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• VCHHC053

  Sequence significant events about personal and family history to create a chronological narrative

  Elaborations

  • ordering significant personal events or milestones using photographs or drawings, for example, walking, talking, the birth of a sibling, moving house, an illness, an achievement, first day at school
  • identifying dates and changes that have personal significance, for example, birthdays, moving house, changing schools, religious and school holidays, marking these on a calendar and counting down time, as well as noting that events of personal significance may differ according to children’s cultural backgrounds
  • creating a timeline, slideshow or story using photos
  • relating a story about life in their parent’s or grandparent’s time (orally or through pictures and photographs)
  • inquiring from members of their families where they were born and raised

  VCHHC053 | The Humanities | History | Foundation to Level 2 | Historical Concepts and Skills | Chronology

• VCHHC083

  Identify the origin, content features and the purpose of historical sources and describe the context of these sources when explaining daily life in colonial Australia, reasons for migration and causes and effects of Federation

  Elaborations

  • examining two sources of evidence to identify similarities and/or differences, and describing what they reveal about the past
  • checking publication dates to put information contained in a text in historical context, for example, a 1965 Australian history book may provide a different perspective to one published in 2010
  • analysing the language used in sources to identify values and attitudes, for example, ‘new Australians’, ‘boat people’
  • examining a range of sources of evidence to identify similarities and/or differences and describing what they reveal about the past, for example, comparing information in sources to determine views on the effects of migration on the development of Australian society

  VCHHC083 | The Humanities | History | Levels 5 and 6 | Historical Concepts and Skills | Historical sources as evidence

• VCHHC014

  Recognise significant events during their lifetime

  Elaborations

  • viewing stories of significant events and activities
  • identifying objects in photos that represent major artefacts for that significant event, for example cake, flag
  • experiencing the use of chronological language to discuss events and activities such as ‘finish’, ‘next’, ‘then’, ‘past’, ‘present’, ‘finished’, ‘now’, ‘then’

  VCHHC014 | The Humanities | History | Level B | Historical Concepts and Skills | Chronology

• VCHHC097

  Sequence significant events in chronological order to analyse the causes and effects and identify continuities and changes

  Elaborations

  • analysing and evaluating the theory that people moved out of Africa around 60 000 BC and migrated to other parts of the world, including Australia
  • placing historical events in sequence in order to identify broader patterns of cause and effect and continuity and change, for example, the Polynesian expansion across the Pacific; the stability of the Angkor/Khmer Empire over many centuries
  • defining and using terms such as BC (Before Christ), AD (Anno Domini), BCE (Before Common Era), and CE (Common Era); BP (Before Present) prehistory (before the period of textual recording) and history (the period beginning with named individuals and textual recording)

  VCHHC097 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Chronology

• VCHHC016

  Explore peoples perspective to events within their daily life

  Elaborations

  • exploring events and the sequence of activities that occur during it
  • assist to create a class multi modal text about a school day or special event
  • experience different peoples stories, choices within and/ or preferences about a shared event

  VCHHC016 | The Humanities | History | Level B | Historical Concepts and Skills | Historical sources as evidence

• VCHHC015

  Explore a range of sources that show families over time

  Elaborations

  • explore photos, film, objects and stories about their family past and present
  • assisting to create and view various multimedia texts related to them, their family, recent events
  • experiencing a range of sensory texts that explore recent events and the associated objects and elements
  • exploring objects and elements used during events, such as balloons, streamers, candles etc.

  VCHHC015 | The Humanities | History | Level B | Historical Concepts and Skills | Historical sources as evidence

• VCHHC123

  Analyse and corroborate sources and evaluate their accuracy, usefulness and reliability

  Elaborations

  • developing a set of questions that support student’s analysis of sources
  • recognising the role of ICT in providing access to sources and the need to ask relevant questions of those sources, for example, a Google search for ‘significance of Kokoda’
  • identifying literal and symbolic features of sources and explain their purpose and inferences
  • understanding that the reliability and usefulness of a source depends on the questions asked of it, for example, an account may be one-sided and therefore of use in revealing past prevailing attitudes. Discuss the reliability and usefulness of Martin Luther King’s 1963 ‘I Have A Dream’ speech as a source to assist in understanding the aims and motivations of the US Civil Rights movement
  • corroborating a range of historical sources identifying similarities, differences and inconsistencies

  VCHHC123 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Historical sources as evidence

• VCHHC042

  Explore peoples perspectives about change to daily life

  Elaborations

  • investigating daily life today and in the past through images, stories and multimedia texts and exploring what is the same, different, good and bad
  • exploring what different people like and dislike in their daily life

  VCHHC042 | The Humanities | History | Level D | Historical Concepts and Skills | Historical sources as evidence

• VCHHC066

  Sequence significant events in chronological order to create a narrative about one navigator, explorer or trader and Australian settlement

  Elaborations

  • annotating a timeline or other visual representation of key stages of settlement featuring local, regional or state events and people of historical significance
  • placing key events and people of early contact history in chronological order by creating timelines and explaining the sequence
  • listing key events and people’s experiences and linking them together to form a narrative about the past
  • composing historical texts, for example, a biography on a noteworthy individual or group, a report on a significant event

  VCHHC066 | The Humanities | History | Levels 3 and 4 | Historical Concepts and Skills | Chronology

• VCHHC017

  Explore features of objects from the past and present

  Elaborations

  • exploring personally significant toys and objects from their past and present
  • sharing and assisting to sort significant toys and objects from their past and present
  • viewing texts or slideshow presenting significant objects in chronological order from a person’s past and present

  VCHHC017 | The Humanities | History | Level B | Historical Concepts and Skills | Continuity and change

