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• VCCCC025

  Identify how values can promote cohesion within Australian society, including the values of freedom, respect, inclusion, civility, responsibility, compassion, equality and a ‘fair go’

  Elaborations

  • identifying values shared by Australians and deciding which ones could also be considered universal values
  • identifying how human rights values are consistent with Australian values

  VCCCC025 | The Humanities | Civics and Citizenship | Levels 7 and 8 | Citizenship, Diversity and Identity

• VCHHK113

  The role and achievements of a significant individual in an ancient society

  Elaborations

  • Egypt
    • creating a biography of a significant individual in Ancient Egypt such as Hatshepsut, Rameses II OR Cleopatra
    • examining the historical context, early life and achievements of a significant historical figure from ancient Egypt, and how they were perceived by their contemporaries
    • using questions and criteria evaluate their achievement
  • Greece
    • creating a biography of a significant individual in Ancient Greece such as Leonidas or Pericles
    • examining the historical context, early life and achievements of a significant historical figure from ancient Greece, and how they were perceived by their contemporaries
    • using questions and criteria to evaluate their achievement
  • Rome
    • creating a biography of a significant individual in Ancient Rome such as Julius Caesar or Augustus
    • examining the historical context, early life and achievements of a significant historical figure from ancient Rome, and how they were perceived by their contemporaries
    • using questions and criteria to evaluate their achievement
  • India
    • creating a biography of a significant individual in early India such as Chandragupta Maurya or Ashoka
    • examining the historical context, early life and achievements of a significant historical figure from India in this period, and how they were perceived by their contemporaries
    • using questions and criteria to evaluate their achievement
  • China
    • creating a biography of a significant individual in early China such as Confucius or Qin Shi Huang
    • examining the historical context, early life and achievements of a significant historical figure from China in this period, and how they were perceived by their contemporaries
    • using questions and criteria to evaluate their achievement

  VCHHK113 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• VCHHK116

  The significant social, cultural, economic, environmental and political changes and continuities in the way of life and the roles and relationships of different groups in society

  Elaborations

  • Vikings
    • locating Viking lands in Scandinavia (Denmark, Norway and Sweden)
    • describing the way of life of the Vikings, for example, living in a cold and harsh environment; the importance of farming and raids; the significance of honour in Viking warrior society
  • Medieval Europe
    • describing the structure of feudal society, for example, the role and responsibilities of the king, nobles, church, knights and peasants
    • using a selection of primary sources track changes to the way of life in medieval Europe across time or across locations
    • continuity and change in society in one of the following areas: crime and punishment; military and defence systems; towns, cities and commerce
  • Ottoman Empire
    • describing the way of life of people in the Ottoman Empire, for example, the role of the coffee house and bazaar or marketplace
    • using a selection of primary sources track changes to the way of life in the Ottoman Empire across time or across locations
    • explaining the power and responsibility of the Sultan to ensure that justice was served within society
  • Angkor/Khmer Empire
    • mapping the Khmer empire and its physical features and annotate how these significantly influenced everyday life
    • describing the way of life in the Khmer Empire through stone carvings and the writings of the Chinese Ambassador Zhou Daguan, for example, in relation to fishing, trading in markets, temple construction
  • Mongol Expansion
    • describing the nomadic nature of Mongol life and the rise of Temujin (Genghis Khan) who united all Mongol tribes in 1206 CE
    • describing the way of life in Mongolia and its incorporation into Chinese life, for example, agriculture (domestication of animals such as horses, camels and cattle), food (dried meat and yoghurt), and housing (yurts)
  • Japan under the Shoguns
    • describing the way of life in feudal Japan under the shoguns, for example, ‘bushido’, the chivalric code of conduct of the samurai that emphasised frugality, loyalty, mastery of martial arts, and honour
    • explaining reasons why the Shogun increased power
    • describing the relationship between the emperor, shogun, daimyo (lords) samurai (warriors), workers (for example farmers, artisans and traders)
  • Polynesian Expansion
    • describing the way of life in one Polynesian society, including social, cultural, economic and political features, such as the role of the ariki in Maori and in Rapa Nui society (Easter Island)
    • investigating the way of life of Easter Island society (Rapa Nui), for example, fishing by the men, links between the household and the extended clan through the exchange of goods, wives, and labour; the use of stone tools
  • Renaissance Italy
    • examining the way of life in Renaissance Italy (social, cultural, economic and political features) and the roles and relationships of different groups in society
    • mapping the political city states on the Italian peninsula. Annotate their significance
    • describing the way of life of people in Renaissance Italy, for example, the role of men in tending the fields or merchant shops,
    • explaining the influence of government in particular city-states, for example the monarchy of Naples or the Florentine republic
  • Spanish Conquest
    • describing pre-Columbian life in the Americas, including the social organisation of the Aztecs, (for example, nobility, slaves), their beliefs (for example, worship of a number of gods and the need to make human sacrifices to appease these gods), life in the capital city Tenochtitlan

