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• VCHHK132

  Significant effects of the Industrial Revolution, including global changes in landscapes, movements of people, development and influence of ideas, political and social reforms, and transport and communication

  Elaborations

  • describing the effects of factories, mines and cities on the environment, and on population growth and distribution
  • outlining the growth of trade unions as a response to the effects of the Industrial Revolution
  • investigating and explaining the emergence and the influence of individuals and/or groups on key ideas in the period, with a particular focus on one of the following: capitalism, socialism, egalitarianism, nationalism, imperialism, Darwinism or Chartism

  VCHHK132 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Industrial Revolution (1750 – 1914)

• 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

• VCCCC027

  Examine how national identity can shape a sense of belonging and examine different perspectives about Australia’s national identity, including Aboriginal and Torres Strait Islander peoples' perspectives

  Elaborations

  • investigating representations of Australian identity evident in national day events (such as Anzac Day), and in the media and popular culture, to analyse different perspectives on the interpretation of national identity
  • explaining contemporary influences on the shaping of Australian national identity, such as the natural environment, immigration, attitudes to Asia and Reconciliation between Aboriginal and Torres Strait Islander peoples and other Australians
  • using personal stories to explore how individuals relate to national identity and how it impacts on their sense of belonging in the Australian community
  • investigating the extent of ethnic diversity in Australia

  VCCCC027 | The Humanities | Civics and Citizenship | Levels 7 and 8 | 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

• 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

• VCGGC031

  Link places to their related activities and special events

  Elaborations

  • exploring some of the features of a place in their local community and its spaces in structured learning experiences
  • experiencing and identifying the functions of a significant community facility
  • identifying significant people from a significant place
  • labelling significant places and identifying various spaces within a place
  • identifying some conservation activities by communicating or showing how they look after the environment in a place
  • matching an appropriate event to a place or space

  VCGGC031 | The Humanities | Geography | Level C | Geographical Concepts and Skills | Place, space and interconnection

• VCGGK092

  Location of the major countries of the Asian region in relation to Australia and the geographical diversity within the region

  Elaborations

  • identifying the geographical divisions of Asia, including North-East, South-East, South Asia and West Asia (the Middle East)
  • exploring the diversity of environments and types of settlement, in the Asia region, or in part of the region, or in a country in either North-East, South-East or South Asia and discussing any patterns
  • describing the location of places in countries of the Asia region in absolute terms using latitude and longitude

  VCGGK092 | The Humanities | Geography | Levels 5 and 6 | Geographical Knowledge | Factors that shape places and influence interconnections

• VCHHK073

  A significant example of change and a significant example of continuity over time in the local community, region or state/territory

  Elaborations

  • investigating changes and continuity in relation to transport, work, education, natural and built environments, entertainment and daily life
  • investigating a development in the local community from the time of European settlement to the present day, for example, through photographs, newspapers, oral histories, diaries and letters
  • comparing key similarities and differences in photographs from both the past and present of a specific location to identify change or continuity

  VCHHK073 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | Community, remembrance and celebrations

• 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

• VCGGK121

  Causes of a geomorphological hazard and its impacts on places and human responses to it to minimise harmful effects on places in the future

  Elaborations

  • investigating the natural causes and spatial distribution of a geomorphological hazard. For example, volcanic eruptions, earthquakes, tsunamis, landslides and avalanches
  • discussing the extent to which human alteration of environments has contributed to the occurrence of the geomorphological hazard
  • describing how the effects caused by geomorphological hazards are influenced by social, cultural and economic factors. For example, where people choose to live, poverty, and lack of infrastructure and resources to prepare and respond
  • researching how the application of principles of prevention, mitigation and preparedness minimises the harmful effects of geomorphological hazards
  • investigating the negative and positive impacts of bushfires on Australian landscapes and ways of responding to the risk and events of bushfires

  VCGGK121 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Landforms and landscapes

