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• VCGGK098

  Australia’s connections with other countries and how these change people and places

  Elaborations

  • investigating a significant event, such as a severe earthquake or the Olympic Games, and examining its local, regional and global effects on people and places, and discussing the types of responses
  • researching connections between Australia and countries in the Asia region, for example, through 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
  • exploring the provision of Australian government or non-government aid to a country in the Asia region or elsewhere in the world and analysing its effects on places in that country
  • investigating the influence of longitude, time zones and the International Date Line on connections with other countries

  VCGGK098 | The Humanities | Geography | Levels 5 and 6 | Geographical Knowledge | Factors that shape places and influence interconnections

• The Humanities | Geography: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Geography

• 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

• VCGGK114

  Influence of social connectedness and community identity on the liveability of places

  Elaborations

  • discussing the different types of places where people and groups can feel included or excluded, safe or threatened, and evaluating how this affects perceptions about liveability of places
  • investigating the extent to which people in their place are socially connected or socially isolated and its effect on liveability

  VCGGK114 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Place and liveability

• VCGGK124

  The reasons for and effects of international migration to Australia

  Elaborations

  • identifying and explaining the main types and patterns of international migration. For example, permanent migration, temporary labour migration, student migration, forced migration (including refugees) and family reunion
  • investigating where and why international migrants settle in Australia and how this may reinforce urban concentration
  • exploring the changing cultural diversity of the Australian population

  VCGGK124 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Changing nations

• VCGGK119

  Human causes of landscape degradation, the effects on landscape quality and the implications for places

  Elaborations

  • analysing the effects of erosion and sedimentation produced by human activities on landscape quality, including farming and recreation
  • examining the effects of mining and quarrying, and urban development, on landscape quality and how this affects places
  • describing the effects of river regulation, including dams, locks, channel straightening and drains, on riverine and wetland landscape quality
  • investigating the effects on coastal landscape quality of the built elements of places. For example, urban development, marinas and sea walls
  • investigating the ways introduced plants or animals or activities such as mining affect landscape quality and examining the effects on Aboriginal and Torres Strait Islander communities

  VCGGK119 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Landforms and landscapes

• 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

• VCGGK027

  Experience specific activities in a place

  Elaborations

  • assisting to create personal and class multimodal texts in structured situation which identify places they like and what they like to do in them; a place and what it is used for including ‘special’ event/s
  • participating in activities related to the care and maintenance of a place, for example planting and watering plants; weeding, picking up rubbish; cleaning, maintaining or putting away equipment
  • matching an activity to the place it occurs, such as matching a photo of an activity to its location or object to its usual location

  VCGGK027 | The Humanities | Geography | Level B | Geographical Knowledge | Places and our connections to them

• VCGGK154

  Role of initiatives by international and national government and non-government organisations to improve human wellbeing in Australia and other countries

  Elaborations

  • investigating ways of reducing inequalities in wellbeing between places at a local scale in Australia
  • discussing the objectives and outcomes of an Australian Government overseas economic and social development program or a non-government overseas aid program in a specific country or region within a country
  • identifying ways to improve the wellbeing of remote Aboriginal or Torres Strait Islander communities, including ways proposed by the communities

  VCGGK154 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Geographies of human wellbeing

• 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

• VCGGC088

  Collect and record relevant geographical data and information from the field and secondary sources, using ethical protocols

  Elaborations

  • developing questions about the way connections affect places and people’s perceptions of places and collecting related data and information
  • planning an investigation to identify how significant events can connect places. For example, the Olympics or a tsunami
  • identifying the purpose and usefulness of information gained from primary and secondary sources such as fieldwork, maps, plans, photographs, satellite images, statistical sources and reports
  • finding out how to conduct ethical research with people and communities, including the protocols for consultation with local Aboriginal/Torres Strait Islander communities
  • exchanging geographical information from schools in countries of the Asia region
  • interviewing people, for example, on their knowledge and opinions of other places

  VCGGC088 | The Humanities | Geography | Levels 5 and 6 | Geographical Concepts and Skills | Data and information

• 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

• 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