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• 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

• VCGGC127

  Predict changes in the characteristics of places over time and identify the possible implications of change for the future

  Elaborations

  • researching the potential of agricultural production in northern Australia
  • discussing the effects of people's cultural and leisure choices on towns and cities or heritage areas. For example, predicting how changing choices may affect these and other places in the future
  • evaluating the effects of international demand for food products on biodiversity throughout the world, in the places of their production
  • identifying trends in human wellbeing in countries over time

  VCGGC127 | The Humanities | Geography | Levels 9 and 10 | Geographical Concepts and Skills | Place, space and interconnection

• VCGGC128

  Identify, analyse and explain significant spatial distributions and patterns and identify and evaluate their implications, over time and at different scales

  Elaborations

  • identifying and describing the major aquatic and terrestrial biomes of Australia and the world, and their spatial distribution
  • examining how information and communication technologies have made it possible for places in India and the Philippines, for example, to provide a range of global business services
  • proposing geographical management strategies for the environmental change being investigated, for example, establishing reserves and corridors to preserve biodiversity (a spatial strategy), ecosystem-based management (an environmental strategy), urban planning to reduce energy consumption (a spatial strategy), and addressing the underlying as well as immediate causes of environmental change (holistic thinking)
  • examining spatial data on human wellbeing in India to identify the regions with different levels of wellbeing, identifying patterns and debating explanations of the differences

  VCGGC128 | The Humanities | Geography | Levels 9 and 10 | Geographical Concepts and Skills | Place, space and interconnection

• VCGGK137

  Land and resource management strategies used by Aboriginal or Torres Strait Islander peoples to achieve food security over time

  Elaborations

  • investigating the knowledge and practices of Aboriginal and Torres Strait Islander peoples that enabled them to use resources and environments sustainably (such as rotational use and harvesting of resources through planned movement, controlled burning, temporary or permanent prohibitions on hunting animals and harvesting plants, and limitations on harvesting) and how some of this knowledge is currently shared among Aboriginal and Torres Strait Islander peoples and also with non-Aboriginal and Torres Strait Islander peoples
  • investigating the impacts of alterations of biomes on the productivity and availability of staple resources for Aboriginal and Torres Strait Islander peoples, for example, the Murnong (yam daisy) in Victoria

  VCGGK137 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Biomes and food security

• VCGGK063

  Representation of the location of places and their features on maps and models, including a globe, and the location of the major geographical divisions of the world in relation to Australia

  Elaborations

  • creating story-maps or models to represent the location of the places and features in their local area, or class stories, poems or rhymes
  • identifying the ways Aboriginal and Torres Strait Islander peoples represent the location of Country/Place and their features. For example, by inscriptions on stone, stories, sand, bark and cave paintings, song, music and dance
  • describing how the globe is a representation of the world and locating Australia and other places on a globe
  • using geographical tools, such as a globe and world map, or electronic atlases, to locate the continents, oceans, equator, North and South Poles, tropics and hemispheres and then labelling an outline map
  • describing the location of continents and oceans relative to Australia using terms such as north, south, near, far

  VCGGK063 | The Humanities | Geography | Foundation to Level 2 | Geographical Knowledge | Places and our connections to them

• VCGGK094

  Influence of people, including the influence of Aboriginal and Torres Strait Islander peoples, on the environmental characteristics of Australian places

  Elaborations

  • identifying how Aboriginal and Torres Strait Islander communities altered the environment through their methods of land and resource management
  • exploring the extent of change in the local environment over time, through for example, vegetation clearance, fencing, urban development, drainage, irrigation, farming, forest plantations or mining

  VCGGK094 | The Humanities | Geography | Levels 5 and 6 | Geographical Knowledge | Factors that shape places and influence interconnections

• VCGGK108

  Nature of water scarcity and the role of humans in creating and overcoming it, including studies drawn from Australia and West Asia and/or North Africa

  Elaborations

  • investigating the causes of water scarcity. For example, an absolute shortage of water (physical), inadequate development of water resources (economics), or the way water is used
  • comparing the effectiveness in reducing water scarcity of methods that increase the supply of water (such as recycling waste water, stormwater harvesting and re-use, desalination and inter-regional transfer of water) with methods that reduce the demand for water (such as pricing, changing the use of water and water restrictions)
  • examining why water is a difficult resource to manage. For example, difficulties in accounting for its economic value, its competing uses and variability of supply over time and space
  • explaining why some land use management practices such as land cleaning and some farming practices have adversely affected water supply

  VCGGK108 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Water in the world

• VCGGC047

  Model or draw key features of a familiar place

  Elaborations

  • collecting images, objects to represent a place or space
  • identifying a place by its significant feature
  • using three dimensional objects to construct a map of a familiar place and it’s spaces
  • creating a two dimensional representation of a familiar place

  VCGGC047 | The Humanities | Geography | Level D | Geographical Concepts and Skills | Data and information

• VCGGK152

  Different ways of measuring and mapping human wellbeing and development, and how these can be applied to measure differences between places

  Elaborations

  • examining and comparing different concepts of human wellbeing, including those held by Aboriginal and Torres Strait Islander peoples
  • identifying and evaluating different ways of measuring wellbeing, such as per capita income or the UN Human Development Index, and applying them to investigate spatial variations in human wellbeing and comparing the results from different measures
  • examining the United Nations Millennium Development Goals and their relationship to human wellbeing
  • identifying trends in human wellbeing in countries over time