• 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

• VCHHK078

  The diversity and longevity of Australia’s first peoples and the significant ways Aboriginal and Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the effects on their daily lives

  Elaborations

  • examining early archaeological sites that show the longevity of the Aboriginal people, for example, Nauwalabila, Malakunanja, Devil’s Lair, Lake Mungo and Preminghana
  • mapping the diversity of Aboriginal and Torres Strait Islander language groups in Australia, with particular emphasis on the local area and state/territory
  • investigating pre-contact ways of life of the Aboriginal and Torres Strait Islanders people, their knowledge of their environment including land management practices, their sense of the interconnectedness of Country/Place, people, culture and identity, and some of their principles, such as caring for country, caring for each other and respecting all things
  • studying totems in the lives of Aboriginal and Torres Strait Islander peoples and examining the differences between their totems

  VCHHK078 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | First contacts

• VCHHK131

  Different experiences and perspectives of individuals or groups and how ideas, beliefs and values changed during the significant events of the Industrial Revolution

  Elaborations

  • describing the effects of steam, gas and electricity on people’s way of life during the Industrial Revolution
  • investigating the changes in working conditions, for example, longer working hours for low pay and the use of children as a cheap source of labour
  • investigating the support for Chartism among the poorer classes as a response to deteriorating living and working conditions
  • explaining how religious groups responded to the ideas in Charles Darwin’s 1859 book On the Origin of Species
  • investigating sources that record the reactions of new arrivals to other countries in this period, for example, responses to the natural environment and climate

  VCHHK131 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Industrial Revolution (1750 – 1914)

• 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

• VCGGC073

  Identify and explain the interconnections within places and between places

  Elaborations

  • identifying the main types of natural vegetation, including forest, savannah, grassland, woodland and desert, and explaining the relationship between climate and natural vegetation
  • describing how natural processes can break down and recycle some wastes safely. For example, through composting or purifying water as it moves through the environment
  • exploring how vegetation produces the oxygen all land animals (including people) breathe, protects land from erosion by water or wind, retains rainfall, provides habitat for animals, shelters crops and livestock, provides shade for people, cools urban places, produces medicines, wood and fibre, and can make places appear more attractive
  • investigating and comparing what it would be like to live in a place with a climate different to their own place
  • recognising that the distribution of Aboriginal and Torres Strait Islander peoples before colonisation was concentrated in more productive areas such as in the coastal and riverine areas of Australia

  VCGGC073 | The Humanities | Geography | Levels 3 and 4 | Geographical Concepts and Skills | Place, space and interconnection

• VCGGC101

  Identify, analyse and explain interconnections within places and between places and identify and explain changes resulting from these interconnections

  Elaborations

  • describing how water is an available resource when it is groundwater, soil moisture (green water), and surface water in dams, rivers and lakes (blue water), and a potential resource when it exists as salt water, ice, water vapour or waste water, and using the concept of the water cycle to show the connections between the different forms
  • explaining how the movement of water through the environment connects places. For example, the melting of snow in spring feeding rivers and dams downstream
  • comparing student access to and use of places and spaces in their local area and evaluating how this affects perceptions of liveability
  • analysing the role of landforms and landscapes in tourism. For example, Uluru in Australia or the Grand Canyon in the USA
  • examining how urbanisation can affect environmental quality and analysing the effects of erosion and sedimentation produced by human activities on landscape quality

  VCGGC101 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Place, space and interconnection

• VCGGC085

  Describe and explain the diverse characteristics of places in different locations from local to global scales

  Elaborations

  • researching the population size and density of a selection of countries around the world
  • exploring the diversity of environments and types of settlement, in the Asia region, or in part of the region, or in a country in either North-East, South-East or South Asia and discussing any patterns
  • 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
  • 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
  • examining how the use of space within an area may be influenced by designation of land, for example, national parks, reserves, significant sites

  VCGGC085 | The Humanities | Geography | Levels 5 and 6 | Geographical Concepts and Skills | Place, space and interconnection

• 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