Learning activities

Engraving site exploration

(Note: Students visit original Aboriginal engravings at Muogamarra and West Head. Students visit a replica at Kalkari)

Students learn that Aboriginal Peoples have lived on and cared for this Country for thousands of years. As they observe ancient rock engravings, students are guided to recognise them as important evidence of the past that is still present today. They learn about local Aboriginal engraving techniques, the role of these sites in sharing knowledge, and reflect on how to respect and care for such places. This experience fosters cultural understanding, deepens historical awareness, and builds a sense of connection to Country.

Kalkari exploration (for Kalkari-based excursion)

In this guided experience, students explore Kalkari and learn about the native animals that live in Ku-ring-gai Chase National Park. Through observation and discussion, they consider how the environment supports these animals, and why we may not always see them in the wild. Students respectfully view taxidermy specimens, learning how they help us understand animal features and habitats. Using journals, students draw or list the animals they observe, building their knowledge of local biodiversity and connecting their learning to place.

Portrait of a tree

Students observe and sketch an old eucalypt, learning how tree hollows form and why they are vital habitats. They identify animals that might live in or around a hollow tree and reflect on the importance of protecting big old trees, both standing and fallen.

Scratch art – Bush plants

Students explore the diversity of native plants by sketching different leaves, flowers or seeds they find along the bushwalk. They create a scratch art bookmark featuring 5–10 plant forms, building knowledge of local flora through observation and creativity.

Invertebrate investigation

Students search for invertebrates in the bush using safe collection methods like shaking trees or exploring leaf litter. They sort their finds onto ID sheets, observe differences between species, and discuss why invertebrates are vital to ecosystems.

Sit-spot for nature writing or drawing

Students find a quiet spot in nature to respond creatively to a short story prompt. They might write a poem, a story from the perspective of a tree or animal, or sketch the scene around them. This reflective task builds emotional connection to place and strengthens observation and descriptive writing skills.

Mangrove discovery (for Kalkari-based excursion)

Students explore the mangrove ecosystem, observing crabs and other animals that live in salty, tidal environments. They learn how mangrove trees adapt to salt and identify species and behaviours unique to this habitat.

Suggested timetable

Time	Classes A, B, C, D
10.00am	Acknowledgement of Country, Welcome, Overview of the day
10.10am	Morning Tea
10.30am	Bushwalk and activities (staggered times)
12.30pm	Lunch (classes in separate locations)
1.00pm	Bushwalk and activities continued (staggered times)
1.30pm	Return to base
2.00pm	Conclusion and depart

* Please call the centre if you have more than 4 classes.

Syllabus outcomes

Human Society and Its Environment K-6 Syllabus (2024)

Outcomes

• HS2-GEO-01 explains how people care for Australia’s environments and participate in Australian society, using geographical information
• HS2-ACH-01 describes Aboriginal Peoples’ obligations to Country, Culture and Community HS2-ACH-01

Content

People have responsibility to care for Australia's environments

• Observe and describe ways people organise places into spaces for different purposes
• Compare the objectives of managing places for conservation and managing places for sustainability
• Describe how reserved lands are managed in New South Wales at Mungo National Park, Kosciuszko National Park, Wollemi National Park and Barrington Tops National Park
• Identify strategies that minimise waste and make the most of resources to sustain environments
• Investigate Aboriginal and Torres Strait Islander food practices that are sustainable

People use geographical information to understand climates and environments

• Describe ways Aboriginal and Torres Strait Islander Peoples map Country and Place

Geography K-10 Syllabus (2017)

Outcomes

• GE2-1 examines features and characteristics of places and environments
• GE2-2 describes the ways people, places and environments interact
• GE2-3 examines differing perceptions about the management of places and environments

Content

Perception of environments

Students:

• investigate the ways people, including Aboriginal and Torres Strait Islander Peoples, value environments, for examples:

  • discussion of why people value environments differently e.g. cultural, recreational values

Protection of environments

• investigate sustainable practices that protect environments, including those of Aboriginal and Torres Strait Islander Peoples, for example:

  • examination of how environments can be used sustainability e.g. recreational practices

Perception and protection of places

Students:

• investigate how the protection of places is influenced by people’s perception of places, for example:

  • discussion of how people’s perceptions influence the protection of places in Australia, eg sacred sites, national parks, world heritage areas

Cost and details

Bus access map	Map for access to venue will be sent with the confirmation. Please ensure you print a copy and provide it to the bus driver on the morning of the excursion.
Cost	2026 DoE $20 per student - GST free 2026 Non-gov school cost $25 per student - GST free, minimum charge $750 per class NOTE:  National Parks entry is $1.10 per student in addition - GST
Class numbers and size	Up to 4 classes Max. 30 students per class Please contact the centre if you have more than 4 classes.
Risk assessments	A complete risk assessment will be sent upon confirmation.
What to bring	Backpack, medication, low-waste food, water bottle, sunblock, raincoat, hat, sturdy shoes. Students wear sports uniform.
Adverse weather	On days where the weather is unsuitable (see risk assessment), a Gibberagong staff member will contact the organising teacher to discuss alternative arrangements. Please check your bus company’s cancellation policy.
Medical notifications	Notify Gibberagong EEC by completing and returning the medical form before the excursion. This form will be sent out upon confirmation of booking.