Discovering Democracy Units
HomeThe UnitsTeacher NotesState & Territory LinksKey TermsA Guide to Government & Law in AustraliaSelected SourcesESL InformationCivics and Citizenship Education About DDUDownloadsSitemapSearchHelpDiscovering Democracy Banner

We Remember

National, state and territory curriculum links

National | ACT | NSW | NT | QLD | SA | TAS | VIC | WA

National

The nationally developed Statements of Learning for Civics and Citizenship includes three ‘Aspects’ that are defined at four levels of schooling (ie Year 3, 5, 7 and 9). The Year 3 and Year 5 Statements of Learning are relevant to the Discovering Democracy unit, ‘We Remember’.

Year 3

Historical perspectives

  • Students explore perspectives on the past through symbols, events and personal and group stories and reflect on how people were governed (eg identify and reflect on key Australian symbols; explore the stories of some key events and individuals).

Year 5

Historical perspectives

  • Students explore how Australian identities and civil society have changed over time (eg the role of significant people in the development of democracy in Australia).

Australian Capital Territory

Every chance to learn: Curriculum framework for ACT schools has essential content within the later childhood band relevant to Discovering Democracy unit, ‘We Remember’.

Later childhood band

ELA 21 The student understands about Australia and Australians.

History

  • 21.LC.5 Aspects of Australia from colonisation to Federation, including government (eg development of colonies and states; significant individuals and groups).

Contemporary society

  • 21.LC8 Images and symbols used to represent Australians and the values they reflect (eg Australian flags and anthems).


ELA 22 The student understands and values what it means to be a citizen in a democracy.

Active citizenship

  • 22.LC.11 The influence of significant individuals and events on the development of democracy in Australia (eg Henry Parkes, Federation).

New South Wales

Learning outcomes within Stages 2 and 3 of the Human Society & Its Environment K–6 Syllabus are relevant to the Discovering Democracy unit, ‘We Remember’.

Stage 2

Cultures

Cultural Diversity

  • CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities (eg local community and multicultural celebrations).

Stage 3

Change and Continuity

Significant Events and People

  • CCS3.1 Explains the significance of particular people, groups, places, actions and events in the past in developing Australian identifies and heritage (eg origin of Anzac Day, Australia Day, Survival Day, NAIDOC Week).

Time and Change

  • CCS3.2 Explains the development of the principles of Australian democracy (eg key figures in Australian democracy – Henry Parkes, Edmund Barton, George Reid, Maybanke Anderson, Peter Lalor, Alfred Deakin).


Cultures

Identities

  • CUS3.3 Describes different cultural influences and their contribution to Australian identities (eg regional, state and national symbols and colours that are associated with Australia; nationally remembered days – Wattle Day, Remembrance Day, Survival Day, Anzac day).

Northern Territory

Student learning outcomes within bands 1 and 2 of the Studies of Society and Environment Learning Area of the Northern Territory Curriculum Framework are relevant to the Discovering Democracy unit, ‘We Remember’.

Band 1

Social Systems and Structures

Values, Beliefs and Cultural Diversity

  • Soc 1.4 Describe the customs, lifestyles and rituals of a range of cultural groups within their community (eg celebrations, beliefs, people and important events).

Band 2

Social Systems and Structures

Values, Beliefs and Cultural Diversity

  • Soc 2.4 Identify the processes used to pass on cultural customs and other value-based information within familiar social groups.

Queensland

Student learning outcomes within Levels 2 and 3 of the Studies of Society and Environment Years 1 to 10 Syllabus are relevant to the Discovering Democracy unit, ‘We Remember’.

Level 2

Time, Continuity and Change

  • TCC2.1 Students explain different meanings about an event, artefact, story or symbol from different times.

Culture and Identity

  • CI 2.5 Students identify how symbols, rituals and places reflect the identities of different groups, including Aboriginal and Torres Strait Islander groups.

Level 3

Time, Continuity and Change

  • TCC 3.4 Students organise information about the causes and effects of specific historic events.

South Australia

Standard 2 in Society and Environment of the South Australian Curriculum Standards and Accountability Framework is relevant to the Discovering Democracy unit, ‘We Remember’.

Standard 2

Societies and cultures

  • 2.7 Describes the diversity of practices, customs and traditions of various groups and communities (eg symbols related to countries and states).

Tasmania

Strands and performance criteria at Standard 2 in the Society and History Syllabus of The Tasmanian Curriculum are relevant to the Discovering Democracy unit, ‘’We Remember’.

Standard 2

Strand 1 Identity, relationships and culture

  • Students understand how culture and community shape identity and relationships (eg Stage 5 recognises that cultural differences are celebrated through rituals, symbols and celebrations – Anzac Day, Australia Day, NAIDOC Week).

Strand 6 Historical inquiry

  • Students undertake historical inquiries in relation to continuity and change in society (eg identify and reflect on what key Australian symbols represent; key events and individuals in Australia’s history).

Strand 8 Communication

  • Students acquire, critically examine and communicate information.

Victoria

Standards in the domain of Civics and Citizenship and in The Humanities within the Victorian Essential Learning Standards are relevant to the Discovering Democracy unit, ‘We Remember’.

Level 3

Civics and Citizenship

Civic knowledge and understanding

  • Students describe symbols and emblems of national life in Australia and identify values related to symbols and national celebrations and commemorations (eg federal and state flags, coats of arms, emblems, anthems).

Community engagement

  • Students participate in school celebrations and commemorations of important events.


The Humanities: Humanities

Humanities knowledge and understanding

  • Students describe and sequence some key events in Australian history, some key commemorations and celebrations (including Anzac Day) and key aspects of the histories of cultural groups that make up their class. (Also national symbols, including the flag.)

Western Australia

The K–10 Society and Environment Syllabus (2007) is consistent with other Department of Education and Curriculum Council frameworks and progress maps. There are developmental progressions of broad understandings in a number of strands relevant to the Discovering Democracy unit, ‘We Remember’.

Year 3

Culture

Personal, Group and Cultural Identity

  • National identity (eg respect for heritage and traditions within and across cultural groups in Australia may be demonstrated through symbols).


Time, Continuity and Change

History

  • About the interrelationship between people, events and ideas (eg some people are considered more important than others in historical stories – Anzac Day, diggers).

Year 4 and 5

Investigation, Communication and Participation

Conducting

  • To identify key Australian symbols and what they represent.


Culture

Beliefs and Culture

  • That cultural groups have values and beliefs, characteristics and influences (eg rites, ritual, celebrations, commemorations).

Personal, Group and Cultural Identity

  • National identity (eg how the development of an Australian identity is influenced through images and stories – ANZAC legend).

Year 5 (and 6)

Time, Continuity and Change
Continuity and Change

  • That continuity and heritage are features of all societies (eg how heritage is reflected in community life through rituals, symbols and buildings).
AcknowledgementsLegal Information