[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-169702-en":3,"doc-seo-169702-105":30,"detail-sidebar-cat-1-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":11,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},169702,1099523885074,"Riley West","https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",1,11,"Presentations","Geography 7-10 - Field Sketches","Geography 7–10 field sketches teaching support resource for NSW teachers focuses on Thinking and working geographically through the geographical tool of maps. It provides guidance for contextualised classroom learning, suggested timeframes, and links to syllabus outcomes for selecting and applying geographical tools. The learning sequence covers learning intentions, success criteria, what field sketches are used for, and how to interpret drawings using foreground, middle ground and background, with prompts to extend geographical inquiry.","Geography 7–10 – field sketches\n\u000f\nContents\n\u0013 TOC \\o \"1-3\" \\h \\z \\u \u0014\u0013 HYPERLINK \\l \"_Toc184216745\" \u0014Overview\t\u0013 PAGEREF _Toc184216745 \\h \u00142\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184216746\" \u0014Outcomes\t\u0013 PAGEREF _Toc184216746 \\h \u00142\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184216747\" \u0014Learning sequence 1 – field sketches\t\u0013 PAGEREF _Toc184216747 \\h \u00143\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184216748\" \u0014Syllabus content\t\u0013 PAGEREF _Toc184216748 \\h \u00143\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184216749\" \u0014Learning intentions and success criteria\t\u0013 PAGEREF _Toc184216749 \\h \u00143\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184216750\" \u0014Learning intentions\t\u0013 PAGEREF _Toc184216750 \\h \u00143\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184216751\" \u0014Success criteria\t\u0013 PAGEREF _Toc184216751 \\h \u00144\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184216752\" \u0014Field sketches\t\u0013 PAGEREF _Toc184216752 \\h \u00145\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184216753\" \u0014Working in the field\t\u0013 PAGEREF _Toc184216753 \\h \u00148\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184216754\" \u0014Appendix 1 – viewing frame template\t\u0013 PAGEREF _Toc184216754 \\h \u001410\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184216755\" \u0014Appendix 2 – field sketch template\t\u0013 PAGEREF _Toc184216755 \\h \u001411\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc184216756\" \u0014References\t\u0013 PAGEREF _Toc184216756 \\h \u001412\u0015\u0015\n\u0015\nThis resource has been developed to assist teachers in NSW Department of Education schools to create learning that is contextualised to their classroom. It can be used as a basis for the teacher’s own program, assessment, or scope and sequence, or be used as an example of how the new curriculum could be implemented. The resource has suggested timeframes that may need to be adjusted by the teacher to meet the needs of their students.\n\u000f\nOverview\nDescription: this teaching support resource addresses Thinking and working geographically, providing examples of how students can engage with the the geographical tool of maps. The lessons in this resource are designed to allow students to build understanding of this \u000bgeographical tool through a range learning activities and can be applied where appropriate across Geography 7–10.\nDuration: this learning sequence is designed to be completed in approximately 1 hour.\nOutcomes\nA student:\nGE4-TAP-01 selects and uses geographical tools to acquire and process geographical information\nGE5-TAP-01 applies and evaluates a range of geographical tools to acquire and process geographical information\n\u0013 HYPERLINK \"https://curriculum.nsw.edu.au/learning-areas/hsie/geography-7-10-2024/overview\" \u0014Geography 7–10 Syllabus\u0015 © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.\n\u000f\nLearning sequence 1 – field sketches\nNote: the guide to teaching field sketches is designed to be used as a support resource for teachers addressing Thinking and working geographically. This resource is not guiding teaching and learning of a specific topic content in Geography 7–10; rather, it provides resources and strategies that can be applied contextually at any point across the stages.\nSyllabus content\nFieldwork instruments are to be integrated into Stage 4 and Stage 5 as appropriate: compasses, global positioning systems (GPS), geographic information systems (GIS), fieldwork transects, measuring equipment, weather instruments, identification charts, testing equipment and photographic devices.\nFieldwork is used to collect and observe data through one or more senses, using geographical tools such as maps, graphs or spatial technologies to identify connections and draw conclusions. Fieldwork may involve measuring, collecting and recording data, and developing and conducting surveys or interviews.\nLearning intentions and success criteria\nNote: these learning intentions and success criteria are general and should be contextualised to suit your school and students’ needs.