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Rescooped by Naomi Kerr from Geography Education!

Welcome to 'Geography Education'

Welcome to 'Geography Education' | Primary School Teaching |

Finding Materials: This site is designed for geography students and teachers to find interesting, current supplemental materials.  To search for place-specific posts, browse this interactive map.  To search for thematic posts, see (organized by the APHG curriculum).  Also you can search for a keyword by clicking on the filter tab above.

Via Seth Dixon
Rich Schultz's curator insight, November 18, 2014 2:10 PM

Geography and current events

Olivier Tabary's curator insight, November 28, 2014 12:06 PM

Many interesting tools to practice and to discover

Jamie Mitchell's curator insight, March 8, 2016 1:04 AM

Amazing resources about places and topics in Geography

Rescooped by Naomi Kerr from HSIE K-6!

Differing perspectives: Australia Day / Invasion Day

Differing perspectives: Australia Day / Invasion Day | Primary School Teaching |
Most Australians celebrate Australia Day as the day Australia was founded.

In contrast, Aboriginal people mourn their history and call it ‘Invasion Day’.

Via Catherine Smyth
Thanh Thuong Nguyen's curator insight, April 12, 2014 11:26 PM

Through the meaning implied in Aboriginal celebration of Survival Day, the page introduces Aboriginal perspective about the contemporary issue existing in Australia. When Australian people are celebrating Australian Day, many Aboriginal people found there is little to celebrate with the same meaning; rather, they celebrate Survival Day that implies their commemoration of a deep loss_ the loss of their rights to their land, loss of family, loss of the right to practice their culture. The source also includes Aboriginal participation by representing difference voices of Aboriginal people about the issue. The site also emphasises the account of Aboriginal and non-Aboriginal history by introducing the emerging thinking in some Australians about the concept of “Arrival Day” celebration in which both Indigenous and Australian history are praised and promoted.

The source provides teachers with a different perspective from which they can design teaching activities that promote students developing different viewpoints. This is a useful resource for teachers not only in term of obtaining information to teach the concept and the origin of Australia Day, but also in term of teaching the story implied in the event viewed from an Aboriginal point of view. By applying the idea of this resource into teaching, teachers would be able to raise students’ awareness of the diversity that has been existed since the foundation of the country in which they are living, and advise them the existing discrimination that they should avoid. When carry on any teaching activities that requires students to collect data about the event from different perspective, it is crucial for teachers to provide enough guidance to students in order to avoid encountering sensitivity and offensiveness.

Bianca Levins's curator insight, March 29, 2015 7:40 AM

Through poetry, song and stories, this page offers Aboriginal perspectives on Australia day. After several lessons spent discussing what Australia Day means to different people, this resource asks students to think deeper about the day and its significance for Aboriginal people.


Many Aboriginal people call January 26 Invasion Day or Survival Day. Why is that? To clarify their thoughts, students could complete a fishbone diagram (Global Education, 2014). Global Education suggest labeling the scales with “how, why, when, where and what” (2014). For example, ‘HOW does this person feel? WHY do they feel this way? WHAT does this make me feel?’


Students could expand their individual ideas in an independent assessment task, looking at the Creative Spirits site. Students could choose to present their findings in a variety of ways, for example as a poem about how a particular story made them feel to be read at assembly (inspired by a project at Coffs Harbour Public School), a report for the class blog, or an educational poster to display in the school to raise awareness.  



Global Education. (2014). Retrieved 31 March, 2015 from


Coffs Harbour Public School (2015). Retrieved 31 March, 2015 from


Claire Reinthal's curator insight, April 20, 2015 6:00 AM



Description of what is on this site:


This resource explains the HSIE outcome at CCS2.2 in relation to what has become known as Australia Day but is mourned as Invasion Day by many Aboriginal people.


This is done by looking at Australia Day over time and from the perspective of different Aboriginal people and the impacts the arrival of the British had on their family members/ancestors and on them personally.


This is a good follow-on resource from First Australians, Episode 1, since it gives the perspectives of people of today on the events which happened in 1788 and their impacts now. 



