Core Learning Outcome	CI 3.1 Students identify the contributions of diverse groups, including migrants and Indigenous peoples, to the development of their community.
Students know: Cultural diversity	development of local community · demographic (events that created current community profile) · industrial (employment, scientific and technological developments) · social (clubs, reconciliation processes) · civic/political (community groups) · cultural (effects of cultural diversity) · natural environments (preservation, destruction and repair) · built environments (explorers, businesses, industries, housing, recreation facilities) · economic (reasons for settlement; primary, secondary and tertiary industries) · religious (settlement, social services) contributions of diverse groups, including migrants and Indigenous peoples · young people’s contributions to cultural development and industry in the past or present · migrant groups’ contribution to local industries in the past or present · Indigenous contributions to pastoral industry, pearling industry · issues associated with Indigenous contributions (past wage inequities, unvalued involvement in wars) · local contributions to peace (roles played by men, women, Indigenous groups, pre- and post-war migrant groups) · cultural groups’ contributions (Asian restaurants, Pacific Islander jewellery, Greek festivals)
Students can: Investigating	identify contributions · use an investigative process to identify contributions e.g. · identify an aspect of local development or a group to be investigated · locate a range of sources (pictures, guest speakers, local area publications, places to visit) · gather information · analyse information (What pattern is emerging? What groups are not represented? Is only one perspective offered about the contribution?) · make conclusions about contributions (What were the contributions? What groups contributed?)

Core Learning Outcome	CI 3.2 Students identify stereotyping, discrimination or harassment to develop a plan that promotes more peaceful behaviours.
Students know: Cultural perceptions	stereotyping that reflects perceptions of · ability (speech impairment infers intellectual impairment) · work (all corner stores are operated by non-Europeans) · sport (males play football, girls play netball) · lifestyle (Aboriginal people live in the Outback) · age (old people are less capable of making decisions) discrimination that reflects perceptions of · gender · disability · age · physical appearance · race · religious beliefs · socioeconomic circumstance harassment that reflects perceptions of · power and powerlessness · difference peaceful behaviours · cooperation · empathy · consideration · tolerance · acceptance · willingness to share · learning from a range of people · non-violence · assertiveness
Students can: Creating	identify perceptions to develop a plan · engage in a cooperative creative process e.g. o identify examples of stereotyping, discrimination or harassment in a familiar setting o clarify the perceptions associated with this behaviour o imagine a preferred peaceful situation o brainstorm strategies to achieve this · engage in an individual creative process e.g. o match words or images with a familiar type of discrimination, stereotyping or harassment · sequence a series of alternative words or images to create a preferred peaceful situation · represent how they can personally contribute to this peaceful situation

Core Learning Outcome	CI 3.3 Students describe attitudes, beliefs and behaviours that affect their sense of belonging to a range of groups.
Students know: Belonging	range of groups · family · peer · class · gender · cultural · recreational · distant network attitudes, beliefs and behaviours · personal and others’ attitudes, beliefs and behaviours · attitudes about e.g. o difference (physical attributes) o gender (what girls can do) o age (looking out for younger students) o disability (oversensitivity towards the disabled) o ethnicity (Aboriginal students are good at sport) · beliefs e.g. o personal (I believe in taking care of animals) o family (respect your elders, care for those people less fortunate) o religious (the eating of certain foods) o cultural (older people make decisions) · behaviours e.g. o positive behaviours (appropriate humour, including people, accepting difference, being assertive) o negative behaviours (bullying, discrimination, harassment) sense of belonging · negative and positive feelings about group membership (empowerment, alienation) · identification with signs and symbols
Students can: Participating	describe attitudes, beliefs and values · engage in a process which analyses group memberships and describe the elements of group membership e.g. o identify groups to which they belong and do not belong o identify the membership of other groups o list attitudes, beliefs and behaviours associated with groups to which they belong o analyse which people might feel excluded by that group and whether the exclusion is positive or negative o identify a group to which they do not belong and link attitudes, beliefs and behaviours to their not belonging and decide whether this exclusion is positive or negative · use sign language to show their membership of different groups · tell stories or draw pictures about how they participate in different groups · speak about a symbol of their group membership and symbols of others’ group memberships

Core Learning Outcome	CI 3.4 Students communicate an awareness of change within Aboriginal cultures and Torres Strait Islander cultures.
Students know: Cultural change	change within Aboriginal cultures and Torres Strait Islander cultures · diversity within Aboriginal cultures and Torres Strait Islander cultures based on e.g. o location o language group o spirituality o activities o law o lore · change at different times e.g. o pre-Contact o post-Contact o contemporary · work role changes (before and after the introduction of an industry) · location changes (where a group was located before and after Contact) · land ownership (Indigenous and European concepts of land ownership) · cultural changes (effects of globalisation on remote communities, relevance of Dreaming stories in the past and present) · social structure changes (access by urban teenagers to wisdom of elders) · living condition changes (how Indigenous people live in Melbourne, the Simpson Desert, Djarra, Moa Island, Townsville) · health changes (traditional and modern medicines and health care) · education changes (traditional and modern ways of teaching the young)
Students can: Communicating	communicate an awareness · summarise findings about a cultural change experienced by an Indigenous guest speaker · design questions about changing Indigenous family structures; locate a range of Indigenous interviewees (local, electronic, mail); and share responses · map the lands of pre-Contact Aboriginal language groups in Australia and describe how these boundaries may have changed · write and illustrate a report about a change in a specific Aboriginal community or Torres Strait Islander community, preferably local (work roles when an industry was introduced)

Core Learning Outcome	CI 3.5 Students explain changing attitudes in different time periods towards gender, age, ethnicity or socioeconomic identities.
Students know: Construction of identities	changing attitudes in different time periods · tolerance/intolerance · changing target groups of discrimination reasons for change · immigration · human/civil rights movements · increased awareness through communication technology · globalisation · philanthropy · power gender · women’s work roles (before, during and after World War II) · status of women over time (right to vote, equal pay for women) · changing family role of men · effects of clothing style over time ethnicity · notions of superiority of one group over another (Aboriginal Protection Acts, 1800s discrimination towards the Irish) · fear of difference (Chinese on the goldfields) · government policy (Immigration Restriction Act 1901, Pacific Islander Labourers Act, 1980s multiculturalism policies, Reconciliation) age · children (child labour, Child Protection Act, compulsory education, Kids’ Help Line) · care for the elderly (retirement age, social welfare benefits, changing perceptions and status of the elderly) socioeconomic · the social status of groups (convicts, squatters, free settlers, forced labourers) · care of low socioeconomic groups (removal of children, introduction of social welfare)
Students can: Reflecting	explain changing attitudes · create a folio of evidence (gendered clothes over time to explain how these reflect attitudes towards men and women at various times) · critique media (newspapers, cartoons and photographs) about an issue (South Sea Islander forced labour) to write statements that represent attitudes (farmer, politician, philanthropist, person forced to return to the Islands) towards a group at a particular time · create a timeline that explains how a society valued children at different times (Britain from industrial to modern times, penal to contemporary Australia) and explain how this compares with their own life · collect examples of children being removed from their families at different times and record their reflections of this in a journal