Accolades

a recognition of merit, as an award, honour or public tribute

Australian Bureau of Statistics

The Australian Bureau of Statistics is Australia's official statistical organisation. It assists and encourages informed decision-making, research and discussion within governments and the community, by providing a high quality, objective and responsive national statistical service.

British Empire

the territories, countries, dominions, colonies, protectorates, dependencies, trusteeships, etc., collectively, under the control of the British Crown

Census

an official record of inhabitants, with details as to age, sex, pursuits, employment, etc.

Condemning

pronouncing judgement on; expressing strong disapproval of

Contemporary

1. belonging to the same time; existing or occurring at the same time
2. of the same age or date
3. of the present time
4. in the most modern style; up-to-date

Coronation

the official act or ceremony of crowning a new monarch.

De-ethnicise

the act of removing an ethnic or cultural identity

Democracy

1. government by the people; a form of government in which the supreme power is vested in the people and exercised by them or by their elected agents under a free electoral system
2. a state of society characterised by formal equality of rights and privileges
3. political or social equality; democratic spirit

Earl

a British nobleman ranked immediately below a marquess and immediately above a viscount

Exemplar

a model or pattern to be copied or imitated

Exploitation

unfair use, usually for profit or selfish gain

Gaelic

noun - the Celtic language and culture of ancient Ireland and any of the languages that developed from it (Irish Gaelic, Scottish Gaelic and Manx, of the Isle of Man)

adjective - of or relating to the Gaels or their language

Influx

the arrival of people or things in large numbers or great quantity

Monarch

a hereditary sovereign with more or less limited powers, as a king, queen, emperor, etc.

Onslaught

an onset, assault or attack, especially a vigorous or furious one

Paralympics

an international sporting competition for disabled athletes, modelled on the Olympic Games and occurring immediately after them; first held in the 1960s

Persists

continues steadily or firmly in some state, purpose, course of action or the like, especially in spite of opposition

Realms

royal domains; kingdoms: the realm of England

Rule of law

the idea that all people are equal before the law, and that the government is subject to the law

Segregating

separating or setting apart from the others or from the main body; isolating

Sought

past tense and past participle of seek

Sponsors

1. Someone who vouches or is responsible for a person or thing

2. a person or organisation that:

• finances a radio or television program in return for advertisement of a commercial product, a service, etc.
• finances an entertainment or sporting event in return for advertising and marketing rights

Suggestive

such as to suggest something improper or indecent

Unaesthetic

unattractive; offending the aesthetic sense

Viscount

a British nobleman next below an earl or count and next above a baron

This module includes material that supports students working towards Health and Physical Education Achievement Standard: Year 7-10 through which:

• They analyse how stereotypes, respect, empathy, and valuing diversity influence relationships.
• They evaluate how attitudes and beliefs about equality, respect, diversity, and inclusion influence the nature and quality of relationships.
• They apply and evaluate leadership approaches, collaboration strategies and ethical behaviours across a range of movement contexts.

This module includes material that supports the teaching of Health and Physical Education – Year 7-10

• examine how roles, decision-making, and levels of power, coercion and control within relationships can be influenced by gender stereotypes (AC9HP8P03)

  Elaborations

  • Exploring scenarios in texts that demonstrate how gender inequality can arise from intergenerational patterns of inequity and unequal power in relationships.
  • Examining how gender roles and stereotypes can influence beliefs and decisions about self, friendships, sexual relationships, sexual behaviour, contraceptive use, substance use and future life plans.
  • Identifying those positive character attributes and strengths that are values regardless of gender.
  • Investigating strategies that have been successful in challenging harmful or limited stereotypes, attitudes, or practices.

