National parks incursion | Stage 2 HSIE Geography
Program overview
National parks is a Stage 2 HSIE Geography incursion where students use maps and field observations to investigate a significant natural environment in or near their school. They record natural features, plants, animals, waterways and evidence of human use in an individual visitor brochure.
Students examine strategies used to conserve protected places and provide responsible visitor access, compare conservation and sustainability objectives, and learn how local Aboriginal Peoples sustainably use and care for the resources of Country. This program requires access to significant natural environments in or near the school. Access to a suitable nature reserve near the school provides the richest learning experience.
This program is also available as a National parks excursion.
Learning intentions
- We are learning to use geographical information to describe the natural features of a protected place.
- We are learning to explain how protected places are managed and how Aboriginal Peoples use and care for Country sustainably.
Jump to: Program and curriculum | Essential information | Plan and prepare | Location | Related programs
Program and curriculum information
Program activities
Activities may change to suit student needs, timing, school arrangements and weather conditions.
Locating and mapping
Students use topographic, track and sketch maps to locate and represent the selected natural area. They identify map conventions including border, orientation, legend or key, title, scale and source, and consider how consistent colours and symbols make maps easier to interpret.
Protected-place fieldwork
Students follow tracks through the selected natural area while observing their surroundings through multiple senses. They record natural features, plants, animals, waterways and evidence of human use through sketches, symbols, notes and rubbings in an individual visitor brochure.
Students complete selected fieldwork challenges that encourage close observation and investigation of the natural environment.
Managing protected places
Students investigate how natural areas are managed for conservation, sustainable use and community access. They examine tracks, boardwalks, signs, barriers, visitor facilities, habitat protection and waste-reduction strategies where these features are present.
Students consider why different management strategies are used and how decisions can balance environmental protection with responsible public access.
Sustainable resources
Students use identification cards to locate plants and natural resources used by local Aboriginal Peoples. They learn how local resources have provided food, tools, shelter, fibre and other materials.
Students consider how sustainable resource use and continuing care for Country help protect environments for future generations.
Caring for protected places
Students complete a short role-play or decision-making activity exploring how people use protected places and how management choices affect natural environments.
They reflect on actions such as staying on tracks, reducing waste, respecting wildlife and following signs.
Suggested timetable
| Nearby natural area timetable | |
Time |
Activities |
| 9.30–10.00 |
Introduction Toilets, recess, equipment bags distributed |
| 10.00–12.00 | Bushwalk and activities |
| 12.00–12.30 | Lunch and toilets |
| 12.30–2.00 | Bushwalk and activities |
| 2.00 | Return to school |
Times and session durations may vary depending on the school timetable, selected natural area and number of participating classes.
Include the school’s bell times and details of the proposed natural area in the notes section of the booking form.
Syllabus outcomes and content
Students will learn to
- use maps and field observations to investigate a protected natural area
- identify natural features and observe how protected places are organised for different purposes
- compare management for conservation with management for sustainable use
- describe how Aboriginal Peoples sustainably use and care for the resources of Country
- explain how visitors can help care for protected places
The incursion directly supports the Human Society and its Environment K–6 Syllabus (2024) through geographical inquiry and fieldwork in a protected natural environment.
It also supports the Department of Education Stage 2 HSIE Unit 5, particularly learning about how places are organised and the comparison of conservation and sustainability goals.
Human Society and its Environment K–6 Syllabus (2024)
Geographical information is used to understand the world
Outcomes
- HS2-ACH-01 – describes Aboriginal Peoples’ obligations to Country, Culture and Community
- HS2-GEO-01 – explains how people care for Australia’s environments and participate in Australian society, using geographical information
Content addressed
Aboriginal Peoples use and care for the environment sustainably
- Describe how Aboriginal Peoples sustainably use the resources of Country
People have responsibility to care for Australia’s environments
- Observe and describe ways people organise places into spaces for different purposes
- Compare the objectives of managing places for conservation and managing places for sustainability
Human Society and its Environment K–6 Syllabus (2024) © NSW Education Standards Authority for and on behalf of the Crown in right of the State of New South Wales, 2024
Tier 2 and 3 vocabulary
Essential information
Cost, class numbers and booking
Cost
DoE school – $27 per student, GST free
Non-government school – $37 per student, GST free, minimum charge $750 per class
A minimum charge of $750 per class applies to non-metropolitan schools.
