Sustainable Cities Design Challenge (Years 6–10 Geography)

Introduction

The Sustainable Cities Design Challenge invites students to imagine the future of urban living through the lens of sustainability, liveability and innovation. Drawing on free Australian resources such as the NSW Future Transport strategy and local council planning documents, this project helps students explore how cities respond to environmental, social and economic challenges. It’s ideal for Years 6–10 Geography and supports inquiry‑based learning, creativity and systems thinking.

An example of a 3D model project from Croydon High School. 

How to Use It in the Classroom

Students design their own sustainable city; either physically using recycled materials or digitally using tools like Google Drawings or Canva. Teachers can introduce key concepts such as renewable energy, transport networks, green spaces and waste management. Students analyse real Australian cities, identify challenges, and propose solutions in their designs. This project works beautifully as a summative assessment, group task or cross‑curricular STEM collaboration. It encourages students to think critically about the future and their role in shaping it.

Five practical tips, tricks and ideas for the classroom

• Use aerial images of Australian cities as inspiration
• Provide design “must‑haves” (e.g., public transport, green corridors, water management)
• Let students pitch their city to the class in a short presentation
• Use colour‑coded sticky notes for peer feedback
• Compare student designs with real planning documents from local councils

Australian Curriculum Connections

• AC9HS6K04 – Factors that influence the liveability of places
• AC9HG7K02 – Interconnections between people, places and environments
• AC9HG8K04 – Strategies to enhance the sustainability of places
• AC9HG7S03 – Collect and represent geographical data using spatial technologies
• AC9HG8S04 – Analyse geographical data to identify patterns and trends

Weather Watchers: Daily Inquiry for Early Years (F–2 Geography)

Introduction

Weather Watchers is a simple, engaging daily routine that helps young learners explore weather patterns, seasons and environmental changes. Using basic tools such as thermometers, cloud charts and the free Bureau of Meteorology website, students build foundational geographical skills. This routine is ideal for Foundation to Year 2 teachers looking for hands‑on, inquiry‑based learning that connects directly to students’ lived experiences.

A classroom corner example for students to access. 

How to Use It in the Classroom

Each day, students observe the weather, record data, and discuss how it affects their activities. Teachers can introduce vocabulary such as temperature, rainfall, wind and cloud types. Students can compare their observations with BOM forecasts, identify patterns over time, and create simple graphs. This routine supports numeracy, oral language development and scientific thinking. It also helps students understand how weather influences people and places.

Five practical tips, tricks and ideas for the classroom

• Create a class weather chart students update daily
• Use simple symbols for emerging readers
• Compare weather in two Australian locations
• Build a “weather station” with basic tools
• Use photos to document seasonal changes in the school grounds

Australian Curriculum Connections

• AC9HS1K03 – Daily and seasonal weather patterns of places
• AC9HS2K03 – How weather and seasons influence people and places
• AC9HS1S03 – Collect and record observations
• AC9HS2S03 – Interpret information from observations and sources
• AC9HS2S04 – Represent data using simple visual formats

 Virtual Tour of Parliament House (Years 5–10 Civics & Citizenship)

Introduction

The Australian Parliament House Virtual Tour is a free, interactive resource that allows students to explore key spaces such as the House of Representatives, the Senate, and historic areas of the building. This tool is ideal for Years 5–10 Civics teachers who want to bring parliamentary processes to life without needing to organise an excursion. The tour includes hotspots, videos and explanations that support student understanding of law‑making and democratic institutions.

The opening page from the virtual tour demonstrating areas students can explore. 

How to Use It in the Classroom

Teachers can guide students through the virtual tour as part of a unit on government, law‑making or democracy. Students can identify where debates occur, explore the symbolism of different spaces, and learn about the roles of elected representatives. The tour works well as a pre‑ or post‑excursion activity, or as a standalone lesson. It also supports inquiry tasks where students compare Australia’s parliamentary system with others around the world.

Five practical tips, tricks and ideas for the classroom

• Use the tour as a station in a Civics learning rotation
• Have students create a glossary of parliamentary terms
• Ask students to sketch the layout of the chambers
• Compare the House and Senate using a Venn diagram
• Use the tour as a prompt for a mock parliamentary debate

Australian Curriculum Connections

• AC9HC5K02 – How laws affect individuals and communities
• AC9HC7K02 – How laws are made and the role of parliaments
• AC9HC8K01 – Key features of Australia’s system of government
• AC9HC8S03 – Evaluate information and evidence to draw conclusions
• AC9HC9K02 – How citizens participate in Australia’s democracy

“Shark Tank: Classroom Edition” (Years 7–10 Economics & Business)

 “Shark Tank: Classroom Edition” Business Pitch Challenge (Years 7–10 Economics & Business)

Introduction

The “Shark Tank” pitch challenge is a dynamic, student‑centred activity that brings entrepreneurship to life. Using the free Business Model Canvas template, students design a small business concept that responds to a local need or problem. This activity is ideal for Years 7–10 Economics and Business, supporting creativity, problem‑solving and financial literacy. It requires minimal resources and can be adapted for any school context.

A snapshot from the template from 'Strategyzers'.

How to Use It in the Classroom

Students work individually or in groups to develop a business idea, identify their target market, outline costs and revenue, and create a pitch for a panel of “sharks”. Teachers can scaffold the process with mini‑lessons on marketing, budgeting and customer needs. The pitch format builds communication skills and confidence, while the business planning process supports analytical thinking. This activity also works well as a summative assessment or project‑based learning task.

Five practical tips, tricks and ideas for the classroom

• Use real local problems as inspiration (e.g., school canteen waste, transport issues)
• Invite community members or other teachers to act as “sharks”
• Provide sentence starters for students new to pitching
• Encourage students to create simple prototypes or mock‑ups
• Use Canva (free version) for polished pitch slides

Australian Curriculum Connections

• AC9HE7K02 – How businesses identify opportunities and respond to needs
• AC9HE8K03 – Factors that influence business success
• AC9HE9S02 – Analyse data and information to make informed decisions
• AC9HE10K03 – Strategies businesses use to improve performance
• AC9HE10S03 – Develop and present reasoned arguments using evidence

“Democracy in the News” Weekly Civics Routine (Years 5–12)

Introduction

“Democracy in the News” is a simple, sustainable classroom routine that helps students build civic literacy by connecting learning to real‑world events. Using free, Australian‑based news sources such as ABC News, teachers can introduce a short weekly discussion about a current issue involving rights, responsibilities, government decisions or public debate. This routine works across Years 5–12 and requires no preparation beyond selecting an article.

An image from 'Behind the News' to encourage reflection.

How to Use It in the Classroom

Teachers choose one article each week and present it to the class in a short summary. Students identify the level of government involved, the rights or responsibilities at stake, and the perspectives represented. Older students can evaluate the reliability of sources or compare coverage across outlets. This routine builds critical thinking, media literacy and civic awareness. It also supports respectful classroom dialogue and helps students recognise how democracy affects their daily lives.

Five practical tips, tricks and ideas for the classroom

• Use a consistent template (issue, stakeholders, level of government, rights involved)
• Let students take turns choosing the weekly article
• Compare two headlines about the same issue to explore bias
• Create a class “Democracy Wall” to track issues over time
• Use short ABC video clips for students who prefer visual learning

Australian Curriculum Connections

• AC9HC5K01 – Roles of local government and how decisions affect communities
• AC9HC7K01 – Responsibilities of citizens in a democracy
• AC9HC8S03 – Evaluate information and evidence to draw conclusions
• AC9HC9K01 – How government policies impact people and communities
• AC9HC10S03 – Develop and present reasoned arguments using evidence

 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