{"title":"Australian Curriculum Global Geography - Through an ICT and Inquiry Lens","description":null,"products":[{"product_id":"australian-curriculum-global-geography-through-an-ict-and-inquiry-lens-book-pack-years-3-6","title":"Australian Curriculum Global Geography - Through an ICT and Inquiry Lens: Book Pack (Years 3-6)","description":"\u003cp\u003e\u003cstrong\u003eNOTE: This is a book pack containing the four books (Years 3 to 6) of the series: \u003cem\u003eAustralian Curriculum Global Geography - Through an ICT and Inquiry Lens\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e\n\n\u003cp\u003eTake your students on an adventure around the world with \u003cem\u003eAustralian Curriculum - Global Geography\u003c\/em\u003e. Through exploring the human and physical characteristics of places, students will investigate, create and communicate their understanding of the world around them.\u003c\/p\u003e\n\n\u003chr\u003e\n\u003ch2\u003eFeatures\u003c\/h2\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eScope and sequence charts for HASS curriculum links and concepts for geographical thinking\u003c\/li\u003e\n\t\u003cli\u003e20 easy-to-follow lessons for each year level which include an introduction activity, main development activity and a concluding activity\u003c\/li\u003e\n\t\u003cli\u003eA variety of student activities to develop the Inquiry skills of questioning, researching, analysing, evaluating, and reflecting and communicating\u003c\/li\u003e\n\t\u003cli\u003eThe use of QR codes, URL links, online graphic organisers, and digital applications such as SeeSaw, iMovie®, Chatterbox, ShowMe, Prezi and digital cameras\u003c\/li\u003e\n\t\u003cli\u003eA ‘Travelling further’ suggestion which can be used to extend the lesson concept, provide further activity for more capable students or be used as a homework activity\u003c\/li\u003e\n\t\u003cli\u003eAssessment pages at the end of each unit, themed as passport pages to compile together at the end of the year\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003chr\u003e","brand":"R.I.C. Publications","offers":[{"title":"Book Pack (Years 3-6)","offer_id":53559303373073,"sku":"RIC-6191-6194","price":143.8,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0786\/7786\/8817\/files\/RIC-6191-6194.png?v=1778760828"},{"product_id":"australian-curriculum-global-geography-through-an-ict-and-inquiry-lens-year-3","title":"Australian Curriculum Global Geography - Through an ICT and Inquiry Lens: Year 3","description":"\u003cp\u003eTake your students on an adventure around the world with \u003cem\u003eAustralian Curriculum - Global Geography\u003c\/em\u003e. Through exploring the human and physical characteristics of places, students will investigate, create and communicate their understanding of the world around them.\u003c\/p\u003e\n\n\u003ch2\u003eFeatures\u003c\/h2\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eScope and sequence charts for HASS curriculum links and concepts for geographical thinking\u003c\/li\u003e\n\t\u003cli\u003e20 easy-to-follow lessons for each year level which include an introduction activity, main development activity and a concluding activity\u003c\/li\u003e\n\t\u003cli\u003eA variety of student activities to develop the Inquiry skills of questioning, researching, analysing, evaluating, and reflecting and communicating\u003c\/li\u003e\n\t\u003cli\u003eThe use of QR codes, URL links, online graphic organisers, and digital applications such as SeeSaw, iMovie®, Chatterbox, ShowMe, Prezi and digital cameras\u003c\/li\u003e\n\t\u003cli\u003eA ‘Travelling further’ suggestion which can be used to extend the lesson concept, provide further activity for more capable students or be used as a homework activity\u003c\/li\u003e\n\t\u003cli\u003eAssessment pages at the end of each unit, themed as passport pages to compile together at the end of the year\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003chr\u003e\n\u003ch2\u003eKnowledge and Understanding - Geography (Year 3)\u003c\/h2\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eThe representation of Australia as states and territories and as Countries\/Places of Aboriginal and Torres Strait Islander Peoples; and major places in Australia, both natural and human (ACHASSK066)\u003c\/li\u003e\n\t\u003cli\u003eThe location of Australia’s neighbouring countries and the diverse characteristics of their places (ACHASSK067)\u003c\/li\u003e\n\t\u003cli\u003eThe main climate types of the world and the similarities and differences between climates of different places (ACHASSK068)\u003c\/li\u003e\n\t\u003cli\u003eThe similarities and difference between places in terms of their type of settlement, demographic characteristics and the lives of the people who love there, and the people’s perceptions of these places (ACHASSK069)\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003chr\u003e\n\u003ch2\u003eInquiry and Skills - HASS (Year 3)\u003c\/h2\u003e\n\n\u003ch3\u003eQuestioning\u003c\/h3\u003e\n\n\u003cul\u003e\n\t\u003cli\u003ePost questions to investigate people, events, places and issues (ACHASSI052)\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003ch3\u003eResearching\u003c\/h3\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eLocate