� geography: essential learning

� geography: essential learning

Acronyms used in this booklet

AGTA AustralianGeographyTeachers’Association

ANZLIC theSpatialInformationCouncil(ajointinitiative

oftheAustralianGovernment,theNewZealand

GovernmentandthegovernmentsofAustralia’s

statesandterritories)

APEC Asia–PacificEconomicCooperation

ASEAN AssociationofSoutheastAsianNations

GIS GeographicInformationSystem

GPS GlobalPositionSystem

GTAV GeographyTeachers’AssociationofVictoriaInc.

ICT InformationandCommunicationTechnologies

VCAL VictorianCertificateofAppliedLearning

VCE VictorianCertificateofEducation

VELS VictorianEssentialLearningStandards

VET VocationalEducationandTraining

VICTER VictorianTertiaryEntryRanking

� geography: essential learning

Geography:essentiallearningItsplaceintheVictoriancurriculum(2007-)

ISBN978-1-876703-11-0

Firstpublished2008

PublishedbytheGeographyTeachers’AssociationofVictoriaInc.

POBox2066,CamberwellWest,Vic3124

Copyright©GeographyTeachers’AssociationofVictoriaInc.2008

AuthorsDeniseMilesandMarianneWard

Reference group

Valuableadviceonthecontentandapproachwasreceivedfrom:ElidaBrereton,ShemFitzgerald,JeanaKriewaldt,BelindaLeeton,DeniseMiles,GeoffPaterson,Prof.JimPetersen,SuzyPuszka,BruceTamagno,MarianneWard.

ValuablecommentswerealsoreceivedatthefinaldraftstagefromAnneMatthewsandVincentCrimi.

Projectmanagement:DeniseMiles,JudyMraz

Editor:SusanWatson

Desktoppublishing:SimonKwok(Infographics)

ThispublicationhasbeenpreparedforteachersbytheGeographyTeachers’AssociationofVictoriaInc(GTAV).TheopinionsexpressedinthepublicationarethoseoftheauthorsanddonotnecessarilyreflecttheviewsofallmembersoftheGTAV.

Apartfromanyfairdealingforthepurposeofprivatestudy,research,criticismorreview,nopartmaybereproducedbyanyprocesswithoutpermissionfromtheGTAV,exceptunderthefollowingcircumstances.

Permissionisgrantedtoanindividualteacherorgroupofteacherswithinaschooltoreproduceappropriateextractsprovidethatsuchmaterialsarenotforusebyotherschools,andprovidedthatthematerialsarenotforre-saleorforanyformofcommercialgain.

Disclaimer:Everyefforthasbeenmadetotraceownershipofcopyrightmaterial.Informationthatwillenablethepublishertorectifyanyerrororomissionwillbewelcome.Pleasecontactthepublisher.

geography: essential learning �

Purpose and use of the booklet 66

What is Geography? 7

1.1 DefiningGeography 7

1.2 Geographyisessential 7

1.3 Thespatialconcepts 10

How does Geography contribute to student learning in Victoria? �3 2.1 GeographyP–12Overview 13 2.1.1 GeographyinVELS 13 2.1.2 Geographyanditsdimensions 14 2.1.3 Geographyandthestrands 14

2.2 PrinciplesofLearningandTeaching(PoLT) 17

How do geographers inquire? �0

3.1 Theinquiry-basedapproachtogeographiclearning 20 3.2 Thethinkingcurriculum 22 3.3 Geographyinthefield 24

Where does Geography fit in the curriculum? ��

4.1 ApproachesinVictorianschools 25

Where could Geography lead? �7

5.1 Education 27 5.2 Workplace 27 5.3 Travelexperiences 28 5.4 Communitycitizenship 28

References 30

1

2

4

3

5

contents

Thisbookletaimsto:

increaseawarenessandunderstandingofthecharacteristicsandvalueofGeography

supportbothprimaryandsecondaryeducatorsinclarifyingtheessentialcomponentsofteaching

Geography

drawtogetherallthecurrentresourcesthathavebeenwrittenaboutGeographymethodologyand

skilldevelopment,providinglinkstothese.

Ithasbeenwrittenfor:

educatorsofGeographyacrossallschoolteachinglevels

educatorswhoareimplementingandmaintainingtheGeographycurriculumintheirschool

educatorsresponsibleforhelpingstudentsmakecareerandsubjectdecisions

curriculumco-ordinatorswhoneedtoberemindedofthevalueofGeography.

Sectionsofthisdocumentcanbeselectedforuseonavarietyofoccasionssuchasthoseinthe

followingTable1(Theshadedcellsindicatewhereasectionismostapplicable).Additional support

materials and updates to the document can be found on the GTAV websitewww.gtav.asn.au

Table 1:UsingthisdocumenttopromoteGeography

Sectionreference

Pedagogy Teachingteamsandfaculties

Studentsubjectselection

Parentinformation

Curriculumcommittee

Schoolcouncil Communitygroups,includingpublishers

1.1

1.2

1.3

2.1

2.2

2.3

2.4

3.1

3.2

4.1

4.2

4.3

5

Purpose and use of this booklet

6 geography: essential learning

WWW WhenyouaccessthisdocumentontheGTAVwebsiteandclickonthissymbol,theappropriatefileswillautomaticallyopen.

geography: essential learning 7

What is Geography?Defining GeographyGeography is the study of the interaction between people and environments. It develops knowledge and

understanding of the distribution of human and natural phenomena. Spatial perspectives underpinning

the discipline provide a means for describing and interpreting patterns and processes affecting Earth

and its people, and providing students with an understanding, identification and sense of place. For

geographers, place is an identifiable part of the Earth’s surface with spatial boundaries.

A spatial perspective provides a unique conceptual structure for the investigation of phenomena. Using

spatial concepts geographers define and elaborate their understanding of phenomena.

By investigating spatial dimensions of topics and issues, students analyse the impact of the interaction

between people and environments, and consider appropriate responses.

Geographers use an inquiry-based approach to learning drawing on research, practical

activities and fieldwork.

Throughgeographicinquirystudentsareprovidedwithopportunitiestocollectinformationandconsider

arangeofviewpointsaboutpeople–environmentrelationships,thensynthesisethisinformationto

constructtheirownunderstanding.Geographyassistsstudentstomakesenseofanincreasingly

complexworldanddeveloptolerancetodifferencesinourglobalsociety.Spatialunderstandingsof

theworldenablestudentsofGeographytobuildtheskillsforimplementingappropriatelocal,national,

regionalandglobalactioninacomplexandinterdependantworld.

Geography is essentialChildren arrive at school with a keen interest in people and places.

Theydevelopanawarenessoftheirsurroundingsthrougharangeofexperiencesincludinghome,

play,watchingTV,shopping,readingandtravel.Theperceptions,knowledge,understandings,skills,

valuesandattitudesaboutsocietyandtheenvironmentthatchildrenbringtotheirfirstclasscontinue

todevelopthroughouttheiryearsofschoolingastheirexperienceschange.Thesebecomeachild’s

mentalmapoftheworld.Childrenusetheirindividualmentalmapstomovefromplacetoplace,provide

directionsforothersandorganisetheiractivities.Amentalmapisoneofthebroadrangeofimages

thatcomprisetheirpersonalgeography.Geographyassistschildrentoexpandandrefinetheirpersonal

geographiesandtheirroleinsocietyastheyexploreandreflectuponpeople-environmentrelationships

andunderstandhowandwhythesevaryovertimeandspace.

Geography extends children’s awareness of the wider world beyond the local area.

Itallowsthemtomakesenseofthepatternstheyobserveandunderstandthespatialassociation,

interactionandinterdependencethatmayoccurbetweenphenomena.Itintroducesgeographicmedia

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suchasmaps,photographs,texts,satelliteimagesandcomputertechnologythatcanbeusedto

investigateandquestionassumptionsabouttheworld.Itdevelopsanunderstandingoftheapproachesa

geographeremploystoexploreandunderstandspaceandplace,suchasobservationandmeasurement

inthefield,andcollection,analysisandevaluationofresearchdata.

