Human Rights in the Victorian Essential Learning Standards

Introduction

Human rights are the foundation for freedom, justice, peace and respect and are essential elements of any democratic and inclusive society that respects the rule of law, human dignity and equality.
(Victorian Equal Opportunity and Human Rights Commission)

The Victorian Charter of Human Rights and Responsibilities (2006) came into effect on 1 January 2007. The Charter sets out the rights and freedoms of Victorians, and the responsibilities accompanying them. The Charter focuses on civil and political rights as well as democratic rights. All public bodies must comply with these rights when they create laws, set policies and provide services.

Schools and teachers play a significant role in educating and shaping the values of students and creating a culture which respects rights and supports positive cultural change.

The VELS provides opportunities for a range of teaching and learning activities that cover aspects of human rights associated with the Universal Declaration of Human Rights and the Victorian Charter. These include:

civil and political rights such as rights to life, liberty, free speech, movement, political thought, religious practise, a fair trial, privacy, found a family, vote
economic, social and cultural rights such as rights to adequate food and water, health care, education, a clean environment, respect for cultural practices, welfare assistance
humanitarian rights such as the rights of those who are involved in, or affected by, armed conflict; the treatment of prisoners of war; of the wounded, sick or shipwrecked; of civilians; and of women and children in particular
various categories of rights as defined by the nature of the holders such as the rights of workers, women, children, minority groups, refugees, Indigenous peoples, people with a disability.

The links to the VELS tables provide examples of elements of the standards across the domains that support the teaching of human rights.

A range of teaching and learning resources can be found in the Education menu of the Australian Human Rights Commission website.

Links to VELS Level 1

Strand	Domain	Learning focus	Element of standard Students:
Physical Personal and Social Learning	Health and Physical Education	While participating in movement and physical activities, they learn to consider, support and encourage others to share equipment, and to adhere to rules that aid participation and cooperation.	Movement and physical activity When participating in movement and physical activities, (students) follow rules and procedures and share equipment and space safely.
	Interpersonal Development	Students learn that some people have special needs and to respect the rights, feelings and efforts of others.	… describe basic skills required to work cooperatively in groups.
	Civics and Citizenship	They are introduced to the idea of the classroom being a community and they learn about respect and concern for others and being fair. They learn about classroom rules and why they are needed. They begin to compare classroom and family rules and other rules that they know about such as those for games and sport. Students explore their responsibilities and rights and those of others in familiar contexts such as the family, the classroom, the school playground and local recreation areas. Students learn about and celebrate special cultural, local, community and national days …	Standards in Civics and Citizenship are introduced at Level 3.
Discipline-based Learning	LOTE Pathway 1	Students become aware that there are various ways of doing things and that things are important for different reasons; for example, there are various special festivals at different times of the year, and that these are affected by geography and climate.	Intercultural knowledge and language awareness Progression measure Part A: … display an awareness of different ways of doing things in particular situations.

Links to VELS Level 2

Strand	Domain	Learning focus	Element of standard Students:
Physical, Personal and Social Learning	Health and Physical Education	Students advance from creating and playing games on their own or with a partner to playing in small and large groups. Students discuss the need for safety rules for equipment use, and practise appropriate safety skills and procedures. They explore people's needs at various stages of development and recognise that some needs apply to all stages of life. They describe what they like about themselves, how they are similar to others and how they are unique.	Movement and physical activity … explain the contribution rules and procedures make to safe conduct of games and activities. They use equipment and space safely.
	Interpersonal Development	Students learn to recognise that their actions have consequences for both themselves and others in social contexts. They begin to think in terms of other people’s feelings and needs, especially when resolving conflict or dealing with bullying; for example, by saying sorry or taking another person’s point of view into consideration.	Building social relationships … identify the feelings and needs of other people. … take appropriate steps to resolve simple conflicts.
	Civics and Citizenship	Students identify the range of groups to which they, their family members and their class belong. They begin to appreciate the similarities and differences between individuals and groups, including the language, cultural and religious groups which make up the Australian nation. They explore the roles, rights and responsibilities of various family and community members. They discover why groups and communities have rules, begin to question rules which they believe are unfair, and make suggestions about improving the rules within the community. They begin to appreciate the common values important to groups and individuals; for example, fairness, tolerance, understanding and respect.	Standards in Civics and Citizenship are introduced at Level 3.
Discipline-based Learning	The Humanities	They begin to grasp the role and importance of the various cultural groups that make up the Australian community, including Aboriginal and Torres Strait Islander communities.	Standards in The Humanities are introduced at Level 3.
Discipline-based Learning	LOTE Pathway 1	Students learn about culture in context from stimulus materials. They learn that there are different ways of doing things and to identify what is familiar and what is different in their own and other cultures.	Intercultural knowledge and language awareness Progression measure Part B: … identify two or more places, features, famous buildings, landmarks or cultural practices in another society …

