Search results

Result list

• VCCCC016

  Investigate how people with shared beliefs and values work together to achieve their goals and plan for action

  Elaborations

  • discussing how and why people volunteer for groups in their community, for example rural fire services, emergency services groups and youth groups
  • using social media to share and discuss ideas about how people can work together as local, regional and global citizens, for example to develop sustainable communities
  • investigating Aboriginal and Torres Strait Islander organisations and the services they provide

  VCCCC016 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Citizenship, Diversity and Identity

• VCCCC007

  Describe the different cultural, religious and/or social groups to which they and others in the community may belong

  Elaborations

  • describe cultural, religious and/or social groups to which they and others in the community may belong and explain how belonging can shape personal identity
  • listing and comparing the different purposes, beliefs, traditions and symbols used by groups
  • recognising that the identity of Aboriginal and Torres Strait Islander Peoples in Australia is shaped by Country/Place, language and knowledge traditions

  VCCCC007 | The Humanities | Civics and Citizenship | Levels 3 and 4 | Citizenship, Diversity and Identity

• VCEBC023

  Explain why and describe how people manage financial risks and rewards in the current Australian and global financial landscape

  Elaborations

  • identifying financial risks such as scams and identity theft and considering strategies to avoid these
  • explaining the role of banks and other deposit-taking institutions, such as credit unions or building societies, in collecting deposits, pooling savings and lending them to individuals and business
  • debating the difference between good and bad debt, how to manage debt, the risks of over-indebtedness, and the importance of having a savings buffer
  • identifying ways consumers can protect themselves from risks, for example, through insurances, savings and superannuation

  VCEBC023 | The Humanities | Economics and Business | Levels 9 and 10 | Consumer and Financial Literacy

• VCEBC014

  Explain the reasons why and the ways in which individuals and businesses set, prioritise and plan to achieve financial and organisational goals

  Elaborations

  • prioritising short-term personal financial objectives and identifying how these objectives can be achieved, for example, through developing a budget and having a savings plan
  • explaining the need for setting long-term personal financial objectives and listing ways of achieving these objectives, for example, investment, superannuation or savings
  • explaining how financial records such as income statements, budgets and cash flow inform business decision-making

  VCEBC014 | The Humanities | Economics and Business | Levels 7 and 8 | Consumer and Financial Literacy

• VCGGK126

  The challenges of managing and planning Australia’s urban future

  Elaborations

  • examining the forecasts for the size of Australia’s major cities and regional urban centres, and discussing the implications for their environmental sustainability and liveability
  • investigating ways of managing the projected growth of Australia’s cities and regional urban centres
  • exploring the arguments for and against a more balanced distribution of the urban population
  • examining how Canberra can be used as an example of urban decentralisation
  • proposing action to respond to geographical issues related to urbanisation

  VCGGK126 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Changing nations

• VCGGK055

  What people do in specific spaces

  Elaborations

  • assisting to construct a recount of what a place can be used for
  • identifying how they look after a place
  • identifying some rules about a place, for example, not running, quiet voice etc.
  • participating in structured activities which investigate different places and what they do and do not do in each place
  • identifying and following rules and expectations within a place

  VCGGK055 | The Humanities | Geography | Level D | Geographical Knowledge | Places and our connections to them

• 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

• VCGGC062

  Interpret data and information to draw conclusions and describe the direction and location of places, using terms such as north, south, opposite, near, far

  Elaborations

  • using information from a range of sources, such as fieldwork observations and representation of features and places in photographs, satellite images and rock art, to answer ‘what’, ‘how’ and ‘why’ questions
  • sorting transport and telecommunications technologies by time to draw conclusions about why patterns of visits to places have changed
  • investigating and reporting findings to show the influence of distance and accessibility on the use of places now and over at least one generation
  • describing the direction and location (near and far, above and below, beside and opposite) of familiar places
  • writing or talking about their connection to places using appropriate directional and locational terms, including north and south

  VCGGC062 | The Humanities | Geography | Foundation to Level 2 | Geographical Concepts and Skills | Data and information

• VCHHC128

  Evaluate the historical significance of an event, idea, individual or place

  Elaborations

  • developing questions and criteria that support the evaluation of historical significance
  • identifying a significant event, person or idea and evaluate its significance using the criteria of importance, profundity, quantity, durability, relevance
  • explaining the significance of the fall of Singapore (1942) in the changes in Australia’s military alliances and use of troops during World War II, using a range of sources, for example, accounts of prisoners of war, commanders such as General Gordon Bennett, politicians such as Prime Minister John Curtin, and Japanese and British sources
  • constructing an explanation using sources of evidence to support the analysis of a significant individual, event and/or cultural achievement. Use consistent referencing and historical terms and concepts

  VCHHC128 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Historical significance

• VCHHC099

  Analyse and corroborate sources and ask questions about their accuracy, usefulness and reliability

