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• Civics and Citizenship: Levels 9 and 10 description

  The Level 9 and 10 curriculum builds students’ understanding of Australia’s political system and how it enables change. Students examine the ways political parties, interest groups, media and individuals influence government and decision-making processes. They compare Australia’s system of government...

  Level description | The Humanities | Civics and Citizenship

• VCGGK145

  Environmental, economic and technological factors that influence environmental change and human responses to its management

  Elaborations

  • identifying human-induced environmental changes, such as water and atmospheric pollution, loss of biodiversity, degradation of land, inland and coastal aquatic environments, and evaluating the challenges they pose for the sustainability of environmental functions
  • evaluating the concept of ecosystem services and the importance of these services for sustainability of biodiversity
  • discussing whether environmental change is necessarily a problem that should be managed
  • 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)
  • applying the concept of place to explain the variety of strategies and solutions to similar environmental changes in different places

  VCGGK145 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Environmental change and management

• VCCCG018

  Describe key features of government under the Australian Constitution, including the separation of powers, the Executive, the role of the Houses of Parliament, and the division of powers

  Elaborations

  • explaining the significance of the Magna Carta and evaluating its legacy in establishing the role of parliament and the separation of powers
  • describing the purpose of the Australian Constitution
  • investigating the concept of the separation of powers between the legislature, executive and judiciary and how it seeks to prevent the excessive concentration of power
  • describing the role of the Governor-General and the different roles of the House of Representatives and the Senate
  • describing the difference between the Governor General as executive government in the constitution and Prime Minister and Cabinet as executive government under the Westminster system
  • investigating the division of powers between state/territory and federal levels of government using an issue such as water management, education or health
  • explaining the roles of the Senate and the House of Representatives as outlined in the Australian constitution

  VCCCG018 | The Humanities | Civics and Citizenship | Levels 7 and 8 | Government and Democracy

• VCEBW026

  Examine the roles and responsibilities of participants in the changing Australian or global workplace

  Elaborations

  • exploring emerging global needs and related opportunities in the workplace
  • identifying the responsibilities of various participants in a particular workplace, for example, employers, employees, industrial organisations or state, territory and the Commonwealth government
  • examining changes to the roles of employees in the workplace, for example, the increasing encouragement for workers to show initiative or act as intrapreneurs
  • identifying employer responsibilities to workers and the government, for example, superannuation, paid parental leave, income tax, company tax or the Goods and Services Tax (GST)
  • discussing the responsibilities of government in improving the conditions of workers, for example, occupational health and safety, and anti-discrimination laws

  VCEBW026 | The Humanities | Economics and Business | Levels 9 and 10 | Work and Work Futures

• Geography: Levels 9 and 10 description

  In Levels 9 and 10, students consider changes in the characteristics of places and the implications of these. They consider significant spatial distributions and patterns and evaluate their implications, and consider interconnections between and within places and changes resulting from these,...

  Level description | The Humanities | Geography

• The Humanities | Civics and Citizenship: Rationale and Aims

  Rationale

  Civics and Citizenship is essential in enabling students to become active and informed citizens who participate in and sustain Australia’s democracy. Through the study of Civics and Citizenship, students investigate political and legal systems, and explore the nature of citizenship...

  Overview material | Civics and Citizenship

• VCCCC016

  Investigate how people with shared beliefs and values work together to achieve their goals and plan for action

  Elaborations

  • discussing how and why people volunteer for groups in their community, for example rural fire services, emergency services groups and youth groups
  • using social media to share and discuss ideas about how people can work together as local, regional and global citizens, for example to develop sustainable communities
  • investigating Aboriginal and Torres Strait Islander organisations and the services they provide

  VCCCC016 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Citizenship, Diversity and Identity

• VCCCC017

  Examine the concept of global citizenship

  Elaborations

  • identifying the obligations people may consider they have as global citizens, such as an awareness of human rights issues, concern for the environment and sustainability, and being active and informed about global issues
  • describing dual citizenship and its implications for identity and belonging
  • using a current global issue, such as immigration across borders and clearing native forests to establish palm oil plantations, to discuss the concept of global citizenship

  VCCCC017 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Citizenship, Diversity and Identity

• VCGGK135

  The interconnection between food production and land and water degradation; shortage of fresh water; competing land uses; and climate change, for Australia and other areas of the world

  Elaborations

  • exploring environmental challenges to food production from land degradation (soil erosion, salinity, desertification), industrial pollution, water scarcity and climate change
  • identifying the impacts on food production from competing land uses. For example, urban and industrial uses, mining, production of food crops for biofuels, production of food crops for livestock, and recreation (such as golf courses)
  • evaluating whether some ways of increasing food production could threaten sustainability

  VCGGK135 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Biomes and food security

• VCGGK138

  Challenges in feeding the current and projected populations of Australia and the world, and responses to these challenges

  Elaborations

  • examining the effects of anticipated future population growth on global food production and security, and its implications for agriculture and agricultural innovation
  • researching the potential of agricultural production in northern Australia
  • identifying how poverty, food wastage, government policies and trade barriers could affect future food security
  • applying an understanding of the functioning of natural and agricultural ecosystems to investigate ways of making Australian agriculture more sustainable
  • examining a contemporary geographical issue related to food production and security and debating alternative responses that consider environmental, economic and social factors