Links to VELS Level 3

Strand	Domain	Learning focus	Element of standard Students:
Physical, Personal and Social Learning	Health and Physical Education	Students examine roles and expectations of people which arise from gender, culture and age. Students explore how the school and community contribute to the health of its members, both through the impact of its physical and social environments and through the services and facilities it provides. Examples of facilities and services that contribute to health could include school crossings, safety signs, playgrounds, parks, clubs and a school environment free of bullying.	Health knowledge and promotion … describe how physical and social components in the local environment contribute to wellbeing and identify how health services and products address the health needs and concerns of the local community. They identify healthy eating practices and explain some physiological, social, cultural and economic reasons for people's food choices.
	Interpersonal Development	Students are introduced to a variety of strategies for dealing with conflict and bullying. By articulating the conflict to be resolved, they discuss options and outcomes and work with others to develop plans and procedures to reduce the possibility of conflict, avoid or resolve conflict.	Building social relationships … demonstrate respect for others and exhibit appropriate behaviour for maintaining friendships with other people. … work with others to reduce, avoid and resolve conflict.
	Civics and Citizenship	Students build on their understanding of Australian society and investigate some of the different cultural groups, including Aboriginal and Torres Strait Islander (ATSI) communities, that make up the Australian community. They learn about the contributions that people from diverse groups have made to many aspects of the Australian way of life. They explore the differences between rules and laws, why we have them, what role they serve, and how they can be changed. They contribute to the development and support of classroom rules. They develop an understanding of the qualities of good laws, the importance of laws applying equally to everyone in a democracy, and the ways that laws are made. Students engage in democratic processes to plan and carry out activities and events at the school or in the local community.	Civic knowledge and understanding … demonstrate understanding of the contribution of people from the many culturally diverse groups that make up the Australian community. … explain the difference between rules and laws and describe the qualities of a good law. They explain why protection and care for the natural and built environment is important.
Discipline-based Learning	The Humanities	Students examine the histories of the cultural groups represented in their classroom, community and nation. Students develop awareness and understanding of the effects of people's interactions with their environment and the ways in which these affect their lives.	Humanities knowledge and understanding … describe … key aspects of the histories of cultural groups that make up their class, community and nation. … describe how people use and affect different environments in Victoria.
Discipline-based Learning	LOTE Pathway 1	Students start to explore the beliefs and lifestyles of people from other countries who now live in Australia.	Intercultural knowledge and language awareness Progression measures Part C … demonstrate an understanding of culturally appropriate values, responses and patterns of behaviour in particular situations …