ThefollowingtextisadaptedfromAustralians need Geography,pp.3–5.

Geography builds a sense of national identity and of Australia’s place in the world.

TounderstandAustraliaweneedtounderstanditsgeography–avastareawithrelativelyfewpeople,

thediversityoflandscapesandclimates,itsnaturalresources,themovementofpeoplestoandwithin

Australia,thedistancefromEuropeandNorthAmericaandclosenesstoAsia.Wedefineourselves

throughourcities,thebush,theoutbackandthebeach.AllthesequalitiesmakeAustraliawhatitis

todaybyinfluencingthelocationofpopulationcentres,thewidespreadnatureofinfrastructure,the

viabilityofprimaryindustries,tradingpatterns,theimportanceofthetouristindustry,andAustralians’

connectionwiththeland.

Geography helps us make decisions about the big issues affecting the quality of life and

landscapes.

Itisimpossibletoreadanewspaperwithoutfindingreportsoncurrentissuesthatarestudiedin

Geography–climatechange,waterandlandmanagement,ageingpopulations,theglobalisedeconomy.

InstudyingissuesthroughtheeyesofGeography,studentsapplytheknowledge,skillsandvaluesthey

havedevelopedtounderstandtheprocessesbehindtheissuesandevaluatepossiblesolutions.

Geographylinksthenaturalandsocialsciences.Itsholisticapproachtothestudyofpeopleandtheir

environmentscontrastswiththemoreselectivestudyofelementsthatoccursinothersubjects.Thislink

betweenthephysicalandthehumanisamajorstrengthinasubjectthataimstomakesenseoftheworld.

Itcanprovideasoundbasisfordecision-makinginarangeofsocialandenvironmentalareas.Australia

needscitizenswhounderstandcontemporaryissues,withtheskillsandknowledgetomanagethem.

GeographyprovidestheunderstandingsthatleadtoamoreinformedappreciationofAustraliaand

theworld’snaturalandsocialenvironments,andtheneedtomanageresourcesforthewellbeingof

ourownandotherspecies.Suchresourcesencompassmineralproducts,thesoilandwaterthatare

essentialtoagriculture,and‘environmentalservices’suchaswastedecomposition.

Geography nurtures a natural curiosity in, and appreciation of, the world’s people and places.

Moststudentshaveaninnateinterestintheworld.(Considerthepopularityofdocumentariesonthe

NationalGeographicandDiscoverychannels.)Geographynurturesthisinterest,engagingstudentsby

dealingwiththerealworldofthetwenty-firstcentury:

fromtheirlocalneighbourhood(suchasdevelopmentonafloodplain)

tothenational(suchasdroughtanditseffectsonagriculture)

totheregional(suchastheannualAPECmeeting)

totheglobal(suchaspotentialpandemics).

TheappreciationofenvironmentsinAustraliaandelsewherecontributestostudents’valuingand

caringforplaces.

� geography: essential learning

geography: essential learning �

Geography creates spatially literate students.

Geographydevelopsspatialliteracy(theabilitytounderstandandmakeeffectiveuseofspatial

information)thathasbreadth,depthandscope.Studentsgainanin-depthunderstandingofessential

geographic–andspatial–conceptssuchaslocation,distribution,scale,spatialassociation,spatial

interactionandspatialinterdependence.

Spatialtechnologies,suchasgeographicinformationsystems(GIS),arebeingincreasinglyusedin

Geographyclassrooms.ANZLIC–theintergovernmentalSpatialInformationCouncil–hasrecognised

thatAustralia’seconomicgrowth,andsocialandenvironmentalinterestsareunderpinnedbyspatially

referencedinformation.ANZLICandindustrybodiesareconcernedatthegrowingshortageofpeople

withspatialskillsinAustralia.Thiswilllimitthegrowthofthespatialtechnologyindustryaswellasthe

abilitytomeetchangingandgrowingdemandsinareassuchaslandmarkets,environmentalmanagement,

disastermanagement,nationalsecurity,communityservicesandtransportation.

Geography develops competencies essential in the workplace and leads to careers in areas

such as spatial sciences, resource management and urban planning.

Geographygivesstudentsasolidgroundinginspecificareasofcontentandskillsthatareessentialto

agrowingnumberofjobs,suchaspeople–environmentrelationships,spatialperspectives,andplaces

andregionsandthelinksbetweenthem.Geographydevelopskeycompetenciesvaluedintheworkplace.

Geographystudents:

collect,analyseandorganiseinformation

communicateideasandinformation

planandorganiseactivities

usemathematicalideasandtechniques

solveproblems

applytheirunderstandingsofcultures.

Geographyalsobuildscompetenceinworkingwithinformationandcommunicationtechnologies(ICT)

andworkinginteams.

Geography utilises the rigour and depth of an academic discipline.

Geographyasadiscipline-basedfieldofstudyisdistinguishedbyitsconceptsandbyitsmethodsof

inquiry,andthequestionsguidingitsresearch.Discipline-basedstudygreatlyenhancesstudents’

capacitytoexplain,ratherthansimplydescribe.Theskillsofdescriptionandexplanationarethe

essentialbasesforeffectiveanalysis,evaluationandaction.Studentsneedastructuredgroundingin

skillsandknowledgeifinquirylearningistobeeffective.Studentsvaluerigourandchallengeinlearning.

Geography develops a wide range of skills, such as literacy, numeracy, oracy, graphicacy, ICT

and decision-making.

AnimportantfeatureofGeographyistheemphasisplacedonlearningawiderangeoftransferable

skills.Geographypresentsvariedandstimulatingopportunitiestodevelopliteracyandnumeracyskills

throughqualitativeandquantitativestudies.

Studentsundertakepurposefulreadingandwritingtasks(literacy)inavarietyofformsrangingfrom

reportstopoetry.Constructivespokencommunication(oracy)isencouragedinactivitiessuchasrole-plays,

presentationsandfieldworkinterviews.

Numericskillsaredevelopedincontextsthatcanbebothextrinsicallyandintrinsicallymotivatingsince

theyareconcernedwithreal-lifesituations.Forexample,studentsmightcollectnumericdatainactivities

suchasstreammonitoringandtrafficsurveys.Theythenprocessthedata,andproducegraphsandtables

topresenttheirfindings.Inusingmaps,studentsworkwithscale,distanceandarea.

GeographyprovidesmanyopportunitiestomasterICT,whichcanbeusedinallphasesofageographic

inquiry.StudentsmightuseGPS(globalpositioningsystem)inthefieldtoidentifyalocation,collectup-to-

dateinformationfromtheweb,makeobservationsusingGoogleEarthorawebcam,orrecordinformation

inaspreadsheet.StudentscanuseGIStohelpanalyseandsynthesisedata.Studentscouldpresenttheir

findingsbycreatingawebsiteorexchanginginformationwithadistantsisterschoolelectronically.

Aswellasspatialliteracy,Geographybuildstheskillsofgraphicacythroughworkwithvisualimages

suchasmaps,satelliteimages,photographsanddiagrams.Geographyalsodevelopsskillsindata

manipulation–transformingdatafromoneformtoanother.Forexample,numericdatacanbechangedto

textandmapformats,tabulardatatographs,andmatrixandgraphicdatatowrittentext.

Geographyalsomakesamajorcontributiontostudents’acquisitionofskillsusedinresearch,analysis,

synthesis,decision-makingandcommunication.

Geography caters for a variety of learning styles.

Geography,taughtbyteacherstrainedinthesubject,motivatesstudentshavingarangeofdifferent

strengthsandabilities.Forinstance,moststudentspositivelyenjoythefieldworkthatisanessentialpart

ofgeographiceducation.