• VCHHC087

  Explain the significance of an event and an individual or group that influenced change in the Australian colonies and in Australian society since Federation

  Elaborations

  • investigating an event and explain its impact on Australian life, for example, Australian soldiers land at ANZAC Cove
  • creating ‘what if’ scenarios by constructing different outcomes for a key events

  VCHHC087 | The Humanities | History | Levels 5 and 6 | Historical Concepts and Skills | Historical significance

• VCHHC098

  Describe and explain the broad patterns of change over the period from the Ancient to the Modern World

  Elaborations

  • using the evidence for the emergence and establishment of ancient societies, including art, iconography, writing tools and pottery
  • describing key features of ancient societies, for example, farming, trade, social classes, religion, rule of law
  • explaining the transformation of the Roman world and the spread of Christianity and Islam
  • explaining key features of the medieval world, for example, feudalism, trade routes, voyages of discovery, contact and conflict
  • locating the major trading routes, including the Mediterranean; the Silk Road; the sea route between China, India and the east coast of Africa, and the Columbian Exchange, on a map and identifying the nature of the trade/contact, for example, slaves, spices, silk, glassware, spread of knowledge and diseases along the Silk Road
  • explaining the emergence of ideas about the world and the place of people in it by the end of the period, for example, the Renaissance, the Scientific Revolution and the Enlightenment

  VCHHC098 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Chronology

• VCHHC101

  Explain different historical interpretations and contested debates about the past

  Elaborations

  • explaining why historians have different interpretations, distinguishing between a fact, for example, ‘some gladiators wore helmets’, and an opinion, such as ‘all gladiators were brave’
  • exploring different historical interpretations, such as how were the Pyramids built or theories about the decline of Angkor/Khmer Empire
  • using a range of historical interpretations to explain the significant achievements of the Ottoman Empire or Renaissance Italy
  • using a selection of historical interpretations to identify the positive and negative effects of Spanish Conquest of the Americas

  VCHHC101 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Historical sources as evidence

• VCHHC054

  Identify the content features of primary sources when describing the significance of people, places or events

  Elaborations

  • how the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums
  • engaging with the oral traditions, painting and music of Aboriginal and Torres Strait Islander peoples and recognising that the past is communicated through stories passed down from generation to generation
  • sharing the story of an object from home, describing its importance to the family, for example, photographs, old toys, statues, medals, artwork, jewellery and creating a class museum
  • recognising that stories of the past may differ depending on who is telling them, for example, listening to stories about the same event related by two different people such as a mother and a grandmother

  VCHHC054 | The Humanities | History | Foundation to Level 2 | Historical Concepts and Skills | Historical sources as evidence

• VCHHC069

  Identify and describe continuity and change over time in the local community, region or state and as a result of the effects of European exploration

  Elaborations

  • investigating the establishment of a local community such as 'How did people settle?' 'Who were they?' 'Why did they come to the area?'
  • investigating the contribution that individuals and groups have made to the development of the local community
  • identifying the origins of place names in Australia, for example, those named by French explorers and Aboriginal place names

  VCHHC069 | The Humanities | History | Levels 3 and 4 | Historical Concepts and Skills | Continuity and change

• VCHHC070

  Identify and explain the causes and effects of European settlement and exploration

  Elaborations

  • finding historical information to determine the nature of colonial settlement, the effect of significant events and the role of individuals in shaping a colony
  • exploring different stories about contact experiences and early penal life to discover the thoughts or feelings of the people at that time, for example, convicts, Aboriginal and Torres Strait Islander people, convict guards and free settlers

  VCHHC070 | The Humanities | History | Levels 3 and 4 | Historical Concepts and Skills | Cause and effect

• VCHHC018

  Assist to construct a narrative about a person or a shared past event

  Elaborations

  • assisting in jointly constructed narratives about own life and past events by selecting images, objects or sequence of events from a limited field
  • selecting images and objects to be used in personal texts about a past event or a significant person in their family
  • using a ‘yes’ or ‘no’ response to confirm choices during jointly constructed narratives

  VCHHC018 | The Humanities | History | Level B | Historical Concepts and Skills | Historical significance

• VCHHC071

  Describe the significance of Australian celebrations, symbols and emblems

  Elaborations

  • generating questions about the diversity of Aboriginal and Torres Strait Islander peoples, and the nature of contact in early Australia
  • posing questions about explorers, for example, 'Who were they? 'Where were they from?' 'Where did they go?' 'What did they do?'
  • identifying the meaning of celebrations from different perspectives, for example, Australia Day for Aboriginal and Torres Strait Islander peoples compared with other cultural groups

  VCHHC071 | The Humanities | History | Levels 3 and 4 | Historical Concepts and Skills | Historical significance

• VCHHC040

  Sequence significant family milestones

  Elaborations

  • identifying images of personally significant milestones
  • assisting to sequence images of major milestones into a text
  • using chronological terms to label milestones, for example first, before, after, next, one, two etc.

  VCHHC040 | The Humanities | History | Level D | Historical Concepts and Skills | Chronology

• VCHHC125

  Evaluate different historical interpretations and contested debates

  Elaborations

  • developing an historical argument that identifies different possibilities in interpretation and argues a particular point of view, with consistent and specific reference to the evidence available
  • using a selection of narratives and historical interpretations discuss why there are different interpretations.
  • analysing a contested debate such as the effects of European settlement, ANZAC legend, the Brisbane Line, reds under the bed and McCarthyism
  • constructing a historical argument using sources of evidence.
  • comparing interpretations with others and evaluate differences

  VCHHC125 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Historical sources as evidence