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• 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

• 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

• 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

• 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

• 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 | 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

• 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

• VCHHK160

  The perspectives of people and different historical interpretations and debates from the period

  Elaborations

  • Popular culture
    • comparing and contrasting generational perspectives on rock ’n’ roll
    • using historical sources track changing perspectives over time
    • interviewing a selection of relatives about their experiences in their teens in the 50’s, 60’s, 70’s and 80’s. Track the changing perspectives and suggest reasons for these changes
  • Environment movement
    • explaining the responses of governments and organisations to environmental threats, for example, New Zealand’s anti-nuclear policy, the United States’ Comprehensive Environmental Response, Compensation and Liability Act 1980 (CERCLA), Australia’s Great Barrier Reef Outlook Report (2009)
    • using perspectives explain why environmental movements and The Green party gained increasing public voice
  • Migration experiences
    • using sources analyse the changing attitudes of the 60’s, 70’s and 80’s to the arrival of migrants
    • analysing the arguments for and against the White Australia Policy between 1964-1973
  • Political Crisis
    • comparing and contrast a range of different perspectives and identify differing views of what changed and the extent of change
    • analysing a selection of different historical interpretations and identify differences and similarities in arguments and debates about the significance of the political crisis

  VCHHK160 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | The globalising world

• History: Level B description

  Personal and Present Family 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...

  Level description | The Humanities | History

• History: Level C description

  Personal and Recent Celebrations and 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...

  Level description | The Humanities | History

• History: Level D description

  Personal Past 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

• History: Foundation to Level 2 description

  Personal and Community Histories

  In Foundation to Level 2, students study personal, family and local history. Students learn about their own history and that of their family, including stories from different cultures and other parts of the world. As participants in their own history, students develop...

  Level description | The Humanities | History

• History: Levels 7 and 8 achievement standards

  By the end of Level 8, students identify and explain patterns of change and continuity over time. They analyse the causes and effects of events and developments. They identify the motives and actions of people at the time. Students evaluate the significance of individuals and groups and how they...

  Level description | The Humanities | History | Levels 7 and 8

• 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

• 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

• 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

• 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

• VCHHC123

  Analyse and corroborate sources and evaluate their accuracy, usefulness and reliability

  Elaborations

  • developing a set of questions that support student’s analysis of sources
  • recognising the role of ICT in providing access to sources and the need to ask relevant questions of those sources, for example, a Google search for ‘significance of Kokoda’
  • identifying literal and symbolic features of sources and explain their purpose and inferences
  • understanding that the reliability and usefulness of a source depends on the questions asked of it, for example, an account may be one-sided and therefore of use in revealing past prevailing attitudes. Discuss the reliability and usefulness of Martin Luther King’s 1963 ‘I Have A Dream’ speech as a source to assist in understanding the aims and motivations of the US Civil Rights movement
  • corroborating a range of historical sources identifying similarities, differences and inconsistencies

  VCHHC123 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Historical sources as evidence

• 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