  VCGGK152 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Geographies of human wellbeing

• VCGGK153

  Issues affecting the development of places and their impact on human wellbeing, drawing on a study from a developing country or region in Africa, South America or the Pacific Islands

  Elaborations

  • evaluating relationships between gross domestic product (GDP) per capita over time and trends in measures of wellbeing in the selected country or region

  VCGGK153 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Geographies of human wellbeing

• 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

• VCGGK008

  Experience personal places and their features represented on large-scale maps and models

  Elaborations

  • reacting to the features of a place
  • exposed to the collection and construction of texts which record different places, their features and their purpose
  • exposed to places and their features being represented by images and photos
  • experiencing places being represented in different ways and scales, for example through a series of large-scale bird's eye maps
  • exposed to sensory and visual representations of significant places, for example, thorough the use of daily timetable, or multimodal text of a daily task or activity

  VCGGK008 | The Humanities | Geography | Level A | Geographical Knowledge | Places and our connections to them

• VCGGK117

  Geomorphic processes that produce landforms, including a case study of at least one landform

  Elaborations

  • describing the influence of folding, faulting or volcanism on a chosen landform
  • contrasting the effects of geomorphic processes that lower the land surface (weathering and erosion) and those that raise the land surface (transportation and deposition)

  VCGGK117 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Landforms and landscapes

• VCGGC087

  Describe and explain interconnections within places and between places, and the effects of these interconnections

  Elaborations

  • researching connections between Australia and countries in the Asia region, for example, in terms of trade, migration, tourism, aid, education, defence or cultural influences; and explaining the effects of at least one of these connections on their own place and another place in Australia
  • explaining the impacts of fire on Australian vegetation and the significance of fire damage to human communities
  • comparing how people have responded to climatic conditions in similar and different places and factors that may have influenced this such as culture and technology
  • exploring the extent of change in the local environment over time, through for example, vegetation clearance, fencing, urban development, drainage, irrigation, farming, forest plantations or mining
  • researching the changes made by people to a particular environment in one region in Europe or North America and comparing findings with other regions researched by students

  VCGGC087 | The Humanities | Geography | Levels 5 and 6 | Geographical Concepts and Skills | Place, space and interconnection

• 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

• VCGGK115

  Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe

  Elaborations

  • researching methods implemented in Australia and Europe to improve the liveability of a place, and evaluating their applicability to their own locality
  • developing a specific proposal to improve an aspect of the liveability of their place, taking into account the needs of diverse groups in the community, including, for example, young people through fieldwork in the local recreation area or Traditional Owners by developing bilingual signage or indigenous garden projects
  • discussing the impact of increasing housing density on the liveability of places, and on their environmental sustainability

  VCGGK115 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Place and liveability

• VCGGK142

  Effects of the production and consumption of goods on places and environments throughout the world and including a country from North-East Asia

  Elaborations

  • exploring the environmental impacts of the consumer product on the places that produce the raw materials, make the product, and receive the wastes at the end of its life
  • identifying the effects of international trade in consumer products on Australian places
  • evaluating the effects of international demand for food products on biodiversity throughout the world, in the places of their production

  VCGGK142 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Geographies of interconnection

• VCGGC131

  Select, organise and represent data and information in different forms, including by constructing special purpose maps that conform to cartographic conventions, using digital and spatial technologies as appropriate

  Elaborations

  • creating a diagram to illustrate the flows of nutrients and energy within a biome, and the alterations to these flows produced by agriculture
  • developing a table to show the types of challenges to food production in Australia compared to other areas of the world, or the ways that places and people are interconnected through trade
  • using scatter plots of data for countries or smaller areas to investigate the relationship between two variables, such as per capita income and life expectancy for countries, and to identify anomalies
  • creating a map to show the relationship between biomes and world food production, using a spatial technologies application
  • constructing and interpreting choropleth maps to show patterns of human wellbeing at a local scale

  VCGGC131 | The Humanities | Geography | Levels 9 and 10 | Geographical Concepts and Skills | Data and information

• VCGGC103

  Select and represent data and information in different forms, including by constructing appropriate maps at different scales that conform to cartographic conventions, using digital and spatial technologies as appropriate

  Elaborations

  • creating an annotated diagram to demonstrate how water flows through the environment and connects places, or the influence of environmental quality on the liveability of places
  • constructing tables and graphs of demographic or economic data for Australia or China
  • creating annotated diagrams to show a landscape and its landforms
  • creating a map to show the spatial distribution and patterns of liveability, using computer mapping software
  • using a satellite image to construct a map to show the areas affected by a hydrological hazard, in Australia and another region of the world

  VCGGC103 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Data and information

• VCGGK109

  The spiritual, economic, cultural and aesthetic value of water for people, including Aboriginal and Torres Strait Islander peoples and peoples of the Asia region, that influence the significance of places

  Elaborations

  • examining and comparing places in Australia and countries of the Asia region that have economies and communities based on irrigation. For example, rice production in the Murrumbidgee Irrigation Area in NSW and the Mekong Delta in Vietnam
  • exploring the multilayered meanings (material, cultural and spiritual wellbeing) associated with rivers, waterholes, seas, lakes, soaks and springs for Aboriginal and Torres Strait Islander peoples
  • examining bays, rivers, waterfalls or lakes in Australia and in countries of the Asia region that have been listed as either World Heritage sites or national parks for their aesthetic and cultural value
  • investigating the spiritual significance of water in an Asian culture

  VCGGK109 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Water in the world