Humanities and social sciences / Year 4 / Knowledge and Understanding / Civics and citizenship

Curriculum content descriptions

The differences between ‘rules’ and ‘laws’, why laws are important and how they affect the lives of people, including experiences of Aboriginal and Torres Strait Islander Peoples (ACHASSK092)

Elaborations
  • distinguishing between ‘laws’ (for example, speeding in school zones) and ‘rules’ (for example, sun safety in the school)
  • exploring the purpose of laws and recognising that laws apply to everyone in society
  • discussing examples of laws and why they are important to students’ lives
  • investigating the impact of laws on Aboriginal and Torres Strait Islander Peoples (for example, environmental laws, native title laws and laws concerning sacred sites)
General capabilities
  • Critical and creative thinking Critical and creative thinking
  • Personal and social capability Personal and social capability
  • Ethical understanding Ethical understanding
Cross-curriculum priorities
ScOT terms

Law,  Ethics

Video

The Flip Side of Bike Helmets

It's illegal to ride a bike without a helmet in Australia. Sue Abbott and Dr Jake Olivier differ on this issue. This video is designed for students presents both points of view as a stimulus for students to reach their own conclusions. The video discusses how laws are made and explores different points of view on whether ...

Interactive

Discovering Democracy: rules and laws

Find out why societies need laws by interacting with a slideshow of images and text presenting the development of road rules. Students identify the need for rules and laws on our roads and in society and complete a related task.

Interactive

Discovering democracy: Federation timeline

Use a timeline to find information about significant events and ideas in the establishment of a federated Australia. Nominate specific years or scroll from 1788 to 1901 to see what steps were key in determining the nature of government in Australia.

Video

The Traditional Owners of Perth: Whadjuk country

Ever wondered what life was like for the traditional owners of Perth before the British arrived in 1829? Whadjuk [pronounced wod-JUK] Noongar Elder and ambassador Dr Noel Nannup talks about traditional Whadjuk ways of life and key cultural places in Perth, and he teaches us the Noongar words for some Perth suburbs (such ...

Interactive

Botany of Kamay

This resource explores the plants of Kamay Botany Bay – their significance to the Aboriginal people of Kamay, and to the botanists on the Endeavour in 1770. This resource is one part of the 'Endeavour – eight days in Kamay' resource.

Video

The Making of Modern Australia: Aunty Beryl Carmichael on spirit and culture

Ngiyaampaa Elder Aunty Beryl Carmichael speaks in this clip about how important it is that Aboriginal people care for, or nurture, their spiritual self. She discusses the way things are connected and the importance of Dreaming stories. She also explains why she passes on knowledge and cultural heritage to younger members ...

Video

Indigenous bags and textiles

Have you ever wondered why your bags are made from certain materials? There are many factors involved, including usage and availability of material. In this video, learn what the Kun-maj (small fishing bag) is made of and how it is made. Why is it strung together rather than woven? How is it different from Yvonne Koolmatrie’s ...

Video

Impact of European settlement on Aboriginal Tasmanians video

Aboriginal Tasmanians had inhabited Tasmania for over 40,000 years before the arrival of European settlers. What do you think life was like for Aboriginal Tasmanians before then? Why might have they embarked on a war, called the 'Black War', once settlers began arriving in Tasmania, despite existing relatively peacefully ...

Interactive

Biodiversity – sustainability action process (Years 3–6)

This biodiversity learning resource guides students through an extended school based investigation. Students develop and implement a chosen sustainability action and then evaluate and reflect on their success and their learning.

Interactive

Thermal comfort – sustainability action process (Years 3–6)

This thermal comfort learning resource will guide students through an extended school based investigation. Students will develop and implement a chosen sustainability action and then evaluate and reflect on their success and their learning.

Interactive

Waste and materials – sustainability action process (Years 3–6)

This resource guides students through an extended school-based or local investigation focussed on waste and materials using the five-step sustainability action process. The resource supports the investigation of a real-world issue or problem. Students develop and implement a chosen sustainability action and then evaluate ...

Interactive

Sustainable transport – sustainability action process (Years 3–6)

This sustainable transport learning resource will guide students through an extended school based investigation. Students will develop and implement a chosen sustainability action and then evaluate and reflect on their success and their learning.

Image

Prison hulks at Portsmouth, England, c1814

This is an oil painting on canvas, measuring 50.4 cm x 98.6 cm, of at least a dozen hulks moored at Portsmouth Harbour, England, around 1814.

Image

Logging trucks blockade Parliament House, Canberra, 1995

This is a black-and-white photograph measuring 16 cm x 21 cm, taken by Reg Alder in January 1995, of logging trucks involved in a blockade of Parliament House in Canberra. The trucks are large articulated units and one has a banner attached referring to the timber industry. The protest was a reaction against the Australian ...

Image

Convicts at work, Norfolk Island, 1840s

This is a hand-coloured wood engraving, measuring 10.3 cm x 24 cm, used to illustrate a newspaper article published on 12 June 1847. It shows a group of convicts undertaking hard physical work, making a bridge over a shallow stream. Uniformed and armed guards are evident, although the convicts appear to be working under ...

Video

BTN: Aboriginal astronomy

Many ancient cultures studied the night sky, and we know this because it is reflected in some of the earliest stories we have on record. Learn about one of these stories in this video. Other than the Dreamtime stories, what other evidence might there be that the Aboriginal people studied the stars?

Image

'Underground cells, Point Puer', c1911-15

This is a sepia-toned black-and-white photograph (3.4 cm x 8.6 cm) showing the entrance to two cells of the former Point Puer Boys' Prison in Tasmania. The entrances are brick archways built into the side of a hill and are surrounded by bushland; there are numerous trees behind the brick structures. Text at the base of ...

Image

'Relics of convict discipline', c1911-15

This is a sepia-toned black-and-white photograph (3.7 cm x 8.8 cm) showing items used to discipline or control convicts at Port Arthur. The collection, most of which is hanging on a wood-panelled wall, includes leg-irons, a ball and chain, handcuffs, whips (one of them a cat-o'-nine-tails), rifles and a sword. Text at the ...

Image

Convict jacket

This is a woollen convict jacket from Tasmania. The inside of the jacket is stamped with the mark 'WD', indicating that it was issued by the War Department, and it has an arrow mark, signifying British Government property. These marks date the jacket to after 1855.

Image

Convicts from hulks, Woolwich, England, 1779

This is a hand-coloured engraving of convicts from the hulks at Woolwich labouring in the docks area. Two hulks are anchored offshore with rowboats shuttling to and fro. Beneath the image is inscribed 'A View near WOOLWICH in KENT showing the Employment of the CONVICTS from the Hulks'. The engraving measures 29.8 cm x 44.9 cm.