Australian Curriculum Geography – People live in places – Foundation

Which countries have over 100 million inhabitants? What is the most widely spoken language in the world? Discover the answers to these and many more questions in Australian Curriculum Geography, a seven-book series which will see students navigating through continents, wading through oceans, and discovering cultures, creatures and creations from around the world.

People live in places

• The representation of the location of places and their features on maps and a globe (ACHGK001) 
• The places people live in and belong to, their familiar features and why they are important to people (ACHGK002) 
• The Countries/Places that Aboriginal and Torres Strait Islander Peoples below to in the local area and why they are important to them (ACHGK003) 
• The reasons why some places are special to people, and how they can be looked after (ACHGK004) 

Elaborations

• Familiar places have locations and features that can be observed and shown by drawing and writing
• Hands-on models can represent the location of places and features familiar to the students
• Aboriginal and Torres Strait Islanders talk about their places using stories. Some places are very special to Aboriginal and Torres Strait Islander people.
• Cave paintings of Aboriginal and Tores Strait Islander people show the location of places they used. These places were special to them for different reasons.
• The globe is a representation of the world. Places such as Australia and others can be found on a globe.
• Familiar places such as classrooms are places that children belong to. They have features that can be identified and described.
• A famliar place such as a street where the students live has features that can be identified and described.
• Familiar places, such as the local park, have features that can be identified and described. These places are special to the people who use them.
• Familiar places, such as the zoo, have features that can be identified and described. These places are special to the people who use them.
• Imaginary places (settings) in a story have features such as charactaers that are familiar.
• A home is a spcial place with particular features. Homes provide their occupants with basic needs such as shelter, food and water.
• Aboriginal and Torres Strait Islander people consist of many different groups. Each group has one or more places that are important to them. The groups may have different names and speak different languages.
• Aboriginal and Torres Strait Islander people use the words 'country' and 'places' to describe their connections and relationships with particular parts of Australia.
• Aboriginal and Torres Strait Islanders are considered the traditional custodians of Australia. It is important to acknowledge this connection to country in ceremonies.
• Places such as our bedroom are special. Each place is special to individuals for different reasons. Special places have features that can be seen, heard, smelled and felt.
• Places such as the areas where children play are special. Each place is special to individuals for different reasons. Special places have features that can be seen, heard, smelled and felt.
• Places such as our backyard or garden are spcial to us. Each place is special to individuals for different reasons. Special places have features that can be seen, heard, smelled and felt.
• There are many different places that are special to Aboriginal people. They have features that can be identified.
• Many people have their own special place. Each place is special to individuals for different reasons. Special places have features that can be seen, heard, smelled and felt.
• Places such as the local park are not only special to individuals but also to the community. Community spaces are special to individuals for different reasons. These special community spaces need to be cared for.

Key inquiry questions

• What are places like?
• What makes a place special?
• How can we look after the places we live in?

Geographical Inquiry and skills

• Make observations about familiar places and pose questions about them (ACHGS001) 
• Record geographical data and information collected by observation (ACHGS002) 
• Represent the location and features of a familiar place on pictorial maps and models (ACHGS003) 
• Draw conclusions based on discussions of observations (ACHGS004) 
• Present information using everyday language to describe location and direction(ACHGS005) 
• Reflect on their learning to suggest ways that they can look after a familiar place (ACHGS006) 

Geographical concepts

• Place
• Environment
• Sustainability
• Space
• Change

Features:

• 4-page units each with a supporting Teachers page and three student activity pages
• organised into sections according to the content descriptions in the Geographical knowledge and understanding strand for each year
• a general note on the importance of geographical skills and an overview and explanation of the skills specific to the year level
• a geographical skills class record for teachers to record each student’s progress
• a list of additional R.I.C. resources that support the teaching of geography at each year level
• where appropriate, links between the content of each unit and the general capabilities and cross-curriculum priorities have been recognised