assessment schedule and filed. 

It must include which outcomes are being assessed and the marking criteria – however these 

are not necessarily included on the student version of the Assessment task sheet. 

Syllabus name and focus area 

Outcomes 

Refer to the syllabus to complete this section. 

Outcomes should appear in full – they should not be truncated or rewritten. 

Their inclusion in the student version, however, can confuse – e.g. ‘analyses the impacts of 

different perspective on geographical issues at local, national and global scales’ when the 

task is about local issues; OR ‘Selects and uses appropriate written, oral and graphic forms to 

communicate geographical information’ for a written task. For this reason it might be better 

not to include outcomes on the student version, or at least place them on the back page if the 

faculty policy is to include the outcomes. 

Background information 

The task 

Excluding non-crucial information that ‘crowds the page’ can result in a more student 

friendly document. 

The background information section of the Teacher preparation template can include material 

helpful for next year’s teachers – e.g. ‘before this task students should have been on xyz 

excursion or completed xyz fieldwork’ – see program’. 

The Task = what the students are to do. It should reflect the outcomes being assessed 

(backward map from the task to the outcomes). It should be explicit – sometimes students are 

given several pages of words and find it hard to actually identify what the task is – i.e. what 

they are required to do. 



29 

Keep it 

simple

The rubric 

Marking criteria 

The rubric guides students as to what they should include in their 

response. It is especially helpful for less able students. 

The rubric reflects the task and the outcomes and the marking 

criteria that follow. 

The less complex the task, the fewer the outcomes and the less complex the rubric – the easier 

the marking criteria is to develop. 



The marking criteria is really a rewriting of what is already in the task and rubric! 

The marking criteria should be a direct reflection of the rubric, task and the outcomes 

identified for assessment. You can check the accuracy of the marking criteria by backward 

mapping to the task description and rubric. You may realise you have included something in 

the criteria that you haven’t yet asked students for. You may need to go back and adjust the 

task description or rubric accordingly. 

Mark range 

It is best to have no more than a 5 level mark range e.g. 0–2, 3–4, 5–6, 7–8, 9–10. 

Otherwise things can get ‘murky’, e.g. with a 2 mark range in each level it is easier to give clear 

feedback to students than for 4 marks. 

Multiple mark criteria 

Multiple marking criteria is useful, e.g. you may have criteria and give marks for collecting data 

and recording it in the field, and also have criteria and separate marks for analysis of the data 

and suggestions for future action. 

This way you overcome the problem of a student whose collection and data recording is 

excellent but whose analysis is poor or vice versa – without adding extra value to one part of 

the criteria over other parts. 

30 

When 

rubrics were added 

to the School Certificate, 

exam responses 

improved!

Sample teacher preparation template 

Syllabus name and focus area: 

Years 7–10 Geography 

4G1 Investigating the world 



Date due: x/x/xxxx 

Assessment weight: 20% 

Outcomes: 

4.1 identifies and gathers geographical information 

4.2 organises and interprets geographical information 

4.3 uses a range of written, oral and graphic forms to communicate geographical information 

4.5 demonstrates a sense of place about global environments 

Background information: 

The task draws on previous learning about the Blue Mountains and Sydney’s water and on the data 

gathered during the fieldwork activity. Students will already have conducted the survey and collected the 

results to be used in the report. This is the final activity for the unit. 

Task: 

Write a report (two-three pages) on ‘Visitors’ appreciation of the Greater Blue Mountains as a World 

Heritage Area and as a catchment for Sydney’s water supply’. 

Rubric: 

In your answer: 

• Write in report form, include images/graphs/tables, and pay attention to spelling 

and grammar 

• Include a sketch map of the Greater Blue Mountains World Heritage Area and the 

catchment for Sydney’s water, using mapping conventions (legend, direction, title, 

scale, border) 

• Include a summary and interpretation of the results from your survey conducted 

at a tourist location in the Blue Mountains, using geographical terminology in 

comparing survey answers with the actual World Heritage criteria of the Greater 

Blue Mountains Area and its role in the provision of water for Sydney. 

31 

5 marks 

5 marks 

10 marks

Marking criteria: Sketch map 

Outcome 4.3 

Marking criteria Mark 

• Provides a detailed and accurate sketch map encompassing the Greater Blue 

Mountains Area and the catchment for Sydney’s water, including the mapping 

conventions 

• Provides a detailed and/or accurate sketch map encompassing the Greater Blue 

Mountains Area and the catchment for Sydney’s water, including the mapping 

conventions 

• Provides a sketch map with some detail of the Greater Blue Mountains Area and 

the catchment for Sydney’s water, including some mapping conventions 

• Makes some attempt at the sketch map of the Greater Blue Mountains Area or the 

catchment for Sydney’s water, with limited use of the mapping conventions 

• Makes a limited attempt at the sketch map of the Greater Blue Mountains Area 1 

Marking criteria: Summary and interpretation 

Outcomes 4.1 and 4.2 

Marking criteria Mark range 

• Provides a concise and accurate summary of survey results 

• Integrates relevant geographical terminology in interpreting survey results, 

comparing them effectively to the actual World Heritage criteria of the Greater 

Blue Mountains Area and its role in the provision of water for Sydney 

• Provides an accurate summary of survey results 

• Uses relevant geographical terminology in interpreting survey results, comparing 