  Elaborations

  • differentiating between primary sources (those from the time of the event/person/site being investigated) and secondary sources (those that represent later interpretation).
  • organising historical sources into artefacts, visual, written, audio
  • asking questions of sources when identify origin, content, explaining context, and analysing reliability the usefulness about the historical context
  • discussing the difficulties in identifying the origin and purpose of some sources
  • creating categories with which to organise information obtained from sources. Identifying features and symbols in primary source
  • creating an annotated visual concept map using historical sources to explain the changes brought to Europe during the Renaissance

  VCHHC099 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Historical sources as evidence

• VCHHC067

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

  Elaborations

  • using historical terms such as immigration, exploration, development, settlement and naming days of commemoration and emblems when speaking, writing, and illustrating
  • using and understanding the meaning of acronyms, for example, NAIDOC and ANZAC
  • identifying sources to investigate change in the community in the past, such as photographs, maps, and the remains of buildings
  • analysing a range of sources to locate information about the people, places and events in their community’s present and past, for example photographs, maps and oral histories,
  • using information technologies to organise information and make connections, for example, creating tables in word processing software and concept mapping
  • identifying sources to investigate the story of the First Fleet and its arrival, such as paintings, maps, written records/accounts

  VCHHC067 | The Humanities | History | Levels 3 and 4 | Historical Concepts and Skills | Historical sources as evidence

• VCEBR022

  Explain the links between economic performance and living standards, including the variations that exist within and between economies, and give reasons for the possible causes of variations

  Elaborations

  • comparing Australia’s resource base with another economy and exploring how this may influence trading relationships, for example, why does a particular economy manufacture electronic goods, while another focuses on mining?
  • locating a range of products in the local shopping centre that were produced overseas, and proposing reasons why they were not produced in Australia
  • mapping the global supply chain for a product to identify the participants in the chain
  • defining ‘living standards’, discussing why it is considered the ultimate goal for economic activity and explaining its relationship to economic performance
  • investigating economic performance and living standards and discussing how they can mean different things to different people and countries
  • investigating the ways living standards can be measured, for example, gross domestic product (GDP), Human Development Index (HDI) or total quality of life index
  • identifying policy options designed to improve living standards, such as education, training and workforce development, taxation, migration, government spending on health and infrastructure, environmental policies

  VCEBR022 | The Humanities | Economics and Business | Levels 9 and 10 | Resource Allocation and Making Choices

• 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

• VCHHK118

  Perspectives of subject peoples and their interactions with power and/or authority of others

  Elaborations

  • Vikings
    • comparing different perspectives of monks, changes in the way of life of the English, and the Norman invasion
    • explaining the attacks on monasteries, for example Lindisfarne (793 CE) and Iona (795 CE) and reviewing the written accounts by monks that contributed to the Vikings' reputation for pillage and violence
    • explaining the survival of a heroic Iron Age society in Early Medieval Ireland, as described in the vernacular epics, and its transformation by the spread of Christianity; the influence of the Vikings; the Anglo-Norman conquest
    • investigating the remains of Viking settlements, for example, Dublin (Ireland) and Jorvik (York)
  • Medieval Europe
    • investigating different types of crime and punishment, for example, trial by combat as a privilege granted to the nobility; being hanged, drawn and quartered as a punishment for heinous crimes such as treason, and the use of the ducking stool as a punishment for women
    • explaining the ways in which the nature of crime and punishment stayed the same or changed over time
  • Ottoman Empire
    • discussing why the Ottoman Empire practiced religious tolerance
    • outlining the millet system that regarded non-Muslim people as subjects, but as not being subject to Muslim law
    • explaining the tolerance of the Ottomans towards Christians and Jews
  • Angkor/Khmer Empire
    • evaluating the perspectives of Angkor trough 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 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)
    • explaining the role of the Mongols in forging connections between Europe and Asia through conquest, settlement and trade, for example, the use of paper money and coinage; the growing number of European merchants travelling to China
  • Japan under the Shoguns
    • examining extracts from Sei Shonagon’s <i>The Pillow Book</i> and extract points/quotes that explain what life was like for women
  • Polynesian Expansion
    • examining artefacts such as Lapita pottery from Vanuatu or tapa cloth or ship building techniques to give insights into those societies
  • Renaissance Italy
    • using primary sources to analyse the relationships between rulers and ruled in one Italian city-state such as Florence, Venice or Naples
  • Spanish Conquest
    • using sources examine the nature of the interaction between the Spanish and the indigenous populations, with a particular focus on either the Aztecs or Incas
    • describing encounters between Hernan Cortes and the Aztecs, as well as the siege of Tenochtitlan

  VCHHK118 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Middle Ages and early exploration

• VCHHK117

  Significant causes and effects of developments and/or cultural achievements that reflect the concentration and/or expansion of wealth and power