Geographylendsitselftoavarietyoflearningstylesthatgivestudentswideopportunitiesforself-

fulfilment,forexample:

verbal–linguistic–listentoexpositoryteaching,interviewforasurvey,writeessays

visual–spatial–interpretaerialphotos,createclimategraphs,producefieldsketches

logical–mathematical–classifyandcategoriseinformation,analysedata,solveproblems

bodily–kinesthetic–undertakepracticalfieldwork,buildmodels

interpersonal–workingroups,empathisewithotherperspectivesonanissue

intrapersonal–reflectonpersonallearning.

The spatial conceptsSpatialconceptsprovideaframeworkthatgeographersusetointerpretandrepresentinformation

abouttheworld.Theyareorganisingconceptsusedtodescribeandexplainthepatternsofgeographic

phenomena–bothnaturalandhuman–andtheprocessesthatproducethem.

InboththeVictorianEssentialLearningStandards(VELS)andtheVictorianCertificateofEducation

(VCE)theapplicationofspatialconceptsguideforthestudyofGeography.

�.3

�0 geography: essential learning

geography: essential learning ��

Location

ThisreferstowherenaturalandbuiltphenomenaarefoundonEarth’ssurface.Theabsolutelocation

ofsomethingcanbemeasuredaccuratelyusingcoordinates.Forexample,acapitalcitycanbelocated

bylatitudeandlongitude,orbyasix-digitgridreferenceonatopographicmap.Aplacecanalsohave

arelativelocation.Thisisthelocationofonephenomenoninrelationtoanotherandismeasuredby

distanceanddirection.

Distance

ThisisthespacebetweenlocationsonEarth.Theabsoluteorlineardistancecanbemeasuredinunits

suchasmetresorkilometres.Therelativedistanceisthelengthoftimeittakestotravelbetween

locations,thecostsincurredorconvenienceofthejourney.

Scale

ThisistherelationshipbetweenthesizeofanareaonamapandtheactualsizeofanareaonEarth’s

surface.Italsoreferstothesizeofanareabeingstudied.Forexample,phenomenacanbestudiedata

local,national,regionalorglobalscale.

Distribution

ThisisthearrangementofphenomenaatornearEarth’ssurface.Distributioncanvaryfromorderedto

apparentlyrandompatterns.

Region

Aregionisadefinableareawithoneormorecommoncharacteristics.Regionscanvaryinsize(local,

national,regional,global)andbepartofthenaturalorhumanenvironment.Forexample: Physicalregion:Antarctica Politicalregion:ASEAN Socio-economicregion:EuropeanUnion(EU) Climaticregion:aridAustralia

Movement

Thisrelatestotheflowandtransportofphenomenafromonelocationtoanother,asintheflowof

goods,people,ideas,energy,waterorair.Thepathway,methodandspeedoftransportareimportant

factorsinstudyingmovement.

Spatial interaction

Thisdescribesthestrengthsoftherelationshipsbetweenphenomenaandplacesintheenvironment,

andthedegreetowhichtheyinfluenceorinteractwitheachotheroverspaceandtime.

Spatial association

Thisisthedegreetowhichthingsaresimilarlyarrangedoverspace.Itcomparesdistributionpatterns.A

strongspatialassociationoccurswheretwodistributionsaresimilar.Aweakassociationdescribeslittle

similarity.Noassociationoccurswhentwodistributionsaredissimilar.

Spatial change over time

Thisisthedegreetowhichanareahaschangeditsgeographiccharacteristics,featuresorpatternsof

useoveraperiodoftime.Changeoccursatvaryingratesatdifferenttimesandcanbeconsideredat

differentscales.

A guide to introducing the spatial conceptsThroughoutVELSprogressionisidentifiedinthedevelopmentoftheknowledgeandunderstandingto

showthecontinuumofstudentlearning.Studentsareexpectedtounderstandandutilisethespatial

conceptsonacontinuum,althoughdifferentstudentsdevelopatdifferentrates.VCEGeographyhasthe

spatialconceptsembeddedasorganisationaltools.Table2suggestsaprogressioninthedevelopment

ofthespatialconcepts.

Table 2:Progressioninthedevelopmentofthespatialconcepts

Learning progressions

Years P–4Laying the foundations (VELS Levels 1–3)

Years 5–8Building breadth and depth (VELS Levels 4–5)

Years 9–10 Developing pathways (VELS Level 6)

Years 11–12VCE

Spatial concept progression

Using familiar examples Applying the spatial concepts and geographic language

Applying the spatial concepts and geographic language

Utilisation of the geographic language and combining the spatial concepts within selected case studies

Location Whereismyschool? Studentsusethespatialconceptstounderpinstudentinquiry-basedlearning.

Studentsusethespatialconceptstounderpinstudentinquiry-basedlearninganddevelopandexpandtheirgeographiclanguage.

Studentsusethegeographiclanguagetoexpressgeographicrelationshipsinthecasestudies.Scale Whatdoesmyschool

looklikeonamap?Distance Howfarisschoolfrom

home?Distribution Wherearethedrinking

taps?Region Whereisthereanother

schoollikemine?Spatialchangeovertime

Whatwasherebeforetheschool?

Movement HowdoIgettoschool?Usingfamiliarexamples,suchashowdoIgettosecondaryschool?

Applytheconceptandgeographiclanguage.

Spatialassociation Introduceandapplytheconceptualunderstandingwiththeuseofthegeographiclanguage.Istherearelationshipbetweenmyschoollocationandtransportroutes?Whatinteractionoccursbetweenschoolbuildingsandstudents?

Spatialinteraction

Teacherdirected Studentinitiated

WWW TheEssenceofGeography:spatialconcepts

WWW Activitiesdevelopedusingspatialconceptsposters

�� geography: essential learning

geography: essential learning �3

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How does Geography contribute to student learning?Geography P–12 overviewInVELS,GeographyisinthestrandofDiscipline-basedLearningandthedomainofTheHumanities.

FromLevels1–3ofVELS,GeographyistaughtwithinTheHumanitiesandthen,fromLevel4,Geography

becomesaseparatesub-domain.Theprogressionofgeographicknowledgeandunderstanding,and

thegeospatialskills,areembeddedthroughLevels1–6,asidentifiedinthestandards.BeyondLevel6,

GeographyisavailableincourseselectionatVCE.

Table3summarisestheplaceofGeographyintheVictoriancurriculum.

Table 3:GeographyP–12

Discipline-based learning

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 VCE

Humanities LearningfocusprovidesadviceaboutlearningexperiencesthatwillassiststudentstoworktowardsachievementofLevel3.

VELSstandardsforassessmentandreporting

Geography VELSstandardsforassessmentandreporting

VCEassessmentandreportingforUnits1–4

2.1.1 Geography in VELSFigure1showsGeographyasadomainwithinthetriplehelixofVELSisentwinedinstudents’

understandingoftheirdynamicworld.Geographyenablesstudentstoseetheinteractionsofthe

worldviavariousperspectives,gaindeeperunderstandings,seetherelevanceofcasestudiesand

comprehendtheirownroleinimplementingchange.

Geographyinteractswithcomponentsofotherdisciplines

(History,EconomicsandScience)aswellascomponents

fromthePhysical,PersonalandSocialLearningstrandand

theInterdisciplinaryLearningstrand.Theseinteractions

providestudentswiththeabilitytoreflectontheworldin

whichtheylive.

Figure 1:TheplaceofGeographyinVELS

Physical, Personal and Social LearningKnowledge,skillsandbehavioursinHealthandPhysicalEducation;PersonalLearning;InterpersonalDevelopment;CivicsandCitizenship

Discipline-based LearningKnowledge,skillsandbehavioursinTheArts;EnglishandLanguagesOtherThanEnglish;TheHumanities;(Geography,HistoryandEconomics);Mathematics;Science

Interdisciplinary LearningKnowledge,skillsandbehavioursinCommunication;Design,CreativityandTechnology;InformationandCommunicationsTechnology;Thinking

2.1.2 Geography and its dimensionsThedimensionsofGeographyinVELSLevels4–6are:

geographicknowledgeandunderstanding

geospatialskills.

