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Levels 7-10  |  Environmental Impacts


Session outline

Students investigate the many ways Victoria’s environment was changed in the 19th century and what this meant for the lifestyles of both the first inhabitants and new migrants.

Classroom resources

Teaching kit: Environmental Impacts of the Gold Rush
Sovereign Hill Education blog posts: Environmental Changes to Victoria’s LandscapesEnvironmental Impacts of the Gold Rush, How? When? Why? The Industrial Revolution in Australia
Audio: Ballarat Goldfields Diary, Goldfields Quotes


Victorian curriculum connections

History
Levels 7-8: Identify and explain patterns of continuity and change in society to the way of life. How physical or geographical features influenced the development of Aboriginal and Torres Strait Islander peoples’ communities, foundational stories and land management practices.

Levels 9-10: Analyse and evaluate the broad patterns of change over the period 1750-present. Changing social, cultural, historical, economic, environmental, political and technological conditions on a major global influence in Australia. Analyse the long term causes, short term triggers and the intended and unintended effects of significant events and developments.

Economics
Levels 9-10:
Research the way the work environment is changing in contemporary Australia and analyse the implications for current and future work.

Geography
Levels 7-8: Spiritual, cultural and aesthetic value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander peoples, that influence the significance of places, and ways of protecting significant landscapes.
Human causes of land degradation, the effects on landscape quality and the implications for places.

Levels 9-10: Land and resource management strategies used by Aboriginal or Torres Strait Islander peoples to achieve food security over time.
Human alteration of biomes to produce food, industrial materials and fibres and the environmental effects of these alterations.
Causes and consequences of an environmental change, comparing examples from Australia and at least one other country.
The interconnection between food production and land and water degradation; shortage of fresh water; competing land uses; and climate change, for Australia and other areas of the world.

Science
Levels 7-8: Some of Earth’s resources are renewable, but others are non-renewable.

Technology
Levels 7-8: Analyse how food and fibre are produced when creating managed environments and how these can become more sustainable.

Ethical Capabilities
Levels 9-10: Explore a range of ethical problems and examine the extent to which different positions are related to commonly held ethical concepts and principles, considering the influence of cultural norms, religion, world views and philosophical thought.

Intercultural Capabilities
Levels 9-10: The curriculum provides the opportunity for students to understand the importance of cultural collaboration in an interconnected world and how respecting diversity is important for community cohesion.

Aboriginal and Torres Strait Islander Perspectives
The Victorian Curriculum includes the knowledge and skills students are expected to develop about Aboriginal and Torres Strait Islanders histories and cultures, given their particular and enduring importance.

Sustainability
Learning about Sustainability allows students to develop the knowledge, skills, values and world views necessary to contribute to more sustainable patterns of living. Learning about Sustainability has an increasing local, national and global resonance. Australia’s future prosperity will be impacted by past, present and future decisions, particularly in relation to the environmental, social and economic challenges.

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