Unit Name – The Call of the Peaks: Understanding and Preserving Mountains – The Big Idea – Mountains are more than features in landscapes; they are living connections to culture, Country, and ecosystems.
| Exceeding standard | Students independently design, implement, and critically evaluate complex strategies for diverse ways of safely interacting with mountains, demonstrating innovative responses to changing environmental and cultural factors. They propose new ways strategies for themselves and others to safely interact with mountains that respond to seasons, weather conditions, fire conditions and environmental factors. | Students synthesise comprehensive primary and secondary data using advanced geospatial tools to produce detailed evaluations of human and environmental interactions with mountain landscapes, based on their own negotiated project directions. | Students create highly engaging and technically sophisticated media works that effectively communicate layered messages about mountains, incorporating personal experiences, cultural knowledge, and environmental challenges. | Students critically analyse the importance of mountains for Aboriginal people and diverse worldviews, proposing nuanced solutions to address significant social and environmental challenges. They propose different worldviews and evaluate how they impact interactions with mountains. |
| Above standard | Students plan and evaluate a range of strategies to engage with mountains safely, responding to environmental and cultural considerations with consistency and accuracy. They undertake a sophisticated analysis of strategies for themselves and others to safely interact with mountains that respond to seasons, weather conditions, fire conditions and environmental factors. | Students collect, analyse, and compare primary and secondary data to evaluate cultural and environmental impacts, demonstrating effective use of geospatial tools. They analyse cultural implications for fieldwork and secondary data analysis. | Students design and produce thoughtful media works that clearly communicate messages about the importance of mountains for cultural and environmental sustainability. They develop ideas based on both personal experience and a range of other people’s ways of representing mountains and outdoor environments. | Students analyse the importance of mountains to Aboriginal people and other perspectives, identifying potential challenges and proposing practical solutions. They propose different worldviews and analyse how they impact interactions with mountains. |
| At standard | Students participate in a range of bushwalking and other wellbeing activities on local mountains. They plan, use and evaluate different walking routes and other ways of interacting with local peaks. They design and evaluate strategies for themselves and others to safely interact with mountains that respond to seasons, weather conditions, fire conditions and environmental factors. | Students examine the impacts of visiting mountains including both cultural and environmental factors. They collect primary and secondary data and use geospatial tools to help plan and evaluate different interactions with their local peaks. Students use their geospatial and geographical knowledge to consider safety protocols for interacting with mountains in a culturally safe way. | Students select appropriate media communication tools to promote activities within mountains based on their personal experiences and geographical knowledge. They convey messages about personal, environmental and cultural safety based on primary and secondary data gathered during outdoor experiences. | Students consider the importance of mountains to Aboriginal people. They examine how mountains are important for people with different worldviews and consider how interacting with mountains comes with social, and environmental challenges. |
| Approaching standard | Students demonstrate basic planning and participation in mountain activities, with some understanding of environmental and cultural factors but limited evaluation. | Students collect primary and secondary data with minimal analysis, showing a basic understanding of human and environmental impacts using geospatial tools. | Students produce simple media works that communicate basic messages about personal or environmental connections to mountains with limited detail. | Students identify the importance of mountains to Aboriginal people and recognise other perspectives but struggle to connect them to broader challenges. |
| Below standard | Students participate in mountain activities with minimal planning and demonstrate little understanding of environmental or cultural safety considerations. | Students collect limited data and show difficulty in using geospatial tools or understanding human and environmental interactions. | Students attempt to create media works but struggle to communicate clear ideas or perspectives about mountains. | Students show limited awareness of the cultural significance of mountains and do not connect worldviews to broader social or environmental challenges. |
| V.C. Learning Area | HPE
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Humanities – Geography | The Arts – Media | Intercultural Capability |
| V.C. Curriculum Link | participate in and evaluate physical activities designed to enhance health, fitness and wellbeing VC2HP10M05
participate in physical activities that promote health, safety and social outcomes in outdoor environments and aquatic settings to design and evaluate participation strategies for themselves and others VC2HP10M06
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the impacts on places of people’s travel, recreational or cultural choices, and how these can be managed, including those impacting Aboriginal and Torres Strait Islander Peoples and their Country and Place VC2HG10K08
collect, process and compare information and data from primary and secondary sources, including fieldwork and secondary research materials, using geospatial technologies and digital tools as appropriate VC2HG10S02 |
design and structure media arts works that communicate ideas, perspectives and meaning VC2AMA10C01
select and apply production processes and use media arts concepts to construct representations and produce media arts works that communicate ideas, perspectives and meaning to an intended audience VC2AMA10C02 |
the components of a cohesive, culturally diverse society and the benefits and challenges of building and maintaining social cohesion VC2CI10D01
how diverse worldviews can contribute to addressing social and environmental challenges VC2CI10D02 |
Achievement Standard (at Standard):
Students participate in bushwalking and outdoor wellbeing activities on local mountains, designing and evaluating strategies for themselves and others to safely engage with local peaks while considering environmental and seasonal factors. They examine the cultural and environmental impacts of visiting mountains by collecting and analysing primary and secondary data, including through geospatial tools, to inform culturally safe interactions. Students use appropriate media tools to promote safe and meaningful engagement with mountains, conveying personal, environmental, and cultural messages drawn from their outdoor experiences. They demonstrate an understanding of the significance of mountains to Aboriginal people and diverse worldviews while reflecting on the social and environmental challenges of interacting with mountain landscapes.
Sample Assessment for Learning – Log Book Task
| Geology of Mount Buninyong | ||||
| Feature | Observation (What did you see?) | Notes (e.g., type of rock, slope angle, weathering signs) | ||
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| Use the space below to draw a birds eye view of the mountain. You can use symbols and other representations of the mountain.
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Sample Summative Assessment Task – Creative Media Response
Task Purpose:
You will explore the cultural and environmental importance of mountains and create a media project to share your message with your peers.
Task Details:
- Select a Guiding Question (choose one or combine with your teacher’s approval):
- o How do mountains connect us to Country and reflect the cultural significance of Traditional Owner knowledge and practices?
- o What role do humans play in protecting and sustaining mountain ecosystems as part of Caring for Country?
- o How can we balance outdoor recreation with respect for Indigenous Peoples’ perspectives and responsibility to preserve mountain landscapes?
- Choose Your Topic:
- o A specific mountain or peak (e.g., Mt Buninyong, Brown Hill, Black Hill).
- o An issue impacting multiple peaks (e.g., climate change, tourism, or cultural protection).
- o Celebrating mountains’ significance in culture, Country, or ecosystems.
- Media Format:
Be realistic about what you can produce with your available resources (photos, videos, or recordings from outdoor experiences). Options include:- o Video (3 minutes)
- o 6 images with captions (e.g., photo series with explanations)
- o Print media (e.g., posters or digital artwork)
- o Topographic art (e.g., a painting, collage, etc., inspired by a map)
- o Mixed media (a combination of visuals, audio, or text).
- Tell a Story:
- o Your project should have a clear message that connects to your chosen guiding question.
- o Include a 50-word artist’s statement with a title and an explanation of your work.
What to Submit:
- Your final media response (video, images, or mixed format).
- Artist’s statement (50 words).
Working Time:
- Week 5: Single period for planning.
- Week 6: Double period for creating and editing.
Use of AI:
- You may use AI to edit your artist’s statement or to brainstorm ideas.
Presentation:
- Present your media project at our Gallery Opening during the final class.
- You will self-assess and peer-assess two classmates’ projects using the rubric.