A teaching idea and link to relevant pedagogical research:


Working in groups, students could be asked to look at the changes in the community and family life and impacts of these due to the arrival of the British, January 26, 1788 and to create a timeline of events which caused these changes or resulted from them, including quotes from different Aboriginal people.


The students could be told that this task would be assessed and students asked to help devise a rubric for assessing this outcome since "...learning is best achieved when students are actively involved in the teaching and learning process." (Bobis, Mulligan, & Lowrie, 2013, p. 291). This lessons learning would be assessed formatively.



A literacy strategy/link to English KLA:


Again, this task would also be fulfilling outcomes in the NSW English Syllabus for the Australian Curriculum such as:

EN2-6B 'distinguishes between different forms of English' and 'identifies organisational patterns and features' and 'listen to and contribute to conversations and discussions to share information and ideas'.





Bobis, J.,Mulligan, J., & Lowrie, T. (2013). Mathematics for Children: Challenging children to think mathematically. Frenchs Forest: Pearson Australia.


Creative Spirits, Jens Korff (2014). Australia Day – Invasion Day. Retrieved April 20, 2015, from

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Woman’s racist rant against Asian woman filmed on train from Central Coast to Sydney

Woman’s racist rant against Asian woman filmed on train from Central Coast to Sydney | Primary School Teaching |
A WOMAN has been filmed dishing out a racist rant on a peak hour train.
Catherine Smyth's curator insight, July 21, 2014 1:15 AM

Using current issues or events to teach HSIE K-6.

Rescooped by Naomi Kerr from HSIE K-6!

Years 5-6 Indonesian: Reduce Reuse Recycle Compost | Asia Education Foundation

Years 5-6 Indonesian: Reduce Reuse Recycle Compost | Asia Education Foundation | Primary School Teaching |
This learning sequence examines the waste management strategies of reducing, reusing, recycling and composting.

Via Catherine Smyth
Catherine Smyth's curator insight, July 21, 2014 12:12 AM

These excellent teaching resources focus on a current issue and help students learn Indonesian at the same time.

Catherine Smyth's curator insight, July 21, 2014 1:12 AM

Teaching language and culture through a global issue.

Rescooped by Naomi Kerr from ICT for Australian Curriculum!

5 Effective Ways Teachers Can Use Twitter for Professional Development

5 Effective Ways Teachers Can Use Twitter for Professional Development | Primary School Teaching |

Via Maree Whiteley
Maree Whiteley's curator insight, June 12, 2014 9:47 AM
So many reasons why teachers should use's a few great ideas!
Rescooped by Naomi Kerr from Asia and Australia's engagement with Asia!

Booktopia - Asia & Australia's Engagement with Asia - Online bookstore

Booktopia - Asia & Australia's Engagement with Asia - Online bookstore | Primary School Teaching |

Booktopia - Buy Asia & Australia's Engagement with Asia books online from Australia's leading online bookstore. Discount Asia & Australia's Engagement with Asia books and flat rate shipping of $6.50 per online book order.

Via Maree Whiteley
Maree Whiteley's curator insight, June 24, 2014 9:02 PM

Asia & Australia's engagement with Asia - A one stop shop for literature and teacher resources via @Booktopia...

Rescooped by Naomi Kerr from 21st Century skills of critical and creative thinking!

Thinking Students are Engaged! "What Is the Teaching For Understanding Framework?"

Thinking Students are Engaged! "What Is the Teaching For Understanding Framework?" | Primary School Teaching |
What is understanding? “The performance view of understanding is consonant with both common sense and a number of sources in contemporary cognitive science. The performance perspective says, in bri...

Via Mary Perfitt-Nelson, Lynnette Van Dyke
Mary Perfitt-Nelson's curator insight, June 22, 2014 11:04 AM

A blog blast around the Teaching For Understanding Framework.  Thinking students are engaged!

Mark E. Deschaine, PhD's curator insight, August 3, 2015 1:37 PM

A blog blast around the Teaching For Understanding Framework.  Thinking students are engaged!

Rescooped by Naomi Kerr from 21st Century skills of critical and creative thinking!