  VCGGK138 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Biomes and food security

• VCGGK126

  The challenges of managing and planning Australia’s urban future

  Elaborations

  • examining the forecasts for the size of Australia’s major cities and regional urban centres, and discussing the implications for their environmental sustainability and liveability
  • investigating ways of managing the projected growth of Australia’s cities and regional urban centres
  • exploring the arguments for and against a more balanced distribution of the urban population
  • examining how Canberra can be used as an example of urban decentralisation
  • proposing action to respond to geographical issues related to urbanisation

  VCGGK126 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Changing nations

• 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

• VCGGC090

  Interpret 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

  • interpret a variety of thematic maps to investigate the environmental and human characteristics of Europe, North America and the Asia region
  • using climate graphs they have constructed to interpret and compare the climate of different places
  • identifying possible relationships by comparing maps of spatial distributions, for example, maps of vegetation and incidence of bushfires, or the per capita income of countries and life expectancy
  • presenting a report using graphics and maps as evidence of an investigation into a local environmental or planning issue and using geographical terms, such as relative location, scale, climate, cultural diversity , reflecting on what they have learned, and suggesting additional questions that could be investigated
  • exploring cause-and-effect relationships, for example, between low income and poor health, using graphic organisers and concept maps

  VCGGC090 | The Humanities | Geography | Levels 5 and 6 | Geographical Concepts and Skills | Data and information

• VCGGK093

  Differences in the demographic, economic, social and cultural characteristics of countries across the world

  Elaborations

  • identifying examples of indigenous peoples who live in different regions in the world and appreciating their similarities and differences. For example, the Aboriginal and Torres Strait Islander peoples of Australia, Maori of Aotearoa New Zealand, the First Nations of North America and the Orang Asli of Malaysia and Indonesia
  • investigating the relationship between per capita income, health (as measured by life expectancy) and energy consumption in a selection of countries around the world, including at least one country from the Asia region
  • comparing people’s lives in places with different levels of income
  • investigating the similarities and differences in languages, religions and spiritual traditions between Australia and selected countries of the Asia region and other parts of the world
  • researching the proportions of the Australian population and of the population from their local area who were born in each world cultural region, using data from the Australian Bureau of Statistics and then comparing aspects of selected cultures

  VCGGK093 | The Humanities | Geography | Levels 5 and 6 | Geographical Knowledge | Factors that shape places and influence interconnections

• 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

• 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

• VCGGC076

  Interpret maps and other geographical data and information to develop identifications, descriptions, explanations and conclusions, using geographical terminology including simple grid references, compass direction and distance

  Elaborations

  • constructing tables or graphs to show the similarities and differences between places, and discussing possible reasons for them
  • discussing and comparing how Aboriginal and Torres Strait Islander peoples may represent places and their features visually, for example, in paintings and sand drawings, and identifying the symbols and patterns used.
  • comparing a range of thematic maps, for example, maps of relief, climate, vegetation, animals and bird life to find relationships
  • using geographical terms to explain relationships, for example between the environment and sustaining life
  • describing the relative location of different features in a place by distance and compass direction. For example, from their home to the local waste management site

  VCGGC076 | The Humanities | Geography | Levels 3 and 4 | Geographical Concepts and Skills | Data and information

• 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

• VCGGK120

  Spiritual, cultural and aesthetic value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander peoples, that influence the significance of places, and ways of protecting significant landscapes

  Elaborations

  • discussing the significance of landscapes in literature, song/music, film, art and identity
  • analysing the role of landforms and landscapes in tourism. For example, Uluru in Australia or the Grand Canyon in the USA
  • exploring the multilayered meanings (material, cultural and spiritual wellbeing) associated with landscapes and landforms by Aboriginal and Torres Strait Islander peoples
  • identifying different views about the recreational, psychological, aesthetic and spiritual value of particular environments and about the nature and extent of their protection, and discussing how this links to ideas about environmental sustainability
  • investigating a significant landscape that is threatened by human activities and developing a proposal for the future of the landscape that takes account of the views of the diverse groups, including Traditional Owners, with an interest in its use or protection

  VCGGK120 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Landforms and landscapes

• VCEBR022

  Explain the links between economic performance and living standards, including the variations that exist within and between economies, and give reasons for the possible causes of variations

  Elaborations

  • comparing Australia’s resource base with another economy and exploring how this may influence trading relationships, for example, why does a particular economy manufacture electronic goods, while another focuses on mining?
  • locating a range of products in the local shopping centre that were produced overseas, and proposing reasons why they were not produced in Australia
  • mapping the global supply chain for a product to identify the participants in the chain
  • defining ‘living standards’, discussing why it is considered the ultimate goal for economic activity and explaining its relationship to economic performance
  • investigating economic performance and living standards and discussing how they can mean different things to different people and countries
  • investigating the ways living standards can be measured, for example, gross domestic product (GDP), Human Development Index (HDI) or total quality of life index
  • identifying policy options designed to improve living standards, such as education, training and workforce development, taxation, migration, government spending on health and infrastructure, environmental policies

  VCEBR022 | The Humanities | Economics and Business | Levels 9 and 10 | Resource Allocation and Making Choices