  Elaborations

  • Vikings
    • mapping Viking expansion across Europe, weapons and shipbuilding, and the extent of their trade
    • describing Viking craft with particular emphasis on the production of weapons, for example swords, battle axes and helmets
    • outlining the key role of gods such as Odin, Thor, Frey and Freyja in Viking religion and the adoption of Christianity during the Viking period
    • investigating the construction of longboats and their role in exploration, including innovations in keel and sail design
    • describing evidence of Viking trade between Russia (Kiev) and the east (through Constantinople)
  • Medieval Europe
    • explaining the changing relations between Islam and the West (including the Crusades), analyse the causes and effects of the crusades
    • describing the features of castles and churches of the period, for example, Warwick Castle in England and Notre Dame Cathedral in Paris, as examples of the Church’s power in terms of its control of wealth and labour
    • recognising that the medieval manuscripts of monastic scribes contributed to the survival of many ancient Greek and Roman literary texts
    • examining the religious nature of illuminated manuscripts and how they were the product of a complex and frequently costly process
    • listening to the Gregorian chants of Western Christianity and exploring how they reflect the nature and power of the Church in this period
  • Ottoman Empire
    • mapping the expanding power and influence of the Ottoman Empire, explain reasons for its development, such as the fall of Constantinople in 1453 AD (CE)
    • outlining inventions and developments in the Islamic world, for example, the astrolabe, public hospitals and libraries and their subsequent adoption in the Western world
    • describing Ottoman art and architecture, for example, the Selimiye Mosque in the city of Edirne in Turkey, and Islamic geometric design
  • Angkor/Khmer Empire
    • explaining how being revered as the ‘god-king’ or ‘deva-raja’ enabled the Khmer kings to rule over the empire with absolute authority, thereby enhancing their ability to mobilise manpower to defend the empire as well as to invade neighbours
    • describing the main features of the water management system at Angkor, for example, the extensive use of reservoirs and canals
    • investigating the significance of the archaeological site of Angkor Wat
  • Mongol Expansion
    • outlining Genghis Khan’s use of decimal organisation in his army and his policies for governing his empire, for example, codifying laws, banning the killing of animals in the breeding season, supporting religious freedom, and expanding trade
    • analysing the causes and effects of the Mongol expansion as one of the largest land empires in history, including life in China before, during and after the Mongol conquest
    • mapping the expansion of the Mongol empire across Asia and Europe
  • Japan under the Shoguns
    • discussing the role of the Tokugawa Shogunate in reimposing a feudal system (based on daimyo and samurai) and the increasing control of the Shogun over foreign trade
    • explain reasons why the Shogun controlled trade
    • explaining reasons for Japan’s closure to foreigners under the Tokugawa Shogunate and the impact of US Commodore Perry’s visit in 1853
    • explaining why the use and management of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate were required
    • investigating the demand for available land and the patterns of land use in the period
    • outlining the attempts by the Tokugawa Shogunate to curb deforestation, for example imposing heavy regulations on farmers, managing the harvesting of trees, and using new, lighter and more efficient construction techniques
    • analysing the woodblock prints such as the ones created by Hokusai, geisha culture, and the development of the arts
  • Polynesian Expansion
    • locating Polynesia on a map, tracing the expansion of Polynesian settlers throughout the Pacific, and considering how they made their journeys
    • outlining different theories about the expansion, for example, west/east and east/west movement, the expansion as accidental versus intentional
    • investigating the cultural achievements of one Polynesian society, such as the Ta moko and hangi in Maori society or the moai constructed on Easter Island
    • investigating the construction of the moai (giant statues) on Easter Island (Rapa Nui), the techniques used to make and transport them, and theories about their meaning, for example, representations of dead ancestors or chiefs
  • Renaissance Italy
    • analysing the effects of the Black Death in causing the Renaissance
    • organising notes using a concept map or visual display of the significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning and the invention of the printing press
    • describing the work of Leonardo Da Vinci, for example, his artworks the Mona Lisa and The Last Supper and inventions including a rudimentary helicopter and solar power;
    • describing the work of Michelangelo for example, the Sistine Chapel paintings, David, Pieta
    • describing the thinking of Copernicus for example, seeing the sun as the centre of the universe (astronomy)
    • investigating learning in the Renaissance period, for example humanism, astrology, alchemy, the influence of ancient Greece and Rome
    • investigating the achievements of Galileo, for example improvements in the telescope and his astronomical observations
  • Spanish Conquest
    • analysing the causes of Spanish exploration and expansion including when, how and why the Spanish arrived in the Americas, and where they went, including the various societies and geographical features they encountered
    • explaining the arrival of Spanish conquistadores in Mexico and Peru from 1510 CE (Balboa) to 1531 (Pizarro), and their reasons, for example, seeking wealth, claiming land for their king, converting the local populations to Christianity, sense of adventure
    • explaining the siege of Tenochtitlan

  VCHHK117 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Middle Ages and early exploration