Bushfire Risk Mapping with ArcGIS Public Layers (Years 7–10 Geography)

Introduction

Bushfire risk is a significant part of Australia’s environmental landscape, and helping students understand how hazards are mapped is essential for building geographical literacy. ArcGIS Online offers a range of public, no‑login‑required layers that show vegetation, slope, population density and fire history across Australia. These layers are ideal for Years 7–10 Geography teachers wanting to introduce spatial technologies without requiring student accounts or complex software. The resource is grounded in real Australian data, making it highly relevant and authentic.

The range of resources/arcyiels available from the home page. 

How to Use It in the Classroom

Teachers can guide students through an inquiry into bushfire risk by overlaying different datasets to identify hazard zones. Students can compare two regions, analyse why certain areas are more vulnerable, and propose mitigation strategies. This activity builds spatial reasoning, data interpretation and critical thinking. It also supports cross‑curricular links with Science (ecosystems, climate) and Civics (emergency management). Because the tool is visual and interactive, it works well for differentiation, students can work at different levels of complexity depending on the layers they explore.

Five practical tips, tricks and ideas for the classroom

• Start with a teacher‑curated map to reduce cognitive load for beginners
• Use the “Swipe” tool to compare pre‑ and post‑fire satellite imagery
• Have students annotate screenshots for assessment
• Pair students to analyse two contrasting regions (e.g., Adelaide Hills vs. Perth Hills)
• Use real news articles to connect mapping to current events

Australian Curriculum Connections

• AC9HG7K03 – Causes, impacts and responses to environmental changes
• AC9HG8K03 – Causes and consequences of natural hazards
• AC9HG7S03 – Collect, record and represent geographical data using spatial technologies
• AC9HG8S04 – Analyse geographical data to identify patterns and trends
• AC9HG9S04 – Propose actions to respond to geographical challenges

 “A Day in the Life” Storyboxes (F–2 History)

Introduction

Storyboxes are a simple, hands‑on way to help young learners explore the concepts of past and present. Using shoeboxes, printed images and small objects, students create a visual representation of daily life “then and now”. This activity is ideal for Foundation to Year 2 History and supports early historical thinking, sequencing and vocabulary development. It requires minimal materials and can be adapted for any classroom context.

Examples from 'The Hacton Blog' on shoebox designs. 

How to Use It in the Classroom

Teachers can introduce the activity by exploring images from the National Museum of Australia’s free online collection. Students choose a theme: school, home, transport, toys. etc and create a storybox showing how life has changed over time. They can record short oral explanations, write labels, or present their boxes to the class. This activity builds communication skills, supports multimodal learning, and helps students make personal connections to history.

Five useful features for busy teachers

• Low‑prep, low‑cost activity
• Supports hands‑on, creative learning
• Works well for assessment
• Encourages oral language development
• Easily differentiated for diverse learners

Australian Curriculum Connections

• AC9HS1K02 – How daily life has changed or remained the same over time
• AC9HS2K02 – Continuity and change in aspects of daily life
• AC9HS1S02 – Sequence familiar events in order
• AC9HS2S02 – Interpret information from sources about the past
• AC9HS2S03 – Compare objects from the past and present

“My Place in the World” Digital Mapping (Years 3–8 Geography)

Introduction

Google My Maps is a free, user‑friendly tool that allows students to create personalised digital maps. This resource is ideal for middle‑primary to lower‑secondary Geography, supporting place‑based learning and spatial thinking. Because it requires only a Google account to save (but not to view), teachers can use it flexibly depending on school policies. My Maps helps students explore their identity, community, and connections to place.

An example map from 'Danae-Explor' on how to connect to various cities. 

How to Use It in the Classroom

Students can create maps showing important places in their lives, homes, cultural sites, natural features, travel routes, or community spaces. They can add photos, descriptions, videos and icons to personalise their maps. Teachers can use this activity to build understanding of place, liveability, and spatial technologies. It also supports intercultural learning, as students share their maps and discuss similarities and differences in lived experiences.

Five useful features for busy teachers

• Free and easy to use
• Supports spatial technologies requirements
• Highly engaging for students
• Allows multimedia integration
• Works for identity, community and environmental units

Australian Curriculum Connections

• AC9HS3K04 – Natural, managed and constructed features of places
• AC9HS5K04 – Factors that influence the liveability of places
• AC9HS6S04 – Use digital and spatial technologies to represent data
• AC9HG7S03 – Collect, record and represent geographical data
• AC9HG8K04 – Strategies to enhance sustainability of places

Classroom Referendum Simulation (Years 6–10 Civics & Citizenship)

Introduction

A referendum simulation is a powerful way to help students understand how constitutional change occurs in Australia. This activity draws on free resources from the Australian Electoral Commission (AEC) and is suitable for upper primary through lower secondary Civics classrooms. It gives students a hands‑on experience of democratic processes, campaigning, and decision‑making, while building their understanding of the Constitution and the role of citizens.

The 'Classroom Resources' page from the AEC website.

How to Use It in the Classroom

Teachers can create a mock referendum on a youth‑relevant issue, such as lowering the voting age or adding a new right to the Constitution. Students take on roles such as campaigners, media, voters and AEC officials. They design campaign materials, analyse arguments, participate in debates, and vote using authentic ballot papers. This simulation builds critical thinking, persuasive communication, and civic literacy. It also supports cross‑curricular links with English, Digital Technologies and Media Arts.