• investigate strategies that influence how communities value diversity and propose actions they can take to promote inclusion in their communities (AC9HP8P05)

  Elaborations

  • Investigating how respecting diversity and challenging racism, sexism, ableism (disability discrimination) and homophobia influence individua and community health and wellbeing
  • Examining values and beliefs about cultural and social issues such as gender, race, violence, sexuality and ability, and how resisting stereotypes can help students be themselves.
  • Developing strategies to challenge narrow views of gender, race, violence, sexuality, gender diversity and ability to contribute to inclusive communities.
  • Researching how norms, stereotypes and prejudice are challenged in local, national, and global contexts.
  • Investigating events and strategies that value the contributions of First Nations Australians and strengthen relationships, such as Indigenous rounds in sporting codes and NAIDOC week.
  • Identifying examples of beliefs and cultural practices within, between and across cultural groups, including cultural groups from the Asian region, and describing how they have changes or remained the same over time.

• analyse factors that shape identities and evaluate how individuals influence the identities of others (AC9HP10P01)

  Elaborations

  • Examining how societal norms, stereotypes and expectations influence perceptions of movement competence.

• investigate how gender equality and challenging assumptions about gender can prevent violence and abuse in relationships (AC9HP10P03)

  Elaborations

  • Exploring scenarios in texts that demonstrate how gender inequality can arise from intergenerational patterns of inequity and unequal power in relationships and proposing strategies for challenging inequality in their communities.

• propose strategies and actions individuals and groups can implement to challenge biases, stereotypes, prejudices, and discrimination, and promote inclusion in their communities (AC9HP10P05)

  Elaborations

  • investigating how respecting diversity and challenging racism, sexism, ableism (disability discrimination) and homophobia influence individual and community health and wellbeing
  • examining values and beliefs about cultural and social issues such as gender, race, violence, sexuality and ability, and how resisting stereotypes can help students be themselves.
  • developing strategies to challenge narrow views of gender, race, violence, sexuality, gender diversity and ability to contribute to inclusive communities.
  • researching how norms, stereotypes and prejudice are challenged in local, national, and global contexts.
  • investigating events and strategies that value the contributions of First Nations Australians and strengthen relationships, such as Indigenous rounds in sporting codes and NAIDOC Week
  • identifying examples of beliefs and cultural practices within, between and across cultural groups, including cultural groups from the Asian region, and describing how they have changed or remained the same overtime.

This module includes material that supports students working towards History Achievement Standard: Year 10 through which:

• They explain the causes and effects of events, developments, turning points or movements in 20th century Australia and internationally, leading up to and through World War II, and the post-war world.
• They describe social, cultural, economic and/or political aspects, including international developments, related to the changes and continuities in Australian society over this historical period.
• Students explain the role of significant ideas, individuals, groups, and institutions connected to the developments of this period and their influences on Australian and global history.
• They evaluate perspectives of significant events and developments and explain the important factors that influence these perspectives.

This module includes material that supports the teaching of History - Year 10.

• the causes of changes in perspectives, responses, beliefs, and values on migration that have influenced Australian society since 1945 (AC9HH10K08)

  Elaborations

  • Discussing the contribution of migration to Australia's changing identity as a nation; for example, the influence of different cultural and religious groups with the arrival of different waves of migrants, such as those from Europe in the 1950s-1960s, from different parts of Asia in the 1970s-2000s, from the Middle East in the 1980s-1990s, from India in the 1990s-2000s or from Africa in the 2000s.

• the significant events, individuals, and groups in the women's movement in Australia, and how they have changed the role and status of women (AC9HH10K12)

  Elaborations

  • Examining the contributions of significant female leaders in Australian public life for example, political leaders and activists, social reformers, sporting identities, artists, and entertainers

• changing social, political, economic, cultural, environmental, and technological conditions, and the causes of a major global influence in Australia (AC9HH10K17)

  Elaborations

  • Investigating policies of multiculturalism since the 1970s and the concepts of cultural heritage and assimilation

• the effects of global influences on Australia's changing identity as a nation and its international relationships (AC9HH10K19)

  Elaborations

  • Investigating Australia's contribution to international popular culture in music, film, television and sport, and the recognition of Australian creative and performing arts internationally.

This module also makes connections with the following Cross-Curriculum Priorities:

• Aboriginal and Torres Strait Islander Histories and Cultures

It also aligns with the following General Capabilities:

• Critical and Creative Thinking
• Ethical Understanding
• Intercultural Understanding