History - Curriculum - Victorian Curriculum

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Foundation to Level 2

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 their knowledge and understanding of how the past is different from the present. Students also...

Foundation to Level 2 Content Descriptions

Historical Concepts and Skills

Chronology Elaborations

Sequence significant events about personal and family history to create a chronological narrative (VCHHC053)
1. ordering significant personal events or milestones using photographs or drawings, for example, walking, talking, the birth of a sibling, moving house, an illness, an achievement, first day at school
2. 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
3. creating a timeline, slideshow or story using photos
4. relating a story about life in their parent’s or grandparent’s time (orally or through pictures and photographs)
5. inquiring from members of their families where they were born and raised

Historical sources as evidence Elaborations

Identify the content features of primary sources when describing the significance of people, places or events (VCHHC054)
1. how the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums
2. 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
3. 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
4. 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
Identify perspectives about changes to daily life from people in the past or present (VCHHC055)
1. discussing with parents and grandparents about life in the past
2. exploring stories from and about the past, for example letters, diaries, radio or television programs
3. inviting parents, grandparents and elders into the classroom to communicate about their childhoods and comparing their favourite toys with those of children today

Continuity and change Elaborations

Identify examples of continuity and change in family life and in the local area by comparing past and present (VCHHC056)
1. suggesting ideas about what objects from the past may have been used for
2. distinguishing between what is old and what is new, using such clues as the condition of the object
3. locating historical evidence of the local community including signs of the past in the present, for example, place and street names, monuments, built and non-built historical landmarks
4. identifying features of a site, such as dates, decorations and plaques on buildings, that reveal its past

Historical significance Elaborations

Identify the significance of a person and/or place in the local community (VCHHC057)
1. 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
2. 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

Historical Knowledge

Personal histories Elaborations

Who the people in their family are, describe where they were born and raised and how they are related to each other and how their stories are communicated and shared (VCHHK058)
1. identifying the different members of a family, for example, mother, father, caregiver, sister, brother, grandparent, aunty, uncle, cousin, and creating simple family trees with pictures or photographs (if possible using ICT) to show the relationship between family members
2. naming family members, finding out where they were born and raised and placing their photographs, drawings and names on a classroom world map
3. 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
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 (VCHHK059)
1. 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
2. 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
3. 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
4. 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
5. 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
6. 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
How the present, past and future are signified by terms indicating and describing time (VCHHK060)
1. 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’
2. discussing how some cultures, for example the Chinese, describe a child as being one year old on the day they are born
3. 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
4. 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
Differences and similarities between students' daily lives and perspectives of life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications (VCHHK061)
1. exploring and comparing aspects of family life in the past and present such as family traditions, leisure time, communication technologies and schooling
2. 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

Community histories Elaborations

How they, their family, friends and communities commemorate past events that are important to them (VCHHK062)
1. making a calendar of commemorative events that students, their family and friends celebrate and discussing why they are significant, for example, birthdays, religious festivals such as Easter, Ramadan, Buddha day, feast of Passover, family reunions and community commemorations such as NAIDOC week, and ANZAC day
2. discussing ‘Welcome to Country’ and recognising that the country, place and traditional custodians of the land or sea are acknowledged at ceremonies and events as a mark of respect
3. using the internet, newspapers, community information guides and local knowledge to identify and list the people and places promoted as being of historic interest in the local community
4. suggesting reasons for the location of a local landmark before searching for resources that provide an explanation
The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (VCHHK063)
1. using the internet, newspapers, community information guides and local knowledge to identify and list the people and places promoted as being of historic interest in the local community
2. suggesting reasons for the location of a local landmark before searching for resources that provide an explanation
3. using books, newspapers, oral histories, audio visual material, digital sources, letters, photographs to investigate the history of a chosen person, building, site or landmark in the local community and relating a story these sources reveal about the past
The significance today of an historical site of cultural or spiritual importance (VCHHK064)
1. 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
2. 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
3. identifying and designing a local historical tour of a site, for example, one related to a particular cultural group
The effect of changing technology on people’s lives and their perspectives on the significance of that change (VCHHK065)
1. 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
2. identifying where the technology used in their grandparents’ childhoods was made compared with the technology they use today
3. 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
4. creating models of toys used by children who lived when electricity was not available

Foundation to Level 2 Achievement Standard

By the end of Level 2, students explain aspects of daily life to identify how some aspects have changed over time, while others have remained the same. They describe personal and family life, a person, a site, or an event of significance in the local community.