Five useful features for busy teachers

• Uses free AEC resources
• Highly engaging, role‑play based learning
• Builds understanding of real democratic processes
• Easy to adapt for different year levels
• Encourages critical thinking and respectful debate

Australian Curriculum Connections

• AC9HC7K02 – How laws are made and the role of parliaments and courts
• AC9HC8K02 – How Australia’s Constitution enables change through referendum
• AC9HC8S03 – Evaluate information and evidence to draw conclusions
• AC9HC10K03 – How individuals and groups participate in civic life
• AC9HC10S03 – Develop and present reasoned arguments using evidence

 Exploring January 26 Through Multiple Perspectives

Introduction

January 26 is a date that appears across many Australian resources, and teachers often look for ways to explore it in a balanced, curriculum‑aligned and age‑appropriate way. The ABC Education “January 26 – Perspectives and Histories” collection brings together a range of short videos, articles and classroom materials that present different viewpoints without promoting a particular stance. This makes it a helpful starting point for teachers who want to support respectful inquiry, historical thinking and critical engagement with sources. The resource is free, accessible and suitable for upper primary through secondary classrooms.

ABC Education front page.

How to Use It in the Classroom

Teachers can use the collection to help students investigate how and why people understand January 26 differently. Students can analyse short clips, compare viewpoints, and explore how historical events are interpreted in diverse ways. The resource works well for source analysis, class discussions, reflective writing or inquiry tasks. It also supports the development of empathy and respectful communication, as students learn to listen to and understand perspectives that may differ from their own.

Five practical tips, tricks and ideas for the classroom

• Use a simple “What do you notice? What do you wonder?” routine to introduce each clip
• Compare two perspectives and have students identify similarities and differences
• Use a Y‑chart (“Looks like / Sounds like / Feels like”) to explore respectful discussion
• Provide sentence starters to support students in expressing viewpoints thoughtfully
• Invite students to create a short reflection on how perspectives can be shaped by experience

Australian Curriculum Connections

• AC9HS5S02 – Examine primary and secondary sources to identify different perspectives
• AC9HH8S03 – Analyse perspectives and interpretations in historical sources
• AC9HC7S03 – Evaluate information and evidence to draw conclusions
• AC9HC8S02 – Explain how and why people have different points of view
• AC9HH10S03 – Analyse perspectives and interpretations in historical sources

 STTOP – A Fresh Way to Teach Sustainability in HaSS

Introduction

HAA is excited to be working with STTOP (Stay Tuned To Our Planet) to support teachers in bringing sustainability and environmental understanding into HaSS classrooms in a positive, engaging way. STTOP is a free, 28‑episode online series and education program designed to help young people explore environmental and climate issues without fear, overwhelm or doom‑scrolling. Each short episode blends storytelling, science, and practical action, making it ideal for primary and secondary students. The program is Australian, classroom‑ready, and aligns strongly with the sustainability focus embedded across the HaSS curriculum.

Some popular podcast episodes from STTOP.

How to Use It in the Classroom

Teachers can use STTOP episodes as lesson starters, inquiry prompts, or part of a broader sustainability unit. Each episode introduces a key environmental idea, from waste to biodiversity to energy, in a way that encourages curiosity and solutions‑focused thinking. Students can watch an episode, discuss the key message, and then explore how the issue connects to their own community or local environment. The program also includes supporting materials that help teachers build inquiry questions, guide reflection, and connect learning to real‑world action.

Five practical tips, tricks and ideas for the classroom

• Use an episode as a weekly “Sustainability Starter” to spark discussion
• Pair episodes with local case studies to make learning place‑based
• Have students create a “STTOP Action Journal” to track small changes they try
• Use a think‑pair‑share routine to unpack each episode’s key message
• Invite students to design a poster or infographic summarising one episode’s theme

Australian Curriculum Connections

• AC9HG7K02 – Interconnections between people, places and environments
• AC9HG7K03 – Causes, impacts and responses to environmental changes
• AC9HG8K04 – Strategies to enhance the sustainability of places
• AC9HS6S04 – Use digital and spatial technologies to represent data and information
• AC9HG9S04 – Propose actions to respond to geographical challenges

 Trove for Local History Investigations (Years 5–12 History)

Introduction

Trove, created by the National Library of Australia, remains one of the richest free digital archives available to teachers. With newspapers, photographs, letters, maps and oral histories, it offers an authentic window into Australia’s past. This resource is ideal for Years 5–12 History teachers looking to deepen students’ understanding of local stories, diverse perspectives and historical change. Because Trove is free, Australian, and requires no login to browse, it’s a perfect classroom‑friendly tool for inquiry‑based learning.

Trove Home Page - Demonstrating the ever evolving resources!

How to Use It in the Classroom

Trove works beautifully for source analysis, local history projects, and comparative investigations. Students can search for their suburb, a local event, or a national moment and uncover primary sources that bring history alive. Teachers can scaffold inquiry by providing curated search terms or Trove Lists, or allow students to explore independently. The platform supports critical thinking, as students evaluate reliability, identify bias, and compare perspectives across time. Trove also supports differentiation: advanced students can conduct open‑ended investigations, while others can work with teacher‑selected sources.

Five useful features for busy teachers

• Completely free and Australian‑based
• Massive archive of newspapers, photos, maps and documents
• No login required for browsing
• Built‑in citation tools
• Trove Lists allow teachers to curate sets of sources

Australian Curriculum Connections

• AC9HS5S02 – Examine primary and secondary sources to identify different perspectives
• AC9HS6S02 – Interpret information and ideas from a range of sources
• AC9HH8S02 – Analyse the origin, purpose and context of primary sources
• AC9HH10S02 – Evaluate the reliability and usefulness of primary and secondary sources
• AC9HH12S02 – Analyse and synthesise evidence to develop historical arguments