Differences in family structures and roles today, and how these have changed or remained the same over time. Exploring diverse family structures and identify the diverse roles that different family members have including focusing on gender roles. Year 1 (continued) GEOGRAPHY Code Content Description Human Rights Example The natural, managed and constructed features of places, their location, how they change and how they can be cared for. Supporting students in their right to participate in activities that affect their community such as caring for bushland, a garden or keeping the environment clean in their local area or school. The ways that within places, such as classroom or backyard, can be rearranged to suit different activities or purposes. Describing and demonstrating how the classroom or school can be inclusive of people with disability. SCIENCE Code Content Description Rights Example People use science in their daily lives, including when caring for their environment and living things. Connecting technologies used by Aboriginal and Torres Strait Islander peoples with rights to maintain culture. stereotypical
People use science in daily lives, including when caring for their environment and living things. Identifying the interrelationship between the protection of living things and rights by exploring how caring for water resources protects local environments (plants and animals) and people’s access and right to water. Year 3 ENGLISH Code Content Description Rights Example Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning. Identifying themes of human rights such as freedom of expression, respect, fairness and equality in stories from different cultures. Draw connections between personal experiences and the worlds of and share responses with others. Discussing the rights of children both in person and in literature by making connections from the text to personal experiences of students. Use interaction skills, including active listening behaviours and communicate in a coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume. Exploring texts relating to bullying and discuss the moral decision of being an active bystander. Identifying the rights and responsibilities associated with freedom of expression when participating in pair, and class speaking and listening activities. HISTORY
Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival. Discussing the poor treatment of prisoners in terms of their human rights not being respected. The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of interactions on, for example families and the environment. Exploring the rights impacts of contact between Europeans and Aboriginal and Torres Strait Islander peoples. Pose a of questions about the past. Generating questions about the diversity of Aboriginal peoples and how racism contributed to the negative impacts of colonisation. Year 4 (continued) GEOGRAPHY Code Content Description Rights Example The importance of environments to animals and people, and different views on how they can be protected. Exploring how protecting a rainforest can have a positive impact on people’s health. Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal. Developing a strategy collaboratively about how you can reduce your class or home’s impact on the environment and protect peoples’ right to clean water and healthy food. SCIENCE Code Content Description Human Rights Example
Develop geographical questions to investigate and plan an inquiry. Identifying if the right to participation is recognised in local environmental and planning issues. Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports. Identifying how ethical research methods and protocols are based on human rights. Refer to the Guidelines for Ethical Research in Australian Indigenous Studies developed by the Australian Institute for Aboriginal and Torres Strait Islander Studies. Present findings and in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate. Presenting a report, supported by evidence, on an investigation into a environmental or planning issue and include reference to the right to participation in decision making processes. Year 5 (continued) GEOGRAPHY (continued) Code Content Description Rights Example Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people. Considering the rights of marginalised groups to participate in processes and investigating why it may be more difficult for people in poverty to participate in environmental decision making processes. SCIENCE Code Content Description Human Rights Example
Code Content Description Human Rights Example Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war. Investigating why child refugees migrated to Australia. The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in such as the economy, education, science, the arts, sport. Investigating the role of notable Australians who have won the Australian Rights medal. Identify questions to inform an historical inquiry. Developing key questions about when different groups such as women, migrants and Aboriginal and Torres Strait Islander peoples, people with a disability, gay and lesbian people had their right to vote recognised and when these groups were first elected into parliament. Identify and locate a range of relevant sources. Locating material relevant to a rights inquiry conducted by the Australian Human Rights Commission. Year 6 (continued) HISTORY (continued) Code Content Description Rights Example
Overview content for the ancient to modern world (Byzantine, Celtic, Anglo-Saxon, Viking, Ottoman, Khmer, Mongols, Yuan and Ming dynasties, Aztec, Inca) includes the following: the emergence of ideas about the world and the place of people in it by the end of the period (such as the Renaissance, the Scientific Revolution and the Enlightenment). Explaining the changing ideas about human rights that occurred during the Renaissance, the Scientific Revolution and the Enlightenment. The longer-term effects of colonisation, including slavery, population changes and lack of control over resources. Explaining the longer-term effects of colonisation in terms of human rights impacts including the rights and treatment of Indigenous people. Locate, compare, select and use information from a of sources as evidence. Designing a table to list sources that contain information about treatment of different groups of people and human rights. HISTORY YEAR 8 (continued) Code Content Description Human Rights Example Draw conclusions about the usefulness of sources. Identifying the experiences of marginalised groups in the evidence and how it relates to structures in society.