Students use sources (physical, visual, oral) including the perspectives of others (parents, grandparents) to describe changes to daily life and the significance of people, places or events. They compare objects from the past and present. Students create a narrative about the past using terms and a range of sources.

Levels 3 and 4

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 of Aboriginal and Torres Strait Islander peoples, students examine European exploration and colonisation...

Levels 3 and 4 Content Descriptions

Historical Concepts and Skills

Chronology Elaborations

Sequence significant events in chronological order to create a narrative about one navigator, explorer or trader and Australian settlement (VCHHC066)
1. annotating a timeline or other visual representation of key stages of settlement featuring local, regional or state events and people of historical significance
2. placing key events and people of early contact history in chronological order by creating timelines and explaining the sequence
3. listing key events and people’s experiences and linking them together to form a narrative about the past
4. composing historical texts, for example, a biography on a noteworthy individual or group, a report on a significant event

Historical sources as evidence Elaborations

Identify the origin and content features of primary sources when describing the significance of people, places and events (VCHHC067)
1. using historical terms such as immigration, exploration, development, settlement and naming days of commemoration and emblems when speaking, writing, and illustrating
2. using and understanding the meaning of acronyms, for example, NAIDOC and ANZAC
3. identifying sources to investigate change in the community in the past, such as photographs, maps, and the remains of buildings
4. analysing a range of sources to locate information about the people, places and events in their community’s present and past, for example photographs, maps and oral histories,
5. using information technologies to organise information and make connections, for example, creating tables in word processing software and concept mapping
6. identifying sources to investigate the story of the First Fleet and its arrival, such as paintings, maps, written records/accounts
Describe perspectives of people from the past (VCHHC068)
1. creating and editing a presentation to record and explain the past using, for example, text, images and sounds
2. recounting the experiences of an individual based on researched facts, for example, a biography, diary or journal of a navigator or convict on the First Fleet
3. creating charts, pictorial stories, maps, digital and oral presentations to explain the past

Continuity and change Elaborations

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 (VCHHC069)
1. investigating the establishment of a local community such as 'How did people settle?' 'Who were they?' 'Why did they come to the area?'
2. investigating the contribution that individuals and groups have made to the development of the local community
3. identifying the origins of place names in Australia, for example, those named by French explorers and Aboriginal place names

Cause and effect Elaborations

Identify and explain the causes and effects of European settlement and exploration (VCHHC070)
1. finding historical information to determine the nature of colonial settlement, the effect of significant events and the role of individuals in shaping a colony
2. 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

Historical significance Elaborations

Describe the significance of Australian celebrations, symbols and emblems (VCHHC071)
1. generating questions about the diversity of Aboriginal and Torres Strait Islander peoples, and the nature of contact in early Australia
2. posing questions about explorers, for example, 'Who were they? 'Where were they from?' 'Where did they go?' 'What did they do?'
3. identifying the meaning of celebrations from different perspectives, for example, Australia Day for Aboriginal and Torres Strait Islander peoples compared with other cultural groups