Geographic knowledge and understandingincorporatesanunderstandingofthepatternsand

interactionsofphysicalandhumanphenomenaonEarth’ssurfaceandtheprocessesinvolved.Spatial

conceptsareseenasamajororganisingtoolunderpinningthequestionsthatgeographersaskandassisting

studentstoorganiseandassessdatafromaspatialperspective.

Geospatial skillsincorporatesthedevelopmentoftheabilitytoreadandinterpretawiderangeof

geographicmedia,collectandanalysedata,andpresentthedatainanappropriateformat.

AteachlevelVELSisstructuredwithalearningfocusasaguidetoachievingthestandardsinboth

dimensionsatthatlevel.

WWW GeographyLearningFocusandStandards

WWW ProgressionpointsforGeography

2.1.3 Geography and the domainsGeography’sinteractionwithotherdomainswillbedeterminedbyschoolsintheirindividualcurriculum

designandbythechoicesmadeinreportingtoprogressionpointsacrossdomains.Someschoolsmight

reporttoprogressionpointsinGeographyonly.Eitherwayitisusefultoknowwhatisintheother

domainsandhowGeographyuniquelycontributestothedevelopmentofskillsintheseareas.

SomeexamplesoftheinteractionbetweenGeographyandotherdomainsofVELSfollow.

Strand: Physical, personal and social learning

Interpersonal development

Throughfieldworkandotheractivitiesstudentsdeveloptheirinterpersonalskillsworkingcooperatively

withothersinteamstomoreeffectivelyprovideabroadrangeofperspectivesandinsightsonissues.

Studentsareencouragedtorespectindividualityandempathisewithothersinlocalandglobalcontexts.

Theyacknowledgethediversityofindividualsandrespondwithappropriatesensitivity.Studentsexplain

howlocalandglobalvaluesandbeliefsdeterminetheirownandothersocialrelationships.

Personal learning

ThroughtheactivitiesundertakeninGeographystudentsareabletodemonstratetheabilitytolearn

independentlyandwithpeerstoenhancethequalityoftheoutcomestheyachieve.Explorationoflocal

environmentsthroughfieldworkactivitiesoffersscopetoworkasanindividualandtoworkwithpeers

inteams.Diverseactivitiesprovidearangeoflearningstrategiesappropriatetoparticularcontexts,

allowingstudentstoimplementstrategiestomaximisetheirownandothers’learning.

�� geography: essential learning

geography: essential learning ��

Civics and citizenship

Geographyhaslongbeenconcernedwithcitizenshipeducation.Throughstudiesofspaceandplace,

Geographyprovidesabetterunderstandingofpeople’srightsandresponsibilitiesatlocal,nationaland

globalscales.Issuessuchasglobalwarming,internationalhumanrightsandsustainabledevelopment

ofresourcesencouragestudentstoregardtheirownactionsandconsequencesataglobalscale.

Studentsareencouragedtointeractwiththeirlocalcommunity,governmentandnon-government

organisationstoidentifiyarangeofperspectivesandpossibleresponsestoissues.

Strand: Discipline-based learningGeography,withintheVELStriplehelix,ispartofTheHumanitiesintheDiscipline-basedLearning

strand.Geographyasadisciplinefocusesonthespatialcontextandassuchprovidesvaluable

contextualinformationacrossotherdomains.Thefollowingexamplesofinteractionwithotherdomains

provideusefullinks,reinforcingknowledgeandskills,toemphasisewhenarguingfortheimportanceof

Geographyinthecurriculum.

English

Geographyinvolvesstudentsinreading,viewing,writing,comparing,researchinganddiscussing

environmentsandissuesatascalefromlocalthroughtoglobal.TextsthatstudentsusefromLevel1

throughtoLevel6placepeopleandeventsinavarietyofenvironmentsthatformpartofthespatial

contextofthestory.Studentsdevelopaspecificvocabularyinidentifyingthegeographicaspectsofa

topic.Inpresentingtheirinformationstudentssequenceandorganisecomplexideasusingavarietyof

multimediastyles.

Languages Other Than English

Thestudyofenvironmentsonaglobalscaleallowsstudentstocompareandcontrastaspectsoflife

incountriesbeyondAustraliawiththoseinAustralia.Studentsdevelopanunderstandingofcultural

diversityandknowledgeofsignificantplaces.

The Humanities – Economics

Thestudyofhowdifferentgroupsofpeopleclassifyanduseresourcesislinkedtoenvironments

andtheirsustainability.Theinfluenceofgovernmentsatarangeofscales–local,national,regional

andglobal—oneconomicissuesaffectsthewaypeoplebothuseandmanagenaturalandhuman

environments.Thestandardoflivinginahumanenvironmentisinfluencedbyaglobalisedworld.

The Humanities – History

Thehistoryandgeographyofplacesandsocietiesiscloselylinkedbytheconceptsoflocation,distance,

scale,distribution,region,movementandspatialchangeovertime.Forexample,theobservationand

explanationofchangethroughtimeinvolvesastrongspatialperspective,andanunderstandingofthe

organisationofplacesandsocietiesisdependentonananalysisofnaturalandhumanenvironments.

Mathematics

TheuseofmapsandplansarefundamentaltoGeographyandutilisetheMeasurement,Chanceand

DatadimensionfromLevel1onwards.Studentslearntointerpretandcreatemapsandidentifypatterns

andrelationshipsdepictedindifferentmapsandspatialarrays.Studentsareinvolvedinspecifying

relativelocation,givingdirections,andusingscaleandcoordinatesystems.

Geographyappliesmathematicalideasandtechniquestodisplay,analyseandinterpretgeographic

data,forexample,theuseofavarietyofgraphingstyles.FromLevel4onwardstherearestronglinkstothe

spacedimension.InLevels5and6Geographystudentsarerequiredtoprovidequantificationasevidence

tosupportstatements.

Science

Geographyisaphysicalsciencethatdevelopsasenseofcuriosityandwonderaboutplaces.Scientists

studynaturalandhumanenvironmentsincludingtheinteractionbetweenEarthandtheatmosphere,

theinteractionbetweenhumansandthesurvivaloflivingthings,thechangeresultingfrominteractions

suchasweatheringanderosion,themaintenanceofrespectfortheenvironmentaswellasaddress

issuesofsustainabilityatalocalandglobalscale.Fieldworkskillsaredevelopedthroughobservationof

phenomena,collectionandanalysisofdata,identificationofpatternsandpresentationofexplanations.

Strand: Interdisciplinary learning

Communication

Geographersaskclarifyingquestions,developinterpretationsandprovidereasonsforthem.Students

considertheirownandotherpointsofview,applypriorknowledgetonewsituations,challenge

assumptionsandjustifytheirinterpretations.Incommunicatingtheinformation,geographersapply

subject-specificlanguageandconventionsrelatedtothepurposeoftheirpresentationandaudience.

Design, creativity and technology

Geographyprovidesacontextfordesign.Throughposingquestionsandidentifyingneeds,wants,

opportunitiesandareasforimprovementinnaturalandhumanenvironmentsstudentscanworktowards

designingsolutions.Theoutcomesofdesignandtechnologyprocessesandproductsaddressaesthetics,

andsocial,cultural,economicandenvironmentalissues.Studentsexploreandassesstheconsequences

oftechnologyonsociety,culture,theenvironmentandplace.

Information and communications technology (ICT)

TheapplicationoftechnologyinGeographyhasbecomeincreasinglysignificant.ICTtoolsthatare

usedforvisualisingthinkingincludeavarietyofsoftwarethatenablegraphicorganiserssuchasVenn

diagrams,futurewheels,conceptmapsandmindmapstobecreated.StudentsdevelopICTskillsto

researchandaccessinformation,andforthepresentationoftheirwork.Studentsusetheinternetto

investigatecasestudies,completewebquestsanduseanever-increasingrangeofcomputer-based

Geographyprograms.Softwareapplicationssuchaswordprocessing,email,graphicsandanalysis

packages,spreadsheetsanddatabasesareimportantgeographictoolsthatprocessinformationand

�6 geography: essential learning

geography: essential learning �7

communicatelearning.GISsoftwareprovidesanadditionalpowerfulspatialtoolsetfortheanalysisand

communicationofgeographicinformation.

