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• VCCCL012

  Explain how state/territory and federal laws are initiated and passed through parliament

  Elaborations

  • discussing where ideas for new laws can come from, for example in response to a community concern
  • investigating the stages of the passage of a bill
  • observing an Australian parliament in session, in situ or virtually

  VCCCL012 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Laws and Citizens

• VCGGK079

  Representation of Australia as states and territories, and Australia’s major natural and human characteristics

  Elaborations

  • using geographical tools, such as a globe, wall map or digital application like Google Earth, to locate the states and territories, major cities and regional centres in their own state, and then naming them
  • identifying the major natural features of Australia, such as rivers, deserts, rainforests, the Great Dividing Range and the Great Barrier Reef and describing them with annotations on a map
  • identifying the pattern of population distribution across Australia

  VCGGK079 | The Humanities | Geography | Levels 3 and 4 | Geographical Knowledge | Diversity and significance of places and environments

• VCGGK123

  The causes and consequences of urban concentration and urban settlement patterns between Australia and the United States of America and reasons for these similarities and differences

  Elaborations

  • researching the causes of urban concentration in Australia and the United States of America. For example, the history of European settlement, migration, the export orientation of the economy, the centralisation of state governments, environmental constraints and the shape of transportation networks
  • applying the concept of place to explain why urbanisation produces different spatial outcomes in different countries

  VCGGK123 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Changing nations

• 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

• VCHHK073

  A significant example of change and a significant example of continuity over time in the local community, region or state/territory

  Elaborations

  • investigating changes and continuity in relation to transport, work, education, natural and built environments, entertainment and daily life
  • investigating a development in the local community from the time of European settlement to the present day, for example, through photographs, newspapers, oral histories, diaries and letters
  • comparing key similarities and differences in photographs from both the past and present of a specific location to identify change or continuity

  VCHHK073 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | Community, remembrance and celebrations

• VCGGC016

  Explore the location of regular places and activities in school

  Elaborations

  • exploring what is experienced on the journey to different places within the school
  • moving to different places within the school to complete routine activities and programs
  • beginning to identify regular places and spaces they use in the school, for example their classroom
  • using different places for different purposes as part of their daily routine, for example pool for swimming, gym for sport, playground for play, and classroom for table top activities etc.

  VCGGC016 | The Humanities | Geography | Level B | Geographical Concepts and Skills | Place, space and interconnection

• VCGGK028

  Places used regularly at school and activities I do there

  Elaborations

  • exploring objects and activities related to a place
  • matching objects to the place they can be found
  • indicating what they like or dislike about a place
  • identifying familiar places within the school

  VCGGK028 | The Humanities | Geography | Level B | Geographical Knowledge | Places and our connections to them

• VCGGK042

  Places regularly used at school and the location, and activities undertaken

  Elaborations

  • exploring and linking activities to location
  • creating data displays to explore locations and activities experienced within a week

  VCGGK042 | The Humanities | Geography | Level C | Geographical Knowledge | Places and our connections to them

• VCCCL033

  Describe the key features of Australia’s court system, including jurisdictions and how courts apply and interpret the law, resolve disputes and make law through judgments, and describe the role of the High Court in interpreting the Constitution

  Elaborations

  • creating a visual representation of the court jurisdictions in Australia
  • categorising sample cases in relation to the courts in which they would be heard, for example cases from criminal, consumer, family, human rights and environmental law
  • describing the role of a particular court, for example a supreme court, a magistrates court, or the Family Court of Australia
  • analysing how court judgments impact on the development of law, for example the role of precedents
  • examining the jurisdiction of the High Court
  • investigating an example of a High Court judgment in interpreting and applying Australian law, such as the Mabo decision

  VCCCL033 | The Humanities | Civics and Citizenship | Levels 9 and 10 | Laws and Citizens

• VCGGK035

  Recognising and labelling familiar places in the school using a jointly constructed map

  Elaborations

  • locating and labelling familiar features around the school
  • assisting to construct a map using various materials
  • beginning to follow spatial, locational and directional vocabulary
  • using vocabulary to label or describe a journey, location or place

  VCGGK035 | The Humanities | Geography | Level C | Geographical Knowledge | Places and our connections to them

• VCGGK051

  The connection of their school and local community to other places in Australia and across the world