Historical Knowledge

Community, remembrance and celebrations Elaborations

The significance of Country and Place to Aboriginal and Torres Strait Islander peoples who belong to a local area (VCHHK072)
1. identifying the language groups of Aboriginal and Torres Strait Islander peoples who belong to the local area and explaining the relationship between language, country, place and spirituality
2. listening to Aboriginal or Torres Strait Islander Elders, grandparents and older community members tell stories associated with the local language groups and the land they belong to
A significant example of change and a significant example of continuity over time in the local community, region or state/territory (VCHHK073)
1. investigating changes and continuity in relation to transport, work, education, natural and built environments, entertainment and daily life
2. investigating a development in the local community from the time of European settlement to the present day, for example, through photographs, newspapers, oral histories, diaries and letters
3. comparing key similarities and differences in photographs from both the past and present of a specific location to identify change or continuity
The role that people of diverse backgrounds have played in the development and character of the local community and/or other societies (VCHHK074)
1. using local sites, museums and online collections to identify the cultural groups within the local community and their influence over time, for example, as reflected in architecture, commercial outlets and religious buildings
One significant narrative, myths or celebration from the past (VCHHK075)
1. investigate the rituals surrounding a corroboree
2. create a narrative or comic book of a Greek myth
3. investigate the origins of the Ancient Olympic Games and/or the games of the Colosseum
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 (VCHHK076)
1. identifying and discussing the historical origins of an significant Australian celebration or commemoration
2. 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
3. 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
4. recognising the significance of other days or weeks including the Anniversary of the National Apology to Australia’s Indigenous Peoples (2008)
Significance of celebrations and commemorations in other places around the world (VCHHK077)
1. exploring for example, Bastille Day in France, Independence Day in the USA, Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan
2. comparing the significance of national days in different countries, looking at why they developed and elements they have in common
3. viewing on the internet videos of celebrations of significant days, such as Independence Day in Greece
4. investigating the origins and significance of international celebrations or commemorations, for example, the International Day of Peace, and of celebrations significant to particular cultural groups in Australia and in other countries

First contacts Elaborations

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 (VCHHK078)
1. examining early archaeological sites that show the longevity of the Aboriginal people, for example, Nauwalabila, Malakunanja, Devil’s Lair, Lake Mungo and Preminghana
2. mapping the diversity of Aboriginal and Torres Strait Islander language groups in Australia, with particular emphasis on the local area and state/territory
3. 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
4. studying totems in the lives of Aboriginal and Torres Strait Islander peoples and examining the differences between their totems
The journey(s) of a significant world navigator, explorer or trader up to the late eighteenth century, including their contacts with and effects on other societies (VCHHK079)
1. identifying key individuals and groups who established contacts with Africa, the Americas, Asia and Oceania during the age of discovery and exploring their impact on society, including examining the journey(s) these explorers made using internet mapping tools, for example, Christopher Columbus, Vasco de Gama and Ferdinand Magellan
2. using navigation maps to reconstruct the journey of one or more explorers
3. investigating networks of exchange between different groups of people
Stories of the First Fleet, including causes and reasons for the journey, who travelled to Australia, and their experiences and perspectives following arrival (VCHHK080)
1. discussing reasons for the First Fleet journey, including an examination of the wide range of crimes punishable by transportation, and looking at the groups who were transported
2. discussing the treatment of prisoners at that time, and past and present views on the colonisation of Australia; investigating the daily lives and social standing of those who travelled to Australia on the First Fleet, including families, children and convict guards
The nature of contact between Aboriginal and Torres Strait Islander peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions (VCHHK081)
1. investigating contact with Aboriginal and Torres Strait Islander peoples before 1788, for example, the repulsion of the Dutch at Cape Keerweer in 1606 and the trade between the Macassans and the Yolngu people
2. comparing the European concept of land ownership with the Aboriginal and Torres Strait Islander peoples' relationship with the land and sea, and how this affected relations between them
3. exploring early contact history with the British, for example, Pemulwuy or the Black War, and the impact that British colonisation had on the lives of Aboriginal people such as dispossession, dislocation and the loss of lives through conflict, disease, loss of food sources and medicines
4. exploring whether the interactions between Europeans and Aboriginal and Torres Strait Islander peoples had positive or negative effects
5. examining paintings and accounts (by observers such as Watkin Tench and David Collins) to determine the impact of early British colonisation on Aboriginal peoples' country

Levels 3 and 4 Achievement Standard

By the end of Level 4, students explain how and why life changed in the past, and identify aspects of the past that remained the same. They describe the experiences and perspectives of an individual or group over time. They recognise the significance of events in bringing about change.

Students sequence events and people (their lifetime) in chronological order to identify key dates, causes and effects. They identify sources (written, physical, visual, oral), and locate information about their origin and content features. They describe perspectives of people from the past and recognise different points of view. Students create a narrative or description which explains continuity and change and cause and effect using historical terms.

Levels 5 and 6

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 of people in the colonial period. They examine significant events and people, political and economic...

