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• 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

• VCHHC029

  Explore their perspective on how things have changed from past and present in their daily life

  Elaborations

  • using images to explore their life and key milestones and reflect on what has changed in their life
  • investigating daily life today and in the past through images and exploring what is the same, different, good and bad
  • exploring what different class members think has changed in their daily life

  VCHHC029 | The Humanities | History | Level C | Historical Concepts and Skills | Historical sources as evidence

• VCHHC030

  Compare features of objects from the recent past and present

  Elaborations

  • exploring old and new objects that were the same and indicating where they are different
  • exploring old and new by observing things change over of time
  • comparing significant toys and preferred objects over their past and recent present
  • explore how significant toys and objects have changed over time through multimedia such as videos and photos

  VCHHC030 | The Humanities | History | Level C | Historical Concepts and Skills | Continuity and change

• 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

• 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

• VCHHK046

  The different family groups in my class and what they have in common

  Elaborations

  • sharing and considering the text of classmates about their family
  • using images and stories to explore similarities and differences between families
  • creating family posters that indicate family structures

  VCHHK046 | The Humanities | History | Level D | Historical Knowledge | Personal histories

• 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

• VCHHK061

  Differences and similarities between students' daily lives and perspectives of life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications

  Elaborations

  • exploring and comparing aspects of family life in the past and present such as family traditions, leisure time, communication technologies and schooling
  • examining and commenting on photographs and oral histories, for example talking to parents, grandparents and other elders, to find out how daily lives have changed

  VCHHK061 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Personal histories

• VCHHK013

  Experience the use of technology in their lives

  Elaborations

  • experiencing and exploring technology which improves their quality of life
  • reacting and making choices in the use of technology

  VCHHK013 | The Humanities | History | Level A | Historical Knowledge | Community histories

• VCHHK136

  Patterns of continuity and change and their effects on influencing movements of people, ways of life and living conditions, political and legal institutions, and cultural expression around the turn of the twentieth century

  Elaborations

  • Australia
    • using sources to examine the living and working conditions in Australia around the turn of the twentieth century (that is 1900)
    • identifying the main features of housing, sanitation, transport, education and industry that influenced living and working conditions in Australia
    • describing the impact of the gold rushes in the hinterland on the development of ‘Marvellous Melbourne’
  • Asia
    • describing the British Raj and the forms of British influence in India, for example, the building of roads, an extensive railway network, schools and Christian missions
    • describing how increasing foreign influence and imperialism was challenging and changing Imperial China and society through trade, railway networks, missionaries, foreign concessions in cities such as Shanghai
    • describing how increasing trade, modernisation expansions and nationalism in Japan were influencing change to everyday life in Japan, the fall of the Shogun and the Meiji Restoration

  VCHHK136 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Australia and Asia

• VCHHK078

  The diversity and longevity of Australia’s first peoples and the significant ways Aboriginal and Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the effects on their daily lives

  Elaborations

  • examining early archaeological sites that show the longevity of the Aboriginal people, for example, Nauwalabila, Malakunanja, Devil’s Lair, Lake Mungo and Preminghana
  • mapping the diversity of Aboriginal and Torres Strait Islander language groups in Australia, with particular emphasis on the local area and state/territory
  • investigating pre-contact ways of life of the Aboriginal and Torres Strait Islanders people, their knowledge of their environment including land management practices, their sense of the interconnectedness of Country/Place, people, culture and identity, and some of their principles, such as caring for country, caring for each other and respecting all things
  • studying totems in the lives of Aboriginal and Torres Strait Islander peoples and examining the differences between their totems

  VCHHK078 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | First contacts

• The Humanities | History: Rationale and Aims

  The VCAA has published the Victorian Curriculum F–10 Version 2.0. To view the curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
  
  Go to the VCAA website to explore the timeline for familiarisation and implementation of...

  Overview material | History

• History: Levels 5 and 6 description

  From Colony to Nation

  In Levels 5 and 6, students study colonial Australia in the 1800s and the development of Australia as a nation, particularly after 1900. Students look at the founding of British colonies and the development of a colony. They learn about what life was like for different groups...

  Level description | The Humanities | History

• VCHHK032

  Who the people in their family are

  Elaborations

  • identifying members of their family, their name, for example, grandma, aunt, uncle
  • exploring events and activities they have experienced and the people who participated in these events with them
  • creating visual representations or text with support that identifies family members and their title, for example aunt, uncle
  • grouping family members to reflect who lives where

  VCHHK032 | The Humanities | History | Level C | 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

• VCHHC126

  Identify and evaluate patterns of continuity and change in the development of the modern world and Australia

  Elaborations

  • using sources of evidence (perspectives and interpretations) to identify continuity and changes during Australia at the turn of the twentieth century
  • using chronologies to observe and identify patterns where changes or continuities have occurred during the Industrial Revolution, way of living and political conditions and Australia after World War II.
  • identifying the significant changes during the Industrial Revolution and rank them in order of significance. Explain ranking and discuss differences
  • organising changes of everyday life into conditional factors and/or rank them according to the significance of the change
  • describing and explaining change such as the quality of change, the types of change, and the impact of change

  VCHHC126 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Continuity and change

• VCHHK049

  How they and their family celebrate past events that are important to them

  Elaborations

  • exploring past events and how they were commemorated by their family
  • using texts and images to retell significant past events
  • identifying significant parts of past events
  • identifying similarities between family celebrations and special events

  VCHHK049 | The Humanities | History | Level D | Historical Knowledge | Community histories

• VCHHK024

  Explore significant places and site, and events associated with them

  Elaborations

  • exploring different places and events by experiencing stories and exploring related objects and images
  • visiting and using the spaces of a significant place
  • investigating culture, spiritual importance and/or different events, by experiencing stories and exploring related objects and images

  VCHHK024 | The Humanities | History | Level B | Historical Knowledge | Community histories

• VCHHK105

  How physical or geographical features influenced the development of Aboriginal and Torres Strait Islander peoples’ communities, foundational stories and land management practices

  Elaborations

  • creating a map overlay of Australian physical features and language groups of Aboriginal and Torres Strait Islander peoples and discuss the interconnection and relationships to land observed by different groups
  • discussing how and why Aboriginal and Torres Strait Islander peoples have kept their cultural heritage alive by passing their knowledge, arts, rituals and performances through generations
  • using a variety of Dreaming creation stories from different location across Australia. Identify and describe similarities and differences in the stories
  • exploring the meaning and use of fire as a practical tool in hunting, cooking, warmth and managing the landscape.
  • examining historical interpretations of land management, laying out their burn patterns as a method of converting land to grasslands; predict plant growth, for maintenance of plants to attract animals for hunting and the prevention of larger uncontrollable destructive fires

  VCHHK105 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Aboriginal and Torres Strait Islander peoples and cultures

• VCHHK020

  The structure of their immediate family

  Elaborations

  • viewing images of their family both past and present
  • using images and stories to explore their family structure
  • learning the terms used for immediate family members such as mother, mum, father, sister
  • sharing and experiencing stories about their immediate family, its members and structure, and viewing stories about their peers’ families

  VCHHK020 | The Humanities | History | Level B | Historical Knowledge | Personal histories