VELS+Level+6+(9-10)

 **Progressing towards Level 6** The [|learning focus] statement provides advice about learning experiences that will assist students to work towards the achievement of the standards at Level 6. 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. 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.
 * ~  ||~ Progression point 5.25 ||~   ||~ Progression point 5.5 ||~   ||~ Progression point 5.75 ||~   ||
 * ^  ||< At 5.25, the work of a student progressing towards the standard at Level 6 demonstrates, for example: ||^   ||< At 5.5, the work of a student progressing towards the standard at Level 6 demonstrates, for example: ||^   ||< At 5.75, the work of a student progressing towards the standard at Level 6 demonstrates, for example: ||^   ||
 * ^  ||< **Geographic knowledge and understanding*** identification of local and global issues arising from the interaction of natural processes and human activities
 * identification and comparison of development issues from around the world and ways to measure differences; for example, the relationship between socio-economic status and life expectancy ||^  ||< **Geographic knowledge and understanding*** research and reporting of the outcome of the interaction of natural processes and human activities; for example, desertification, land degradation or beach loss
 * explanation of a range of influences on a development issue; for example, social, historical, environmental, economic and political factors that influence food shortages in different areas ||^  ||< **Geographic knowledge and understanding*** explanation of community responses to the interaction of human activities and natural processes; for example, land management, beach replenishment, revegetation or urbanisation
 * explanation of a development policy and its implications for sustainability; for example, water conservation, tourism, foreign aid ||^  ||
 * ^  ||< **Geospatial skills*** identification of information and patterns from a range of geographic data, with incorporation of spatial concepts in descriptions and explanations
 * collection, collation, presentation and interpretation of fieldwork data to explain a geographic situation ||^  ||< **Geospatial skills*** interpretation of a range of geographic data, with incorporation of spatial concepts in evaluations and proposals
 * use of geographic language and conventions, and the provision of well-supported explanations for findings of geographic fieldwork ||^  ||< **Geospatial skills*** interpretation of a variety of geographic data at a range of scales with use of spatial concepts in explanations, evaluations and proposals
 * fieldwork responses that include relevant data presentation conventions, explanations using geographic language, appropriate use of spatial concepts and application of geographic findings ||^  ||
 * Level 6 standard**
 * Geographic knowledge and understanding**
 * Geospatial skills**