Levels 5 and 6 Content Descriptions

Historical Concepts and Skills

Chronology Elaborations

Sequence significant events and lifetimes of people in chronological order to create a narrative to explain the developments in Australia’s colonial past and the causes and effects of Federation on its people (VCHHC082)
1. compiling an annotated timeline showing key stages in the development of colonial Australia including the date of European settlement in each state, the date the colony was established, the date of self-government
2. identifying and developing a timeline of world unrest that contributed to migration in the 1900s, for example, the World Wars, the Vietnam War, the war in the former Yugoslavia, the Tiananmen Square massacre, the war in Sudan
3. placing key events, ideas, movements and people of the twentieth century in chronological sequence

Historical sources as evidence Elaborations

Identify the origin, content features and the purpose of historical sources and describe the context of these sources when explaining daily life in colonial Australia, reasons for migration and causes and effects of Federation (VCHHC083)
1. examining two sources of evidence to identify similarities and/or differences, and describing what they reveal about the past
2. checking publication dates to put information contained in a text in historical context, for example, a 1965 Australian history book may provide a different perspective to one published in 2010
3. analysing the language used in sources to identify values and attitudes, for example, ‘new Australians’, ‘boat people’
4. examining a range of sources of evidence to identify similarities and/or differences and describing what they reveal about the past, for example, comparing information in sources to determine views on the effects of migration on the development of Australian society
Describe perspectives and identify ideas, beliefs and values of people and groups in the past (VCHHC084)
1. 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?’
2. 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
3. retrieving census data to construct arguments for and against migration

Continuity and change Elaborations

Identify and describe patterns of continuity and change in daily life for Aboriginal and Torres Strait Islander peoples, ‘native born’ and migrants in the Australian colonies (VCHHC085)
1. visiting a local cemetery and surveying the graves to find clues about the patterns of settlement, ages and causes of death in the local area
2. creating visual, oral or written journals reflecting the daily life experiences of different inhabitants of a convict or colonial settlement

Cause and effect Elaborations

Explain the causes of significant events that shaped the Australian colonies, contributed to Australian Federation and the effects of these on Aboriginal and Torres Strait Islander peoples and migrants (VCHHC086)
1. investigating an event or development and explaining its economic, social and political effect on a colony, for example, the impact of the Eureka Stockade on the development of democracy

Historical significance Elaborations

Explain the significance of an event and an individual or group that influenced change in the Australian colonies and in Australian society since Federation (VCHHC087)
1. investigating an event and explain its impact on Australian life, for example, Australian soldiers land at ANZAC Cove
2. creating ‘what if’ scenarios by constructing different outcomes for a key events

Historical Knowledge

The Australian colonies Elaborations

The social, economic and political causes and reasons for the establishment of British colonies in Australia after 1800 (VCHHK088)
1. investigating the causes and reasons, including economic, political and social, for the establishment of one or more British colonies
2. examining a penal colony, for example, Moreton Bay, Van Diemen’s Land, or a colony that later became a state such as Western Australia or Victoria
The nature of convict or colonial presence, including the factors that influenced changing patterns of development, how the environment changed, and aspects of the daily life of the inhabitants, including Aboriginal and Torres Strait Islander peoples (VCHHK089)
1. investigating colonial life to discover what life was like at that time for different inhabitants, for example, a European family and an Aboriginal or Torres Strait Islander Language group, a convict and a free settler, a sugar cane farmer and an indentured labourer, in terms of clothing, diet, leisure, paid and unpaid work, language, housing and children’s lives
2. mapping local, regional and state/territory rural and urban settlement patterns in the 1800s, and noting factors such as geographical features, climate, water resources, the discovery of gold, transport and access to port facilities that shaped these patterns
3. investigating the impact of settlement on the environment, for example, comparing the present and past landscape and the flora and fauna of the local community
The effects of a significant development or event on a colony (VCHHK090)
1. exploring frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought
2. investigating an event or development and explaining its economic, social and political impact on a colony, for example, the consequences of frontier conflict events such as the Myall Creek Massacre, the Pinjarra Massacre; the impact of South Sea Islanders on sugar farming and the timber industry; the impact of the Eureka Stockade on the development of democracy
3. creating ‘what if’ scenarios by constructing different outcomes for a key event, for example ‘What if Peter Lalor had encouraged gold miners to pay rather than resist license fees?’
The causes and the reasons why people migrated to Australia from Europe and Asia, and the perspectives, experiences and contributions of a particular migrant group within a colony (VCHHK091)
1. identifying the causes and reasons why people migrated to Australia in the 1800s, for example, as convicts; assisted passengers; indentured labourers; people seeking a better life such as gold miners; and those dislocated by events such as the Industrial Revolution, the Irish Potato Famine and the Highland Clearances
2. investigating the experiences and contributions of a particular migrant group within a colony, for example, Germans in South Australia, Japanese in Broome, Afghan Cameleers in the Northern Territory, Chinese at Palmer River, Pacific Islanders in the Torres Strait
3. connecting (where appropriate) stories of migration to students’ own family histories
The role that a significant individual or group played in shaping and changing a colony (VCHHK092)
1. describing the role of explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and Torres Strait Islander peoples
2. 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
3. exploring the motivations and actions of an individual or group that shaped a colony

