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• The Humanities | Geography: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Geography

• The Humanities | Geography: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse...

  Overview material | Geography

• The Humanities | Geography: Structure

  Geography is organised by two strands: Geographical Concepts and Skills and Geographical Knowledge.

  Strand: Geographical Concepts and Skills

  Sub-strands
  Place, space and interconnection
  Data and information

  Strand: Geographical Knowledge

  Level	Sub-strands
  Levels A – D Foundation – Level 2	Places a...

  Overview material | Geography

• VCGGC045

  Identify personally significant places and their connection and importance

  Elaborations

  • exploring and identifying community places and what special events they are used for
  • experiencing and learning the functions of significant community facilities
  • experiencing and learning about significant local areas and why they are important and to who
  • participate in preparing for and celebrating significant local events in their connected place

  VCGGC045 | The Humanities | Geography | Level D | Geographical Concepts and Skills | Place, space and interconnection

• VCGGC060

  Collect and record geographical data and information from the field and other sources

  Elaborations

  • asking questions about features they observe in the local area and collecting and recording information using all their senses
  • using geographical tools, such as photographs taken from the air or a digital application such as Google Earth, to identify places ranging from those with largely natural features to those with largely constructed features
  • interviewing their grandparents or significant Elders to find out the places they visited when they were young
  • recording what they have learned about the different weather and seasons of places in a picture diary or a series of paintings, and annotating them with changes that occur throughout a year
  • recording how frequently they visit places and for what purpose

  VCGGC060 | The Humanities | Geography | Foundation to Level 2 | Geographical Concepts and Skills | Data and information

• VCGGC006

  React to an element of a place

  Elaborations

  • exposed to objects and features of a place
  • experience a place and elements within a place
  • reacting to the sensory information they receive from an object or feature within a space, for example, texture, smell

  VCGGC006 | The Humanities | Geography | Level A | Geographical Concepts and Skills | Data and information

• VCGGC003

  Experience places that are important for specific people and related activities

  Elaborations

  • exposed to the purpose of a space in a place, for example swimming in the middle pool at the local pool, shopping at supermarket at the local shops
  • exposed to special events and reacting to sensory element they experience, for example cream, face paint, whistle, sand, visual images
  • exposed to the caring and maintaining of a space, for example, watering, cleaning up
  • reacting to sensory element of an event or activity experienced in a place, for example decorations, food or parade

  VCGGC003 | The Humanities | Geography | Level A | Geographical Concepts and Skills | Place, space and interconnection

• VCGGC043

  Identify familiar places and their features, using photos and locational vocabulary

  Elaborations

  • identifying and labelling places they regularly visit
  • discussing the major features and spaces of each place, such as: What do I do here? What do I like/ dislike?
  • exploring all the spaces and features of a space and capturing images of a place
  • becoming familiar with the location of significant community facilities and the spaces within them

  VCGGC043 | The Humanities | Geography | Level D | Geographical Concepts and Skills | Place, space and interconnection

• VCGGC072

  Identify and describe locations and spatial distributions and patterns

  Elaborations

  • using geographical tools, such as a globe, wall map or electronic atlas, to locate the states and territories, major cities and regional centres in their own state, and then naming them
  • identifying the pattern of population distribution across Australia
  • identifying and locating examples of the main climatic types in Australia and the world, for example, equatorial, tropical, arid, semi-arid, temperate and Mediterranean

  VCGGC072 | The Humanities | Geography | Levels 3 and 4 | Geographical Concepts and Skills | Place, space and interconnection

• VCGGC129

  Identify, analyse and explain significant interconnections within places and between places over time and at different scales, and evaluate the resulting changes and further consequences

  Elaborations

  • evaluating the effects of international demand for food products on biodiversity throughout the world, in the places of their production
  • using the concept of a system to examine the interconnections between biophysical processes and the human actions, and their underlying causes, that generate environmental change, together with the consequences of these changes
  • identifying the biomes in Australia and overseas that produce some of the foods and plant material people consume and ways that the production of food and fibre has altered some biomes through, for example, vegetation clearance
  • examining how a person’s wellbeing is influenced by where they live, with reference to at least two different scales in a country of the Asia region
  • exploring how transport networks operate to connect people to services, including how supply chain logistics influence these connections

  VCGGC129 | The Humanities | Geography | Levels 9 and 10 | Geographical Concepts and Skills | Place, space and interconnection

• VCGGC086

  Identify and describe locations and describe and explain spatial distributions and patterns

  Elaborations

  • using geographical tools, such as printed and electronic atlases, to identify the relative location of Europe and North America and their environmental characteristics
  • mapping and explaining the location, frequency and severity of bushfires or flooding in Australia
  • explaining why most Australians live close to the coast rather than in inland Australia

  VCGGC086 | The Humanities | Geography | Levels 5 and 6 | Geographical Concepts and Skills | Place, space and interconnection

• VCGGC048

  Answer yes/no questions about a place based on geographical observations and information

  Elaborations

  • identify a place and why they like it and what they like to do there
  • developing an awareness of environmental issues through participation in investigating of local community issue
  • investigating questions related to who, what, where why questions about a place
  • exploring elements and features of a place

  VCGGC048 | The Humanities | Geography | Level D | Geographical Concepts and Skills | Data and information

• VCGGC104

  Analyse maps and other geographical data and information using digital and spatial technologies as appropriate, to develop identifications, descriptions, explanations and conclusions that use geographical terminology

