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• VCHHC071

  Describe the significance of Australian celebrations, symbols and emblems

  Elaborations

  • generating questions about the diversity of Aboriginal and Torres Strait Islander peoples, and the nature of contact in early Australia
  • posing questions about explorers, for example, 'Who were they? 'Where were they from?' 'Where did they go?' 'What did they do?'
  • identifying the meaning of celebrations from different perspectives, for example, Australia Day for Aboriginal and Torres Strait Islander peoples compared with other cultural groups

  VCHHC071 | The Humanities | History | Levels 3 and 4 | Historical Concepts and Skills | Historical significance

• 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

• VCHHC070

  Identify and explain the causes and effects of European settlement and exploration

  Elaborations

  • finding historical information to determine the nature of colonial settlement, the effect of significant events and the role of individuals in shaping a colony
  • exploring different stories about contact experiences and early penal life to discover the thoughts or feelings of the people at that time, for example, convicts, Aboriginal and Torres Strait Islander people, convict guards and free settlers

  VCHHC070 | The Humanities | History | Levels 3 and 4 | Historical Concepts and Skills | Cause and effect

• VCHHK140

  Significant places where Australians fought and explore their perspectives and experiences in these places

  Elaborations

  • identifying the places where Australians fought, including Fromelles, the Somme, Gallipoli, Sinai and Palestine
  • using sources to investigate the fighting at Gallipoli, the difficulties of trench warfare, and the use of tanks, aeroplanes and chemical weapons (gas)
  • exploring the experiences of Aboriginal and Torres Strait Islander peoples during the war

  VCHHK140 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War I

• VCHHK064

  The significance today of an historical site of cultural or spiritual importance

  Elaborations

  • discussing why a particular site has heritage significance/cultural value for present generations, for example, it provides a record of a significant historical event, has aesthetic value, reflects the community’s identity
  • identifying, in consultation with Aboriginal and Torres Strait Islander people, and visiting (where appropriate) local sites, places and landscapes of significance to Aboriginal and Torres Strait Islander people, for example, engraving sites, rock paintings, natural sites or features such as the Birragai rock shelter, creeks or mountains
  • identifying and designing a local historical tour of a site, for example, one related to a particular cultural group

  VCHHK064 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Community histories

• The Humanities | History: Learning in History

  Historical concepts and skills

  In the History curriculum, students have the opportunity to develop historical understanding through the application of the following historical concepts and skills:

  • sequencing chronology
  • using historical sources as evidence
  • identifying continuity and change
  • analysing...

  Overview material | History

• VCHHC057

  Identify the significance of a person and/or place in the local community

  Elaborations

  • describing a significant person or place from their community’s past, for example, a short report on a building of significance describing when, where, why, who built it, and why it is valued, or a biography on a significant individual
  • identifying place and street names in the local community and discovering their origin and meaning, for example, names that are linked to Aboriginal and Torres Strait Islander people, such as Eurobodalla National Park; historical events such as Deadman’s Creek, early settlers, and political, religious and social figures

  VCHHC057 | The Humanities | History | Foundation to Level 2 | Historical Concepts and Skills | Historical significance

• VCHHK092

  The role that a significant individual or group played in shaping and changing a colony

  Elaborations

  • describing the role of explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and Torres Strait Islander peoples
  • investigating the contribution or significance of an individual or group to the shaping of a colony in the 1800s, for example, groups such as explorers or pastoralists; or individuals such as Blaxland, Lawson and Wentworth, J.G. Macdonald, Elizabeth and John Macarthur, Caroline Chisholm, Saint Mary Mackillop, Peter Lalor, James Unaipon
  • exploring the motivations and actions of an individual or group that shaped a colony

  VCHHK092 | The Humanities | History | Levels 5 and 6 | Historical Knowledge | The Australian colonies

• VCHHK010

  Commemorate significant events

  Elaborations

  • experiencing significant events and using senses to explore objects used to celebrate these, such as cake, balloons, music
  • reacting to elements of a significant cultural events, e.g. aboriginal music, dance, multimedia story during NAIDOC Week celebrations
  • participating in significant commemorative and cultural events of their family, school and community through preparation activities and celebration, e.g. footy day, Anzac Day, Easter

  VCHHK010 | The Humanities | History | Level A | Historical Knowledge | Community histories

