Stage 3 teacher guide
Syllabus alignment and outcomes
This virtual inquiry study focuses on the Georges River and is designed for Stage 3 students (Years 5 and 6). It utilizes a rich, real-world geographical context to examine human features, population settlements, floodplains, and geographical data, as well as the management of places affected by environmental phenomena.
The study centers on geography learning outcomes aligned with the 2024 New South Wales (NSW) HSIE (Human Society and Its Environment) K–6 syllabus (NESA, 2024).
HS3-GEO-01: examines global citizenship and how people organise, protect and sustainably use the environment, using geographical information.
It is designed to meet these learning outcomes by engaging students in the analysis of data, maps, imagery, and flood risks, while also exploring how communities and relevant authorities respond to the management of flood-prone areas.
Learning intentions and success criteria
We learn how to examine geographical data related to the Georges River in Sydney, and we work to clarify the relationship between flood risks and the river’s natural landscape, as well as the features created by humans. We also aim to determine how individuals or authorities respond to flood events, and we formulate our conclusions based on evidence derived from the data.
Success criteria:
Students will be able to:
Identify and name relevant geographical features.
Use maps and images to determine patterns and potential impacts of flooding.
Explain at least one connection between river landforms and human features.
Support conclusions with data evidence from sources.
Articulate findings utilising suitable geographical terminology.
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