Pedagogical approach

This virtual site study uses an inquiry-based and place-based approach to Geography. Students actively investigate Auburn Botanic Gardens through questioning, observation, mapping, data collection, comparison and interpretation rather than simply receiving information about the site.

Geographical inquiry is embedded throughout the experience as students ask questions, collect and interpret geographical information and communicate conclusions. This reflects geographical inquiry processes promoted within NSW Geography education and supports the geographical practices of the NSW HSIE K–6 Syllabus (NSW Department of Education, n.d.; NSW Education Standards Authority [NESA], 2024).

The study also uses place-based learning by connecting geographical concepts with an authentic local environment. Photographs, maps, observation tables, guided questions and graphic organisers provide scaffolding, while multiple ways of recording and communicating findings support diverse learners.

Inquiry-based and place-based learning

Geographical inquiry is embedded across every stage of this virtual fieldwork experience. Aligned with NSW Department of Education guidance and the NSW HSIE K–6 Syllabus (NESA, 2024), students pose questions, collect and interpret geographical evidence, compare natural and human environments, and communicate conclusions.

By immersing students in the Japanese Garden, Australian Rainforest, Fauna Reserve, Australian Native Garden, and wetland billabong, our model brings authentic local geography into the classroom safely and accessibly.

Structured three-stage fieldwork sequence

Our learning sequence breaks geographical inquiry into three manageable phases:

  • Before fieldwork – Engage and prepare: Students explore site maps, build key geographical vocabulary, make predictions, and define inquiry questions.
  • During fieldwork – Investigate: Students journey through five distinct garden zones, observing features, gathering evidence, and recording fieldwork data.
  • After fieldwork – Analyse and communicate: Students contrast diverse environments, synthesise findings, and suggest tangible conservation actions to care for places like Auburn Botanic Gardens.

Differentiated, ready-to-teach resources

Designed specifically to reduce teacher workload, every task is scaffolded to accommodate diverse learning styles and abilities in Stage 2. The resource suite pairs rich photographic and map evidence with observation tables, graphic organisers, and guided inquiry sheets.

Students demonstrate geographical literacy, numeracy, and ICT capabilities through multi-modal formats including visual sketch-mapping, written fieldwork notes, and collaborative oral presentations.

Supporting Diverse Learners

Teachers can differentiate the virtual site study by providing visual vocabulary cards, sentence starters and partially completed observation tables for students requiring additional support. Students may work collaboratively in mixed-ability pairs and communicate their findings through written responses, labelled maps, diagrams or oral explanations. Extension students can compare multiple environments, interpret collected data and justify recommendations for sustainable management of the gardens.

 

"By combining authentic place-based inquiry with accessible digital technology, we provide every student with the opportunity to examine geographical concepts within real-world contexts."

Auburn Botanic Gardens virtual site study team, Sydney, New South Wales