Thinking processes

Reasoningandinquiryarecentraltogeographiclearning.Geography,ratherthanbeingaamountof

contenttobedelivered,shouldencouragestudentstoquestionandbecomeindependentlearners.Ina

thinkingcurriculum,Geographystudentsgeneratequestions–What?Where?How?Why?Howshould?

Whatisthefuture?–andseekexplanationsthroughaninquiry-basedapproach.Studentscanbuildon

theirknowledgebases,processandevaluateinformation,andexploreperceptionsandpossibilities.

Geographyentailsthecategorisationofinformation,theidentificationofpatternsandprocesses,andthe

representationofideasthroughtheuseofgeographictools.

Geographystudentsarerequiredtoformgeneralisationsaboutnaturalandhumanenvironmentsata

rangeofscalesfromthelocaltotheglobal.Studentsbecomecapableofmakinginformeddecisionsabout

controversialandcomplexissuesrelatingtothemanagementandthesustainabilityoftheworldusing

higher-ordercognitiveprocesses.

Withineachofthesedomains,Geographyhasaplaceinprovidingdeeperunderstandingsbasedon

currentknowledgeaswellasaframeworkforassessingthoseunderstandingsthatleadtoinformed

judgements.Thegeospatialskillsprovideameanstosupportideaswiththeselectionandinclusionof

spatialdatacombinedwiththeuseoftechnologysuchasGIS,withitsspatialperspective.Geography

providesthedevelopmentofpersonalskillsandcapabilitieswhileemphasisingtheactiveinvolvementof

students(seefigure2).

WWW ThecomponentsofStandardswithinthedimensionsmostcommonlyaddressedbyGeography

�.� Principles of Learning and Teaching P–12 (PoLT)ThePrinciplesofTeachingandLearning(PoLT)articulatesixprinciplesthatdescribehowstudentslearn

bestandhelptostrengthenpedagogicalpractices.Geographyteachersarewellplacedtodevelopthe

sixPoLTprinciplesastheylinkcloselytotheinquiry-basedapproachofGeographymethodology.PoLT

providesabasisforteacherstoreviewtheirpractices,improvetheirteachingandfindafocusfortheir

professionallearning.Theprinciplesfocusontheteacher’sroleincreatingandmaintainingalearning

environmentconducivetomeetingstudentneeds.PoLTisrelevantacrossallkeylearningareasandall

stagesoflearning.

GeographyP–12canembracethesesixprinciples:

Principle � The learning environment is supportive and productive.

PositiverelationshipscanbeenhancedbytheGeographyteacherthroughknowingandvaluingeach

student.Acknowledgementofindividualneedsandpotentialcontributionscanbeattainedthroughthe

inquiry-basedapproachwheretherangeofstudentperspectivescanbeincorporatedbecauseindividual

responsesarevaluedandrespected.

�� geography: essential learning

Figure 2:AnexampleoftheinteractionwithinVELSstrands

Level 6: How sustainable are modern cities?

(with case studies of Melbourne’s �030 Plan and the favelas of Rio de Janeiro, Brazil)

STRANDS

geography: essential learning ��

Principle � The learning environment promotes independence, interdependence and self-

motivation.

Geographyteachersencourageandsupportstudentstotakeresponsibilityfortheirlearningbyusing

strategiesthatbuildskillsforproductivecollaboration.Team-buildingskillsanddecision-making

processesarepartofthestructuredlearningexperiences.Thenegotiationofroles,responsibilitiesand

outcomesarepartofthemeaningfullearningtasks.

Principle 3 Students’ needs, backgrounds, perspectives and interests are reflected in the

learning program.

Theclassroomshouldbeaninterestingplaceandsuitedtoawiderangeofdispositions.Geography

teachingprovidesauniqueopportunitytocaptureanunderstandingofstudents’lives,perspectivesand

interests.Students’priorknowledge,skillsandexperiencescansupporttheirunderstandingoflearning.

Flexibleandresponsiveteachingstrategiesthatsupportdifferentwaysofthinkingandlearningcanbe

metthroughtheinquiry-basedapproachandtheuseoftechnology.

Principle � Students are challenged and supported to develop deep levels of thinking and

application.

Theprogressionofgeographicknowledgeandunderstanding,andgeospatialskillsinVELSThe

Humanities–GeographyandVCEGeographyencouragesstudentstoexplore,questionandengagewith

significantideasandpractices,andfocusongeographicissues.Teachersusestrategiesthatchallenge

andsupportstudentstoachievehighexpectations.Themorecomplexquestionsoftheinquiry-based

approachinvolveinterpretation,analysisandapplication,andethicalandphilosophicalquestionswhich

guidestudentstowarddeeperunderstandings.

Principle � Assessment practices are an integral part of teaching and learning.

Monitoringofstudentlearningandassessmentisongoingandformspartoftheplanningforand

teachingofaunitofwork.Geographersshouldmakeexplicittheassessmentcriteriaandencourage

reflectionandself-assessment.

Principle 6 Learning connects strongly with communities and practice beyond the

classroom.

Geographyprovidestheopportunityforstudentlearningthatconnectswiththeircurrentlivesaswell

astheirlocal,nationalandinternationalcommunities,andtoseelinkstothefuture.Throughfieldwork

studentsareabletodevelopskillsbothwithintheGeographyclassroomaswellasinteractingwiththe

localandbroadercommunity,developingadeeperunderstandingofplace.

Furtherreadingcanbefoundat<www.sofweb.vic.edu.au/blueprint/fs1/polt/unpacked.htm>wherePOLT

is‘unpacked’.

33.�

How do geographers inquire?The inquiry-based approach to geographic learningTeachersofGeographyadoptaninquiry-basedmethodofteachingandlearningtoexpandand

consolidatestudents’knowledgeandunderstandingoftheworld,andtheinteractionofpeopleand

environments.

Asseenintheprevioussection,aninquiry-basedapproachshowsthelinkbetweenGeographyandthe

VELSstrandsofInterdisciplinaryLearning(ThinkingProcessesandCommunication)andPhysical,Personal

andSocialLearning(CivicsandCitizenship:communityengagement).

Inquiry-basedlearningisstructuredaroundthreecomponents,asshowninthediagrambelow.Eachis

essentialtodevelopinggeographicunderstandingofatopicorissue.Theinquirysequence,whichincreases

incomplexityovertheyearsofschoolinginvolves:

Figure 3:Inquiry-basedlearningprocess

Thinkingprocesses Communication Communityengagement

Thinking processesdevelopskillsinresearching,processingandinterpretingdata.Studentsidentify

thetopicorissuetobeinvestigatedandusetheirskillstoconstructhypothesesanddesignmethods

forgathering,organisingandprocessinginformation.Theydeveloptheirabilitytoobserve,collect,

record,collate,describe,evaluateandextrapolatedataeitherindividuallyorcollectively.Geography

teachersusearangeofteachingandlearningactivitiestoencouragestudentstoquestionandbecome

independentthinkers.Theseincludeinformation-processingskills,reasoningskills,inquiryskills,

creativethinkingskillsandevaluationskills.

Communicationdevelopsskillsinpresentingandinterpretinginformationinavarietyofforms–oral,

writtenandawiderangeofvisualformats.Studentsuseavarietyoftechniquestopresenttheir

interpretationofthegeographicinvestigation.

Theseinclude:

maps graphs

tables diagrams

photographs satelliteimages

afieldworkreport annotatedvisualdisplays

oralpresentations debatesordiscussions

essaysorstructuredquestions

ICT:databases,Inspirationandothersoftwarepackages

GISanalysis.

