Unpacking 710 Geography Objectives This session will cover the structure of the curriculum its key concepts developmental sequence of the curriculum a short web tour resources of the GTAV ID: 542147
Download Presentation The PPT/PDF document "Victorian Curriculum" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Victorian Curriculum
Unpacking 7-10 GeographySlide2
Objectives
This session
will cover:
the structure of the
curriculum
its key concepts
developmental sequence of the
curriculum
a short web tour
resources of the GTAVSlide3
AusVELS (learning focus
and standards
Australian curriculum
Familiarisation pdf published Dec 2013
T
he new Geography curriculum - stagesSlide4
Key changes
No longer general Humanities F-4 (
AusVELS
), but rather a specific Geography curriculum from F-10
Revised structure Development of conceptual thinking strengthened
Significant revisions to knowledge and skillsRevisions to achievement standardsSlide5
Structure Slide6
P
oints to note:
Levels A-D is a curriculum for students with disabilities
Content
descriptions
(CDs) are banded, that is, levels F-2 share common content descriptions, followed by two level bandsThe curriculum describes a continuum of learningContent descriptions are mandated while elaborations are not mandated, for example:
Suggestions on how a CD
could be approachedSlide7
Geographical concepts
Seven concepts
underpin the whole curriculum: place, space, interconnection, environment, sustainability, scale and change.
The Place, space and interconnection sub-strand identifies progression in conceptual thinking, with emphasis on the concepts of place, space, interconnection.The concepts of scale and change are integrated into this sub-strand.
Environment and sustainability are represented in Geographical knowledge strand.More information about the concepts can be found in “Learning in Geography” (from the Introduction drop down menu on the Victorian Geography curriculum page)Slide8
P
rogress in conceptual thinking is identified across the Place, Space and Interconnection sub-strand, and students work towards this
through
engagement with
the whole curriculum.
This is illustrated in the elaborations for the Place, space and interconnection sub-strand, which draw on other areas of the curriculum, for example: Slide9
Example of progression of concepts and skills
7-8
Identify,
analyse
and explain spatial distributions and patterns
and
identify and explain their implications
9-10
Identify, analyse and explain significant spatial distributions and patterns and identify and
evaluate their implications over time and at different scalesSlide10
Further example
(9-10) Geographies of interconnections:
CD: Effects
of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places
How has this place
c
hanged over thelast 30 years?
Why has it changed?What are the underlying processes at work? E.g migration
How will it continue to change?Slide11
Data and information sub-strand
Overview
describes progression in skills for:
Collecting and recording data and informationRepresenting data and information
Interpreting, analysing and evaluating data and informationSlide12
Data and information sub-strand
Mandates the use
of
digital and spatial technologies from Levels
5-6
This sub-strand could be used as a basis for fieldwork/inquiry, which could be supplemented with, for example:content descriptions from other curricula. For example content on Questioning and possibilities sub-strand in Critical and creative thinking capability to help teach how to construct a question for investigation or survey questions. Content within Geographical knowledge, for example in asking students to respond to a geographical challenge, for example:
CD is used to inform an aspect of an inquirySlide13
Example of progression – data and information
sub-strand
7-8
Analyse
maps and other geographical data and information using digital and spatial
technologies…
9-10Analyse
and evaluate data, maps and other geographical information using digital and spatial technologies and Geographical Information Systems …Slide14
Geographical knowledge strand Levels 7-10:
Key features
The mental map of the world begun in F-2 continues to be developed through to Levels 9-10, within the context of a particular sub-strand
One sequence of sub-strands across Levels 7-10 focuses
on environmental geography and its applications. ‘Water in the world’ introduces hydrology, ‘Landforms and landscapes’ geomorphology, and ‘Biomes and food security’ introduces biogeography. ‘Environmental change and management’ applies this knowledge.
The second sequence, ‘Place and liveability’, ‘Changing nations’, ‘Geographies of interconnections’ and ‘Geographies of human wellbeing’ introduces key aspects of human geography.This is integrated with the progressive development of skills and conceptual thinkingSlide15
Key questionsSlide16
Achievement standards
The achievement standards for Geography show development in conceptual understanding and skills and a gradually developing mental map of the world.
They are aligned to Geographical concepts and skills and Geographical knowledge strands
Note that in levels F-6 development of mental map of the world is explicitSlide17
Example - Working with the Achievement standardsSlide18
ExampleSlide19
Curriculum Planning, Assessment and
Reporting
resources
http
://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/curriculumplanning.aspx
ContactMonica BiniVCAA Curriculum Manager, Humanities and Social SciencesEmail: bini.monica.m@edumail.vic.gov.au
Phone: 9032 1693Contact and resources