Curriculum Content

Curriculum : AusVELS
Dimension/s:
Level: 1 2
Domains
The Humanities Geography.

The Learning Context

Unit outline

One World Seven Continents.

Students at level 1 and 2 are developing the skills to identify their street, town, city and state on a map. They are increasingly able to recognise the
globe as a model representation of the Earth with the ability to locate Australia as well as other places with which they have links. Through gained
knowledge of characteristics of different places students begin to understand and consider environmental differences in Australia and the world and
the reasons as to why they exist. (AusVels 2016)
In this unit children will become familiar with the 7 continents in our 1 world. Students will work towards the ability to recognise where Australia on
the globe, differentiate between water and landmass on the globe, name the continents, match continent outlines with their name, place them in
the correct spots on a blank template, learn basic facts about each continents, become familiar with terms such as, hemisphere and equator as well
as design their own continent encompassing an national animal, food and climate and flag.
Achievement Standard
On completion of this unit students will,

-Identify land and ocean on globe and map

-Identify the continents and name some
-Identify where Australia is in the world
-Identify basic facts about each continent
-Design their own continent

Understandings
-Understand where Australia is in the world.
-Understand what a continent is.
- Recognise the globe as a visual representation of
the earth.
-Understand differences and the reasoning between
continents

Focus Questions
-What are the names of the
Continents

Skills
-Observing, questioning and planning.
(Finding out what we know, what we want to know,
how we can find out).

-What are the names of the hemispheres?

-Where is Australia in the World?

-Collecting, recording, evaluating and representing.

(Finding information, using the information and
sharing the information).
-Communicating.
(Working collaboratively to enhance understanding,
sharing ideas, creations and disusing learning).
-Identify land and ocean on globe and map.
-Identify the continents and name some.
-Identify northern/southern hemispheres on globe
and map.
-Design a continent and outline specific features.

Assessment
For Learning

As Learning

-Pre test.
Students complete a test with the continents and
a blank space to write the names. This is
completed without teacher guidance, aiming to
find out continents students can already identify
prior to any learning in the unit, this will provide
evidence to the learning that has taken place
throughout the unit.

-PMI
Children partake in PMI process in group of 3 to 4
and have a few minutes to discuss before sharing
with the class

-Peer and teacher conferencing

Working around the class room with students to
discuss the learning that is taking place and
allowing children to do this with their peers

Checklists
Lessons include checklist as children explore the
globe to demonstrate what they are able to
identify and where they need further learning.

-Create
Students showcase their understanding of
continents and their features by creating their
own. This allows for an opportunity for children to
make a meaningful connection with their
learning.

-Class Knowledge Poster. (week one)

-What is a continent? (students explanation)
-What continents do we know?
-Any other information children wish to add about
what they know.
-What do the students want to know?
(Poster is displayed in classroom.
- PMI (Plus, Minus, Interesting)
Students are gathered after every lesson to
compete a PMI on the lesson encompassing what
the learned, what they know, what they are
having trouble with or still dont understand and

Where does my family come from?

Students find out about where their family
(parents, grandparents, great grandparents),
come from and which continent this allows
children to make meaningful connections with
the worlds we live in.
-Class Discussions
about learning, questions and explanations.
-Work Samples
Displayed in class room as reference points to

Of Learning

-Quiz
Students will complete a quiz to test their
understanding in the middle of the unit. The quiz
is similar to the pre and post test although the
quiz has the continent names written and the
children match by numbers to the continent on
the map. The pre and post test has blank spaces
only and no words.
Work Samples

what they found interesting or what they liked

about the lesson.

reinforce learning
-Key Questions
Reinforcing learning intention.
-Checklists
Activities where children are able to display their
understanding.
-Student Reflection
Students are able to present their work to the
class or share what they have learned.
-Student Booklet
Children will create a booklet where they will
demonstrate their knowledge of the continents
Self Assessment
Students will undertake a self assessment this is
enlighten the students about how much they have
learnt and enable to teacher to check the
students understanding about the unit.

Teacher uses work samples to check children

understanding and abilities against the learning
intention and success criteria.
Self Assessment
Students will undertake a self assessment this is
enlighten the students about how much they
have learnt and enable to teacher to check the
students understanding about the unit.
Post Test
Students complete the same test used for the pre
test again without teacher guidance to document
overall learning of the continent.