1. Implementation workshop
VCE Geography
Implementation workshop

2. Overview Introduction to the study design and advice for teachers
Fieldwork Activity

3. Timelines Units 1- 4 introduced in 2016
Advice for teachers published term
Sample examination or sample questions published in 2016

4. Course overview Aims Narrative Interconnection Change
The aims of this curriculum can be summed up as developing in students
A sense of awe and wonder
Conceptual and analytical thinking
Knowledge of geographical phenomena
An appreciation of the importance of Geography in the wider world
These aims are expressed through two major themes of the curriculum:
Interconnection is the key theme of Units 1 and 2.
Change is the key theme of Units 3 and 4.
In Units 1 and 2 students study two very different kinds of interactions with environments and their consequences.
In Units 3 and 4 students examine how and why a broad range of geographic phenomena change.

5. Cross-study specifications
Key geographical concepts
Geographical skills
Fieldwork report
This is a new section of the study design.
It supports the units and helps to unpack the areas of study and in particular the key knowledge and skills.
A reminder that everything within the study design is examinable including this section and introductions to units and areas of study.
Teachers will need to refer to the cross study specifications when planning units of work and when writing SACs.

6. Concepts in VCE Geography
Place
Spatial association
Distance
Distribution
Movement
Sustainability
Process
Change Scale
Region
These concepts develop the ability to think and communicate geographically and also for additional rigour to VCE Geography.
Spatial association, distance, distribution, movement and region are aspects of the concept of space. Space was thought to be too broad for the purposes of VCE, which requires a particular level of specificity. Process is an aspect of interconnection. Of course interconnection is also picked up as one of the themes of the study.
Some of these concepts are broader than just spatial, for example process, change and sustainability, but this is a deliberate feature of the study design.
The intention is that these concepts will assist students in their observations, descriptions, interpretations, analyses and explanations of geographic phenomena. Students’ responses would be expected to demonstrate understanding of these even if not explicitly mentioned in the question.

7. Understanding of concepts example
Example question Unit 1:
Identify the main geographical factors that have resulted in blackberry invasion at this site

8. Example response
The site is located 200 metres south of a residential area that was farming land prior to the 1920s. Birds and possums distributed blackberry seeds from nearby land when using the native trees or creek at the site after feeding on blackberries planted in gardens. Prior to refrigeration it was common for houses to grow vegetables and fruit. The density of blackberry bushes is higher than sites 500 metres further downstream where regular flooding interferes with the establishment of the bushes.
What concepts can you see in this first attempt week one in Unit 1? How do you think this could be improved? (beware of time – perhaps take this away and use it in networks or faculties to improve it)
Concept of place is demonstrated (relative characteristics of sites along the creek)
Process
Spatial association
Movement
Change
Scale (wider economic factors)

9. Concepts and Unit planning
Begin with the theme of the unit and introductions to units and areas of study
Consider the relationship between the key knowledge, key skills and the cross study specifications
Consider assessments
Shape teaching and learning activities to reflect this relationship
While all concepts are relevant to all areas of study, some may have a relatively stronger emphasis than others in particular topics that might be selected.
This will become evident when considering the focus of the key knowledge and skills.
Bear in mind the overall development of conceptual thinking across the units to ensure a balanced development.
Higher order thinking should be developed and one important aspect of this is conceptual and analytical thinking.

10. Geographical Skills the table of skills key skills
Example: analyse maps, data and other geographic information to develop descriptions and explanations
The study design has a table of skills as well as key skills attached to each area of study.
The two work together to develop the skills needed for this study.
For example, when unpacking the key skill of analysing maps, data and other geographic information as per example in the slide, this would be done in conjunction with the table to help work out what tools of analysis the students should be familiar with. Students could be taught other technical skills off the table but they are not examinable.
Some of the key skills go beyond this table – the table just identifies technical skills that support the key skills, not all the skills that are required. For example critical thinking skills are implicit in the key skills but not specifically mentioned in this table.
Teachers need to judge which key skills require which skills from the table.
Teach the skills in context of the content.
Area
Description
Unit relevance 1 2 3 4
Block diagrams, digital terrain models/landscape visualisation
Analyse and annotate block diagrams of landscapes to illustrate understanding of features and processes ●
Interpret time series block diagrams that demonstrate change
Use an online three-dimensional landscape visualisation tool (e.g. Google Earth) in conjunction with maps to investigate representations of topography in two- and three-dimensions

11. Fieldwork report Fieldwork mandated for Units 1, 2 and 3
Report structure mandated
Word limit is suggested only
Report section
Guidelines
Definition of topic
A definition of topic must contain:
A clear statement of the research question
An outline of the geographic context of the question
A brief hypothesis [expected answer to the research question ] and justification of hypothesis
Fieldwork report SACs will use the structure given in the study design.
Teachers determine the distribution of marks between each section.

