State and National Parks
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Rescooped by Melissa Brown from Groups associated with places and features, including Aboriginal people!

National parks -

National parks - | State and National Parks |

Bungle Bungle Range, Purnululu National Park, WA. Image courtesy of the National Library of Australia.

Via Souha Malak
Souha Malak's curator insight, April 20, 2013 2:42 AM


National Parks:


The website “National Parks” (Australian Government) is a useful resource for both teachers and students but also for teachers to use when teaching stage 2 students the subject matter ‘Groups associated with places, features including Aboriginal people’ derived from the strand ‘Environments’. The website relates to the subject matter that focuses on various places and features within Australia like National parks and Aboriginal sacred sites for example: Uluru, and The Three Sisters. The website, states that Australia has over 500 national parks and over 28 million hectares of land is designated as national parkland, accounting for almost four per cent of Australia's land areas. In addition, a further six per cent of Australia is protected and includes state forests, nature parks and conservation reserves. These are places or areas that the United Nations Educational, Scientific and Cultural Organization, has agreed are worthy of special protection because they represent the best examples of the world's cultural and natural heritage. Some of these, such as Kakadu, Uluru-Kata Tjuta, and Purnululu National Parks, are jointly managed by the Aboriginal traditional owners as UNESCO World Heritage areas.


The resource allows teachers to grasp and comprehend environments that include different types of features that relate to various communities including Aboriginal people. The resource focuses on case studies of State and National parks in NSW and Australia. The topic ‘States and National parks’ (derived from the board of studies unit of work) is essential for teachers to grasp relevant information in order to teach the concept to students. The topic provides opportunities for students to explore issues, values, and attitudes associated with the establishment of State and national parks.


Students can research various national parks such as ‘Purnululu National Park’ in Western Australia. Prior to teaching students about ‘groups associated with places, features, including Aboriginal people’, it is essential for students to research about the history of Aboriginal lifestyle, lands and national parks that has been used by Aboriginal people for thousands of years. Through this, students research and explore sacred lands of Aboriginal people like the Dharug people, and find National parks across New South Wales and Australia where they are able to investigate and describe the national parks and their significance. As a result, students are able to describe the Aboriginal people’s interactions with environments and identities and compare them with other local areas in Australia.  


A teaching idea for students may include as a class students can view images of National and State parks, where students can discuss their experiences of parks. To stimulate the students’ thinking, teachers can ask student’s questions:


-          Have you ever been to a park? Including National Parks


-          What type of things can we do at a park?


-          Why do we have national parks in Australia?


Through this teaching idea, students can collect information to place under the two headings: ‘what we know about parks’ and ‘what we would like to know about parks’. Teachers provide maps of NSW and Australia that show the location of National and State parks and encourage students to use the internet, libraries, environmental organisations, Aboriginal organisations (land councils). Support students by encouraging them to write letters and send emails to the organisation asking to find relevant information to place under the two headings. Information may include the number of parks, reserves, and refuges that have been set aside in Australia; their location; their purposes; the names of State and national parks.


An idea for an assessment task may include organising an excursion to visit any National Park in Australia, students observe and record information according to history, flora and fauna, local areas, and heritage of land. Students are to take photos and discuss in class their findings and write an individual factual report from their perspective from what they discovered and found interesting.


A literacy and numeracy strategy may include teachers can incorporate activities where students are to create a table and compare and contrast their environment organsition with other environmental organisations and features they research. Students write down factual points like location, purpose, local areas, national parks, historical sites. Students, discuss their results with their peers through sharing and exchanging ideas. Finally, share with the whole classroom. This activity allows students to analyse what they have learnt and understood about environments and groups, places and features including Aboriginal People’s lifestyle and connection with their land.



Consulting, M, et al. (2011). National Parks. Australian Government. Retrieved March 27, 2013 from 



Rescooped by Melissa Brown from NetBiology!

Learn about the Australian Alps - Education Kit for teachers and school students

Learn about the Australian Alps - Education Kit for teachers and school students | State and National Parks |

The Australian Alps national parks. Information on the soils, geology, climate, vegetation, fauna, consevation and more...

Via CCW Library, Luisa Meira
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Rescooped by Melissa Brown from HSIE K-6: People, Places, Features & Faces!

Visiting a park | NSW National Parks

Visiting a park | NSW National Parks | State and National Parks |
Official information on national parks in NSW, Australia. Camping, accommodation, walking and more. Rainforests, waterfalls, outback deserts, wildlife, beaches, alpine snowfields, rugged bush…find yourself in a national park.

Via Katrina Platcher
Katrina Platcher's comment, April 17, 2013 9:43 PM
The NSW Government’s Office of Environment & Heritage is an informative resource for both teachers and students teaching and learning HSIE. There is a vast amount of knowledge on a variety of topics that meet the outcomes of the NSW Board of Studies HSIE Syllabus, focusing specifically on Environment and Culture and Heritage (EN &CU) including Environmental Issues, Nature Conversation, Sustaining our Environment and Heritage and Culture.

This site is particularly useful for teachers planning excursions to national parks and sites, which can be an engaging and ‘direct’ component in helping students ‘authentically’ learn a unit of work that is specifically aligned with Patterns of Place and Location and Relationships with Places (Gilbert & Hoepper, 2001, p101-103).

Many of the National Parks have exclusive workshops purposely catered to HSIE stages and outcomes as well as teachers kits and activity sheets. An excursion can be a great focal point for planning and learning about sacred Aboriginal places, features, cultures and heritage. Some big ideas and questions that could initiate discussion are:

1.Why is something Heritage?
2. Who looks after it?
3. Does the feature or site have spiritual significance to specific people or groups?

A powerful lesson including these questions could start with brainstorming important features and sites around Australia and plotting them on a map. Students can then be introduced to the websites extensive maps resource, which have plotted sacred aboriginal places, features and national parks. Students should then be encouraged to compare and contrast their maps with websites, noting what was missing and what can be added to their own, extending their knowledge of places in more detail. A further task could be set on researching a particular feature (perhaps a National Park they may visit).

Nadia Wheatley’s book “Going Bush”, could be used in conjunction with this website and the excursion planning, as a scaffold in creating a Learning Journey. A Learning Journey could be created over a number of weeks and displayed around the classroom in the form of detailed maps, recounts, and stories. Showcasing the growth of knowledge that is explored and discovered during and after the excursion, over a period time like this explicitly helps make learning and the theory of construstivism visible (Piaget, 1963 cited in Bobis et al, 2013)

Board of Studies NSW (1998). Human Society and its Environment K-6 Syllabus. Sydney: Board of Studies.
Bobis, J., Mulligan, J., Lowrie, T. (2013). Mathematic for Children- Challenging Children to think Mathematically. Sydney: Pearson
Gilbert, R. & Hoepper, B. (2011). Planning for Student Learning. In Teaching Society and Environment (4th ed.). (pp.101-103). South Melbourne, Australia: Cengage Learning Australia.
Wheatley, N. (2007). Going Bush. Crows Nest, Australia: Allen & Unwin