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• VCGGK140

  Ways in which transportation and information and communication technologies are used to connect people to services, information and people in other places

  Elaborations

  • describing the differences in people’s access to the internet between and within countries and exploring how information and communication technologies are being used to connect people to information, services and people in other places, for example, in rural and remote areas across Australia and the world, including selected countries of the Asia region
  • 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
  • exploring how transport networks operate to connect people to services, including how supply chain logistics influence these connections

  VCGGK140 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Geographies of interconnection

• 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

• 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

• 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

• 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

• Geography: Level A description

  The Level A curriculum develops student’s awareness of a place on a personal local scale. Places will range in size from a part of a room or garden to community place. They are supported to use their senses to explore the tangible characteristics of a place such as the sound, smell, feel of significant...

  Level description | The Humanities | Geography

• VCGGC102

  Collect and record relevant geographical data and information from useful primary and secondary sources, using ethical protocols

  Elaborations

  • gathering from a range of primary and digital sources, for example, from GIS layers, observation, annotated field sketches, surveys and interviews, or photographs, relevant data about the impacts of and responses to a hydrological hazard, or the factors influencing decisions people make about where to live
  • collecting geographical information from secondary sources, such as digital sources, thematic maps, weather maps, climate graphs, compound column graphs and population pyramids, reports, census data and the media
  • applying ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
  • considering the usefulness of primary and secondary data by finding out when it was collected and for what purpose, and comparing this to the purpose of research
  • gathering relevant data about the ways to protect significant landscapes from a range of primary and digital sources, such as from observation, annotated field sketches, surveys and interviews, or photographs

  VCGGC102 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Data and information

• Geography: Levels 5 and 6 description

  In Levels 5 and 6, the curriculum focuses on the concepts of place and interconnection. Students’ mental maps of the world are further developed through learning the locations of the major countries in the Asia region, Europe and North America. The scale of study goes global as students...

  Level description | The Humanities | Geography

• Geography: Foundation to Level 2 achievement standards

  By the end of Level 2, students define place and identify and describe features of places and changes in these, at a local scale. They identify how people are connected to different places and explain the value of places to people. They describe different ways that places can be cared for.

  They co...

  Level description | The Humanities | Geography | Foundation to Level 2

• 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

• 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

• VCGGK091

  Location of the major countries of Europe and North America, in relation to Australia and their major characteristics including the influence of people on the environmental characteristics of places in at least two countries from both continents

  Elaborations

  • using geographical tools, such as printed and electronic atlases, to identify the relative location of Europe and North America and their environmental characteristics
  • 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

  VCGGK091 | The Humanities | Geography | Levels 5 and 6 | Geographical Knowledge | Factors that shape places and influence interconnections

• VCGGC089

  Represent the location of places and other types of geographical data and information in different forms including diagrams, field sketches and large-scale and small-scale maps that conform to cartographic conventions of border, scale, legend, title, north point and source; using digital and spatial...

  Elaborations

  • summarising the points of view on an issue, for example in a planning or environmental dispute
  • developing a diagram to show the similarities and differences in official languages and religions across a number of countries
  • creating maps such as flow and choropleth maps, or plans for specific purposes. For example, a flow map to show the connections Australia has with other countries, or a bushfire management plan mapping geographical data using spatial technologies, the location of recent bushfires in Australia, or information they have collected through fieldwork
  • annotating a map to show places and their features in Australia and in selected countries of North America and Europe
  • creating small-scale maps to show connections between places

  VCGGC089 | The Humanities | Geography | Levels 5 and 6 | Geographical Concepts and Skills | Data and information

• VCGGK078

  Location of Australia’s neighbouring countries and the diverse characteristics of their places

  Elaborations

  • using a globe to locate New Zealand, the Pacific Island nations, Papua New Guinea, Timor-Leste and Indonesia, labelling them on a map, and identifying the direction of each country from Australia
  • describing the similarities and differences between their local place and places in neighbouring countries in their natural and human characteristics

  VCGGK078 | The Humanities | Geography | Levels 3 and 4 | Geographical Knowledge | Diversity and significance of places and environments

• VCGGK150

  Interconnecting causes of spatial variations between countries in selected indicators of human wellbeing

  Elaborations

  • investigating the locational, economic, social, technological, political and or environmental causes of inequalities in wellbeing between countries
  • examining and explaining differences in indicators by gender between countries
  • investigating the interrelationships between the rate of population growth and human wellbeing in countries
  • examining how the possession of natural resources, such as minerals can affect wellbeing in a country

  VCGGK150 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Geographies of human wellbeing

• 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

• VCGGK022

  Familiar places identified through images at a variety of scales

  Elaborations

  • assisting to collect images of a place at different angles, directions and scales
  • matching images to a place
  • exploring the different scales and images available to represent a place
  • exploring places they have visited and their location in relation to their town, state, Australia and world

  VCGGK022 | The Humanities | Geography | Level B | Geographical Knowledge | Places and our connections to them

• VCGGC059

  Identify how people are connected to different places

  Elaborations

  • examining the ways people are connected to other places through, for example, relatives, friends, things people buy or obtain, holidays, sport, family origin, beliefs, and places of particular significance
  • suggesting what the pattern of visits to places might have been two generations ago and comparing this to their current pattern
  • discussing how some people are connected to one Country, for example, because it is ‘mother’s’ Country or ‘father’s’ Country

  VCGGC059 | The Humanities | Geography | Foundation to Level 2 | Geographical Concepts and Skills | Place, space and interconnection