�0 geography: essential learning

geography: essential learning ��

Community engagementdevelopsinterpersonalskillsandrecognitionoftheprocessesinvolvedin

decision-makingandimplementingmanagementactions.Studentsanalysetheirattitudesandvalues,

andareencouragedtothinkcreatively.Theydeveloptheabilitytoworkcooperativelyingroupactivities

andlearntoapplystrategiestoachievecommongoalsandimplementresponsestoissues.

Tabe4outlinesthetypesofquestionsaskedinGeographyP–12.

Table 4:Geographicinquirystatement

Route to inquiry Simple key questionsLower-order cognitive skills

Summary questions More complex key questionsHigher order processes

Observationandperception What? WhatdoIobserve?Whataremyperceptions?Howdoothersviewit?

Whataretheissuesandproblemsbeingstudied?Whatistheirscale?Whatpatternsofdistributionarethere?

Definitionanddescription Whatandwhere? Whatisitlike?Whatisitallabout?Whatisinthebackgroundinthewidercontext?Whereisit?

Whatnaturalprocessesandhumanactivitiesareoccurring?Wherearethelinksbetweenthenaturalandhumanenvironments?Whatwillhappeniftheserelationshipsarealtered?Whatchangeswilloccur?Arethesedesirableandforwhom?

Analysisandexplanation(reasoning)

Howandwhy? Whyisitthere?Howdidithappen?Whatprocessesareinvolved?Whyisitlikethis?

Howarethenaturalandhumanenvironmentsinterrelated?Howisthephenomenonstructured?

Processing,predictionandevaluation

Whatmight?Whatwill?Withwhatimpact?

Whatarethealternativeviewpoints?Whatmighthappenandwithwhatimpacts?Howcouldtheseimpactsbeassessed?

Whataretheeffectsoftheseprocesses?Howcantheseeffectsbeevaluated?

Decision-making Whatdecision?Withwhatimpact?

Whatdecisionislikelytobemade?Withwhatconsequences?

Howcantheseeffectsbeevaluated?Whatalternativesshouldbeconsideredinmakingdecisionsaboutchanges?Whodecidesandforwhom?Whogainsandwholosesasaresultofthedecision?Whatcriteriacouldbeusedtoevaluatetheappropriateresponses?

Personalevaluationandjudgement(metacognition)

WhatdoIthink?Why?Howshould?

WhichalternativeandwhichdecisionwouldIchooseandwhy?HowwouldIjustifymyviews?

Whatcriteriacouldbeusedtoevaluatetheappropriatenessoftheresponses?

PersonalresponseParticipating

Whatnext?WhatshallIdo?

HowshouldIrespond?ShouldItakeaction?

HowwelldoIparticipateinsociety?

Adapted from:TeachingGeographyinsecondaryschools, p. 24

The thinking curriculumOur world and the world of the future demand that all students are supported to become effective and

skilful thinkers. Thinking validates existing knowledge and enables individuals to create new knowledge

and to build ideas and make connections between them. It entails reasoning and inquiry together with

processing and evaluating information. It enables the exploration of perceptions and possibilities. It also

involves the capacity to plan, monitor and evaluate one’s own thinking, and refine and transform ideas

and beliefs.

The Thinking Processes domain encompasses a range of cognitive, affective and metacognitive

knowledge, skills and behaviours which are essential for students to function effectively in society, both

within and beyond school.

Source:http://vels.vcaa.vic.edu.au/essential/interdisciplinary/thinking/index.html

Geographychallengesstudentstothinkaboutpeopleandenvironmentsbotharoundthemselvesand

beyond.Throughquestioning,studentsgainagreaterunderstandingoftheworldandexplorecommon

perceptionsaswellaspossibilitiesforthefuture.

Developingcurriculuminvolvesdevelopingaprocessbywhichstudentscangreaterbetterunderstand

theworld.Aninquiry-basedapproachtoGeographydrawsonavarietyoftheoreticalmodelsofteaching

usedtoenhancethinkingincludingBloom’staxonomy,Gardner’sMultipleIntelligences,DeBono’sSix

ThinkingHatsand16HabitsofMind.

Whicheverapproachisused,studentswillpassthroughanumberoflevels.Theseinclude:

reasoning,processingandinquiry

synthesisandcreativity

metacognition,includingreflectionandevaluation.

Bylearningthroughaninquiry-basedapproachGeographystudentsdevelopthinkingskillsthatequip

themforthinkingatahigherlevelinordertofunctioneffectivelyascitizensbothwithintheclassroomand

beyond.

Table5isanexampleofaninquiry-basedapproachofthetopic“Freshwaterinourworld”.

3.�

WWW NewPerspectivesonpage26–27.

�� geography: essential learning

geography: essential learning �3

Table 5:Anappliedexampleoftheinquiry-basedapproach–Topic/theme:‘Freshwaterinourworld’

Route to inquiry Simple key questionsLower-order cognitive skills

Summary questions More complex key questionsHigher order processes

Observationandperception Whatisthewatercycle?WhatdoIalreadyknowaboutit?

WhatdoIobserveaboutwateruseatmylocalcreek/river?Whataremyperceptionsaboutthevalueofwaterfordifferentuses?HowdoothersviewwaterandwateruseindifferentpartsofAustralia,Asia–Pacificandtheworld?

Arethereinequalitiesintheglobaluseofwater?Whatisthescaleoftheissuesassociatedwiththewatercycle?Whatpatternsofdistributionarethererepresentedatlocal/regional/nationalandglobalscales?

Definitionanddescription Whatistheglobal/regional/national/localdistributionofwater?

Howisfreshwaterusedatdifferentscales?

Howcantheprocessesinvolvedinthewatercyclebedescribedandexplained?Whereiswaterfoundacrosstheglobe?Arethereanylinksbetweenhowwaterisusedinmylocalenvironmentandthewiderworld?

Whatnaturalprocessesandhumanactivitiesimpactonwateruse?Isthereaspatialassociationbetweenglobalwatersupplyandpopulationgrowth?Whatfactorscontributetotheglobalpatternofchangingwatersupply??Whohas/doesnothaveaccesstosafewater?

Analysisandexplanation(reasoning)

Whyisfreshwaterimportanttopeopleandtheenvironment?

Whyiswatersuchavaluableresource?Whatchangeshaveoccurredtothewatercycletomakewatersuchavaluableresource?Whatprocessesareinvolvedinthischange?

Whatisthespatialinteractionbetweennaturalprocessesandhumanactivities?Howdoesthisinteractionimpactonglobal/regional/national/localwatersupply?

Processing,predictionandevaluation

Whathappenswhenthewatercycleisaltered?Whatistheimpactofwateruseonpeopleandtheenvironment?

Howdodifferentusergroupsviewwaterasaresource?Doallcountriesusewaterinthesameway?Aretherepoliciesonwateruseandmanagement?Whatmighthappenwithchangesinwateruse?Withwhatimpacts?

Whataretheeffectsofchangingwateruseonpeopleandenvironments?Howcouldtheimpactsofchangingwaterusebeevaluated?Whatcriteriacouldbeusedforevaluation?

Decision-making Whataction/waterusecanalterthewatercycle?Withwhatimpact?

Whatpoliciesarebeingdevelopedaboutwateruseatdifferentlevels–local,national,regionalandglobal?Witharetheconsequencesofthesepoliciesonthewatercycle?

Howcanpoliciesonwaterusebeevaluated?Whatalternativepoliciescouldbedeveloped?Whoshouldbeinvolvedindevelopingnewwaterpolicies?Whogainsandwholosesasaresultofwaterpolicydecisions?

Personalevaluationandjudgement(metacognition)

Whataremyviewsonchangestowateruse?Why?Howshouldwaterbeused?

Whichalternativeandwhichdecisionaboutwateruse/regulationwouldIchooseandwhy?HowwouldIjustifymyviews?

Whatcriteriacouldbeusedtoevaluatetheappropriatenessofdifferentwaterpolicies?

PersonalresponseActivelyparticipating

Howshould?Whatnext?WhatshallIdo?

HowshouldIrespondtoseveredroughtandwaterrestrictions?WhatactioncanItaketoreducemywaterconsumption?

