Background to the VELS - The Humanities − Geography domain
Standards in the Humanities − Geography domain were developed following a detailed analysis of the Geography strand of Studies of Society and Environment (SOSE) in the Curriculum and Standards Framework (CSF) II, the previous curriculum guidelines for Victorian schools. Further information about the general relationships between the two curriculum frameworks is provided in tables for each level.
Levels 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6 | Show All
Humanities Levels 1–3
Geography provides the foundation for understanding how people and their environments relate to each other.
At Levels 1, 2 and 3, Geography in both the VELS Humanities domain and in SOSE in the CSF II is similar in its study of the natural and human environments within students’ personal experience. At these levels, students’ geographic skills are developed using geographic media and the basics of mapping.
Standards for assessing and reporting on student achievement in Geography are introduced in the VELS at Level 3. The learning focus statements for Levels 1 and 2 provide specific advice about learning experiences that assist students to work towards the achievement of the Humanities standards at Level 3.
Level 1
| Victorian Essential Learning Standards | CSF II learning outcomes |
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Humanities – Learning focus As students work towards the achievement of Level 3 standards in the Humanities, they draw on their own experience to help them understand the world around them. Through activities such as developing personal and family timelines, examining photographs and buildings, and visits from community members, they learn about the concepts of time - chronology and sequencing, and change and continuity. Through reading and listening to narratives, including personal stories, and participating in celebrations students begin to learn about the cultures and histories that have contributed to Australian society and by seeing and hearing about other places outside their experience they begin to consider how and why other times and places are different from their own. Students develop an awareness of spatial concepts through structured experiences within their immediate environment. They investigate the relative location, direction and distance of their home, school, classroom, local parks, shops and other significant features of their environment and begin to understand the geography of their local area. They learn to give and follow simple directions, and describe location relative to other people and places using everyday spatial terms such as front/back, up/down, right/left, near/far, above/below. They draw simple pictorial maps from their developing mental maps of familiar environments. Students explore how and why natural factors (for example, changes in the weather) and human activities (for example, the closing of a park) affect their lives. They develop basic narratives that link events in their own experience. Participating in activities such as wearing protection from the sun, saving energy, saving water, and recycling, they develop their awareness of environmental issues. |
SOSE Describe aspects of the student’s life in familiar environments. Illustrate how people use and care for familiar environments. |
Level 2
At Level 2, the main learning focus in the Humanities domain is spatial representation, whereas the CSF II SOSE learning outcome at this level relates to the concept of change.
At Level 3, however, the standards for the Humanities (see Level 3 table) are consistent with the SOSE Level 2 outcomes.
These apparent differences occur because there are no defined standards for Geography at Levels 1 and 2. In this context, the Learning focus statements at these levels are seen as guides to preparing students for achievement of Level 3 standards and will not appear to directly relate to Levels 1 and 2 CSF outcomes.
| Victorian Essential Learning Standards | CSF II learning outcomes |
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Humanities – Learning focus As students work towards the achievement of Level 3 standards in the Humanities, they develop their understanding of the concepts of time - chronology and sequencing, and change and continuity - through a study of changes in the local community over time. By comparing the experiences and artefacts of their daily lives with those of their parents, grandparents and other community members, students reflect on how life at home and in the community has changed. Students develop their awareness of spatial concepts and use terms that demonstrate an understanding of absolute and relative locations. With guidance, they recognise and point to their street, town or city and state on an appropriate map. They recognise the globe as a model representation of Earth and can locate Australia and other places with which they have links. Students learn to identify and name physical features and distinguish them on the basis of variables, including size (scale/height/distribution) and colour. Through observation, they investigate and describe elements of the natural and built environments in their local area. By examining artefacts and listening to the oral history of relatives, teachers and community members, students become aware of the various types of geographical and historical evidence. They begin to make basic comparisons between ‘then’ and ‘now’ and learn to construct simple timelines to show their understanding. By observing the characteristics of different places, and prompted by questions, students think about environmental differences, locally and in other parts of Australia and the world, and why these differences exist. They begin to grasp the role and importance of the various cultural groups that make up the Australian community, including Aboriginal and Torres Strait Islander communities. They explore what their local area might have looked like before European settlement. Students are introduced to the concept of resources and their management, and begin to understand how resource use reflects community interdependence and economic sustainability. They begin to understand how local resources are used to make products which meet local people's needs and the needs of people in other places. They also begin to understand that resources from other places may be used to make products locally to meet their needs. |
SOSE Examine change over time in the local community and environment. Explain how and why resources are used and managed in the local community. |
Level 3
Geography-related Humanities standards at Level 3 (see table) take into account learning in Geography through the learning focus at Levels 1 and 2; they therefore relate to a combination of CSF II learning outcomes at Levels 1, 2 and 3.
| Victorian Essential Learning Standards | CSF II learning outcomes |
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Humanities knowledge and understanding At Level 3, students describe and sequence some key events in Australian history, some key commemorations and celebrations including Anzac Day and key aspects of the histories of cultural groups that make up their class, community and nation. They describe how aspects of places in their local area have changed over time. From direct observation or observation of a variety of media, they describe the human and physical characteristics of their local area and other parts of Victoria. They describe how people use and affect different environments in Victoria. Humanities skills At Level 3, students ... draw simple maps and plans of familiar environments observing basic mapping conventions. They identify the location of places on a simple map using an alphanumeric grid and describe direction using the four cardinal compass points. Using atlas maps and a globe, they locate and name the states and territories of Australia. |
SOSE Compare how people use environments in Australia. |
Level 4
Geography provides students with knowledge and skills for observing and describing places on the Earth’s surface and, through the spatial perspective, to analyse and provide explanations of patterns of phenomena and processes affecting the Earth.