12. Unit 1- Hazards and Disasters
Area of study 1
Characteristics of hazards
Area of study 2
Response to hazards and disasters
analyse, describe and explain the nature of hazards and
impacts of hazard events at a range of scales
analyse and explain the nature, purpose and effectiveness
of a range of responses to selected hazards and disasters
Students do an overview of hazards and hazard events before undertaking a detailed study of two different types of hazards.
Introduce types of hazards
The unit is designed so that area of study 1 should be taught before area of study 2

13. Unit 1 note interconnection between causes and types of hazard
study at least one hazard from two different types
order of study
role of spatial technologies
These are key points to note about the unit, not a repetition of all the key knowledge and skills.
Can use the same 2 hazard types for both areas of study – select type and example of type from the unit introduction
Can use the same fieldwork for both areas of study
Teaching approaches include by hazard that is, areas of study 1 and 2 for hazard 1 and then 1 and 2 for hazard two. Or by area of study that is, hazard 1 and 2 for area of study 1 and then again for area of study 2. (unpack advantages and disadvantages of doing each).
The role of spatial technologies refers to the industry and not the student’s own use of technology. Student use is covered through the key skills.

14. Unit 2 - Tourism Area of study 1 Characteristics of Tourism
Impact of tourism
analyse, describe and explain the nature of tourism at a
range of scales
analyse and explain the impacts of tourism on people,
places and environments and evaluate the effectiveness of strategies for managing tourism
Why tourism?
Tourism links to the aim of developing a sense of wonder and curiosity, which surely motivates some tourists and provides an opportunity to foster this same wonder. It builds the on students’ personal geography
Fits the narrative of interconnection. It is an important aspect of how many places in Victoria and the world are engaged with.
Allows for fieldwork in rural and urban settings.
Depending on the fieldwork and other case studies, physical geography can be woven in.

15. Unit 2 Interconnection and its relationship to the areas of study
Selecting case studies
Approaches to covering the areas of study
Tourism as Geography – interconnection and the conceptual approach is distinctive to the discipline.
Incorporating physical geography – how can this be done?
Note that examples have to be contrasting examples from within Australia and elsewhere in the world.
Interconnection of selected locations with surrounding region and national context is one aspect of interconnection that must be addressed in area of study 2.
Spatial technologies in area of study 2 – could be studied as part of effectiveness of management strategies

16. Unit 3 – Changing the land
Area of study 1 – Land use change
Area of study 2 – Land cover change
analyse, describe and explain land use change and assess
its impacts.
analyse, describe and explain processes that result in
changes to land cover and discuss the impacts and responses resulting from these changes.
Revisit the theme of units 3 and 4 – change – and how it links to this unit.

17. Area of study 1 – Land use change
Selecting a fieldwork location
Interpreting terms in the study design
Spatial technologies
Fieldwork for this unit – scope. What counts and doesn’t count as land use change? How big an area should be studied? There is no straightforward answer to this question. The main point is that a site should be selected that allows for higher order thinking (and awe and wonder!)
Land use may have recently occurred, is underway or is planned for the near future. How do we then deal with key knowledge/skill on explain and assess positive and negative impacts of the land use change? Is going to a futures judgement in any case even for recent change. Warn them to avoid hyperbole – should be based on evidence and stated reasonable assumptions.
This is a fieldwork based area of study.
Processes of change – what does this mean for this unit e.g. process of population movements.
Does organisations include business, government, local land care groups? Yes. (note that in Unit 4, government and organisations are listed separately to each other).
The use of spatial technologies – unpacking this. Note this refers to use by the people/organisations undertaking the land use change. The use of these technologies by students is covered through the skills.
Possible criteria to select a site: Think carefully:
Spatial technologies are relevant
Data on impacts and geographic characteristics available
Identifiable/observable processes
Must have interconnection with surrounding region linked to the land use change
Allow for higher order thinking
Have something to observe and record