HowwelldoIparticipateinsociety?Whatismyresponsetogovernmentlegislationandcommunityconcernsaboutwaterusage?

Adaptedfrom:TeachingGeographyinsecondaryschools,p.24

Geography in the fieldFieldworkisanimportantelementofGeography.AlllevelsoftheVictoriancurriculummandatefieldwork

inGeography.

Fieldworkisworkinthefield,undertakenoutsidetheclassroom(evenwithintheschoolgrounds)so

thatgeographicknowledgeandgeospatialskillslearntintheclassroomcanbeappliedtotherealworld.It

isdifferentfromanexcursionbecauseitincludesthecollectionofdataratherthana‘look-see’fromawalk

aroundaplace.Infieldwork,studentsusedata-gatheringskillstofindinformationaboutplaces.Students

investigateenvironmentsand,throughthegatheringofdata,gainanexperienceofthewholenessofan

environmenttheyarestudying.

Fieldworkneednotbedifficulttointroduceormaintain.Asimpletaskduringalessonundertakeninthe

schoolgroundscanprovidetheopportunitytoincludethinkingprocesses,communication,andcivicsand

citizenship.Forexample,simpleweathermeasurementsatavarietyofsitescanprovidethedatatomount

acampaignforthedevelopmentofawindbarricadeintheschool’sgrounds.

Fieldworkbeyondtheschoolgroundcanbeundertakenatalocalstream,park,housingestateor

shoppingstripwhenstudentsmeasuredistances,recordnumbers,sketchgeographiccharacteristics,map

features,surveyattitudesandquestionchangefactors.

3.3

WWW GTAVFieldworkGuide

�� geography: essential learning

geography: essential learning ��

Where does Geography fit in the curriculum?SchoolswillplanfortheinclusionofGeographyusingavarietyoforganisationalapproaches.The

approachadoptedwillbeinfluencedbythenatureoftheschool,theschool’scharter,itsstructure,

studentcohort,staffinglevelsandresourceavailability.Aschoolcoulduseoneofthefollowing

structuresthroughoutayearormightopttovarythestructureacrosstheyear.

Approaches in Victorian schoolsGeography as a discipline

Thedisciplineapproach–generallyseeninsecondaryschools–hasGeographyclearlyidentifiedwithin

atimetablestructureandclassesfocusonacourseoverayear,asemesteroracombinationofboth

acrossVELSlevels5–6.

GeographyatVCEisdiscipline-based,accordingtotherequirementsstatedintheVictorianCurriculum

andAssessmentAuthorityGeographyStudyDesign.

Asnapshotofoneschool’scurriculumrevealsstudiesofthenaturalenvironment,suchasrainforests

andvolcanicenvironments,areofparticularinterest.Theinclusionofgeospatialskillswithinthecase

studiesisseenasafoundationforfurtherGeographystudies.Fieldworkintheschoolground(astudyof

microclimates)andlocalarea(streetcharacteristics)encouragestheintegrationofthegeospatialskillswith

thegeographicknowledgeandunderstanding.

Geography in a thematic approach

Primaryschools,wheretheoneteacherisresponsiblefortheteachingandlearningofaclass,often

utiliseaseriesofthemestointegratearangeofdomains,includingTheHumanities–Geography.VELS

identifiesthegeographicknowledgeandunderstanding,andthegeospatialskillstobeincorporated

withintheLevels1–3ofTheHumanitiesandatLevel4whereGeographyisadomain.

Thelearningfocusstatementsillustratearangeofpossibletopics,butschoolsareabletoselect

beyondthisrangeprovidedthethemeschosenmeetthestandardsandallowforauthenticlearningand

assessment.Forexample,athemefromtheLevel3learningfocusstatementis‘nationalparks’soaclass

mightstudythehistory,theeconomics,thegeography,therecreationalactivitiesandthemanagement

occurringinaspecificnationalpark.

Ataprimaryschool(Levels1–4)thethematicapproachcanbeseeninanintegratedcurriculumwhere

theschoolisstudyingAustraliandesertenvironments.LessonsandclassactivitiesateachofLevels

1–4addresstheknowledgeandunderstandingofdesertenvironmentsrelevanttoeachspecificlevelto

culminateinacontributiontoaperformancecombiningmovement,song,costumeandcommentona

desertenvironmentperformedfortheschoolfamilies.

AnotherschoolatYear10offersanelectivewithanemphasisonthegeospatialskillsthroughaunit

developedaroundtheuseofbothGPSandtheGIS.

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Geography in a cross-domain study

Bothprimaryandsecondaryschoolsmightchoosetointegrateselecteddomainswherespecific

knowledge,understandingandskillsofonedisciplinearetaughtalongwithanotherdomain.Inparticular

thisformatlendsitselftotheteachingofsocialissuesthatcannotberesolvedwithinonediscipline.

Forexample,pollutionmightbestudiedinGeographyandScience,andHIV/AIDScouldbestudiedin

GeographyandHealthEducation.IdentificationofelementspertainingtotheGeographystandardis

essentialfortheauthenticassessmentoftheGeographydimensions.

Oneschool’sapproachinvolvesYear9studentstakingpartinaprogramtitledEnvirowhich

concentratesonenvironmentalandculturalissueswithstronglinkstotheschoolcampprogram.Assuch

thefocusisonthenaturalenvironmentstudyingwater,riversandtheAustralianAlps.

Geography in a trans-domain unit

Atrans-domainapproachinvolvesmultipledomainsandbringstogethernewperspectiveswiththe

focusbeingontheinquiryorissueitself.Forexample,thestudyofsustainablecitiesorclimatechange

requirescollaborationandinteractionbetweendomainstodevelopthefundamentalcharacteristicsof

rigour,opennessandtolerance.Anumberofschoolsuseacityexperienceinthisway.

Whatevertheorganisationalapproachtakenwithinaschool,identificationoftheGeographycomponent

ofaunitisessentialtomeettherequirementsofthestandardsandreporting.Thespatialconcepts

outlinedonpages10–12underpintheknowledgeandunderstandingatalllevels,andthegeospatial

skillsarecentraltothedisciplinebyprovidingthetoolsforunderstandingandcommunicationofthose

understandings.Fieldworkatalllevelsprovidesthepracticalapplicationintherealworldandthe

opportunitytodevelopactivecitizenship.

Thisrangeofapproachesreflectstheinterpretationofcurriculumframeworksfortheneedsof

individualschoolswhetherforstructuralpurposes,studentdevelopmentoraninnovativeapproach.

ThestrengthinanyoftheseapproachesisthequalityoftheGeographybeingtaught.Theopportunities

areprovidedforstudentstomeetVELSstandards,andforauthenticassessmenttoallowteacherstoreport

tothosestandards,andforstudentstoprogresstoVCEGeographywithasoundbasisonwhichtobuild

theirgeographicknowledgeandunderstanding.ThevalueofGeographyshouldnotbeunderestimated.

�6 geography: essential learning

geography: essential learning �7

Where could Geography lead?Geographiceducationmakesalifelongcontributiontoanindividual’sunderstandingoftheevents,

activities,changesanddevelopmentsatalocal,national,regionalandglobalscale.Thenaturaland

humanenvironments–andtheinteractionbetweenthem–arestudiedthroughaninquiry-based

approachtodevelopadeepunderstandingofpeopleandenvironments.Teachingstrategies–research,

practicalactivities,fieldworkandactivecitizenship–utilisethinkingprocessesthatcanbetransferred

toothersubjectareas,andusedlongafterformalschoolinghasended.

Whetheritbeinfurthereducation,theworkplace,travelexperiencesorcommunityservice,asound

geographicbackgroundprovidesasenseoflocation(place),ofdistribution(space),ofpeopleandprocesses

(movement),interactionsandassociations,spatialchangesovertime,andofscale(local,national,regional,

global).