Watson-Glaser Critical Thinking Test |

Watson-Glaser Critical Thinking Test | | Primary School Teaching |

Via NikolaosKourakos, Lynnette Van Dyke
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Scooped by Naomi Kerr!

Teaching and Learning Resources - Many Free, Others Make A Fair Offer!

FREE AND MAKE AN OFFER!!! Lots and lots of uptodate teaching and learning resources! Literacy, Numeracy, ITC, Inquiry Learning, Thinking Skills etc, Clearfil...
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Rescooped by Naomi Kerr from Geography Education!

This Is the Traffic Capital of the World

This Is the Traffic Capital of the World | Primary School Teaching |
There are only 650 major intersections here—but somehow only 60 traffic lights.

Via Seth Dixon
Sarah Cannon's curator insight, December 14, 2015 9:50 AM

Its amazing how much traffic can affect air pollution, especially in such a small place. Dhaka is heavily populated, traffic in this small but heavily populated community is very stressful, even to look at in the photo provided above. I can't imagine living in such a heavily populated area. I guess you can compare it to downtown New York City. However the pollution is more intense in Dhaka than it is in NYC.

Matt Ramsdell's curator insight, December 14, 2015 3:35 PM

This is a prime example of a megacity and the population that it cohabits the city. The huge populaiton that is se densley populated in such a small area creates for a large traffic and pedestrian issues. After watching the video you would think that there would be more accidents but living in a city like this you would get use to the population ways and learn the ways of life.

Alex Vielman's curator insight, December 15, 2015 12:28 AM

Dhaka, the capital of Bangladesh, suffers from overpopulation. As funny and nerve-wrecking this video was, it shows an instability on how important technology is in order for safety. In the video we can see cars just passing by fast and furociuosly within centimeters of crashing in the car in front of it. There is no one guiding traffic and nonetheless, any stop and traffic lights on the streets. It is a free for all in the middle of the capital when it comes to driving and this is a lack of safety for the people in Bangladesh. It is almost impossible for people to cross the road without a high risk of getting driven over. We can also see how there are so many cars in the are was well. The region is very overpopulated and to think how worse it would be if everyone in the area owned a car. 

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Systematic thinking - Six Thinking Hats

Systematic thinking - Six Thinking Hats | Primary School Teaching |

Via Maree Whiteley, Catherine Smyth
Hanieh Akbarimehr's curator insight, April 17, 2014 2:31 AM


Viraj Athavale's curator insight, September 3, 2014 1:38 AM

Great approach!! Must to adapt for decision making in corporate life as well as day-to-day life!! I recommend this to all!!

Jennifer's curator insight, April 13, 2016 9:12 AM
critical thinking

Rescooped by Naomi Kerr from HSIE K-6!

GEP Primary resources for learning and teaching

GEP Primary resources for learning and teaching | Primary School Teaching |
Engaging resources for the primary classroom to enrich learning and teaching with a global perspective.

Via Catherine Smyth
Catherine Smyth's curator insight, June 2, 2014 10:32 PM

This Scoop.It site, curated by Global Education Project Victoria, is a collection of suitable resources with a global perspective for the primary classroom.


Rescooped by Naomi Kerr from Aboriginal and Torres Strait Islander histories and culture!

Our shared history | Share Our Pride

Our shared history | Share Our Pride | Primary School Teaching |

Via Maree Whiteley
Maree Whiteley's curator insight, May 27, 2014 11:38 AM

Fantastic collection of interactive activities, including timelines and YouTube videos, ready to share with your students, promote critical thinking and conversations.

Rescooped by Naomi Kerr from ICT for Australian Curriculum!

The Periodic Table of iPad Apps

The Periodic Table of iPad Apps | Primary School Teaching |
Visit the post for more.

Via Maree Whiteley
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Rescooped by Naomi Kerr from Leadership, Innovation, and Creativity!

Maker Education and Experiential Education

Maker Education and Experiential Education | Primary School Teaching |
As those who follow me on Twitter and via this blog know, I am an advocate of the Maker Education movement.  The reason, as I've mentioned, is that I come from a background in Experiential Educatio...

