Implementing the Victorian Curriculum F–10
The following information outlines curriculum area advice to schools to support remote learning and continuity for students in
F–10 Geography. This advice should be read in conjunction with broader advice provided to schools regarding the Victorian Curriculum F–10 on the
VCAA and Victorian Curriculum F–10 websites.
Delivering F–10 Geography remotely and flexibly
Keep in mind
- Schools can review and adapt their teaching and learning program for Geography to enable the curriculum to be delivered at home via remote learning, for example, rescheduling fieldwork to be undertaken once face-to-face learning resumes.
- Teachers are best placed to make teaching and learning decisions and assessment modifications that are appropriate to their own circumstances. Teachers need to consider school and student access to remote learning tools (such as online learning platforms), the strengths and limitations of their students, and the context of their school situation.
- Teachers may design and select targeted teaching and learning activities, such as fieldwork activities that focus on one or more of the specific Geographical Concepts and Skills in the Geography curriculum, such as Place, space and interconnection or Data and information. Please refer to
Learning in Geography on the Victorian Curriculum F–10 website for a more detailed explanation of these geographical concepts and skills.
Ideas and connections
- Schools and teachers can select teaching and learning activities that integrate Geography with another learning area and/or capability, not only to enable efficiency of curriculum delivery but also to invite new ways of thinking and engaging with learning.
- Schools may provide instructions (either through an online platform or as hard copy through the mail) for activities that can scaffold and develop students' understanding of geographical concepts and skills.
- Teacher-directed activities can be short and students can be encouraged to complete them in a short period of time. Providing feedback on these short activities can maintain student engagement, build confidence, and ensure that student work is targeted.
- Data and information teaching and learning activities can be structured around the simple steps of identifying, collecting, recording, representing and interpreting data.
Useful resources
In addition to
VCAA resources, including
the scope and sequence charts for Geography F–10, teachers may consider the following resources:
Assessment and achievement standards
- Schools should assess student learning against the relevant aspects of the achievement standards in the Victorian Curriculum F–10. Students could construct a fieldwork folio of their work undertaken during this time, which could be assessed once face-to-face learning resumes.
- Teachers should design and select teaching and learning activities, including practical activities and fieldwork, that target specific content descriptions and the relevant sections of the achievement standards. Assessment of these targeted activities will allow teachers to identify where students are at and to continue to support their progression.
- Teachers should select and use a variety of assessment types and should develop different ways to provide feedback to students.
- On the resumption of face-to-face learning, schools may undertake a variety of assessments to determine students' actual progression of learning, considering the original teaching and learning program and making the necessary adjustments to this program as required.
For more information
Leonie Brown, Geography Curriculum Manager
Phone (03) 9603 7923 or email the Geography Curriculum Manager