Great Aussie Road Trip

Overview

Students complete and present their “Great Aussie Road Trip” using geographical vocabulary and map skills, and then reflect on respecting Aboriginal Country. This lesson builds on earlier work by finalising the map, route connections, and presentation.

Learning intentions

• Students will create and present an imaginary road trip that demonstrates understanding of Australia’s places and their connections (urban, rural and remote).
• Students will justify destination choices using geographical evidence and appropriate language.
• Students will communicate clearly during oral presentations using sequencing and justification sentence starters.
• Students will reflect on respectful relationships with Aboriginal Country and caring for the environment, including a connection to Khalifah.

Success criteria

• I can produce a clear map including title, compass rose, map key (legend), state/territory labels, route and labels.
• I can explain why I chose each destination using geographical evidence (I selected this destination because…).
• I can describe how places are connected across Australia using geographical vocabulary.
• I can use present tense and sequencing words (First/Next/Then/Finally) in complete sentences.
• I can explain why it is important to respect Aboriginal Country and care for the environment.

Curriculum links

• English (Oral language and communication): EN3-OLC-01 students communicate to wide audiences with social and cultural awareness by presenting and analysing understanding.
• Geography (Aboriginal cultural knowledge and practices; global citizenship): HS3-ACH-01 and HS3-GEO-01 focusing on caring for Country and how people organise/protect/sustain environments using geographical information.
• Geography skills: students locate and represent places and explain how urban, rural and remote places are connected using geographical information and mapping.
• Assessment alignment: oral presentation + completed map task + reflection.

Lesson structure (100 minutes)

1. 0–10 min · Introduction and review

• Teacher asks: “What have we learned about Australia’s places? How are places connected? What have we learned from Aboriginal Peoples about Country?”
• Students respond in pairs, then share one idea with the class, linking to map skills and respecting Country.

2. 10–25 min · Explicit teaching and model

• Teacher displays the assessment rubric and presentation checklist, then models a “map check” using the Success Criteria (title, compass, map key, route, labels).
• Students practise with the teacher: they point to examples on a sample map and identify the correct map elements; teacher explicitly teaches sequencing and justification language.
• Teacher models a short oral example using present tense and complete sentences (e.g. “First, I travel to… I select it because…”).

3. 25–75 min · Independent task: final project creation

• Teacher monitors, provides targeted feedback, and runs brief conferences (map accuracy, vocabulary use, connections, and reflection requirements).
• Students complete final “Great Aussie Road Trip” maps using coloured pencils, rulers and markers, ensuring:
• Four or more destinations
• Urban/rural/remote classification for each
• State/territory labels
• Route is logical and labelled
• Explanations for each destination and connections between places
• Reflection includes respectful Aboriginal Country statement and environmental care
• Teacher support prompts during conferences:
• “What evidence shows this is connected?”
• “Which geographical feature/idea supports your choice?”
• “Is your route clear and easy to follow?”

4. 75–90 min · Preparation for presentations

• Teacher guides students to rehearse key points using the presentation checklist and sentence frames.
• Students complete a quick “presentation plan” (3–5 bullet points): route order (sequencing), one destination justification, connection explanation, and one Aboriginal Country respect statement.

5. 90–98 min · Student presentations (small-group start)

• Teacher organises short-group presentations (or rotates groups if time is tight), reminding students to speak clearly and respectfully.
• Students present to peers, then receive one respectful question, focusing on destination choice, connections, and evidence.

6. 98–100 min · Reflection / Tafakkur (written)

• Teacher prompts: “What is the most important thing you learned about Australia and why?”
• Students write 5–8 sentences, explicitly linking caring for land to respecting Aboriginal Country and Khalifah (responsibility as entrusted by Allah, SWT).

Resources

• Student planning templates (completed in Week 7)
• Student Great Aussie Road Trip assessment rubric
• Presentation checklist
• Australian outline maps and blank map templates
• Atlases/road maps (print) and/or class road map sets
• Coloured pencils, rulers and markers
• Compass rose and map key (legend) materials or stickers
• Teacher conference notes
• Timer for rehearsals and transitions
• Optional: laptops or iPads for any students preparing a digital presentation

Assessment

• Formative: teacher conferencing during map creation (check for map elements, vocabulary use, and evidence-based justifications).
• Formative: short rehearsal before presenting (use of sequencing, present tense, and complete sentences).
• Summative evidence collected:
• Completed Great Aussie Road Trip task (map + explanations + reflection)
• Oral presentation (based on rubric)
• Written reflection supporting understanding of places, connections and Aboriginal perspectives on Country

Differentiation

• Support for diverse learners:
• Provide sentence starters for sequencing and justification (“First/Next/Then/Finally…”, “I selected this destination because…”).
• Offer a “map element checklist” and a partially labelled sample map to reference.
• Allow oral presentation supports (speaking notes with prompts) and extra time for writing connections.
• Language/EAL support:
• Provide a word bank using required Tier 2 and Tier 3 vocabulary (route, destination, geographical features, urban/rural/remote, transport network, Aboriginal Country, map key/legend, compass rose, compass rose).
• Encourage students to practise one short complete sentence at a time before full paragraphs.
• SEN support:
• Use chunked steps: destinations first, then classifications, then route labels, then explanations and reflections.
• Seat students strategically near teacher during conferences.
• Extension for advanced learners:
• Add a “Why it matters” statement for one destination that evaluates how the environment could be protected during travel.
• Include an extra connection type (e.g. transport network + freight needs) and justify with specific geographical evidence.