Via Ana Cristina Pratas, Ivon Prefontaine, PhD
Ivon Prefontaine, PhD's curator insight, June 23, 2014 2:12 PM

Students, particularly younger children, learn by doing something meaningful and relevant in the moment. This requires teaching which is more than coaching and calls on teaching as a creative enterprise.

Rescooped by Naomi Kerr from Leadership, Innovation, and Creativity!

Taming the mammoth: Stop caring what other people think

Taming the mammoth: Stop caring what other people think | Primary School Teaching |

Part 2: Taming the Mammoth
Some people are born with a reasonably tame mammoth or raised with parenting that helps keep the mammoth in check. Others die without ever reining their mammoth in at all, spending their whole lives at its whim. Most of us are somewhere in the middle—we’ve got control of our mammoth in certain areas of our lives while it wreaks havoc in others. Being run by your mammoth doesn’t make you a bad or weak person—it just means you haven’t yet figured out how to get a grip on it. You might not even be aware that you have a mammoth at all or of the extent to which your Authentic Voice has been silenced.

Whatever your situation, there are three steps to getting your mammoth under your control:

Step 1: Examine Yourself

The first step to improving things is a clear and honest assessment of what’s going on in your head, and there are three parts of this:

1) Get to know your Authentic Voice

This doesn’t sound that hard, but it is. It takes some serious reflection to sift through the webs of other people’s thoughts and opinions and figure out who the real you actually is. You spend time with a lot of people—which of them do you actually like the most? How do you spend your leisure time, and do you truly enjoy all parts of it? Is there anything you regularly spend money on that you don’t feel that comfortable with? How does your gut really feel about your job and relationship status? What’s your true political opinion? Do you even care? Do you pretend to care about things you don’t just to have an opinion? Do you secretly have an opinion on a political or moral issue you don’t ever voice because people you know will be outraged?

There are cliché phrases for this process—”soul-searching” or “finding yourself”—but that’s exactly what needs to happen. Maybe you can reflect on this from whatever chair you’re sitting in right now or from some other part of your normal life—or maybe you need to go somewhere far away, by yourself, and step out of your life in order to effectively examine it. Either way, you’ve got to figure out what actually matters to you and start being proud of whoever your Authentic Voice is.

2) Figure out where the mammoth is hiding
Most of the time a mammoth is in control of a person, the person’s not really aware of it. But you can’t make progress if you’re not crystal clear about where the biggest problem areas are.

The most obvious way to find the mammoth is to figure out where your fear is—where are you most susceptible to shame or embarrassment? What parts of your life do you think about and a dreadful, sinking feeling washes over you? Where does the prospect of failure seem like a nightmare? What are you too timid to publicly try even though you know you’re good at it? If you were giving advice to yourself, which parts of your life would clearly need a change that you’re avoiding acting on right now?

The second place a mammoth hides is in the way-too-good feelings you get from feeling accepted or on a pedestal over other people. Are you a serious pleaser at work or in your relationship? Are you terrified of disappointing your parents and do you choose making them proud over aiming to gratify yourself? Do you get too excited about being associated with prestigious things or care too much about status? Do you brag more than you should?

A third area the mammoth is present is anywhere you don’t feel comfortable making a decision without “permission” or approval from others. Do you have opinions you’re regurgitating from someone else’s mouth, which you’re comfortable having now that you know that person has them? When you introduce your new girlfriend or boyfriend to your friends or family for the first time, can those people’s reaction to your new person fundamentally change your feelings for him/her? Is there a Puppet Master in your life? If so, who, and why?

3) Decide where the mammoth needs to be ousted
It’s not realistic to kick the mammoth entirely out of your head—you’re a human and humans have mammoths in their head, period. The thing we all need to do is carve out certain sacred areas of our lives that must be in the hands of the AV and free of mammoth influence. There are obvious areas that need to be made part of the AV’s domain like your choice of life partner, your career path, and the way you raise your kids. Others are personal—it comes down to the question, “In which parts of your life must you be entirely true to yourself?”