  VCHHK116 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Middle Ages and early exploration

• VCHHK110

  Changes in society and the perspectives of key groups affected by change including the influence of law and religion

  Elaborations

  • Egypt
    • distinguishing between groups using historical sources such as the nobility, bureaucracy, women, and slaves in hieroglyphics
    • creating a graphic representation of the social structure of Egyptian society
    • outlining the rights of women, for example, in the areas of marriage, family life, work and education, and their responsibilities, that is, generally limited to the home and family
  • Greece
    • examining evidence of the social structure of Athenian or Spartan society, for example, the roles of citizens, women, slaves in Athenian society and the roles of Spartiates, Perioikoi and Helots in Spartan society
    • outlining the rights of citizens in ancient Athens, for example, the right to vote, their responsibilities, for example, military service, attending assembly meetings, and the invention of freedom
  • Rome
    • examining the evidence of the social structure of Roman society, for example, the roles of patricians, plebeians, women and slaves in the city of Rome, and the idea of Republican virtue and its historical resonance
    • describing the significance of slavery in the period of the Roman Empire, for example, the acquisition of slaves through warfare, the use of slaves as gladiators and agricultural labourers, and the rise of freedmen
  • India
    • creating a graphic representation of the social structure of Indian society
    • explaining the social structure of India, including the role of Brahmins – priests, teachers, Kshatriyas – kings, warriors, Vaishyas – merchants, artisans, Shudras – labourers, peasants
  • China
    • creating a graphic representation of the social structure of Chinese society such as kings, emperors, scholars, farmers, craftsmen, women
    • outlining the rights and responsibilities of women, for example, in the areas of marriage, family life, work and education

  VCHHK110 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• VCHHC102

  Identify and explain patterns of continuity and change in society to the way of life

  Elaborations

  • listing the changes to everyday life in Ancient Egypt and rank in order of the most to the least significant. Justifying the argument using sources of evidence
  • creating a timeline that identifies changes and continuities in Japan under the Shoguns. Observe patterns of the influence of ideas, events, movements and individuals on these changes
  • using chronologies to observe and identify patterns where changes or continuities have occurred in Medieval Europe
  • organising changes in Early China into conditional factors and/or rank them according to the significance of the change
  • develop language to describe and explain change

  VCHHC102 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Continuity and change

• VCHHK120

  One significant challenge and one development faced by the society that caused progress or decline