  Elaborations

  • investigating how local celebrations and events link to places in the world
  • exploring the location of places people have visited

  VCGGK051 | The Humanities | Geography | Level D | Geographical Knowledge | Places and our connections to them

• 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)

• VCHHK036

  How events are celebrated and how to assist to prepare and participate in personal, school and community events

  Elaborations

  • matching key objects to significant commemorative events such as birthday with a cake and present, Christmas image of Santa and Christmas tree
  • using calendars to identify significant family, school and community events
  • assisting to create text during and or following commemorative events which reflect the preparation and celebration

  VCHHK036 | The Humanities | History | Level C | Historical Knowledge | Community histories

• Civics and Citizenship: Levels 5 and 6 description

  The Level 5 and 6 curriculum introduces students to the key values of Australia’s liberal democratic system of government and the key institutions of Australia’s democratic government, including state/territory and federal parliaments, and the court system. Students learn about representative...

  Level description | The Humanities | Civics and Citizenship

• VCGGK066

  Aboriginal and Torres Strait Islander Country/Place on which the school is located and why Country/Place is important to Aboriginal and Torres Strait Islander peoples, and the ways in which they maintain special connections to particular Country/Place

  Elaborations

  • identifying and using the name of the local Aboriginal/Torres Strait Islander Language Group
  • identifying how and why the words Country/Place are used by Aboriginal and Torres Strait Islander peoples for the places to which they belong
  • inviting members of the Traditional Owner Group to talk about Country and Places of cultural and historical significance to the Aboriginal and Torres Strait Islander community in the local neighbourhood, suburb, town or rural locality
  • discussing how some people are connected to one Country, for example, because it is ‘mother’s’ Country or ‘father’s’ Country
  • describing the connections of the local Aboriginal or Torres Strait Islander peoples with the land, sea, sky and animals of their Country/Place

  VCGGK066 | The Humanities | Geography | Foundation to Level 2 | Geographical Knowledge | Places and our connections to them

• VCHHK076

  Significance of days and weeks celebrated or commemorated in Australia and the importance of symbols and emblems, including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day

  Elaborations

  • identifying and discussing the historical origins of an significant Australian celebration or commemoration
  • generating a list of local, state and national symbols and emblems, for example club emblems, school logos, flags, floral emblems, coat of arms, and discussing their origins and significance
  • examining the symbolism of flags such as the Australian, Aboriginal and Torres Strait Islander flags, and recognising special occasions when they are flown, for example, all three flags are flown during NAIDOC week, National Reconciliation Week, National Sorry Day and MABO day
  • recognising the significance of other days or weeks including the Anniversary of the National Apology to Australia’s Indigenous Peoples (2008)

  VCHHK076 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | Community, remembrance and celebrations

• Civics and Citizenship: Levels 9 and 10 achievement standards

  By the end of Level 10, students evaluate features of Australia’s political system, and identify and analyse the influences on people’s electoral choices. They compare and evaluate the key features and values of systems of government, and analyse Australia’s global roles and responsibilities....

  Level description | The Humanities | Civics and Citizenship | Levels 9 and 10

• VCHHK026

  Explore different technologies used to make their daily life better

  Elaborations

  • experiencing high and low technical solutions to everyday problems, for example egg beater and mixer during cooking, story book and interactive multimodal story
  • learning how technology makes their daily routine and life better

  VCHHK026 | The Humanities | History | Level B | Historical Knowledge | Community histories

• VCGGK134

  Environmental, economic and technological factors that influence crop yields in Australia and across the world

  Elaborations

  • investigating the environmental constraints on agricultural production in Australia, such as soil moisture, water resources and soils, and the extent to which agricultural innovations have overcome them
  • investigating how high crop yields around the world (for example from wheat, rice and maize) are related to factors such as irrigation, accessibility, labour supply, landforms and agricultural technologies, such as high yielding varieties
  • using the concept of soil moisture budget to examine the spatial and seasonal quantity of soil moisture available for agriculture in different places in Australia

  VCGGK134 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Biomes and food security

• VCCCG011

  Identify the roles and responsibilities of electors and representatives in Australia's democracy

  Elaborations

  • considering the responsibilities of electors, such as enrolling to vote, being informed and voting responsibly
  • identifying the characteristics that would make for a 'good' representative at the local, state/territory or national level

  VCCCG011 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Government and Democracy