Classes
A recommended maximum of four classes can participate, with up to 30 students per class. Some sites may be suitable for additional classes.
Learning-space requirements depend on the program plan negotiated with the school. This may include access to an indoor space for the introduction, outdoor learning areas and a significant natural environment near the school.
Program costs
Program costs may change. If program costs change after you book, you will be charged at the original cost.
Booking policy
Confirm final student numbers and classes 7 working school days before the program.
Risk assessment and accessibility
View incursion risk assessments
Accessibility depends on the selected natural area and walking route. Notify Field of Mars Environmental Education Centre before the incursion about medical, mobility, sensory, communication or other support needs so reasonable adjustments can be considered.
The school should ensure the selected indoor and outdoor learning spaces, walking routes and movement between the school and the natural area are accessible and appropriate for participating students.
Classroom teachers are expected to attend and actively supervise students throughout the incursion.
Students who are unwell should not attend.
What should students bring
Weather, cancellations and rescheduling
The incursion may be modified, postponed or cancelled if travel or program delivery is unsafe because of extreme weather or fire danger.
Cancellation or rescheduling with less than 30 school days’ notice before the booking date – $650
Cancellation with less than 14 school days’ notice before the booking date – full program cost
Cancellation due to unsafe weather or fire danger – $0
Plan and prepare
Learning space and access
Learning-space requirements will be confirmed when the program plan is negotiated with the school.
Depending on the planned activities, Field of Mars Environmental Education Centre teachers may require access to:
• a suitable indoor space for the program introduction
• classrooms or other indoor learning areas
• school grounds, gardens or nearby natural areas
• a large indoor space for selected activities or wet-weather delivery.
Where an indoor introduction is planned, provide access to a screen or projector if requested.
Ensure agreed learning spaces, outdoor areas, gates and movement routes are unlocked and available when Field of Mars Environmental Education Centre staff arrive.
Provide clear school-entry, visitor sign-in and parking instructions before the incursion. Ensure the school office and participating teachers know when staff will arrive and where each part of the program will be delivered.
Natural areas and class organisation
The program requires access to significant natural environments in or near the school. Access to a suitable nature reserve near the school provides the richest learning experience.
Select a suitable and accessible natural area where students can observe bushland or waterways, follow tracks and identify evidence of environmental management. This may include signs, boardwalks, barriers, visitor facilities, habitat-protection measures or waste-management strategies.
Inspect the selected natural area and the walking route before the incursion and remove or manage temporary hazards.
When using bushland or another natural area outside the school grounds, ensure all participating class teachers have visited the site and are familiar with the walking route between the school and the site. Maintain a supervision ratio of at least one adult to 15 students while away from the school grounds.
Ensure participating teachers understand the boundaries of the outdoor learning areas and the required supervision arrangements.
Include the school’s bell times, details of the proposed natural area and the walking route from the school in the notes section of the booking form.
Location
School incursions
Planning information for incursions delivered at your school, including learning spaces, accessibility, risk management and staff access.
Extend student learning
Use these student-friendly fact sheets before or after the National parks incursion to support learning about protected places, natural environments, habitats and environmental management.
- Eucalypt forest ecosystem fact sheet – Explore the living and non-living features, habitats and food webs of eucalypt forests.
- River and creek environment fact sheet – Learn about waterways, creek banks, catchments and the plants and animals they support.
- Habitat fact sheet – Discover how living and non-living features provide organisms with the resources they need to survive.
- Tree habitat fact sheet – Explore how trees provide animals with food, shelter, nesting places and pathways.
- Leaf litter habitat fact sheet – Investigate the animals, fungi and decomposers that live among fallen leaves, bark and twigs.
- Rock and log habitat fact sheet – Learn how rocks and fallen logs provide shelter, moisture and food for many organisms.
Learn with us
Book this incursion
Book this Stage 2 HSIE Geography incursion using our online booking form.
Eucalypt forest learning resource
Introduce eucalypt forest features, vegetation layers, habitats and the ways animals and people use forest environments before or after the incursion.
Related Stage 2 programs
Ecosystem explorers incursion
Investigate schoolyard ecosystems, living and non-living features, habitats, food chains and human impacts.
Local Aboriginal studies excursion
Learn about Aboriginal Peoples’ continuing connections to Country, significant places, natural materials and caring for land and waterways.