  Elaborations

  • Vikings
    • using a cause effect wheel, explain the decline of Viking power such as defeats in battle, the Battle of Stanford Bridge, treaty of Saint-Clair-sur-Epte ending Viking raids in France, new colonies, changing climate and the spread of Christianity
  • Medieval Europe
    • analysing the causes and effects of the Black Death in Europe and Asia
    • investigating living conditions in London in the fourteenth century, for example, the lack of sanitation, crowded housing; the extent of medical knowledge, for example, based on Hippocrates’ theory; and beliefs about the power of God, for example, that diseases were a punishment of God
    • mapping the origin spread of the Black Death (Asia, Africa, Europe) in the fourteenth century CE and The role of expanding trade between Europe and Asia in the Black Death
    • evaluating the long and short term effects of the Black Death on Asian, European and African populations, and conflicting theories about the impact of the plague. Other immediate and long-term effects of the Black Death, including labour shortages, peasant uprisings, the weakening of feudal structures, and increased social mobility
    • using studies of church records from the period to identify the effect of the Black Death on human populations and to consider the reliability of these statistics
    • using a graphic organiser to identify and describe short-term and long-term effects of the Black Death in Europe and draw conclusions about the severity over time
  • Ottoman Empire
    • examining the significance of the Crusades in challenging Ottoman Empire and their responses to the challenge
    • analysing the causes and effects of the Black Death in Europe and Asia.
    • mapping the origin spread of the Black Death (Asia, Africa, Europe) in the fourteenth century CE and The role of expanding trade between Europe and Asia in the Black Death
    • evaluating the long and short term effects of the Black Death on Asian, European and African populations, and conflicting theories about the impact of the plague. Other immediate and long-term effects of the Black Death, including expansion of the Ottoman Empire, labour shortages, peasant uprisings, the weakening of feudal structures, and increased social mobility
    • categorising the effects of the Black Death on the Ottoman Empire using a graphic organiser to identify and describe the effects as either short-term or long-term and drawing conclusions about the severity of the Black Death
  • Angkor/Khmer Empire
    • analysing reasons for the decline of the Khmer Empire
    • discussing theories about the causes and/or contributing factors to the decline the Khmer Empire for example, Tai invasions,  economic decline as a result of Jayavarman VII’s building program, population growth and attempts to control trade routes, religious revolution through the rise of Theravada Buddhism, internal political tension, environmental challenges such as soil sterilisation, over-intensified land use, the development of an unstable climate such as drought and monsoons and the breakdown of Angkor’s water management system
  • Mongol Expansion
    • analysing reasons for the decline of the Mongol Empire
    • analysing the causes and effects of the Black Death in Europe and Asia. The Black Death began in the densely inhabited Mongol dominions from 1313 to 1331. This disastrous plague devastated all khanates, cutting off commercial ties and resulting in the death of millions
  • Japan under the Shoguns
    • examining the theories about the decline of the Shogunate, including modernisation and westernisation, through the adoption of Western arms and technology
    • describing internal pressures in Shogunate Japan, for example, the rise of a commercial class at the expense of the samurai, peasant uprisings such as Osaka 1837, and famine
    • describing the increasing exposure to Western technology and ideas, for example, the establishment of a naval school with Dutch instructors, the translation of Western books
    • evaluating the significance of the Meiji Restoration of 1868 CE that restored imperial rule to Japan
  • Polynesian Expansion
    • investigating the way Polynesian societies used environmental resources (sustainably and unsustainably), including the extinction of the moa in New Zealand, the use of religious/supernatural threats to conserve resources, and the exploitation of Easter Island’s palm trees
    • researching the extinction of the moa in New Zealand as a result of hunting and habitat decline
    • explaining the significance of Rahui as a way of prohibiting the collection of resources, to ensure their sustainability
    • evaluating the evidence for theories about the deforestation of Easter Island (Rapa Nui)
  • Renaissance Italy
    • explaining the causes and effects of the spread of Renaissance culture to the rest of Europe, and its legacy
    • outlining the spread of Renaissance culture to England, for example, the rise of literature through Shakespeare
  • Spanish Conquest
    • using a fishbone to explain the conquest on the Aztecs or Incas as well as on the wider world, such as the introduction of new diseases, horses and gunpowder in the Americas, and new foods and increased wealth in Europe
    • outlining the effects of Spanish conquest on the Americas, for example, the spread of disease due to the lack of immunity; the introduction of crops such as maize, beans, potatoes, tobacco and chocolate from the Americas to Europe, the Encomieda system, mining
    • explaining the longer-term effects of conquest and colonisation on the indigenous populations of the Americas, for example, the unequal distribution of land and wealth, and political inequality, rise of the Spanish language

  VCHHK120 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Middle Ages and early exploration

• VCHHK109

  How physical features influenced the development of the civilisation

  Elaborations

  • Egypt
    • describing the importance of the River Nile to Egyptian society, for example, inundation and farming, the worship of Hapi (god of the Nile), and the use of the Nile as a means of transportation
  • Greece
    • describing the impact of the sea and mountain ranges of Ancient Greece on the development of self-governing city-states
  • Rome
    • mapping the geography of Rome’s River Tiber and the seven hills of Rome to explain reasons for the development of the city
    • describing the methods used by the Romans to manage resources, for example the water supply through aqueducts and plumbing systems
  • India
    • describing how harmonious relationships with the natural world were reflected in Indian belief systems, for example, Hinduism, Buddhism and Jainism
    • creating a graphic representation of the extent of India as a political unit at this time, including for example its diverse climatic and geographical features, types and location of food production, areas of high and low density population
  • China
    • describing the significance of the Yellow River to irrigation and the impact of features such as the Himalayas on contacts with other societies, including trade

  VCHHK109 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• VCGGK109

  The spiritual, economic, cultural and aesthetic value of water for people, including Aboriginal and Torres Strait Islander peoples and peoples of the Asia region, that influence the significance of places

  Elaborations

  • examining and comparing places in Australia and countries of the Asia region that have economies and communities based on irrigation. For example, rice production in the Murrumbidgee Irrigation Area in NSW and the Mekong Delta in Vietnam
  • exploring the multilayered meanings (material, cultural and spiritual wellbeing) associated with rivers, waterholes, seas, lakes, soaks and springs for Aboriginal and Torres Strait Islander peoples
  • examining bays, rivers, waterfalls or lakes in Australia and in countries of the Asia region that have been listed as either World Heritage sites or national parks for their aesthetic and cultural value
  • investigating the spiritual significance of water in an Asian culture