Links to VELS Level 4

Strand	Domain	Learning focus	Element of standard Students:
Physical, Personal and Social Learning	Health and Physical Education	Students consider the various ways that people view each other on the basis of characteristics such as gender, race and religion, as well as qualities such as needs, abilities and aspirations. They discuss the validity, advantages and disadvantages of such classifications. Students develop an understanding of the right to be safe. Students consider what it means to be physically, socially and emotionally healthy. They explore their own and others’ views about health and suggest what it might mean for certain groups of people; for example, the elderly, people with a disability or those from another culture. Students consider factors that affect their own and others’ ability to access and effectively use health information, products and services. They discuss and develop strategies for improving their personal health.	Health knowledge and promotion … identify and discuss the validity of the ways in which people define their own and other people’s identity. They describe the actions they can take if they feel unsafe at home, school and in the community. They describe the physical, social and emotional dimensions of health and establish health goals and plan strategies for improving their personal health.
	Interpersonal Development	Students explore and discuss behaviours which demonstrate sensitivity to cultural differences in their interactions with others. Students compare their beliefs and values with others, and consider how these influence feelings and behaviour. Through discussion and activities such as role-play, they reflect on inclusion, belonging and tolerance. They consider how it feels to be excluded from a group. They identify examples of bullying in a range of contexts. They explore the impact of bullying on people’s sense of self-worth and are assisted to identify, discuss and use different strategies to reduce, avoid and resolve bullying.	Building social relationships … demonstrate, through their interactions in social situations, respect for a diverse range of people and groups. Students describe the impact of bullying. They accept and display empathy for the points of view and feelings of their peers and others. They identify and use a variety of strategies to manage and resolve conflict.
	Civics and Citizenship	Students consider the effects of Australian federation on the democratic rights of different groups of people such as Aboriginal and Torres Strait Islander (ATSI) people, women and non-British migrants. Students learn about the three levels of government in Australia …They examine other features of Australian democracy; for example, the role of government in representing the people, the key tasks of a member of parliament or councillor, how parliament makes laws and the importance of voting. They learn about the values of democracy, and the rights and responsibilities of citizenship. They consider the experiences of diverse cultural groups, including ATSI communities, and their contributions to Australian identity. They consider the values important in a multicultural society such as respect and tolerance. Students learn about the processes of making and changing laws and the role of the courts and police. They consider important principles such as the independence of the judiciary, equality before the law, and the presumption of innocence. They compare Australian legal processes with those of other cultures, such as those of ATSI communities. Students research an issue, or issues using a range of resources including electronic media. These could include current local, national and global issues; for example, natural disasters and human rights issues. They consider actual and possible actions by citizens and nations in response to the issue/s.	Civic knowledge and understanding … explain the basic elements of Australia’s federal parliamentary system and key democratic principles and values such as freedom of speech and equality before the law. They explain the concept of multiculturalism and describe the contribution of various cultural groups, including Aboriginal and Torres Strait Islander communities, to Australian identity. They demonstrate understanding of the process of making and changing laws. Community engagement … demonstrate understanding of the roles and responsibilities of leaders, and of democratic processes, when engaging in school and community activities.
Discipline-based Learning	The Humanities – History	Students learn about the organisation and lifestyle of Aboriginal and Torres Strait Islander communities in the past, the impact of European settlement and as enduring cultures today. Students develop an understanding of the histories of the cultural groups which have contributed to the Australian identity. This could include some history of source countries for Australian immigration such as Italy, Greece, Poland, Sudan, Ireland, Chile or Vietnam. They explore the concepts of nation, culture and identity in both Australian and regional contexts, and learn that identity is complex, multifaceted and evolving.	Historical knowledge and understanding… demonstrate their knowledge and understanding of significant events in Australian history including Aboriginal and Torres Strait Islander history. … demonstrate an understanding of the histories of some cultural groups which make up Australia today.
Discipline-based Learning	LOTE Pathway 1	Students learn about cultural differences associated with the language other than English. They understand that Australian life and culture are influenced by these different ways of life. They learn why there are similarities and differences between languages, and how these are related.	Intercultural knowledge and language awareness … apply relevant conversational rules and expectations; for example, those related to politeness. They demonstrate understanding of cultural differences in writing conventions for specific discourse forms by producing equivalent items in another language.