  Elaborations

  • using aerial images of contrasting places to identify differences in housing density
  • using graphs, weather maps and satellite images to examine the temporal and spatial patterns of a selected hydrological hazard in Australia and another region of the world, such as countries of the Asia region, or from the Pacific region
  • using digital maps and overlays of an area to observe, describe and contrast the spatial associations of geographical phenomena. For example, the relationship between economic activities and river systems and the availability of surface water
  • interpreting topographic maps and digital terrain models, cross-sections or block diagrams to investigate landforms and their features
  • reviewing the results of an analysis to propose and defend answers to a question, emphasising at least one of the geographical concepts of place, space, environment, interconnection, sustainability, scale or change

  VCGGC104 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Data and information

• VCGGC130

  Collect and record relevant geographical data and information, using ethical protocols, from reliable and useful primary and secondary sources

  Elaborations

  • gathering relevant data about challenges to food production or the effects of people’s travel, recreational, cultural or leisure choices on places from a range of primary sources such as from observation and annotated field sketches, conducting surveys and interviews and experiments, or taking photographs
  • collecting geographical information from secondary sources. For example, topographic, thematic, choropleth, and weather maps, climate graphs, compound column graphs and population pyramids, scatter plots, tables, satellite images and aerial photographs, reports, census data and the media
  • collecting quantitative and qualitative data using ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
  • evaluating the reliability and usefulness of data and information by considering how and when it was collected, by whom and for what purpose, and comparing this to the purpose of the research

  VCGGC130 | The Humanities | Geography | Levels 9 and 10 | Geographical Concepts and Skills | Data and information

• VCGGC032

  Collect geographical data and information

  Elaborations

  • collecting objects, images and photos when visiting significant places such as community facilities
  • using images and objects to assist them to recall and label their experience/s within a place
  • recording and reflecting on visits to a community facility by making simple picture story books of their visits
  • assisting to construct multimodal texts which describe the journey to significant places, for example indicating a sound or photo to represent part of the journey or feature passed

  VCGGC032 | The Humanities | Geography | Level C | Geographical Concepts and Skills | Data and information

• VCGGC074

  Collect and record relevant geographical data and information from the field and other sources

  Elaborations

  • using contemporary issues reported in the media to initiate questions about the sustainable use of resources and collect related data and information
  • brainstorming ways that data might be collected and recorded, choosing, with teacher guidance, the most effective method for a given investigation
  • using maps, ground and aerial photographs and satellite images or a digital application, such as NASA Worldwind or Google Earth, to identify, locate and describe different types of settlements or to explore the extent of vegetation in an area
  • interviewing people about their feelings and attachment to places
  • acquiring geographical information from schools in geographically contrasting parts of Australia and/or neighbouring countries

  VCGGC074 | The Humanities | Geography | Levels 3 and 4 | Geographical Concepts and Skills | Data and information

• VCGGC034

  Indicate how they use a space based on geographical information

  Elaborations

  • selecting photos, images or words to indicate purpose and key elements of a place
  • participating in structured discussions about a place, it’s local area and what people do in different spaces in and around a place
  • participating in structured discussions about a place and what people like and dislike about the place
  • labelling images which identify familiar local space and use/s

  VCGGC034 | The Humanities | Geography | Level C | Geographical Concepts and Skills | Data and information

• VCGGC088

  Collect and record relevant geographical data and information from the field and secondary sources, using ethical protocols

  Elaborations

  • developing questions about the way connections affect places and people’s perceptions of places and collecting related data and information
  • planning an investigation to identify how significant events can connect places. For example, the Olympics or a tsunami
  • identifying the purpose and usefulness of information gained from primary and secondary sources such as fieldwork, maps, plans, photographs, satellite images, statistical sources and reports
  • finding out how to conduct ethical research with people and communities, including the protocols for consultation with local Aboriginal/Torres Strait Islander communities
  • exchanging geographical information from schools in countries of the Asia region
  • interviewing people, for example, on their knowledge and opinions of other places

  VCGGC088 | The Humanities | Geography | Levels 5 and 6 | Geographical Concepts and Skills | Data and information

• VCGGC132

  Analyse and evaluate data, maps and other geographical information using digital and spatial technologies and Geographical Information Systems as appropriate, to develop identifications, descriptions, explanations and conclusions that use geographical terminology

  Elaborations

  • constructing a graph to show the relationship between growth in world population and world food production
  • comparing maps showing transport networks with survey responses on personal mobility
  • analysing environmental change, such as the clearance of vegetation or a plan for a vegetation corridor, using topographic maps and satellite images
  • identifying the relevant layers of a Geographical Information System and using them to investigate how they can portray and analyse demographic, economic and environmental data, and investigating the use of GIS by organisations.
  • testing conclusions by considering alternative points of view about an area of investigation and providing a response using as organisers at least two of the concepts of place, space, environment, interconnection, sustainability, scale and change

  VCGGC132 | The Humanities | Geography | Levels 9 and 10 | Geographical Concepts and Skills | Data and information

• VCGGC016

  Explore the location of regular places and activities in school

  Elaborations

  • exploring what is experienced on the journey to different places within the school
  • moving to different places within the school to complete routine activities and programs
  • beginning to identify regular places and spaces they use in the school, for example their classroom
  • using different places for different purposes as part of their daily routine, for example pool for swimming, gym for sport, playground for play, and classroom for table top activities etc.

  VCGGC016 | The Humanities | Geography | Level B | Geographical Concepts and Skills | Place, space and interconnection