• VCHHK059

  Differences in family structures of families and the role of family groups today, and what they have in common and how these have changed or remained the same over time

  Elaborations

  • considering a range of family structures, for example nuclear families, only child families, large families, single parent families, extended families, blended families, adoptive parent families and grandparent families, as well as kinship groups, tribes and villages
  • using images and stories to identify similarities and differences between students' families and those of other children, in their class and in stories about children in other places, for example, the countries of Asia
  • comparing families in the present with those from the recent past (the families of parents and grandparents) in terms of their size and structure, for example, the different types of family such as nuclear, single parent, blended
  • exploring family structures of Aboriginal and Torres Strait Islander peoples, for example, where children belong to extended families in which there are specific roles and responsibilities to ensure safety and wellbeing
  • discussing kinship as an significant part of relationships and family structures in Aboriginal and Torres Strait Islander societies, for example, the extent of a kinship system and the way in which it influences people's relationships, obligations and behaviour towards each other
  • examining and commenting on the roles of family members over time, for example, listening to stories about the roles of mothers, fathers, caregivers and children in the past, and comparing these with family roles today, such as work outside the home, washing, cooking, cleaning, gardening, child care

  VCHHK059 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Personal histories

• 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

• 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

• VCHHK065

  The effect of changing technology on people’s lives and their perspectives on the significance of that change

  Elaborations

  • examining changes in technology over several generations by comparing past and present objects and photographs, and discussing how these changes have shaped people’s lives, for example, changes to land, air and sea transport, the move from wood-fired stoves to gas/electrical appliances, the introduction of television, transistors, FM radio and digital technologies
  • identifying where the technology used in their grandparents’ childhoods was made compared with the technology they use today
  • examining the traditional toys used by Aboriginal and Torres Strait Islander children to play and learn, for example, Arrernte children learn to play string games so they can remember stories they have been told
  • creating models of toys used by children who lived when electricity was not available

  VCHHK065 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Community histories

• VCHHK060

  How the present, past and future are signified by terms indicating and describing time

  Elaborations

  • discussing what happened yesterday, what is likely to happen tomorrow, upcoming birthdays, celebrations and seasons, and ordering these references to time in sequence using terms such as ‘before’, ‘after’, ‘next’ and ‘then’
  • discussing how some cultures, for example the Chinese, describe a child as being one year old on the day they are born
  • identifying dates and changes that have personal significance, for example, birthdays, moving house, changing schools, religious and school holidays, marking these on a calendar and counting down time, as well as noting that events of personal significance may differ according to children’s cultural backgrounds
  • examining Aboriginal and Torres Strait Islander seasonal calendars, for example, the Gagadju (Kakadu) and the D'harawal (Sydney) calendars, each with six seasons, the Arrernte (central Australia) with five, the Woiwurrung (Upper Yarra Valley) with seven, and north-east Tasmania with three

  VCHHK060 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Personal histories

• VCHHK137

  Different experiences and perspectives of non-Europeans and their perspectives on changes to society, significant events, ideas, beliefs and values

  Elaborations

  • Australia
    • investigating sources that record the reactions of new arrivals to other countries in this period, for example, responses to the natural environment and climate
    • investigating the experiences of a specific group of arrivals to Australia, for example, convicts in Sydney, Hobart, Brisbane or free settlers in Melbourne, Adelaide, Perth or Darwin
    • describing the impact of this group on the Aboriginal and Torres Strait Islander peoples of the region
    • investigating the differing views of pastoralists and gold miners and how they influenced Victoria
    • examining the experiences of non-Europeans in Australia prior to the 1900s, such as the Japanese, Chinese, South Sea Islanders, Afghans
    • outlining the migration of Chinese to the goldfields in Australia in the nineteenth century and attitudes towards the Chinese as revealed in cartoons, for example, the Mongolian Octopus
  • Asia
    • analysing Commissioner Lin Zexu’s letter to Queen Victoria before the outbreak of the First Opium War 1839-42
    • analysing the ideas that influenced the perspectives of the Society of Righteous Harmonious Fists, Yi He Tuan (The Boxers)
    • comparing and contrast different perspectives about the effect of European colonisation of India or China or Indochina
    • analysing different perspectives of the Russo-Japanese War 1904-05

  VCHHK137 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Australia and Asia