Create a column graph or compound column graph that shows visitors to and from the chosen country. Create a line graph to track visitors over time. Develop consequences charts to explain predicted impacts of changes to connections (positive and negative). Create a concept map listing all the types of connections that exist. Communicating geographical information Communicate: Students create an infographic that embeds a variety of visual representations of some the connections between the countries. Respond: Discuss how Australia could strengthen the connections and relationship between the two countries. Write letters/emails to the High Commission expressing solidarity and support for Australia’s international connections with their country. Learning connections: Visual literacy skills are required and English K-6 Syllabus: developed through this inquiry. Mathematics K-6 Syllabus: The geographical tools used in this inquiry reflect content found in the Data substrand of the Statistics and Probability strand. Inquiry 2 Perceptions – Connections shape After gathering factual data on the connections between the two perceptions countries in Inquiry 1, students conduct an inquiry into the ways the Students: chosen country is perceived and portrayed. Students explore the factors underlying these perceptions and portrayals and consider the investigate how connections effect of the viewpoints. influence people’s perception and understanding of Acquiring geographical information places, for example: (ACHGK036) Question: identification of factors that Clearly articulate the aim or purpose of the geographical influence people’s investigation, for example: perceptions of places eg How is Indonesia portrayed and perceived in Australia? media, culture, education, travel Generate geographical questions to investigate and plan the inquiry, contextualised to the specific case for example: discussion of the effect of generalisations and How is Indonesia portrayed in the media / on government stereotypes about places websites / in travel brochures? How is Indonesia perceived in this portrayal? What connection has the author with Indonesia? What is its intended audience and purpose? What language forms and features are being used?
Create a column graph or compound column graph that shows visitors to and from the chosen country. Create a line graph to track visitors over time. Develop consequences charts to explain predicted impacts of changes to connections (positive and negative). Create a concept map listing all the types of connections that exist. Communicating geographical information Communicate: Students create an infographic that embeds a variety of visual representations of some the connections between the countries. Respond: Discuss how Australia could strengthen the connections and relationship between the two countries. Write letters/emails to the High Commission expressing solidarity and support for Australia’s international connections with their country. Learning connections: English K-6 Syllabus: Visual literacy skills are required and developed through this inquiry. Mathematics K-6 Syllabus: The geographical tools used in this inquiry reflect content found in the Data substrand of the Statistics and Probability strand. Connections shape perceptions Students: investigate how connections influence people’s perception and understanding of places, for example: (ACHGK036) identification of factors that influence people’s perceptions of places eg media, culture, education, travel discussion of the effect of generalisations and stereotypes about places Inquiry 2 – Perceptions After gathering factual data on the connections between the two countries in Inquiry 1, students conduct an inquiry into the ways the chosen country is perceived and portrayed. Students explore the factors underlying these perceptions and portrayals and consider the effect of the viewpoints. Acquiring geographical information Question: Clearly articulate the aim or purpose of the geographical investigation, for example: How is Indonesia portrayed and perceived in Australia? Generate geographical questions to investigate and plan the inquiry, contextualised to the specific case for example: How is Indonesia portrayed in the media / on government websites / in travel brochures? How is Indonesia perceived in this portrayal? What connection has the author with Indonesia? What is its intended audience and purpose? What language forms and features are being used?