EducationEachyearinJulywhentheVictorianTertiaryEntryRanking(VICTER)bookletisreleased,theGTAV

providestoitsmembershipandonitswebsitewww.gtav.asnaualistingofthetertiarycoursesthat

specificallyincludeGeography.Year10studentsareadvisedofsuchtertiarycourserequirementsintime

fortheirselectionsatschoolforentryintoVCEorVocationalEducationandTraining(VET)studies.

InVET,suchcoursesasCertificateIIinAgriculture,Horticulture,SportandRecreation,andForest

IndustriesStudiesutilisetheimportantknowledgeandskillsattainedthroughGeographyinthecompulsory

yearsofschool.

IntheVictorianCertificateofAppliedLearning(VCAL),astudentselectscurriculumcomponentsand

buildsanindividualprogramacrossfourstrands.Geographyandtheworkplaceenvironments(seeTable6)

canassistschool-basedapprenticeshipstodevelopunitsinassociationwiththekeycompetenciesofthe

strandsforPersonalDevelopmentSkillsandWorkRelatedSkills.

AcrossthetertiaryinstitutionsinVictoria,Geographyisprovidedincoursesasdiverseasphysicaland

humanGeographystudies,globalstudies,indigenousstudies,environmentalissues,sustainabilityandGIS.

Thewebsitesofthevariousuniversitiesrevealthewiderangeofoptionsopenaspartofongoingstudies.

WorkplaceThegeospatialskillsandtheabilitytoapplytheinquiry-basedapproachgainedfromastudyof

Geographyarevaluedinawiderangeofworkplaces,examplesofwhichareoutlinedinTable6.Some

oftheserequirefurtherstudies,somearedirectentryandotherswantexperience.

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WWW GeographyCareers

Thistableprovidesonlyabriefoverviewofthevarietyofjobsavailable.Thebrochure‘ThePlaceof

GeographyinYourCareerChoice’(anAGTApublicationavailablethroughtheGTAV),thewebsite

www.geocareers.net.auandthe‘JobsforGeographers’sectionoftheGTAVjournalInteractionprovide

detailedexamplesofpeopleworkinginplacementswheretheirstudyofGeographyatschoolorbeyond

hasprovidedthemwithanenhancedopportunityintheworkplace.

Travel experiencesAscommunicationbecomesincreasinglyeasier,quickerandcheaperinourglobalisedworld,the

movementofpeople,ideasandknowledgeofotherplacesbecomesmoreextensive.Geography

cultivatesawarenessandknowledgeofpeopleandenvironmentsinarangeofsocietiesandlocations,

andstimulatesaninterestinculturalsimilaritiesanddifferences.Geographynotonlyfuelsasenseof

travel,whetherwithinourownstate,nationorbeyond,butalsoprovidesabasisfordecision-making

aboutrecreationalpursuits.Theskillsofmapreading,observationandplanningallowgeographersto

makedailychoicesaboutactivities,whetherthesearebasedonweatherconsiderations,movement

patternsorthepursuitofpersonalwell-being.

Community citizenshipGeographyencouragesthedevelopmentofknowledgeaboutarangeofcontemporarysocialand

environmentissues,andsuggestsstrategiesforthemanagementofthese.Italsopromotesparticipation

inavarietyofactivitiesatdifferentscalesthathelpdeveloptheskillsforindividualstointeractwith

theircommunityanditsorganisationsandgroups.

Table7providesexamplesofsomesuchactivities.

Table 6:EmploymentopportunitiesthatinvolveastudyofGeography

Job opportunities with an interest in:

Direct entry with ongoing training

Further studies required

Experience/job changes

Plants/animalsandtheland

ParksofficerStockagent

ForestmanagerMiningmanager

SustainabilitydepartmentmanagerRenewablepoweradviser

Mapsandphotography CourierLandscapedesignapprentice

CartographerCatchmentmanager

GISanalyst

Peopleandtheiractivities

Non-governmentorganisation(NGO)volunteer

RecreationandtourismadvisorTownplanningmanager

MarketingandpublicrelationsspokespersonAidprogrammanager

Youthservices Administrativeassistant Socialworker Educationofficeronrecreation

�.3

�.�

�� geography: essential learning

geography: essential learning ��

Table 7:Examplesofcommunityinvolvementbyavarietyofschools

Scaleactivity

Local/regional National Global

Speciesrescueandrecoveryprograms

Helmetedhoney-eater,HealesvilleSanctuary

NationalRecoveryPlanfortheBilby

China’sGiantPanda(WorldWildlifeFund)

Heritagepreservationandinterpretation

Paddleboats,EchucaRainforest,Orbost

Rebuildingofthecattlemen’shutsafterthealpinefiresin2003and2006.

AngkorWat,Thailand

Environmentalfocus ColesBay,Tasmania–firsttowntogoplasticbagfree

CleanupAustralia(GreeningAustralia)

WorldEnvironmentDay(UnitedNations)

Environmentalmonitoringprograms

Remnantroadsidevegetationsites(localcouncils)

WetlandCareAustralia TheInternationalUnionfortheConservationofNatureandNaturalResources(IUCN)

Revegetationandenvironmentalrepair

Re-establishmentofnativevegetationalongacreek(FriendsofGardiner’sCreek)

CoastAction(DepartmentofEnvironmentandSustainability)

CoralReefAlliance(ICRAN)aimstohaltandreversethedeclineinthehealthofthecoralreefs

Responsetoanaturalhazard

Provisionoftoiletriesforbushfirevictims(organisedbylocalauthorities)

Blanketsforthehomeless(AustralianBroadcastingCorporationAppeal)

Provisionofschoolsandequipmentafteraflood,earthquakeortsunami(RedCrossInternational)

Participationinservicecommunities

Schoolsocialservice LionsClubassistanceformigrantfamilies

RotaryInternationaleducationalgrantsforAfricanstudents

ReferencesAustralianGeographyTeachers’AssociationLtd(2007),Australians Need Geography,availablein

Interaction,Volume35No2June2007

Bourke,M(2005),The Essence of Geography: Using Spatial Concepts,GeographyTeachers’Association

ofVictoriaInc,Camberwell

GeographicAssociation,Teaching Geography,Sheffield,variousissues

GeographyTeachers’AssociationofVictoriaInc.,Geography – its value and place(1996),Camberwell

GeographyTeachers’AssociationofVictoriaInc,A Guide to Fieldwork in Geography(2003)Camberwell

KriewaldtJeana(ed)(2004),Keys to Geography,MacmillanEducationAustralia,Melbourne

Lambert,DandBalderstone,D(2000),Learning to Teach Geography in the Secondary School,Routledge

Falmer,London

Leat,D(2001)2ndEd.Thinking Through Geography, ChrisKingtonPublishing,Cambridge

Morgan,JandLambert,D(2005)Geography: Teaching School Subjects 11–19, Routledge,London

Nichols,A(2001)More Thinking Through Geography, ChrisKingstonPublishing,Cambridge

Roberts,M(2003),Learning Through Enquiry,GeographicAssociation,Sheffield.

Smith,Maggie(ed)(2002),Teaching Geography in Secondary Schools: A Reader,(OpenUniversity

FlexiblePGCETeachinginSecondarySchool),RoutledgeFalmer,London

30 geography: essential learning

geography: essential learning 3�

Geography is the study of the interaction between people and environments.

It develops knowledge and understanding of the distribution of human and natural

phenomena. Spatial perspectives underpinning the discipline provide a means for

describing and interpreting patterns and processes affecting Earth and its people.

A spatial perspective provides a unique conceptual structure for the investigation

of phenomena. Using spatial concepts geographers define and elaborate their

understanding of phenomena.

Whatever the organisational approach taken within the school, identification of

the Geography component of a unit is essential. The spatial concepts guide the

knowledge and understanding at all levels, and the geospatial skills underpin the

discipline by providing the tools for understanding and communication

of those understandings. Fieldwork at all levels provides the

practical application in the real world and the opportunity

for the inclusion of active citizenship.

By investigating spatial dimensions of topics and

issues, students analyse the impact of the interaction

between people and environments, and consider

appropriate responses.