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Gibberagong Environmental Education Centre

Gibberagong Environmental Education Centre

Wonder, Engage, Inspire

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National Parks

Geography: Places are similar and different, The earth's environmnet


Students will explore the history and features of the Ku-ring-gai Chase National Park, observe how the Park is used by different people and discuss why this park should be protected.  

Inquiry questions

Where is Ku-ring-gai Chase National Park? 

What features and uses of the National Park?

Why is the National Park protected and valued?

How should this Park be managed and protected?

Learning Activities

Bush walk

The bush walk provides an opportunity for the students to further understand the features of the National Park through the observation and recording of plants and animals.

During the walk, caring for the environment will be modelled through walking on paths and ensuring all rubbish is taken home.

The management of National Parks will be explored at sites indicating previous pest control and hazard reduction burning.

Aboriginal bush resources and language will be explored during the walk with students able to learn about some traditional uses of plants from the area.

Students will use a variety of fieldwork tools to gather and record observations including sketching, mapping, scratch-art and an investigation of the invertebrates of the bush during a mini beast search. These will be recorded in a journal that they will be able to take home/back to school.

Visit to traditional and historical sites

The students will have an opportunity to visit and learn about several important cultural and historical sites. This includes visiting an Aboriginal engraving site to understand its importance and how it can provide an insight into the traditional lives of the Aboriginal peoples of this area. Students will also have an opportunity to consider how we can can care for sites like these.

Final Discussion

Students will have an opportunity to reflect and discuss the value of the Ku-rin-gai Chase NP and share why they value the Park.

Excursion Locations

This program is offered at the following locations. Click on an image to find out more.

Sample Timetable

NOTE: Variations to timetable based on specific location, group size and weather

Time Classes A, B, C, D
10.00am Acknowledgement of Country, Welcome, Overview of the day
10.10am Morning Tea
10.30am Bush walk, fieldwork and visit to traditional sites
1.2.30pm Lunch
1.00pm Bushwalk and fieldwork continues
1.30pm Final discussion
2.00pm Conclusion and depart

Teacher Information

Download the program flyer

Excursion locations

Kalkari to Bobbin Head

West Head

Bus access map

Map for access to venue will be sent with the confirmation

Please ensure you print a copy and provide to the bus driver on the morning of the excursion.


2023 DoE $15 per student - GST free

2023 Non-gov school cost $25 per student - GST free, minimum charge $575 per class. 

NOTE:  National Parks entry is $1.10 per student in addition

Class numbers and size

Up to 4 classes 

Max. 30 students per class

Risk Assessments

Kalkari to Bobbin Head

West Head


Social Stories

Kalkari to Bobbin Head

West Head

Supporting Resources
Student activities
What to bring

Backpack, medication, low-waste food, water bottle, sunblock, raincoat, hat, sturdy shoes, mask.

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 arrangments.
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.

Syllabus outcomes and content

Geography K-10 Syllabus 


A student:

> examines features and characteristics of places and environments GE2-1

> describes the ways people, places and environments interact GE2-2

> examines differing perceptions about the management of places and environments GE2-3


Perception of environments


  • 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


  • 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


Geography K-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2015