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• VCGGK064

  Definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales

  Elaborations

  • examining the names of features and places in the local area, and the meaning of these names and why they were chosen
  • investigating the names and meanings given to local features and places by the local Aboriginal and Torres Strait Islander peoples
  • describing the hierarchy of places: from the personal scale of their home, the local scale of their suburb or town, the regional scale of their state, to the national scale of their country

  VCGGK064 | The Humanities | Geography | Foundation to Level 2 | Geographical Knowledge | Places and our connections to them

• VCGGK067

  Weather and seasons and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander peoples, describe them

  Elaborations

  • describing the daily and seasonal weather of their place by its rainfall, temperature, sunshine and wind, and comparing it with the weather of other places that they know or are aware of
  • comparing the Aboriginal or Torres Strait Islander People’s seasonal calendar for the local area with one students are familiar with, such as the four-seasons calendar derived from Europe

  VCGGK067 | The Humanities | Geography | Foundation to Level 2 | Geographical Knowledge | Places and our connections to them

• VCGGK068

  Natural, managed and constructed features of places, their location and how they change

  Elaborations

  • identifying the places they live in and belong to and places they are familiar with, for example, a neighbourhood, suburb, town or rural locality and describing their features
  • recounting Aboriginal Dreaming stories and/or Legends of the Torres Strait that identify the natural features of a place
  • using observations to identify and describe natural features (for example, hills, rivers, native vegetation), managed features (for example, farms, parks, gardens, plantation forests) and constructed features (for example, roads, buildings) of the local place, and locating them on a map
  • using observations and/or photographs to identify changes in natural, managed and constructed features in their place. For example, recent erosion, revegetated areas, planted crops or new buildings
  • identifying constructed features such as eel traps and exploring activities in local rivers and lakes

  VCGGK068 | The Humanities | Geography | Foundation to Level 2 | Geographical Knowledge | Places and our connections to them

• 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

• VCGGC057

  Identify and describe the features of places at a local scale and how they change, recognising that people describe the features of places differently

  Elaborations

  • recounting Aboriginal Dreaming stories and/or Legends of the Torres Strait that identify the natural features of a place
  • using observations and/or photographs to identify changes in natural, managed and constructed features in their place. For example, recent erosion, revegetated areas, planted crops or new buildings

  VCGGC057 | The Humanities | Geography | Foundation to Level 2 | Geographical Concepts and Skills | Place, space and interconnection

• VCGGK069

  Reasons why some places are special and some places are important to people and how they can be looked after

  Elaborations

  • identifying and describing places they consider to be ‘special’. For example, their room, a play area, holiday location or an Aboriginal or Torres Strait Islander place of family significance, and explaining why the place is special to them
  • discussing different ways people care for their ‘special places’
  • discussing how places provide people with their basic needs, for example, water, food and shelter
  • proposing possible actions that could be taken by the student to improve an important place such as the school grounds or local park
  • discussing with their teacher, other students and members of their family what they know and have learned about different places, why they need to be looked after, and how this could be achieved

  VCGGK069 | The Humanities | Geography | Foundation to Level 2 | Geographical Knowledge | Places and our connections to them

• VCGGK070

  Activities in the local place and reasons for their location, and the influence of purpose, distance and accessibility on the frequency with which people visit places

  Elaborations

  • identifying the activities located in their place, such as retailing, medical, educational, police, religious, recreational, farming, manufacturing or office activities, locating them on a pictorial map, and suggesting why they are located where they are
  • investigating the places they and their families visit for shopping recreation, religious or ceremonial activities, or other reasons
  • suggesting what the pattern of visits to places might have been two generations ago and comparing this to their current pattern
  • investigating how people's patterns of visits to places are affected by transport and information and telecommunications technologies

  VCGGK070 | The Humanities | Geography | Foundation to Level 2 | Geographical Knowledge | Places and our connections to them

• VCGGC062

  Interpret data and information to draw conclusions and describe the direction and location of places, using terms such as north, south, opposite, near, far

  Elaborations

  • using information from a range of sources, such as fieldwork observations and representation of features and places in photographs, satellite images and rock art, to answer ‘what’, ‘how’ and ‘why’ questions
  • sorting transport and telecommunications technologies by time to draw conclusions about why patterns of visits to places have changed
  • investigating and reporting findings to show the influence of distance and accessibility on the use of places now and over at least one generation
  • describing the direction and location (near and far, above and below, beside and opposite) of familiar places
  • writing or talking about their connection to places using appropriate directional and locational terms, including north and south

  VCGGC062 | The Humanities | Geography | Foundation to Level 2 | Geographical Concepts and Skills | Data and information