Links to VELS Level 5

Strand	Domain	Learning focus	Element of standard Students:
Physical, Personal and Social Learning	Health and Physical Education	Students respect the right of others to participate. They reflect on their own personal and social behaviours in physical activity settings, and how they contribute to creating an inclusive and supportive environment for learning and fair play. In developing strategies to minimise harm and to protect their own and others' health, students consider health resources, products and services, and the influences of the law, public health programs, their conscience, community attitudes, and religious beliefs. They begin to clarify a cohesive set of personal values and how they could be used to improve their health. Students describe the health interests and needs of young people as a group, including those related to sexual health …and drug issues … They explore actions at personal, family and societal levels that help to meet these needs, and identify the influences of individuals and groups.	Health knowledge and promotion … describe the effect of family and community expectations on the development of personal identity and values. They identify outcomes of risk-taking behaviours and evaluate harm-minimisation strategies. They identify the health concerns of young people and the strategies that are designed to improve their health. They describe the health resources, products and services available for young people and consider how they could be used to improve health.
	Interpersonal Development	In a variety of forums, students investigate various forms of bullying and the consequences for the bully and the victim. They also explore other forms of conflict in both local and broader contexts. Through experience and reflection, students come to understand the need for empathy for others. They develop and practise appropriate skills in conflict resolution. Students explore how peers may influence the way they respond to others. They continue to identify strategies to build and maintain positive social relationships; for example, by acknowledging and celebrating the diversity of individuals, recognising peer influence on their own behaviour, showing sensitivity to cultural diversity, recognising and accommodating others’ strengths and weaknesses and acknowledging the existence and possible implications of different values and beliefs.	Building social relationships … demonstrate respect for the individuality of others and empathise with others in local, national and global contexts, acknowledging the diversity of individuals.
	Civics and Citizenship	Students learn about significant milestones in the development of Australian law, governance and rights. They explore the historical origins of some political rights, such as universal suffrage, secret ballot and payment of parliamentarians. They consider examples of the fight for political rights such as the Eureka movement, the eight-hour day and fair working conditions, Aboriginal and Torres Strait Islander rights and the vote for women. They look at the origins of Australian citizenship and how it can be acquired. Students learn about key features of Australian democracy … They evaluate the merits and successes of the principles in Australia’s legal system such as justice, the presumption of innocence and equality before the law. They identify the requisite conditions for a fair trial. They research issues and events of importance to the community, recognise a range of perspectives, and propose possible solutions and actions. These issues may be related to matters such as environmental sustainability, social justice and human rights and may have local, national and global significance.	Civic knowledge and understanding … identify significant developments in the governance and achievement of political rights in Australia. They explain key features of Australian Government including the responsibilities of the levels of government … and the ways that citizens are represented … describe the purposes of laws and the processes of creating and changing them. They identify and question the features and values of Australia’s political and legal systems. Community engagement … use democratic processes when working in groups on class and community projects. They participate in school and community events and participate in activities to contribute to environmental sustainability or action on other community issues.
Discipline-based Learning	LOTE Pathway 1	Students develop their understanding that cultural diversity exists and that customs and traditions vary within countries and over time. Students reflect on culture and language, and the skills that can be acquired in intercultural understanding and language awareness. They begin to generalise and reflect on the relationship between languages and cultures beyond both English and the language being studied. They consider deeper cultural knowledge through the medium of the language, including concepts such as the cultural group’s own names for its cultural and communicative practices.	Intercultural knowledge and language awareness … actively participate in the creation and maintenance of the language and cultural ambience in the classroom. They select, interpret and present knowledge about the language, its speakers, and countries where it is spoken. … demonstrate understanding of aspects of interpretation and translation by using appropriate language and levels of respect in different circumstances, thus reflecting the relationship between the speakers of the language. They interact with a variety of speakers of the language from different countries and communities, including Australia, to gain understanding of diverse views and beliefs within and between these communities.

