Connected Outcome Groups (COGs) with a focus on the built environment in NSW primary schools

COGs units of work support NSW primary school teachers to develop teaching programs. The units of work show how class programs can be organised with a focus that relates and applies learning across learning areas.

Taken together COGS units form a framework for teaching the primary curriculum. The first unit of work in each of the four stages has a focus on the built environment.

http://www.curriculumsupport.education.nsw.gov.au/timetoteach/cogs/unitsintro.htm

Early Stage 1 (Kindergarten) – Our Place

http://www.curriculumsupport.education.nsw.gov.au/timetoteach/cogs/uowes1/ourplac_es1au.pdf

The focus of this unit is observing, exploring and responding to the immediate natural and built environment. Students learn that the use of a place or space depends on people’s needs. And that our environment needs to be safe, appreciated, respected and cared for.

Students explore a variety of places and spaces and the way these spaces have been designed for particular uses. Activities are limited to places and spaces students can experience directly, such as their home or school, or to places and spaces that can be related to fictional or imaginary characters.  Students create a model of their special place or space.

Stage 1 (Years 1 and 2) – Local Places

http://www.curriculumsupport.education.nsw.gov.au/timetoteach/cogs/uows1/localpl_s1au.pdf

The focus of this unit is exploring our relationship with the natural, built and heritage environments in our local area and beyond and considering how we interact with, modify, and find our way around our local environment.

Students can develop their understanding of the built environment and the design process by exploring their local school environment. Students tour their school identifying the function of various areas.

Students will apply their knowledge and understanding of environmental health aspects explored through PDHPE, to suggest modifications to unsafe areas of their built environment (i.e. their school).

Stage 2 (Years 3 and 4) – Local Environments

http://www.curriculumsupport.education.nsw.gov.au/timetoteach/cogs/uows2/localenv_s2au.pdf

The focus of this unit is observing and interpreting the environment, in terms of significance, planning and design. The impact of our interactions on different environments needs to be considered.

Students can develop their knowledge of the built environment through the design of a development for a new neighbourhood.

Students:

• observe the local area and communicate what they see using maps and drawings
• explore different urban environments and discuss similarities and differences
• consider different ways of drawing and representing, to communicate different information about built environments e.g. two dimensional, three dimensional, bird's eye view, perspective, top, side views, photographs
• discuss ways people use their environment
• design a new neighbourhood.

Stage 3 (Years 5 and 6) – Living Land

http://www.curriculumsupport.education.nsw.gov.au/timetoteach/cogs/uows3/livingla_s3au.pdf

The focus of this unit is exploring the influence of the natural, built and heritage environments on people’s lifestyle choices, leisure and artistic expression. They are challenged to appreciate that our actions impact upon the environment and have implications for the future.

Students learn how, as part of a global society, Australians are influenced by trends, materials and technologies from around the world. They adapt and modify designs and technologies to suit the Australian environment and the needs of people now and in the future.

Students engage in the design process by researching designs and technologies from around the world that relate to sustainability, aesthetics, culture and lifestyle in the built environment. They consider preferred futures.