Step 2: Gather Courage by Internalizing that the Mammoth Has a Low IQ

Real Woolly Mammoths were unimpressive enough to go extinct, and Social Survival Mammoths aren’t any better. Despite the fact that they haunt us so, our mammoths are dumb, primitive creatures who have no understanding of the modern world. Deeply understanding this—and internalizing it—is a key step to taming yours. There are two major reasons not to take your mammoth seriously:

1) The mammoth’s fears are totally irrational.

5 things the Mammoth is incorrect about:

→ Everyone is talking about me and my life and just think how much everyone will be talking about it if I do this risky or weird thing.

Here’s how things actually are:

No one really cares that much about what you’re doing. People are highly self-absorbed.

→ If I try really hard, I can please everyone.

Yes, maybe in a 40-person tribe with a unified culture. But in today’s world, no matter who you are, a bunch of people will like you and a bunch of other people won’t. Being approved of by one type of person means turning another off. So obsessing over fitting in with any one group is illogical, especially if that group isn’t really who you are. You’ll do all that work, and meanwhile, your actual favorite people are off being friends with each other somewhere else.

→ Being disapproved of or looked down upon or shit-talked about has real consequences in my life.

Anyone who disapproves of who you’re being or what you’re doing isn’t even in the same room with you 99.7% of the time. It’s a classic mammoth mistake to fabricate a vision of future social consequences that is way worse than what actually ends up happening—which is usually nothing at all.

→ Really judgy people matter.

Here’s how judgy people function: They’re highly mammoth-controlled and become good friends with and date other judgy people who are also highly mammoth-controlled. One of the primary activities they do together is talk shit about whoever’s not with them—maybe they feel some jealousy, and eye-rolling disapproval helps them flip the script and feel less jealous, or maybe they’re not jealous and use someone as a vehicle for bathing in schadenfreude—but whatever the underlying feeling, the judging serves to feed their hungry mammoth.
When people shit-talk, they set up a category division of which they’re always on the right side. They do this to prop themselves up on a pedestal that their mammoth can chomp away on.

Being the material a judgy person uses to feel good about themselves is a fairly infuriating thought—but it has no actual consequences and it’s clearly all much more about the judgy person and their mammoth problem than it is about you. If you find yourself making decisions partially based on not being talked badly about by a judgy person, think hard about what’s actually going on and stop.

→ I’m a bad person if I disappoint or offend the person/people who love me and have invested so much in me.

No. You’re not a bad person for being whoever your Authentic Voice is in your one life. This is one of those simple things—if they truly selflessly love you, they will for sure come around and accept everything once they see that you’re happy. If you’re happy and they still don’t come around, here’s what’s happening: their strong feelings about who you should be or what you should do are their mammoth talking, and their main motivation is worrying about how it’ll “look” to other people who know them. They’re allowing their mammoth to override their love for you, and they should be adamantly ignored.

Two other reasons why the mammoth’s fearful obsession with social approval makes no sense:

A) You live here:
So who gives a fuck about anything?

B) You and everyone you know are going to die. Kind of soon.
So like…

The mammoth’s fears being irrational is one reason the mammoth has a low IQ. Here’s the second:

2) The mammoth’s efforts are counterproductive.

The irony of the whole thing is that the obsessive lumbering mammoth isn’t even good at his job. His methods of winning approval may have been effective in simpler times, but today, they’re transparent and off-putting. The modern world is an AV’s world, and if the mammoth wants to thrive socially, he should do the thing that scares him most—let the AV take over.

Here’s why:

AVs are interesting. Mammoths are boring. Every AV is unique and complex, which is inherently interesting. Mammoths are all the same—they copy and conform, and their motives aren’t based on anything authentic or real, just on doing what they think they’re supposed to do. That’s supremely boring.

AVs lead. Mammoths follow. Leadership is natural for most AVs, because they draw their thoughts and opinions from an original place, which gives them an original angle. And if they’re smart and innovative enough, they can change things in the world and invent things that disrupt the status quo. If you give someone a paintbrush and an empty canvas, they might not paint something good—but they’ll change the canvas in one way or another.

