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• History: Levels 3 and 4 description

  Community and First contacts

  In Levels 3 and 4, students explore the history and diversity of their community and the celebrations and commemorations, symbols and emblems important to Australians and others. They are introduced to world history and movement of peoples. Beginning with the history...

  Level description | The Humanities | History

• Geography: Level D description

  The Level D curriculum focuses on the features of places where students live focusing on developing student’s awareness, understanding and purpose of a place. Students are encouraged to be curious about a place and explore its local area. They use their senses to explore the tangible characteristics...

  Level description | The Humanities | Geography

• History: Level A description

  Personal Present History

  The curriculum at Levels A to D provides a study of personal and family histories. Students learn about their own history and that of their family; this may include stories from different cultures and other parts of the world. As participants in their own history, students...

  Level description | The Humanities | History

• 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

• Civics and Citizenship: Levels 3 and 4 achievement standards

  By the end of Level 4, students explain how decisions can be made democratically and the role of local government. They recognise the importance of rules and distinguish between rules and laws. They describe how people participate in their community as active citizens and factors that shape a...

  Level description | The Humanities | Civics and Citizenship | Levels 3 and 4

• History: Level C achievement standards

  By the end of Level C, can identify keys routines and events within their daily life. Students identify key members of their family and how they have changed over time. They recognise some important family events and some objects used in celebrations. They recognise some significant artefacts...

  Level description | The Humanities | History | Level C

• History: Level D achievement standards

  By the end of Level D, students identify similarities and differences between families in their class. They identify many important family events and indicate how they were commemorated. Students use images to describe a significant family, personal event, site or person of significance.

  Students...

  Level description | The Humanities | History | Level D

• VCHHK144

  Different historical interpretations and contested debates about World War I and the significance of Australian commemorations of the war

  Elaborations

  • investigating the ideals associated with the Anzac tradition and how and why World War I is commemorated within Australian society
  • evaluating the fairness of the post war treaties on Axis powers

  VCHHK144 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War I

• The Humanities | Civics and Citizenship: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Civics and Citizenship

• The Humanities | Economics and Business: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Economics and Business

• The Humanities | Geography: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse...

  Overview material | Geography

• The Humanities | History: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | History

• Civics and Citizenship: Levels 3 and 4 description

  The Level 3 and 4 curriculum introduces students to democracy in the context of the familiar and personal as well as the purpose of local government and the services it provides to the community. It explores an understanding of democracy as rule by the people through learning about decision making...

  Level description | The Humanities | Civics and Citizenship

• VCCCL005

  Distinguish between rules and laws and discuss why rules and laws are important

  Elaborations

  • distinguishing between ‘laws’ (for example speeding in school zones) and ‘rules’ (for example sun safety in the school)
  • explaining the purpose of laws and recognising that laws apply to everyone in society
  • discussing examples of laws and why they are important to students’ lives

  VCCCL005 | The Humanities | Civics and Citizenship | Levels 3 and 4 | Laws and Citizens

• Geography: Level B achievement standards

  By the end of Level B, students can identify some familiar places using photos, images or augmentative alternative communication when asked. They will select to view a multimodal text about a preferred place.

  Students experience the familiar features and purposes of places and the representation...

  Level description | The Humanities | Geography | Level B

• History: Level B achievement standards

  By the end of Level B, students identify immediate family members. They recognise some significant events. Students respond to images of personal, family and sites of significance.

  Students assist to sequence significant parts of recent familiar events. They can identify themselves at different...

  Level description | The Humanities | History | Level B

• History: Levels 9 and 10 description

  The Making of the Modern World and Australia

  In Levels 9 and 10, students study the making of the modern world from 1750 to 1918 and the modern world and Australia from 1918–present. It covers the period of industrialisation and rapid change in the ways people lived, worked and thought, the...

  Level description | The Humanities | History

• Geography: Level B description

  The Level B curriculum focuses on places I live in and developing students’ awareness of the places they experience daily. They are supported to develop their curiosity of place by exploring some of the significant features of the place and what they do in each. They are developing an emerging...

  Level description | The Humanities | Geography

• Geography: Level C description

  The Level C curriculum focuses on local places I live in and developing student’s exploration and curiosity of personally significant places. Students will build on their knowledge of the local space around personal significant places. Students will draw on their own experience to help them understand...

  Level description | The Humanities | Geography

• Economics and Business: Levels 9 and 10 achievement standards

  By the end of Level 10, students describe how resources are allocated and distributed in the Australian economy and the way economic performance is measured. They provide explanations for variations in economic performance and standards of living within and between economies. Students explain...

  Level description | The Humanities | Economics and Business | Levels 9 and 10