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• VCGGK082

  Types of natural vegetation and the significance of vegetation to the environment, the importance of environments to animals and people, and different views on how they can be protected; the use and management of natural resources and waste, and different views on how to do this sustainably

  Elaborations

  • 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
  • explaining how people’s connections with their environment can also be aesthetic, emotional and spiritual
  • 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
  • investigating where a particular renewable natural resource comes from and how it is used, what sustainable use of this resource might mean and comparing a strategy to reduce the use of the resource (for example, recycling paper) with a strategy to increase the output of this resource (for example, planting more trees)
  • visiting a national park and discussing different views on development in the park

  VCGGK082 | The Humanities | Geography | Levels 3 and 4 | Geographical Knowledge | Diversity and significance of places and environments

• Geography: Level D description

  The Level D curriculum focuses on the features of places where students live focusing on developing student’s awareness, understanding and purpose of a place. Students are encouraged to be curious about a place and explore its local area. They use their senses to explore the tangible characteristics...

  Level description | The Humanities | 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

• Geography: Level B achievement standards

  By the end of Level B, students can identify some familiar places using photos, images or augmentative alternative communication when asked. They will select to view a multimodal text about a preferred place.

  Students experience the familiar features and purposes of places and the representation...

  Level description | The Humanities | Geography | Level B

• Geography: Level B description

  The Level B curriculum focuses on places I live in and developing students’ awareness of the places they experience daily. They are supported to develop their curiosity of place by exploring some of the significant features of the place and what they do in each. They are developing an emerging...

  Level description | The Humanities | Geography

• Geography: Level C description

  The Level C curriculum focuses on local places I live in and developing student’s exploration and curiosity of personally significant places. Students will build on their knowledge of the local space around personal significant places. Students will draw on their own experience to help them understand...

  Level description | The Humanities | Geography

• Geography: Levels 3 and 4 description

  In Levels 3 and 4, the curriculum continues to develop students’ mental map of the world and their understanding of place through examining the major characteristics of Australia, Australia's neighbouring countries and Africa and South America. The concept of place is developed by examining...

  Level description | The Humanities | Geography

• VCGGK148

  Aboriginal and Torres Strait Islander peoples’ approaches to custodial responsibility and environmental management in different regions of Australia

  Elaborations

  • researching the role of Aboriginal and Torres Strait Islander peoples in environmental management
  • explaining Aboriginal and Torres Strait Islander models of sustainability that contribute to broader conservation practices
  • discussing why land management agencies are working with Traditional Owners to manage environmental change and challenges

  VCGGK148 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Environmental change and management

• VCGGK123

  The causes and consequences of urban concentration and urban settlement patterns between Australia and the United States of America and reasons for these similarities and differences

  Elaborations

  • researching the causes of urban concentration in Australia and the United States of America. For example, the history of European settlement, migration, the export orientation of the economy, the centralisation of state governments, environmental constraints and the shape of transportation networks
  • applying the concept of place to explain why urbanisation produces different spatial outcomes in different countries

  VCGGK123 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Changing nations

• Geography: Levels 7 and 8 achievement standards

  By the end of Level 8, students explain processes that influence the characteristics of places. They identify, analyse and explain interconnections and spatial characteristics and identity and explain their implications.

  They compare strategies for a geographical challenge, taking into account...

  Level description | The Humanities | Geography | Levels 7 and 8

• VCGGK133

  Distribution and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity

  Elaborations

  • identifying and describing the major aquatic and terrestrial biomes of Australia and the world, and their spatial distribution
  • examining the influence of climate on biomass production (as measured by net primary productivity) in different biomes

  VCGGK133 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Biomes and food security

• 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

• 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

• 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

• VCGGK077

  Location of major countries of Africa and South America in relation to Australia and their major characteristics including the types of vegetation and native animals in at least two countries for both continents

  Elaborations

  • using geographical tools, such as a globe, a wall map or electronic atlas, to identify the major countries of Africa and South America and their relative locations
  • using a globe to investigate the Great Circle routes of aeroplane travel between Australia and the major countries of Africa and South America
  • researching the main types of natural vegetation and native animals in a climate zone in Australia and comparing them with those found in a similar climate in Africa or South America
  • using a printed or electronic atlas to identify the main characteristics of the continents of Africa and South America

  VCGGK077 | The Humanities | Geography | Levels 3 and 4 | Geographical Knowledge | Diversity and significance of places and environments

• The Humanities | Geography: Rationale and Aims

  The VCAA has published the Victorian Curriculum F–10 Version 2.0. To view the curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
  
  Go to the VCAA website to explore the timeline for familiarisation and implementation of...

  Overview material | Geography

• VCGGK039

  Connection of weather to seasons

  Elaborations

  • exploring how changes in the weather effected a place, activity or event
  • using structured activities to observe and develop an understanding of how changes in the weather can affect a desired activity
  • showing an understanding of how changes in the weather can affect their daily activities by matching clothing activity and weather
  • connecting weather and season to clothing, activity and events

  VCGGK039 | The Humanities | Geography | Level C | Geographical Knowledge | Places and our connections to them

• 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

• VCGGC071

  Identify and describe the characteristics of places in different locations at a range of scales

  Elaborations

  • identifying the major natural features of Australia, such as rivers, deserts, rainforests, the Great Dividing Range and the Great Barrier Reef and describing them with annotations on a map
  • researching the main types of natural vegetation and native animals in a climate zone in Australia and comparing them with those found in a similar climate in Africa or South America
  • identifying and locating examples of the main climatic types in Australia and the world, for example, equatorial, tropical, arid, semi-arid, temperate and Mediterranean
  • discussing the similarities and differences in the types of work and other activities people do in their own place with a different type of place in Australia and a place in another country

  VCGGC071 | The Humanities | Geography | Levels 3 and 4 | Geographical Concepts and Skills | Place, space and interconnection

• 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