\nLearning intentions\nStudents learn about:\nkey features of field sketches\nthe purpose of conducting a field sketch.\nSuccess criteria\nStudents will be able to:\nconstruct a field sketch\nexplain how a field sketch assists in investigating characteristics of a local place.\n\u000f\nField sketches\nField sketches are drawings ","cbCaib80px8Ocr4F","https://ap.wps.com/l/cbCaib80px8Ocr4F","docx",1867859,14,"English","en",105,"# Overview\n# Outcomes\n# Learning sequence 1 – field sketches\n## Syllabus content\n## Learning intentions and success criteria\n## Field sketches\n## Working in the field\n## Appendix 1 – viewing frame template\n## Appendix 2 – field sketch template\n## References","[{\"question\":\"What is the purpose of using field sketches in Geography 7–10?\",\"answer\":\"Field sketches help ensure careful observation, keep an accurate record of what is observed, and describe places to others. They also support investigating characteristics of a local place through geographical inquiry.\"},{\"question\":\"How should students structure a field sketch?\",\"answer\":\"A field sketch is divided into three sections: foreground (nearest, larger and more detailed), middle ground (further, smaller and less detailed), and background (furthest, including the horizon, drawn with less detail).\"},{\"question\":\"Which geographical tools and instruments are integrated into the learning sequence?\",\"answer\":\"Fieldwork instruments are integrated where appropriate across Stage 4 and Stage 5, including compasses, GPS, GIS, transects, measuring equipment, weather instruments, identification charts, testing equipment, and photographic devices.\"}]","Geography 7-10 - Field Sketches | DOCX",1788260081,5,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":14,"keywords":34,"description":15,"schema_data":35,"social_meta":87,"head_meta":89,"extra_data":91,"updated_unix":28},"geography-7-10-field-sketches","",{"@graph":36,"@context":86},[37,54,69],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":11},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/template/","Template",2,{"item":49,"name":13,"@type":43,"position":50},"https://docshare.wps.com/template/presentations/",3,{"item":52,"name":14,"@type":43,"position":53},"https://docshare.wps.com/template/geography-7-10-field-sketches/169702/",4,{"url":52,"name":14,"@type":55,"author":56,"headline":14,"publisher":58,"fileFormat":61,"inLanguage":23,"description":15,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-05","2026-09-01",true,{"@type":66,"interactionType":67,"userInteractionCount":50},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82],{"name":73,"@type":74,"acceptedAnswer":75},"What is the purpose of using field sketches in Geography 7–10?","Question",{"text":76,"@type":77},"Field sketches help ensure careful observation, keep an accurate record of what is observed, and describe places to others. They also support investigating characteristics of a local place through geographical inquiry.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"How should students structure a field sketch?",{"text":81,"@type":77},"A field sketch is divided into three sections: foreground (nearest, larger and more detailed), middle ground (further, smaller and less detailed), and background (furthest, including the horizon, drawn with less detail).",{"name":83,"@type":74,"acceptedAnswer":84},"Which geographical tools and instruments are integrated into the learning sequence?",{"text":85,"@type":77},"Fieldwork instruments are integrated where appropriate across Stage 4 and Stage 5, including compasses, GPS, GIS, transects, measuring equipment, weather instruments, identification charts, testing equipment, and photographic devices.","https://schema.org",{"og:url":52,"og:type":88,"og:title":14,"og:site_name":59,"og:description":15},"article",{"robots":90,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":93},[94,97,102,106,111,116,121,126,130],{"id":12,"doc_module":11,"doc_module_name":46,"category_name":13,"show_sort_weight":95,"slug":96},90,"presentations",{"id":98,"doc_module":11,"doc_module_name":46,"category_name":99,"show_sort_weight":100,"slug":101},12,"Resumes",80,"resumes",{"id":21,"doc_module":11,"doc_module_name":46,"category_name":103,"show_sort_weight":104,"slug":105},"Invoices",70,"invoices",{"id":107,"doc_module":11,"doc_module_name":46,"category_name":108,"show_sort_weight":109,"slug":110},15,"Posters",60,"posters",{"id":112,"doc_module":11,"doc_module_name":46,"category_name":113,"show_sort_weight":114,"slug":115},16,"Social Media",50,"social-media",{"id":117,"doc_module":11,"doc_module_name":46,"category_name":118,"show_sort_weight":119,"slug":120},17,"Forms",40,"forms",{"id":122,"doc_module":11,"doc_module_name":46,"category_name":123,"show_sort_weight":124,"slug":125},18,"Letters",30,"letters",{"id":127,"doc_module":11,"doc_module_name":46,"category_name":128,"show_sort_weight":29,"slug":129},21,"Paper Templates","papers-templates",{"id":131,"doc_module":11,"doc_module_name":46,"category_name":132,"show_sort_weight":4,"slug":133},158,"General","general-158"]