them to the actual World Heritage criteria of the Greater Blue Mountains Area and 

its role in the provision of water for Sydney 

• Provides a brief summary of survey results 

• Uses some geographical terminology in comparing them to the actual World 

Heritage criteria of the Greater Blue Mountains Area and its role in the provision of 

water for Sydney 

• Provides a limited summary of survey results 

• Uses limited geographical terminology in relating the results to the Greater Blue 

Mountains Area as a World Heritage Site and/or in the provision of water for 

Sydney 

• Makes general statements about the survey 

• Makes general statements about the Blue Mountains, World Heritage and Sydney’s 

water supply 



32 

5 

4 

3 

2 

9–10 

7–8 

5–6 

3–4 

1–2

Marking criteria: Communication in report form 

Outcome 4.3 

Marking criteria Mark 

• Produces a well structured, logical report including appropriate headings, title 

page, contents page, introduction, body, conclusion and bibliography 

• Shows evidence of careful preparation and editing including relevant content, 

effective use of images/graphs/tables, accurate spelling and grammar 

• Produces a well structured report including headings, title page, contents page, 

introduction, conclusion and bibliography 

• Shows evidence of preparation and editing including relevant content, use of 

images/graphs/tables, mostly accurate spelling and grammar 

• Uses report format including relevant headings and bibliography 

• Some evidence of preparation and editing 

• Makes some attempt at report format including title page and headings 

• Shows limited evidence of preparation or editing 

• Makes limited attempt at report format 

• Shows limited evidence of preparation 



33 

If students are being 

assessed for their communication and 

use of report form, this needs to be included in 

the marking criteria. If not, then it should not 

be included in the marking criteria. 

5 

4 

3 

2 

1

Fieldwork assessment task for Year 7 

Date due: 20th June 

Assessment weight: 20% 

This assessment task is based on the fieldwork you will participate in as part of your study of the Blue 

Mountains World Heritage Area. The fieldwork will be conducted in pairs and you will work on the survey 

results in pairs, but your report is your individual work. 

Task 

Write a report (two-three pages) on ‘Visitors’ appreciation of the Greater Blue 

Mountains as a World Heritage Area and as a catchment for Sydney’s water supply’. 

Rubric 

In your answer: 

• Write in report form, include images/graphs/tables, and pay attention to spelling 

and grammar 

• Include a sketch map of the Greater Blue Mountains World Heritage Area and the 

catchment for Sydney’s water, using mapping conventions (legend, direction, title, 

scale, border) 

• Include a summary and interpretation of the results from your survey conducted 

at a tourist location in the Blue Mountains, using geographical terminology in 

comparing survey answers with the actual World Heritage criteria of the Greater 

Blue Mountains Area and its role in the provision of water for Sydney. 



34 

5 marks 

5 marks 

10 marks

Organisations to contact for assistance with resources, 

teacher professional learning and excursions 

Curriculum Support DET 

The Curriculum K–12 Support Directorate of the Department of Education and Training provides a range of 

online resources, teacher professional learning courses, programs and assessment samples and advice, as 

well as links to other educational sites. 

Board of Studies NSW 

• BOS 7–10 Geography syllabus and support documentation 

• BOS School Certificate Australian Geography course performance descriptors 

• BOS assessment activities and work samples Stage 4 Geography 

• BOS performance descriptors and work samples Stage 5 Geography 

• BOS standards package School Certificate 

• BOS School Certificate Australian Geography past exams 

• BOS School Certificate Australian Geography practise of past Multiple choice questions. 

Environmental Education Centres (EECs) 

The NSW DET has an environmental education website including a list of and links to the Environmental 

Education Centres in NSW. These centres are run by DET teachers and provide a range of syllabus based 

programs, excursion opportunities and other activities/assistance for individual schools. 

Professional associations 

• Geography Teachers’ Association NSW: GTA 

• Australian Geography Teachers’ Association: AGTA 

• Other HSIE associations 

National Parks and Wildlife Service 

The NSW National Parks and Wildlife Service offers a range of school excursions in regions around NSW 

including Hunter and Mid North Coast, New England and Tablelands, Northern Rivers, South Coast 

and Southern Highlands, Sydney and surrounds. The website also has a range of teaching and learning 

resources. 