At Levels 4, 5 and 6, Geography in the VELS Humanities domain and in SOSE in the CSF II is similar in its study of the interaction of the physical and human environments from a spatial perspective. Students work with a range of geographic media, especially maps, to acquire knowledge and to represent and interpret data.
| Victorian Essential Learning Standards | CSF II learning outcomes |
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Geographical knowledge and understanding At Level 4, students identify and describe Australia’s significant natural processes. They describe the reaction of people to these processes including the management of natural disasters. They compare the various ways humans have used and affected the Australian environment. Students recommend ways of protecting environmentally sensitive areas in a sustainable way. They provide examples and evidence based on their inquiries. They use geographic language to identify and describe the human and physical characteristics of local and global environments depicted by different kinds of maps, diagrams, photographs and satellite images. Geospatial skills At Level 4, students use atlases, street directories and town plan maps to accurately describe the distance, direction and location of places. They identify features from maps, satellite images, and oblique photographs. They draw sketch maps of their neighbourhood using simple mapping conventions such as title, scale, north point and legend. They research, collect, record and describe data obtained through field study surveys and measurements to form conclusions about the use of resources. |
Geography Locate and explain the distribution of significant natural and built features, both in regions of Australia and globally, using maps and other geographical techniques.
Analyse different views about the use and care of Australian places. |
Level 5
Geography provides students with knowledge and skills for observing and describing places on the Earth’s surface and, through the spatial perspective, to analyse and provide explanations of patterns of phenomena and processes affecting the Earth.
At Levels 4, 5 and 6, Geography in the VELS Humanities domain and in SOSE in the CSF II is similar in its study of the interaction of the physical and human environments from a spatial perspective. Students work with a range of geographic media, especially maps, to acquire knowledge and to represent and interpret data.
| Victorian Essential Learning Standards | CSF II learning outcomes |
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Geographical knowledge and understanding At Level 5, students demonstrate knowledge and understanding of the characteristics of the regions of Australia and those surrounding it: Asia, the Pacific and Antarctica. They explain, using examples, how the interaction of physical processes and human activities create variations within the regions. They use evidence and appropriate geographical language to explain contrasts within smaller regions surrounding Australia. Students describe differences in culture, living conditions and outlook, including attitudes to environmental issues, in these regions. They demonstrate understanding of environmental issues based on inquiry and propose ways of ensuring the sustainability of resources. Geospatial skills At Level 5, students collect geographical information from electronic and print media, and analyse, evaluate and present it using a range of forms, including satellite images and atlas maps. They construct overlay theme maps using map conventions of scale, legend, title, and north point. They identify and gather geographical information from fieldwork and organise, process and communicate it using a range of written, oral, visual and graphic forms. |
Geography Compare the characteristics of significant regions in Australia and the world. Explain how natural processes and human activities change environments. Explain how people’s use of natural and human environments changes over time. Develop a plan to address impacts of change. |
Level 6
Geography provides students with knowledge and skills for observing and describing places on the Earth’s surface and, through the spatial perspective, to analyse and provide explanations of patterns of phenomena and processes affecting the Earth.
At Levels 4, 5 and 6, Geography in the VELS Humanities domain and in SOSE in the CSF II is similar in its study of the interaction of the physical and human environments from a spatial perspective. Students work with a range of geographic media, especially maps, to acquire knowledge and to represent and interpret data.
| Victorian Essential Learning Standards | CSF II learning outcomes |
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Geographical knowledge and understanding At Level 6, students explain the operation of a major natural system and its interaction with human activities. They evaluate the consequences of the interaction and develop a policy to address an issue related to it. Students describe global patterns of development from a range of perspectives and identify and describe the factors that determine these patterns. They analyse development issues and formulate and evaluate comprehensive policies, including those for sustainable use and management of resources, to alter development patterns at a range of scales. They use evidence based on their inquiries and geographical language and concepts. Geospatial skills At Level 6, students accurately interpret information on different types of maps and photographs at a range of scales, and use map evidence to support explanations, draw inferences and predict associated outcomes. They collect and collate information gathered from fieldwork observations and present their findings observing geographical presentation conventions. |
Geography Explain the processes and interactions between people and major natural systems. Predict the effects of resource development and use on a selected natural and human environment. Develop a comprehensive strategy to resolve an issue related to the use and management of a natural or human environment. |