  VCGGK109 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Water in the world

• VCGGK120

  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

  Elaborations

  • discussing the significance of landscapes in literature, song/music, film, art and identity
  • analysing the role of landforms and landscapes in tourism. For example, Uluru in Australia or the Grand Canyon in the USA
  • exploring the multilayered meanings (material, cultural and spiritual wellbeing) associated with landscapes and landforms by Aboriginal and Torres Strait Islander peoples
  • identifying different views about the recreational, psychological, aesthetic and spiritual value of particular environments and about the nature and extent of their protection, and discussing how this links to ideas about environmental sustainability
  • investigating a significant landscape that is threatened by human activities and developing a proposal for the future of the landscape that takes account of the views of the diverse groups, including Traditional Owners, with an interest in its use or protection

  VCGGK120 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Landforms and landscapes

• VCCCC027

  Examine how national identity can shape a sense of belonging and examine different perspectives about Australia’s national identity, including Aboriginal and Torres Strait Islander peoples' perspectives

  Elaborations

  • investigating representations of Australian identity evident in national day events (such as Anzac Day), and in the media and popular culture, to analyse different perspectives on the interpretation of national identity
  • explaining contemporary influences on the shaping of Australian national identity, such as the natural environment, immigration, attitudes to Asia and Reconciliation between Aboriginal and Torres Strait Islander peoples and other Australians
  • using personal stories to explore how individuals relate to national identity and how it impacts on their sense of belonging in the Australian community
  • investigating the extent of ethnic diversity in Australia

  VCCCC027 | The Humanities | Civics and Citizenship | Levels 7 and 8 | Citizenship, Diversity and Identity

• VCEBW017

  Describe the nature and investigate the influences on the work environment

  Elaborations

  • investigating present influences on the ways people work, such as technological change, outsourced labour in the global economy, rapid communication changes
  • identifying changes to the workforce over time, such as the jobs available, the way individuals or communities value particular work, career length and human resource development
  • predicting changes to work in the future and possible outcomes, for example, ‘What could be the effect of a changing attitude to work–life balance or the decline of some industries?’

  VCEBW017 | The Humanities | Economics and Business | Levels 7 and 8 | Work and Work Futures

• VCGGK114

  Influence of social connectedness and community identity on the liveability of places

  Elaborations

  • discussing the different types of places where people and groups can feel included or excluded, safe or threatened, and evaluating how this affects perceptions about liveability of places
  • investigating the extent to which people in their place are socially connected or socially isolated and its effect on liveability

  VCGGK114 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Place and liveability

• VCCCC026

  Explain how groups express their identities, including religious and cultural identity, and how this expression can influence their perceptions of others and others’ perception of them

  Elaborations

  • investigating how and why different Aboriginal and Torres Strait Islander communities are maintaining and strengthening their identities and how this contributes to Australia's national identity
  • investigating how and why the visible aspects of people’s cultural identity (for example dress, gestures, traditions/customs, accent/language) can influence interactions between people
  • considering how Australia’s location in the Asian region influences interactions between Australians an those living in the region

  VCCCC026 | The Humanities | Civics and Citizenship | Levels 7 and 8 | Citizenship, Diversity and Identity

• VCHHK112

  Causes and effects of contacts and conflicts with other societies and/or peoples, resulting in developments such as expansion of trade, colonisation and war, and spread of beliefs

  Elaborations

  • Egypt
    • analysing the causes and effects of the rise and expansion of the Egyptian Empire
    • explaining the nature of contact with other societies, for example, trade with Cyprus, Crete and Greece, and conflict, such as the Battle of Kadesh in the New Kingdom that concluded with Rameses II’s peace treaty with the Hittites
  • Greece
    • analysing the causes and effects of the rise and expansion of the Greek Empire
    • explaining the nature of contact with other societies, for example, the commodities that formed the trade with Egypt, Greek colonisation of the Mediterranean, and conflict, for example, the Persian Wars and the Battle of Salamis, the empire of Alexander the Great and the reach of Greek culture
    • analysing the causes and effect of a conflict such as the Peloponnesian and Persian wars
  • Rome
    • analysing the causes and effects of the rise and expansion of the Roman Empire
    • describing the furthest expansion of the Roman Empire and the influence of foreign cults on Roman religious beliefs and practices (for example the Pantheon of Gods (Greece), Isis (Egypt) and Mithras (Persia)
    • reading accounts of contacts between Rome and Asian societies in the ancient period, for example, the visit of Chinese and Indian envoys to Rome in the time of Augustus, as described by the Roman historian Florus
  • India
    • analysing the causes of the rise of the Mauryan Empire (including its material remains), and the spread of philosophies and beliefs
    • examining the extent of Indian contact with other societies such as the Persians under Cyrus, the Macedonians under Alexander; the extensive trade with the Romans and Chinese, the material remains of the Mauryan Empire such as the Pillars of Ashoka and the Barabar Caves, the spread of Hinduism and Buddhism
  • China
    • analysing the causes and effects of the rise and expansion of the Chinese Empire
    • explaining the rise of imperial China, for example, the use of chariot warfare and the adoption of mass infantry armies, the building of the first phase of the Great Wall of China, military strategies as codified in Sun Tzu’s The Art of War