35

General websites for teaching and learning activities 

• Teaching and Learning Exchange 

 

Search for: 

– Fieldwork 

– Laptop wraps (find laptop lessons for various geography topics) 

• Centre for Learning Innovation 

 

• Environmental Education Centres 

 

• NPWS 

click on Knowledge Centres 

• 

• 

• 

for Australia’s Physical Environments and Australian Communities 

• 

Australian Water education toolkit – includes resources and lessons on Climate Change 

• or 

for bug guides 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

(map reading made easy) 

• 

• 

• 

• (distance ed) 

• 

• (geography at the movies) 

• Free4teachers (geography games) 



36

• 

• 

• (teacher access only) 

• 

• (brainstorm tool) 

• 

• . 

Online resources for maps and mapping skills 

• Latitude and longitude online tutorial 

 

• Go to 

Search for maps and globes 

• How to use a compass online tutorial: 

 

click on Illustrated guide on how to use a compass 

• Curriculum Support Digital Education Revolution Stage 5 activities: 

 

• Geographic Information Systems: About GIS (from TaLe) 

• Fundamentals of mapping 

 



37

General teaching and learning resources 

• BBC Bitesize Geography (revision and tests) 

• Study Stack 

• Digital literacy (research assignments) 

• You create a laptop wrap 

• (brainstorm tool) 

• . 

Online resources Stage 4 Teaching and Learning Exchange 

• Focus Area 4G1: Passage of a Cold Front 

• Focus Area 4G2: Global Environments 

• Focus Area 4G3: Going Global 

• Focus Area 4G3: International India 

• Focus Area 4G3: Sites2See Change the World / How Can You Change the World? 

• Focus Area 4G3: Surf Aid 

• Focus Area 4G4: Climate Change 

• Focus Area 4G4: Consumption Atlas 

• Focus Area 4G4: How Eco-friendly Are You? / Green Home 

• Focus Area 4G4: Waterworks 

• Focus Area 4G4: Water: Asia’s Next Challenge 

• Focus Area 4G4: Food and Water 

• Focus Area 4G4: Map tool: South East Asia and the Mekong River 

• Focus Area 4G4: Kangaroo: communicating messages 

• Focus Area 4G4: Antarctic issues 

• Focus Area 4G4: Balancing the options: tourist resort / Tourist resort (ESL) 

• Focus Area 4G4: Sunday trading Impacts on a coastal town (ESL) 

• Focus Area 4G4: Homelessness two points of view (urbanisation) 

• Focus Area 4G4: Fish Stocks: two points of view and Fish stocks: three points of view 

• Focus Area 4G4: Car town (urbanisation – build a TV or newspaper report) 

• Focus Area 4G4: Community enterprise 

• Focus Area 4G4: Murder under the Microscope 

• Focus Area 4G4: Everything about waste 

• Focus Area 4G4: Steps to sustainable tourism 

• Focus Area 4G4: Biodiversity 



38

Online resources Stage 5 Teaching and Learning Exchange 

• Stage 5 Links for Learning: Weblinks from the DET’s Curriculum Support unit for Stage 5 

Geography 

• Focus Area 5A1: What Makes Australia Unique Atlas of the human journey 

• Focus Area 5A1: Down to Earth: palaeotraveller Down to earth: rock back in time 

• Focus Area 5A1: Earthquakes 

• Focus Area 5A1: Go to TaLe and search for Fire Challenge for a series of activities 

• Focus Area 5A2: My Future Community 

• Focus Area 5A2: Wind farm: pros and cons and Wind farm: cool solutions 

• Focus Area 5A2: What if Australia only had 100 people? 

• Focus Area 5A3: Salinity 

• Focus Area 5A3: Airwatch 

• Focus Area 5A3: Urban Growth and decline 

• Focus Area 5A3: Issues Affecting Australia’s Environments 

• Focus Area 5A3: Mining Indigenous Land 

• Focus Area 5A3: Water: the issue Water: Asia’s Next Challenge 

• Focus Area 5A3: Purchasing and waste Everything about waste 

• Focus Area 5A3: Your rubbish pile: managing waste 

• Focus Area 5A3: Paradise Island 

• Focus Area 5A3: Resort rescue: Overdevelopment (there are five of these – go to TaLe 

and search for resort rescue) Resort rescue: Coastal Protection (ESL) 

• Focus Area 5A3: Green machine: hatchback (there are six of these – search TaLe for 

Green machine) 

• Focus Area 5A3: Rainforests and climate change Resource Pack The Burning Season 

• Focus Area 5A4: Complete Unit including Australia’s interactions with other nations, 

Case Study Australian Aid, Case Study Migration Migrants on the Move 

• Focus Area 5A4: Australia’s Place in the World Asia Pacific 

• Focus Area 5A4: Future World 

• Focus Area 5A4: Case Study Aid Surf Aid Australia’s Aid Global Food Crisis 

• Focus Area 5A4: Reconciliation Reconciliation Australia. 



39

Geography - Curriculum Support

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