VELS+Level+5+(Years+7+to+8)

 **Progressing towards Level 5** The [|learning focus] statement provides advice about learning experiences that will assist students to work towards the achievement of the standards at Level 5. 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. At Level 5, students collect geographical information from electronic and print media, including satellite images and atlas maps and analyse, evaluate and present it using a range of forms. 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.
 * ~  ||~ Progression point 4.25 ||~   ||~ Progression point 4.5 ||~   ||~ Progression point 4.75 ||~   ||
 * ^  ||< At 4.25, the work of a student progressing towards the standard at Level 5 demonstrates, for example: ||^   ||< At 4.5, the work of a student progressing towards the standard at Level 5 demonstrates, for example: ||^   ||< At 4.75, the work of a student progressing towards the standard at Level 5 demonstrates, for example: ||^   ||
 * ^  ||< **Geographic knowledge and understanding*** identification of the geographic characteristics of a chosen region; for example, Australia, Asia, the Pacific or Antarctica, or a region of Australia
 * identification and analysis of an environmental issue and its impact on a community; for example, forest use ||^  ||< **Geographic knowledge and understanding*** explanation of how human activities and physical processes interact in a region; for example, the influence of weather patterns on farming in Australia
 * understanding of policies currently in place to manage an environmental issue; for example, responses to issues created by forest use, land degradation, or urbanisation at a local or regional level ||^  ||< **Geographic knowledge and understanding*** identification of differences in interaction of human activities and physical processes between regions
 * investigation and evaluation of the sustainability of community proposals in response to an environmental issue; for example, mangrove plantings to protect against king tides, or ‘Clean Up Australia’ campaign to reduce litter ||^  ||
 * ^  ||< **Geospatial skills*** collection of information from a range of geographic media; for example, topographical maps, choropleth maps, graphs, tables, aerial photos, diagrams, and the appropriate use of presentation conventions
 * collection, recording, organisation and presentation of fieldwork data that satisfies conventions and includes description of fieldwork findings ||^  ||< **Geospatial skills*** collection of information from a range of data types; for example, topographical maps, choropleth maps, graphs, tables, aerial photos, diagrams and description of findings
 * collection and recording of fieldwork observations in a variety of ways that satisfies presentation conventions, and includes summaries of findings and conclusions ||^  ||< **Geospatial skills*** analysis of information from a range of geographic data to form a conclusion
 * collection, organisation and recording of fieldwork observations in a variety of ways that satisfies presentation conventions and includes summaries and analysis of findings ||^  ||
 * Level 5 standard**
 * Geographic knowledge and understanding**
 * Geospatial skills**