and collect information and data from different sources, including observations (ACHASSI053)\u003c\/li\u003e\n\t\u003cli\u003eRecord, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions (ACHASSI054)\u003c\/li\u003e\n\t\u003cli\u003eSequence information about people’s lives and events (ACHASSI055)\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003ch3\u003eAnalysing\u003c\/h3\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eExamine information to identify different points of view and distinguish facts from opinions (ACHASSI056)\u003c\/li\u003e\n\t\u003cli\u003eInterpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI057)\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003ch3\u003eEvaluating and reflecting\u003c\/h3\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eDraw simple conclusions based on analysis of information and data (ACHASSI058)\u003c\/li\u003e\n\t\u003cli\u003eInteract with others with respect to share points of view (ACHASSI059)\u003c\/li\u003e\n\t\u003cli\u003eReflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060)\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003ch3\u003eCommunicating\u003c\/h3\u003e\n\n\u003cul\u003e\n\t\u003cli\u003ePresent ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"R.I.C. 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Through exploring the human and physical characteristics of places, students will investigate, create and communicate their understanding of the world around them.\u003c\/p\u003e\n\n\u003ch2\u003eFeatures\u003c\/h2\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eScope and sequence charts for HASS curriculum links and concepts for geographical thinking\u003c\/li\u003e\n\t\u003cli\u003e20 easy-to-follow lessons for each year level which include an introduction activity, main development activity and a concluding activity\u003c\/li\u003e\n\t\u003cli\u003eA variety of student activities to develop the Inquiry skills of questioning, researching, analysing, evaluating, and reflecting and communicating\u003c\/li\u003e\n\t\u003cli\u003eThe use of QR codes, URL links, online graphic organisers, and digital applications such as SeeSaw, iMovie®, Chatterbox, ShowMe, Prezi and digital cameras\u003c\/li\u003e\n\t\u003cli\u003eA ‘Travelling further’ suggestion which can be used to extend the lesson concept, provide further activity for more capable students or be used as a homework activity\u003c\/li\u003e\n\t\u003cli\u003eAssessment pages at the end of each unit, themed as passport pages to compile together at the end of the year\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003chr\u003e\n\u003ch2\u003eKnowledge and Understanding - Geography (Year 5)\u003c\/h2\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eThe influence of people on the environmental characteristics of places in Europe and North America and the location of their major countries in relation to Australia (ACHASSK111)\u003c\/li\u003e\n\t\u003cli\u003eThe influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australia places (ACHASSK112)\u003c\/li\u003e\n\t\u003cli\u003eThe environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113)\u003c\/li\u003e\n\t\u003cli\u003eThe impact of bushfires or floods on environments and communities, and how people can respond (ACHASSK114)\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003ch2\u003eInquiry and Skills - HASS (Year 5)\u003c\/h2\u003e\n\n\u003ch3\u003eQuestioning\u003c\/h3\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eDevelop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003ch3\u003eResearching\u003c\/h3\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eLocate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)\u003c\/li\u003e\n\t\u003cli\u003eOrganise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096)\u003c\/li\u003e\n\t\u003cli\u003eSequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI097)\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003ch3\u003eAnalysing\u003c\/h3\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eExamine primary sources and secondary sources to determine their origin and purpose (ACHASSI098)\u003c\/li\u003e\n\t\u003cli\u003eExamine different viewpoints on actions, events, issues and phenomena using in the past and the present (ACHASSI099)\u003c\/li\u003e\n\t\u003cli\u003eInterpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI100)\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003ch3\u003eEvaluating and reflecting\u003c\/h3\u003e\n\n\u003cul\u003e\n\t\u003cli\u003eEvaluate evidence to draw conclusions (ACHASSI101)\u003c\/li\u003e\n\t\u003cli\u003eWork in groups to generate responses to issues and challenges (ACHASSI102)\u003c\/li\u003e\n\t\u003cli\u003eUse criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)\u003c\/li\u003e\n\t\u003cli\u003eReflect on learning to propose personal and\/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003ch3\u003eCommunicating\u003c\/h3\u003e\n\n\u003cul\u003e\n\t\u003cli\u003ePresent ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI105)\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"R.I.C. 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