The emergence and nature of key ideas in the period, with a particular focus on ONE of the following: capitalism, socialism, egalitarianism, nationalism, imperialism, Darwinism, Chartism. Explaining the impact of idea (capitalism, socialism, egalitarianism, nationalism, imperialism, Darwinism, Chartism) on the human rights of women, children, the poor, working conditions, freedom of expression and attitudes towards cultural diversity. The reasons why ONE key idea emerged and/or developed a following, such as the influence of the Industrial Revolution on socialism. Investigating the influence of marginalised groups on the emergence of a key idea such as Socialism or Chartism. The role of an individual or group in the promotion of ONE of these key ideas, and the responses to it from, for example, workers, entrepreneurs, land owners, religious groups. Explaining the role that marginalised groups had on promotion of one key idea. The short and long-term impacts of ONE of these ideas on Australia and the world. Discussing the short and long term impacts of one key idea on the rights of women, Indigenous peoples or other marginalised groups in Australia or globally. The influence of the Industrial Revolution on the movement of peoples throughout the world, including the transatlantic slave trade and convict transportation. Explaining how the Industrial Revolution impacted on the human rights of people of African descent. HISTORY YEAR 9 (continued)
Code Content Description Human Rights Example Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander peoples, and the role of ONE individual or group in the struggle. Investigating the campaign methods used by Aboriginal and Torres Strait Islander human rights activists from 1965 to the present and how the campaigning methods have changed over time. Exploring the campaign methods used in the Recognise Campaign for constitutional recognition and the Close the Gap Campaign for health equality. The continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world, such as the Declaration on the Rights of Indigenous Peoples (2007). Exploring the Declaration on the Rights of Indigenous Peoples and identifying how it relates to Aboriginal and Torres Strait Islander led campaigns for human rights such as the Close the Gap campaign for health equality and Indigenous Recognition in Australia’s Constitution. Exploring the UN Convention on the Rights of the Child and identifying how it relates to the forcible removal of children, rights of children in out of home care and the protection and promotion of children’s rights more generally including the right to be heard, the right to health and the right to education. HISTORY YEAR 10 (continued) Code Content Description Human Rights Example
The contribution of migration to Australia’s changing identity as a nation and to its international relationships. Investigating policies of multiculturalism since the 1970s and how they have contributed to human rights in Australia. Exploring the introduction and purpose of the Race Discrimination Act 1975. The growth and influence of the environment movement within Australia and overseas, and developments in ideas about the environment (notion of ‘Gaia’, ‘limits to growth’, concept of ‘sustainability’, concept of ‘rights of nature’). Investigating the interrelationship between human rights, the environment and peace and recognise that many human rights are linked to environmental sustainability such as the right to food and clean water. Significant events and campaigns that contributed to popular awareness of environmental issues, such as the campaign to prevent the damming of Australia’s Gordon River, the nuclear accident at Chernobyl and the Jabiluka mine controversy in 1998. Exploring the campaign to stop uranium mining at Jabiluka and investigating the role of Aboriginal women Yvonne Margarula and Jacqui Katona in leading the successful campaign. Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places. Analysing how recognising the human rights of women have contributed to changing values and attitudes and identify areas where there are still significant inequalities. Identify and analyse the perspectives of people from the past. Analysing how recognising of the human rights of women have contributed to changing values and attitudes and identify areas where there are still significant inequalities.
GEOGRAPHY YEAR 7 (continued) Code Content Description Rights Example The influence of environmental quality on the liveability of places. Researching how air pollution can impact on people’s to the highest attainable standard of health by causing respiratory diseases. Explaining how good water quality and a clean environment impacts on the right to the highest attainable standard of health and the right to food. The influence of social connectedness, community identity and perceptions of crime and safety on the liveability of places. Identifying that when rights are respected people are more likely to feel safe and connected to a community. Discussing why some groups of people may not feel safe in some places because of discrimination including sexism, disability discrimination, racism, age discrimination and homophobia. The strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe. Developing a proposal to improve the liveability of your local community, consider the rights of children and young people, people with a disability, people from culturally and linguistically diverse backgrounds, women, sex and gender diverse people and older people. Consider how people will participate and how you will involve vulnerable groups that may not get their voices heard. How will you empower people to take action and how will your proposal make your community more liveable for everyone.
Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations. Investigating ethical issues relating to the right to water in the , including that the environment also needs water to stay healthy and to for Aboriginal and Torres Strait Islander peoples. Comparing the impact of human activity on river health in different states and consider issues such as the rights of people in South Australia to have safe drinking water and the significant water use of irrigated agriculture upstream in NSW and Queensland. Science understanding influences the development of practices in of human activity such as industry, agriculture and marine and terrestrial resource management. Exploring the to investigate how Aboriginal and Torres Strait Islander knowledge is used to inform scientific decisions to care for country. Identify questions and problems that can be investigated scientifically and make predictions on scientific knowledge. Investigating a scientific and environmental issue such as air pollution and recognise the interconnection between cultural, economic or moral aspects of its impact on people’s right to the highest obtainable standard of health. SCIENCE YEAR 8 Code Content Description Human Rights Example