Discussion
The Wollongong Botanic Garden Maths Trail also offers the chance to include other Key
Learning Areas (KLAs) with mathematics making it an enriched learning experience. This
integration is beneficial in fostering the creation of the well rounded knowledge and skills and it
is in congruence with the priorities of the Australian Curriculum such as general capabilities and
cross-curriculum priorities.
Science is incorporated into the trail as a part of the program especially in the Insect
Hotel and the Glasshouse. The Living World strand can be understood by students through the
study of habitats of insects and plant species. This is related to stage 2 science learning
objectives like ST2-4LW-S where students are able to compare and contrast the features of living
and non-living items and also ST2-1WS-S where children are able to ask questions, plan and
conduct scientific inquiries. Some of the practices that can be done at these stations include
gauging, measuring and documenting features in the environment as well as studying the
diversity and the systems of living organisms.
It is also related to geography outcomes because students use maps, cardinal and ordinal
directions, and spatial thinking. For instance, when pointing to the features on the map to identify
them, this corresponds to GE2-1: examines features and characteristics of places and
environments. Students utilize the grid references and cardinal directions to find their way on the
trail, and learn how to make geographical inquiries. This is well illustrated in the Directional
Maze activity where the students are required to provide and follow direction-giving directions.
English is used in the trail in the form of texts and some of the information is spoken by
the guide. Students are required to write their thoughts, ideas, and observations on the
The Wollongong Botanic Garden Maths Trail also offers the chance to include other Key
Learning Areas (KLAs) with mathematics making it an enriched learning experience. This
integration is beneficial in fostering the creation of the well rounded knowledge and skills and it
is in congruence with the priorities of the Australian Curriculum such as general capabilities and
cross-curriculum priorities.
Science is incorporated into the trail as a part of the program especially in the Insect
Hotel and the Glasshouse. The Living World strand can be understood by students through the
study of habitats of insects and plant species. This is related to stage 2 science learning
objectives like ST2-4LW-S where students are able to compare and contrast the features of living
and non-living items and also ST2-1WS-S where children are able to ask questions, plan and
conduct scientific inquiries. Some of the practices that can be done at these stations include
gauging, measuring and documenting features in the environment as well as studying the
diversity and the systems of living organisms.
It is also related to geography outcomes because students use maps, cardinal and ordinal
directions, and spatial thinking. For instance, when pointing to the features on the map to identify
them, this corresponds to GE2-1: examines features and characteristics of places and
environments. Students utilize the grid references and cardinal directions to find their way on the
trail, and learn how to make geographical inquiries. This is well illustrated in the Directional
Maze activity where the students are required to provide and follow direction-giving directions.
English is used in the trail in the form of texts and some of the information is spoken by
the guide. Students are required to write their thoughts, ideas, and observations on the