18. Area of study 2 – Land cover change
Definition of land cover
Processes overall and individually
Key skills
Landcover – note definition as natural state of biophysical environment through interconnection between climates, soils, landforms, flora and fauna, and increasingly, interconnections with human activity.
What students need to study about processes overall versus what is needed for each specific process.
Overall:
Spatial distribution of global land cover over time
The role and interconnection of natural processes and human activity in causing deforestation, desertification and melting glaciers and ice sheets. E.g. climate change as impacting on all three and the three impacting on climate change and then on the processes more intensely.
For each the 3 processes:
How it is a process
Key knowledge related to a specific location (what should the scale of the location be?)
Global response
The big picture helps to set the scene for the study of individual processes. Can bring this knowledge into the study of each process. At the same time, knowledge of each process will help to embellish overall knowledge.
E.g. climate change, human activity
Key skills – what is meant by appropriate criteria? Steer them away from formulas and make it appropriate to the case study, ‘whose point of view’. Note that further advice on criteria will be in Advice for teachers.
Cross study specifications need unpacking in this context. Ensure that teachers consider these.

19. Unit 4: Human population – trends and issues
Area of study 1 – Population dynamics
Area of study 2 – Population issues and challenges
analyse, describe and explain population dynamics on a
global scale.
analyse, describe and explain the nature of significant
population issues and challenges in selected locations and evaluate responses
Briefly reference the theme of change for this unit.
Links between areas of study 1 and 2.
State the differences to the old study design e.g. inclusion of Malthusian theory and new approach in area of study 2.

20. Unit 4: Area of study 1 – Population dynamics
Scope of study
Selecting locations
Cross-study specifications
Factors influencing population change that need to be studied include impact of government policies, economic conditions, wars and revolution, political boundary changes and hazard events (see Unit 4 introduction).
Need to study forced, voluntary, internal and external population movements and how they can be long term or short term (see area of study 1 intro).
Note that examples have to be from within and between countries with different economic and political conditions and social structures. What should a teacher look for in selecting countries?
Cross study specifications need unpacking in this context. Ensure that teachers consider these.

21. Unit 4: Area of study 2 – Population issues and challenges
Scope
Interpreting terms
Selecting locations to study
Need to select a growing population and an ageing population.
Distinction between issues and challenges.
All students have to study meeting healthcare and social service needs as well as at least two other issues (see area of study intro).
Strategies:
One strategy for each issue? Look at the context. Could be a larger number of smaller strategies or a smaller number of larger strategies for example.
Strategies to be selected from government and/or non-government organisations. Does scale matter? Yes, would be national scale, embellished by examples of people and places or vica versa.
Criteria for selecting countries:
Ageing or growing
Population movements a factor
Data and information on economic, social, political and environmental factors and impacts on people and places are available
A range of issues, including meeting healthcare and social service needs.
Spatial technologies must be involved in development and implementation of strategies to some extent and effectiveness of this is able to be measured.
Link to cross study specifications.

22. Activity Fieldwork examples are not mandatory Think/Pair/Share
(the list given to them is not prescriptive. It is just to stimulate thinking)
Do they do individual ones or a class one? Carry it out collectively and can share data, however write up and analysis is individual
Break into groups looking at Units 1, 2 or 3.
Think/Pair/Share
With a partner:
Share site ideas for your students that come out of this table
Why would this be a good site? Justify this.
Can you think of any others?
Share your best examples with the rest of the group.

23. Assessment Units 1 and 2 – broad list Units 3 and 4 – more narrow
Distinction between type and mode of delivery
Units 1 and 2 has a broad list from which teachers select assessment tasks. They also determine the quantity of tasks.
Units 3 and 4 are tighter with one or two assessment tasks given per unit, with a suggested word limit or time limit. These are suggested, not mandatory.
Please bear in mind the difference between type and mode. Structured questions could be delivered via the mode of a test, multi-media presentation or folio. The time limit associated with these does not necessarily mean a test but is rather a workload indication.
Assessing key geographical concepts – how this could be done.
Fieldwork report and link to the key knowledge and skills and achieving the outcome.

24. Advice for Teachers Merged with assessment handbook
Progressing to interactive format
Will pick up key concerns identified at consultation, for example Unit 1 fieldwork
Will contain rubrics
Publication this year.
A selection of annotated resources will also be provided as a separate publication.
Sample activities have been designed to mix and match across units, adapting for different unit contexts.
Rubrics should be adapted for the specific tasks being set.

25. Contact
Monica Bini VCAA Humanities and Social Sciences Curriculum Manager P:

26. Victorian Curriculum and Assessment Authority
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Victorian Curriculum and Assessment Authority