Mammoths, on the other hand, follow—by definition. That’s what they were built to do—blend in and follow the leader. The last thing a mammoth is going to do is change the status quo because it’s trying so hard to be the status quo. When you give someone a paintbrush and canvas, but the paint is the same exact color as the canvas, they can paint all they want, but they won’t change anything.

People gravitate toward AVs, not mammoths. The only time a mammoth-crazed person is appealing on a first date is when they’re on the date with another mammoth-crazed person. People with a strong AV see through mammoth-controlled people and aren’t attracted to them. A friend of mine was dating a great on-paper guy a while back but broke things off because she couldn’t quite fall for him. She tried to articulate why, saying he wasn’t weird or special enough—he seemed like “just one of the guys.” In other words, he was being run too much by a mammoth.

This also holds among friends or colleagues, where AV-run people are more respected and more magnetic—not because there’s necessarily anything extraordinary about them, but because people respect someone with the strength of character to have tamed their mammoth.
Step 3: Start Being Yourself

This post was all fun and games until “start being yourself” came into the picture. Up to now, this has been an interesting reflection into why humans care so much what other people think, why that’s bad, how it’s a problem in your life, and why there’s no good reason it should continue to plague you. But actually doing something after you finish reading this article is a whole different thing. That takes more than reflection—it takes some courage.
But courage against what, exactly? As we’ve discussed, there’s no actual danger involved in being yourself—more than anything, it just takes an Emperor Has No Clothes epiphany, which is as simple as this:

Almost nothing you’re socially scared of is actually scary.

Absorbing this thought will diminish the fear that you feel, and without fear, the mammoth loses some power.

With a weakened mammoth, it becomes possible to begin standing up for who you are and even making some bold changes—and when you watch those changes turn out well for you with few negative consequences and no regrets, it reinforces the epiphany and an empowered AV becomes a habit. Your mammoth has now lost its ability to pull the strings, and it’s tamed.
The mammoth is still with you—it’ll always be with you—but you’ll have an easier time ignoring or overruling it when it speaks up or acts out, because the AV is the alpha dog now. You can start to relish the feeling of being viewed as weird or inappropriate or confusing to people, and society becomes your playground and blank canvas, not something to grovel before and hope for acceptance from.

Making this shift isn’t easy for anyone, but it’s worth obsessing over. Your Authentic Voice has been given one life—and it’s your job to make sure it gets the opportunity to live it.

Via Ivon Prefontaine, PhD
Ivon Prefontaine, PhD's curator insight, June 24, 2014 1:11 PM

This would be helpful in classrooms.

Rescooped by Naomi Kerr from 21st Century skills of critical and creative thinking!

8 Critical Skills For A Modern Education

8 Critical Skills For A Modern Education | Primary School Teaching |

"Pearson sent us this report recently–Exploring the Learning Curve. The big idea here is the changing skill needs for students globally. It is based on this idea of an index–a Global Index of Cognitive Skills and Education Attainment. The report explains:
'The Global Index of Cognitive Skills and Educational Attainment compares the performance of 39 countries and one region (Hong Kong) on two categories of education: Cognitive Skills and Educational Attainment. The Index provides a snapshot of the relative performance of countries based on their education outputs.'”

Via Beth Dichter, Lynnette Van Dyke
David Hain's curator insight, June 26, 2014 3:35 AM

Critical skills that will secure a positive future, for you or your kids!

WEAC's curator insight, June 26, 2014 11:39 AM

Short and to the point, this list provides great food for thought. DId you expect to see digital literacy as one of the top skills for a modern education?

Audrey's curator insight, July 10, 2014 2:28 PM

These would seem to correlate with Thomas Friedman's    "The world is flat" idea.  Basically we need to value and  respect all human beings as those  people at the bottom of the tree last century wont always be there:  


Emotional intelligence (feel things from others point of view).  Communication (learn to speak  another person's language). Problem-solving (Listen to and understand someone else's pain and joy); Team-working (the ability to liaise with others as humans who feel pain, cry, hurt just as you do).  


Basically the emphasis seems to be on humanity as one rather group rather than the superficial differences.  The idea is for human beings to leave the savannah.

Curating for