  VCHHK112 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• VCHHK111

  Significant beliefs, values and practices with a particular emphasis on changes to everyday life, cause and effect of warfare, and perspectives of death and funerary customs

  Elaborations

  • Egypt
    • investigating significant beliefs associated with death and funerary customs, for example belief in an afterlife, and practices, for example, burial in tombs and techniques of mummification
    • analysing hieroglyphic representations of the Book of the Dead
    • generating alternative explanations for the building of the pyramids at Giza
  • Greece
    • investigating the significant beliefs, values and practices of the ancient Greeks, for example, the Olympic Games or the Delphic Oracle
    • investigating significant beliefs and values associated with warfare, for example, heroic ideals as revealed in the Iliad, and military practices, for example, army organisation, the hoplite phalanx and naval warfare
  • Rome
    • investigating significant beliefs associated with daily life, for example, the evidence of household religion, and practices, such as the use of public amenities such as baths, and the forms of entertainment in theatres and amphitheatres
  • India
    • investigating the significant beliefs, values and practices of Indian society associated with for example, rites of passage for boys and men; rites of passage for girls and women; marriage rites, for example, the role of the family, religious ceremonies
    • investigating the significant beliefs, values and practices of Indian society associated with death and funerary customs, for example, cremation, the use of professional mourners, the construction of stupas
  • China
    • investigating the significant beliefs, values and practices of Chinese society associated with daily life, for example, irrigation and the practice of agriculture, the teachings of Confucius, the evidence of daily life from the Han tombs

  VCHHK111 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• VCHHC100

  Analyse the different perspectives of people in the past

  Elaborations

  • recognising that, while evidence may be limited for a particular group of people, such evidence can provide useful insights into the power structures of a society
  • identifying and explore differing perspectives of peoples from the time, acknowledging there may be silent voices for example women
  • describing the values and attitudes revealed by a source, for example, an individual account, and using additional sources to show how they are broadly representative or contrast the values and attitudes of the society

  VCHHC100 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Historical sources as evidence

• VCEBR011

  Examine the ways consumers and producers respond to and influence each other in the market, particularly through price mechanism

  Elaborations

  • investigating how consumers rely on businesses to meet their needs and wants
  • identifying and creating a list of who is involved in the market system in Australia
  • explaining the influence of buyers and sellers on prices and how markets enable the distribution and allocation of resources, including examining how businesses answer questions of what to produce, how to produce and for whom to produce
  • examining how businesses respond to the demands of consumers, such as preferences for healthy options, environmentally friendly packaging or organic food
  • considering how consumers might influence producers in other countries to provide goods and services, such as those in the Asia region
  • describing how goods and services are produced

  VCEBR011 | The Humanities | Economics and Business | Levels 7 and 8 | Resource Allocation and Making Choices

• VCCCC024

  Describe how Australia is a secular nation and a multi-faith society

  Elaborations

  • defining the terms ‘secular’, ‘multi-faith’ and ‘diverse society’ and discussing their relevance to Australia today
  • identifying trends regarding religious observance in Australian society using the Australian Bureau of Statistics and other data sources

  VCCCC024 | The Humanities | Civics and Citizenship | Levels 7 and 8 | Citizenship, Diversity and Identity

• VCGGC099

  Explain processes that influence the characteristics of places

  Elaborations

  • explaining the physical causes and the temporal and spatial patterns of an atmospheric or hydrological hazard through a study of either droughts, storms, tropical cyclones or floods
  • exploring the geomorphology of the land and how this affects the liveability of a place
  • contrasting the effects of geomorphic processes that lower the land surface (weathering and erosion) and those that raise the land surface (transportation and deposition)
  • discussing urbanisation as a shift in where, how and why people live where they do

  VCGGC099 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Place, space and interconnection

• 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