This

is a hands-on Geography activity to develop and consolidate Foundation students

understanding that places have features and these can be represented on a map.
Students observe and identify the familiar features of their school through a whole class
walk around the grounds. As they walk, they identify key features and their locations. Using
a pictorial map, they represent the features and their location of the school through
illustrations and labels.

Learning area: Geography
Target Year Level: Foundation
Inquiry Question: What does our school look like?

Teacher Background Knowledge:
Map of school (Use fire evacuation map as it will contain all areas of the school
grounds)
Track a path that you will journey around the school
Select features to make reference to throughout the walk to engage students in
inquiry based questions
Pictorial map: Illustration Map that contains drawings and key features

Teacher Instructions:
Take students on a walk around the school grounds. Make note of key features throughout
and pose questions to stimulate students thinking and engagement in the activity. Use the
school fire evacuation map to guide your journey throughout the school. Prior to this
activity, mark out key points that are important to identify on the walk to draw students
attention to. Back at the classroom, instruct students to create a pictorial map that
represents the features of their school, using illustrations and labels (Teacher and School
officer to be used as scribes if needed).

Students Prior Knowledge:
Students have looked at different forms of maps; road, school fire evacuation, world
to build their knowledge of the different types of maps and their functions
Students have a prior knowledge of mapping skills and the key features that are
included to make meaning
Students are familiar with the school grounds and the walk is used to enhance their
understanding and pose relevant questions


Students understand the WALT and WILF of the activity prior to commencing

Modification for students needs:
Students who need extra assistance, prompts or cues during the mapping stage are
instructed to take a class iPad on the walk and record a video/take photographs and
document any features they see to use further on in the pictorial map stage of the
activity
Group pairing: Students who may easily loose focus with those who are better able
to scaffold their learning (peer scaffolding)
As an extension students can represent and identify any natural features that are
present on their walk and include this on the pictorial map

Resources:
! School fire evacuation map to use as a map for the teacher to follow
! Features of my School sheet for students
! Coloured pencils
! iPad
! Curriculum activity risk assessment sheet (Department of Education and Training,
2015)

CURRICULUM LINKS
Geographical Knowledge and Understanding
The representation of the location of places and their features on maps and a globe
(ACHGK001)

Geographical Inquiry and Skills
Collecting, recording, evaluating and representing
Represent the location of features of a familiar place on pictorial maps and models
(ACHGS003)

Learning Intentions:
Observe and identify the familiar features of the school
Use a pictorial map to represent the features and their location of the school
Identify features using illustrations and labels
Learning Objectives:
Recognise that places can be represented on a map
Understand that places have features and that these features can be represented on
a map

General Capabilities:
This activity provides opportunities for students to develop their Literacy skills by
composing a visual text through creating and writing. Students engage with visual
knowledge of the as they develop an understanding of how the visual elements of the
school grounds can create meaning for alternative purposes. The Numeracy demands of
this activity see students using spatial reasoning to represent and interpret maps and
diagrams using a pictorial map. Students use Critical and creative thinking to organise the
information from their class walk and connect these ideas and transform this knowledge
into new contexts

ICT processes and skills:
Students using the iPads are developing skills to record, communicate information and
ideas. Students are able to adapt to new ways of processing information to benefit their
learning styles and needs.

Assessment:
Assessment focus: During this activity students demonstrate their understanding that
places have features and that these can be represented on a map
Assessment of learning: Pictorial Map: Students observe the familiar features of the school
and represent these features and their location on a pictorial map
Assessment for Learning: Group discussions, feedback, questions and engagement are
recorded/critically reflected upon by the teacher to assess the level of understanding the
students are demonstrating throughout the task. The engagement by the students and
responses to questions will assist teachers to make conclusions on the validity of the
lessons and the need for further lessons to be implemented.
Assessment as learning: Students are enabled to assess their own knowledge throughout
the walk and explore new concepts throughout the activity.