Human landscapes – inquiry-based learning through Sydney Metro – Stage 4

Primary KLAs:
Human Society and its Environment, Mathematics, Science and Technology
Educational levels:
Year 7

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Sydney Metro Inquiry-based Learning Resources. Students and teacher wearing safety hat.

© State of New South Wales, Department of Education.

This inquiry-based unit of work was created, trialled and peer reviewed as part of a professional learning program in inquiry-based learning for school teachers. The professional learning courses were part of a pilot partnership between the NSW Government’s Sydney Metro transport agency and Western Sydney University. Students explore the complex relationship between people and urban and natural landscapes, and the ways in which individuals and communities both shape and are shaped by their environments. Students question and problem-solve collaboratively in order to design a metro train station for Mosman. Students will investigate existing pieces of architecture that represent the community before working collaboratively together to prototype and present their design for a proposed metro station in Mosman.

© State of New South Wales, Department of Education.

NSW syllabus outcomes

(GE4-5) discusses management of places and environments for their sustainability

(GE4-7) acquires and processes geographical information by selecting and using geographical tools for inquiry

(SC4-2VA) shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures

(GE4-3) explains how interactions and connections between people, places and environments result in change

(MA4-2WM ) applies appropriate mathematical techniques to solve problems

(MA4-19SP) collects, represents and interprets single sets of data, using appropriate statistical displays

(MA4-21SP) represents probabilities of simple and compound events

Australian curriculum content descriptions

(ACHGS047) Develop geographically significant questions and plan an inquiry, using appropriate geographical methodologies and concepts

(ACHGS055) Develop geographically significant questions and plan an inquiry using appropriate geographical methodologies and concepts

(ACHGS052) Apply geographical concepts to draw conclusions based on the analysis of the data and information collected

(ACHGK060) Distribution and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity

(ACHGS053) Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate

(ACHGS061) Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate

More information

Resource type:
Teacher guide
Audience:
teacher
ScOT topics:
Public transport, Inquiry-based learning, Rail transport
Activities:
Communication activity, Critical thinking activity, Problem solving, Research project
Language/s:
en-AU
Author:
State of NSW, Department of Education
Publisher:
State of NSW, Department of Education
Date created:
Monday, 9 December 2019

Resource ID: e68b206c-3432-4fcd-ac8c-1985f2104daf