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.
|
| Cost |
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
COVID
|
| 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
Outcomes
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
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
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
