Search results

Result list

• VCGGK110

  Causes of an atmospheric or hydrological hazard and its impacts on places, and human responses to it to minimise harmful effects on places in the future

  Elaborations

  • explaining the physical causes and the temporal and spatial patterns of an atmospheric or hydrological hazard through a study of either droughts, storms, tropical cyclones or floods
  • explaining the economic, environmental and social impacts of a selected atmospheric or hydrological hazard on people and places, and investigating community responses to the hazard

  VCGGK110 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Water in the world

• 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

• 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

• 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

• VCGGK065

  Connections of people in Australia to other places in Australia and across the world

  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
  • discussing how their place may be connected to events that have happened in other places, for example, sporting events such as the Olympic Games or natural disasters like the tsunami in Indonesia

  VCGGK065 | The Humanities | Geography | Foundation to Level 2 | Geographical Knowledge | Places and our connections to them

• 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

• 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

• VCGGK070

  Activities in the local place and reasons for their location, and the influence of purpose, distance and accessibility on the frequency with which people visit places

  Elaborations

  • identifying the activities located in their place, such as retailing, medical, educational, police, religious, recreational, farming, manufacturing or office activities, locating them on a pictorial map, and suggesting why they are located where they are
  • investigating the places they and their families visit for shopping recreation, religious or ceremonial activities, or other reasons
  • suggesting what the pattern of visits to places might have been two generations ago and comparing this to their current pattern
  • investigating how people's patterns of visits to places are affected by transport and information and telecommunications technologies

  VCGGK070 | The Humanities | Geography | Foundation to Level 2 | Geographical Knowledge | Places and our connections to them

• VCGGK112

  Influence of accessibility to services and facilities; and environmental quality, on the liveability of places

  Elaborations

  • comparing accessibility to and availability of a range of services and facilities between different types of settlements (urban, rural and remote) in Australia and other countries. For example, shops, access to clean water, sanitation, education and health services
  • examining the role transport plays in people’s ability to access services and participate in activities in the local area
  • explaining the importance of water quality to the liveability of places
  • investigating the concept of environmental quality and surveying the environmental quality of their local area and its effect on liveability
  • exploring the geomorphology of the land and how this affects the liveability of a place

  VCGGK112 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Place and liveability

• VCGGC086

  Identify and describe locations and describe and explain spatial distributions and patterns

  Elaborations

  • using geographical tools, such as printed and electronic atlases, to identify the relative location of Europe and North America and their environmental characteristics
  • mapping and explaining the location, frequency and severity of bushfires or flooding in Australia
  • explaining why most Australians live close to the coast rather than in inland Australia

  VCGGC086 | The Humanities | Geography | Levels 5 and 6 | Geographical Concepts and Skills | Place, space and interconnection

• VCGGK014

  React to features and activities of a familiar place

  Elaborations

  • reacting to significant sensory elements of a space, for example object, texture, smell, sound
  • communicating a preference to a significant space, feature or activity within a place, for example physically going to a space or chair or equipment
  • reacting to changes in a place such as light, movement of equipment
  • exposed to events and activities associated with a space
  • coactively indicating some recognition of a place through participation in a program or activity

  VCGGK014 | The Humanities | Geography | Level A | Geographical Knowledge | Places and our connections to them

• 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

• 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

• VCGGK081

  Main climates of the world and the similarities and differences between the climates of different places

  Elaborations

  • discussing how weather contributes to a climate type and identifying the difference between climate and weather
  • identifying and locating the broad climatic zones of the world: hot, temperate and polar
  • identifying and locating examples of the main climatic types in Australia and the world, for example, equatorial, tropical, arid, semi-arid, temperate and Mediterranean
  • investigating and comparing what it would be like to live in a place with a climate different to their own place

  VCGGK081 | The Humanities | Geography | Levels 3 and 4 | Geographical Knowledge | Diversity and significance of places and environments

• VCGGK151

  Reasons and consequences for spatial variations in human wellbeing on a regional scale within India or another country of the Asia region; and on a local scale in Australia

  Elaborations

  • examining spatial data on human wellbeing in India to identify the regions with different levels of wellbeing, identifying patterns and debating explanations of the differences
  • 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
  • researching spatial differences in the wellbeing of the Aboriginal and Torres Strait Islander population across Australia, and the extent to which these differences depend on how wellbeing is measured
  • explaining the spatial pattern of human wellbeing in Australia at a local scale, such as within a city or region, and its causes

  VCGGK151 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Geographies of human wellbeing

• VCGGK080

  The many Countries/Places of Aboriginal and Torres Strait Islander peoples throughout Australia, and the custodial responsibility they have for Country/Place, and how this influences views about sustainability

  Elaborations

  • investigating how the Australian continent was (and still is) divided into many Aboriginal Countries and Torres Strait Islander Places, drawing on languages maps, geographical features and other sources such as Traditional Owners
  • compare the characteristics of two Aboriginal and Torres Strait Islanders Countries/Places. For example, where students live and one elsewhere in Australia
  • exploring how oral traditions of Aboriginal and Torres Strait Islander people were used to describe Country/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 and investigating how Aboriginal people were able to trade across the continent
  • investigating how Aboriginal and Torres Strait Islander peoples’ ways of living were adapted to the resources of their Country/Place. For example, the alpine country of the Ngarigo People, the rainforests, beaches and dunes of the KuKu Yalanji People, the desert country of the Arrernte People, the savannah country of the Jawoyn People, the riverine plains of the Wiradjuri People, and the local Country/Place

  VCGGK080 | The Humanities | Geography | Levels 3 and 4 | Geographical Knowledge | Diversity and significance of places and environments

• 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

• 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

• 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

• 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