Australia as a nation Elaborations

The significance of key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (VCHHK093)
1. studying Australia’s path to Federation through an examination of key people, for example, Henry Parkes, Edmund Barton, George Reid, John Quick, and events such as the Tenterfield Oration, the Corowa Conference, the referendums held in the colonies from 1898 to 1900
2. comparing the model of Australian federalism with the original model of the United States of America to identify the US influence on Australia’s system of government
3. identifying key elements of Australia’s system of law and government and their origins, for example, the Magna Carta; federalism, constitutional monarchy, the Westminster system and the separation of powers, legislature, executive, judiciary, the houses of parliament, how laws are made
The different experiences and perspectives of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander peoples, migrants, women, and children (VCHHK094)
1. the lack of citizenship rights for Aboriginal Peoples and Torres Strait Islander Peoples in Australia, illustrated by controls on movement and residence, the forcible removal of children from their families leading to the Stolen Generations, and poor pay and working conditions
2. describing the significance of the 1962 right to vote federally and the 1967 referendum
3. investigating the stories of individuals or groups who advocated or fought for rights in twentieth-century Australia, for example, Jack Patten or the Aborigines Progressive Association
4. investigating the experiences of democracy and citizenship of women, for example, the suffragette movement, the bar on married women working, equal pay, the Sex Discrimination Act 1984
5. investigating the experiences of democracy and citizenship of migrant groups, for example, internment camps during World War II, assimilation policies, anti-discrimination legislation, mandatory detention, pay and working conditions
6. investigating the experiences of democracy and citizenship of children who were placed in orphanages, homes and other institutions, for example the nature of their food and shelter, education and contacts with family
The stories and perspectives of people who migrated to Australia, including from one Asian country, and the reasons they migrated (VCHHK095)
1. investigate migration programs to Australian since World War II
2. comparing push and pull factors that have contributed to people migrating to Australia, for example, economic migrants and political refugees
3. exploring individual narratives using primary sources, for example, letters, documents and historical objects, interviewing and recording an oral history, dramatising the journey and circumstances of arrival based on the sources
4. describing cultural practices related to family life, beliefs and customs of newly-arrived migrant groups and comparing these with those of the communities in which they settled within Australia
5. connecting stories of migration to students’ own family histories (where appropriate)
Significant contributions of individuals and groups, including Aboriginal and Torres Strait Islander peoples and migrants, to changing Australian society (VCHHK096)
1. examining population data that show the places of birth of Australia’s people at one or more points of time in the past and today
2. investigating the role of specific cultural groups in Australia’s economic and social development, for example, the cattle industry, the Snowy Mountains Scheme, the pearling industry
3. considering notable individuals in Australian public life across a range of fields, for example, the arts, science, sport, education, including Aboriginal and Torres Strait Islander peoples, a range of cultural and social groups

Levels 5 and 6 Achievement Standard

By the end of Level 6, students identify and describe change and continuity and explain the causes and effects of change on society. They compare the different experiences and perspectives of people in the past. They explain the significance of an individual and group.

Students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines. They identify a range of sources and locate and compare information about the origin, content features and the purpose of historical sources. Students describe the historical context of these sources to describe perspectives of people from the past and recognise different points of view. Students develop texts, particularly narratives and descriptions of continuity and change. In developing these texts and organising and presenting their information, students create an explanation about a past event, person or group using sources of evidence and historical terms and concepts.