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• VCGGC048

  Answer yes/no questions about a place based on geographical observations and information

  Elaborations

  • identify a place and why they like it and what they like to do there
  • developing an awareness of environmental issues through participation in investigating of local community issue
  • investigating questions related to who, what, where why questions about a place
  • exploring elements and features of a place

  VCGGC048 | The Humanities | Geography | Level D | Geographical Concepts and Skills | Data and information

• 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

• Economics and Business: Levels 7 and 8 description

  In Levels 7 and 8, students consider what it means to be a consumer, a worker and a producer in the market and the relationships between, and interdependence of, these groups. The ways markets work within Australia to set prices, the participants in the market system and the ways these participants...

  Level description | The Humanities | Economics and Business

• Civics and Citizenship: Levels 7 and 8 description

  The Levels 7 and 8 curriculum provides a study of the Australian Constitution and how its features, principles and values shape Australia’s democracy. They explore the responsibilities and freedoms of citizens and how citizens can participate in Australia’s democracy. They look at...

  Level description | The Humanities | Civics and Citizenship

• History: Levels 7 and 8 description

  The Ancient World to the Modern World

  In Levels 7 and 8, students study history from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BC (BCE) – c.650 AD (CE). It also covers the period from the end of the ancient period to the beginning of...

  Level description | The Humanities | History

• Geography: Levels 7 and 8 description

  In Levels 7 and 8, students examine the processes that influence the characteristics of places. They consider spatial distributions and patterns and their implications and consider interconnections between and within places and changes resulting from these. This further develops their understanding...

  Level description | The Humanities | Geography

• VCGGK054

  The major features of a place and their location

  Elaborations

  • participating in structured discussions about a place, exploring the major features and locations of familiar places
  • comparing characteristics of familiar places
  • answering questions about a place using a single word or short simple sentence

  VCGGK054 | The Humanities | Geography | Level D | Geographical Knowledge | Places and our connections to them

• 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

• VCGGC020

  Respond to elements of a space using positive and negative response

  Elaborations

  • choosing to visit a particular place in the community from a small selection of options
  • indicating what they want or where they want to explore within a place
  • indicating a space they want to visit/ use/ stay within a place
  • answering simple questions about a place using ‘yes’ or ‘no’ response or augmentative and alternative communication

  VCGGC020 | The Humanities | Geography | Level B | Geographical Concepts and Skills | Data and information

• 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

• VCHHC084

  Describe perspectives and identify ideas, beliefs and values of people and groups in the past

  Elaborations

  • conducting an interview to learn about the experiences of community or family members who migrated to Australia and understanding that different questions elicit different kinds of answers, for example, the difference between a closed and open question such as ‘Did you like Australia when you first arrived?’ compared with ‘How did you feel about Australia when you first arrived?’
  • using sources to develop narratives, for example, reasons for the establishment of colonies, effects of key developments and events on colonies, the impact of significant groups or individuals on development
  • retrieving census data to construct arguments for and against migration

  VCHHC084 | The Humanities | History | Levels 5 and 6 | 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

• 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

• The Humanities | Geography: Learning in Geography

  Concepts

  The Geography curriculum identifies the concepts of place, space, environment, interconnection, sustainability, scale and change, as integral to the development of geographical understanding. These are high-level ideas or ways of thinking that can be applied across the subject to identify...

  Overview material | Geography

• VCGGC104

  Analyse maps and other geographical data and information using digital and spatial technologies as appropriate, to develop identifications, descriptions, explanations and conclusions that use geographical terminology

  Elaborations

  • using aerial images of contrasting places to identify differences in housing density
  • using graphs, weather maps and satellite images to examine the temporal and spatial patterns of a selected hydrological hazard in Australia and another region of the world, such as countries of the Asia region, or from the Pacific region
  • using digital maps and overlays of an area to observe, describe and contrast the spatial associations of geographical phenomena. For example, the relationship between economic activities and river systems and the availability of surface water
  • interpreting topographic maps and digital terrain models, cross-sections or block diagrams to investigate landforms and their features
  • reviewing the results of an analysis to propose and defend answers to a question, emphasising at least one of the geographical concepts of place, space, environment, interconnection, sustainability, scale or change

  VCGGC104 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Data and information

• 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)

• The Humanities | History: Structure

  History is organised by two strands: Historical Concepts and Skills and Historical Knowledge.

  Historical Concepts and Skills are fundamental to the discipline of history and provide a structure for the development of historical understanding. 

  Sub-strands
  Chronology
  Historical...

  Overview material | History

• The Humanities | Economics and Business: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Economics and Business

• The Humanities | Geography: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Geography

• The Humanities | History: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | History