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Key Questions Knowledge, Understanding, Skills, Content Activities Resources
·         Where is Australia?

·         What is it like?

·         to know that Australia is an ‘island’ continent in the Southern Hemisphere

·         to know the main physical and human features

·         brainstorm prior knowledge of Australia

·         true/false quiz – read out a set of facts; students to answer using their true/false cards

·         on a world map identify the UK and Australia (use atlases if necessary)

·         on an A4 outline of Australia identify the main human and physical features of the country

·         prep: students to research something Australian (ie. place, animal, etc.) and produce an A4 presentation on it

·         prep: collect as many holiday brochures of Australia as possible

·         true/false cards and questions

·         world maps, colouring pencils

·         atlases

·         A4 Australia maps

·         Why do people visit Australia? ·         to understand that Australia is very diverse and has different climates and landscapes

·         to briefly introduce the concept of sustainable tourism


·         starter – ask for a volunteer and ask if they could on holiday anywhere in the world, where they would go and why. After asking 3-4 students, explain that all activities could be done in Australia

·         discuss different types of holiday, including sustainable – show clip of BBC Australia 2000 video (#2 The Impact of Tourism)

·         students to use brochures and computers to plan a 10 day trip to Australia with pictures and itinerary

·         prep: finish trip details

·         BBC Australia 2000 video

·         holiday brochures

·         What are the contrasts in Australia’s climate? ·         to appreciate that Australia has different climate zones and why they exist ·         starter: recap true/false quiz

·         briefly describe different types of climate, eg. across Europe and outline why these differences exist

·         explain that Australia covers many climate zones – with the result that there are significant differences in vegetation and weather

·         identify main differences on a map of Australia

·         true/false quiz questions and cards

·         main climatic differences on cards, map of Australia, glue, scissors

·         Where do people live in Australia?

·         Why do they live there?

·         to understand that people live in different areas of Australia for mainly economic reasons ·         students to watch BBC Australia 2000 video (#1 Coasts, The Outback and Wilderness) and take notes on some of the places that people in Australia live in and why

·         using resource sheet, students to identify on a map where people live and why

·         using writing frame, students to write a diary entry imagining what it must be like to live in one of the areas

·         BBC Australia 2000 video

·         resource sheet, Australia map

·         writing frame

·         What is the impact of tourism on Australia? ·         to appreciate that tourism can bring both positive and negative consequences to an area and its people


·         watch video – discuss ·         video
·         Who are the Aborigines and how do they live? ·         to appreciate how some people’s values and attitudes differ from our own

·         to empathise with these other people

·         to understand the effect that management and planning can have on people

·         starter: picture of an Aboriginal picture. Discuss which questions we can ask about it to find out about the Aborgines’ life (ie. when & where drawn, why was it drawn, how old is it, what does it symbolise, etc.)

·         students to gather together information on the Aboriginal way of life – how long they have lived in the area, food, beliefs, housing, medication, paintings, education, ceremonies, paintings

·         picture of Aboriginal painting
·         Why is the Aboriginal way of life under threat? ·         to appreciate how people’s values and attitudes differ

·         to understand that there are social, economic and environmental factors to consider when making decisions


·         re-cap work done on the Aborigines

·         watch BBC Australia 2000 video (#3 Land vs. Mining) to illustrate what is happening to Aboriginal land in Kacadu

·         as a whole class, students to produce a table showing on the one hand reasons to stop the mining and return the land to the Aborigines and on the other hand the reasons why mining should go ahead and why the land should not be returned.

·         students to write a piece of extended writing in the form of a letter to the Australian Prime Minister either as an Aborigine explaining why their way of life is under threat and why the mining should be stopped and the land returned to them or as the MD of the mining company explaining what goes on at the mine, why it should carry on and why the land shouldn’t be returned the Aborigines.

·         BBC Australia 2000 video

·         table of information

·         writing frame

·         Why is Sydney so important as a city?

·         What did the  Olympics do for Sydney?

·         to have an understanding of the world city of Sydney

·         to appreciate the importance of the Olympics that were held there in 2000

·         re-cap key information on Sydney, ie. where it is and what important landmarks it has

·         mapwork to show Sydney on a map of Australia

·         explain a brief history of the city – the importance of Port Jackson and Botany Bay

·         watch the BBC Australia 2000 video (#6 Sydney 2000)

·         BBC Australia 2000 video
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