Program overview
Stage 4 students use a range of geographical tools in this excursion to investigate the natural processes and human activities that affect the health of the Hawkesbury-Nepean River and the strategies currently being used to manage this vital water Country.
Geography 7–10 Syllabus (2024)
Water in the world
Outcomes
- GE4-MAN-01 explains the management and protection of places and environments
- GE5-TAP-01 selects and uses geographical tools to acquire and process geographical information
Content
Thinking and working geographically
- Use relevant geographical concepts
- Engage in geographical inquiry using geographical information
- Use relevant geographical tools
Water resources and their value
- Hydrological processes that move water through a catchment area
- Factors influencing water flows and the availability of water resources in different places
- The economic, cultural, spiritual and aesthetic value of water
Water scarcity and water management
- Strategies to manage catchment areas for sustainability
| 1 |
Assessing water quality - the Hawkesbury River Students examine water quality utilising a range of physical and chemical testing equipment. They interpret their results and draw links between water quality results and land use within the catchment. |
| 2 |
Assessing water quality – biological indicators of health Students catch and identify water bugs in the Brewongle ponds then draw conclusions about water quality based on fieldwork evidence. |
| 3 |
Managing catchment areas for sustainability Students use fieldwork equipment to conduct soil and vegetation tests to gain an understanding of the impact of vegetation and slope on water quality. They investigate current management strategies being used to manage stormwater in the catchment. |
| Activity social story coming soon! | |
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Sample of a 1 group program For multiple groups/classes, the same activities are run on an alternating schedule |
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| 9:45 |
Welcome to Brewongle Safety briefing |
| 10:00 | Assessing water quality - the Hawkesbury River |
| 11:00 | RECESS |
| 11:20 | Assessing water quality – biological indicators of health |
| 12:20 | LUNCH |
| 12:45 | Managing catchment areas for sustainability |
| 1:45 | Reflection of activities / Wrap up / Toilets |
| 2:00 | Farewell |
Pre- and post-excursion lessons are available in the student worksheet
| Location | Brewongle Environmental Education Centre, Sackville North |
| Transport |
Buses are booked by the visiting school. A map to the bus parking will be sent with the schools confirmation email. Please ensure you print the map and give to the bus driver the morning of the excursion. |
| Program costs | Program costs |
| Student numbers |
Maximum student numbers are 30 students per class - up to 6 classes per day No minimum student numbers (instead possible minimum costs) |
| Supporting teachers and staff | Minimum requirement is one teacher per attending class |
| Program start and finish times |
Brewongle arrival time is 9:45 am - departure time is 2 pm * discuss prior to your visit if you require alternate times |
| Medical and welfare notifications |
Using the Brewongle medical and welfare form (sent with the confirmation email), inform Brewongle staff of any medical conditions or special requirements prior to the visit This program can be adapted for teachers and students with specific mobility requirements |
| Adverse weather |
Visit our visitor information page to view our weather trigger points for program changes On days where the weather is unsuitable, a Brewongle staff member will contact the organising teacher to discuss alternative arrangements |
| Booking and cancellation policy requirements |
Brewongle booking and cancellation policy Student attendance numbers confirmed 7 days prior to visit Cancellation fees may apply |
| Inclusive learning support | Visit our inclusive education website for further excursion support materials |
Booking enquiries
Get in touch to ask a question, plan a visit or find out more about what we offer
Brewongle EEC provides inclusive learning support through accessible, hands-on, and differentiated programs that cater to diverse learning needs, ensuring all learners can engage meaningfully with curriculum-based experiences in nature.