Links to VELS Level 6

Strand	Domain	Learning focus	Element of standard Students:
Physical, Personal and Social Learning	Health and Physical Education	Students investigate and evaluate the policies and practices in their school in relation to sexual and racial harassment, homophobia and/or discrimination, and consider their rights and responsibilities in these areas. Students examine mental health issues relevant to young people … They consider the stigma of mental illness as well as the challenges for those with a mental illness and for those caring for them. They examine strategies to promote safety such as those associated with occupational health and safety. Students investigate the work of government departments and non-government bodies in promoting and protecting the health of young people, including laws, policies and provision of health services.	Health knowledge and promotion … analyse the positive and negative health outcomes of a range of personal behaviours and community actions. They identify the health services and products provided by government and non-government bodies and analyse how these can be used to support the health needs of young people.
Physical, Personal and Social Learning	Civics and Citizenship	Students investigate the nature and history of the concept of human rights. They become aware of national and international legislation designed to protect those rights. They explore human rights issues at the national and international level, including an investigation of the human rights of (Aboriginal and Torres Strait Islander) ATSI communities and other groups within Australia. They explore key elements of modern democracy … Students consider the ways that these allow citizens to participate in governance and how well these elements support democratic principles and values. They consider other processes for influencing the views and actions of others; for example, through participation in organisations such as unions, environmental and other interest groups. They consider the role of the media in a democratic society and the importance of a free press. Students explore Australia’s multicultural society. They learn about the past and present policies of government in relation to ATSI people and immigration, and the values and beliefs which support a harmonious multicultural society. They explore the concept of Australian identity and the contributions of various cultural groups. They link their understanding of multiculturalism to contemporary issues, such as the global refugee problem and population growth. Students evaluate the role of the Australian Government in the global community including Australia’s role in the United Nations, through contexts such as government responses to environmental concerns such as global warming or other issues of environmental sustainability, natural disasters, peacekeeping operations, world poverty and national and global security issues.	Civic knowledge and understanding … explain .. human rights issues, both national and international. They explain how citizens influence government policy through participation in political parties, elections and membership of interest groups. They explain the development of a multicultural society and the values necessary to sustain it. … analyse how well democratic values are reflected in aspects of the Australian political system. They take a global perspective when analysing an issue, and describe the role of global organisations in responding to international issues. Community engagement … draw on a range of resources, including the mass media to articulate and defend their own opinions about political, social and environmental issues in national and global contexts. … develop an action plan which demonstrates their knowledge of a social or environmental issue and suggest strategies to raise community awareness of it. They participate in a range of citizenship activities including those with a national or global perspective, at school and in the local community.
Discipline-based Learning	The Humanities – History	Students examine the impact of European colonisation of Australia, including the representation of that settlement as invasion. They learn about the struggles and successes of the Aboriginal and Torres Strait Islander communities to gain political and social rights, and their campaigns for land rights and self-determination. They learn about the impact of significant issues and events in Australia’s development; for example … the development of trade unions, … the development of multiculturalism … Students analyse significant events and movements which have resulted in improvements in civil and political rights for groups of Australians such as the eight-hour day and the right to vote for women, and describe the contributions of key participants and leaders in these events. Students also learn about key events, ideologies and social and cultural movements that have shaped the contemporary world. They consider the impact of war on people and countries in the twentieth and twenty-first centuries. They learn about the increasingly global interconnections in the twentieth century, international organisations such as the United Nations, and challenges to global security … Social and cultural movements could include civil rights, feminism, environmentalism …	Historical knowledge and understanding… evaluate the impact of colonisation on Aboriginal and Torres Strait Islander communities and the fight for civil and political rights and land rights. They analyse significant events and movements which have resulted in improvements in civil and political rights for other groups of Australians such as the eight-hour day and the right to vote for women, and evaluate the contributions of key participants and leaders in these events. … demonstrate understanding of key ideologies and explain their influence on people’s lives, national events and international relations. They explain why significant social and cultural movements have developed and evaluate their influence on societies.
Discipline-based Learning	LOTE Pathway 1	(Students) compare and contrast aspects of life in the LOTE-speaking country with those in multicultural Australia and other countries, and the impact of some of these aspects on the way people behave and use language. Students become increasingly aware of the distinctive cultural, social and linguistic nature of the study of a language and acknowledge the need to extend and reinforce their own learning in a sequential and systematic way.	Intercultural knowledge and language awareness Through accurate and context-sensitive language use, students demonstrate understanding of cultural influences on the ways people behave and use language. … contribute to discussions about the general concept of culture, and the relationships between cultures, including the effects of migration and travel ... They identify general cultural patterns that flow across specific settings and times. They recognise nuances in meaning and demonstrate an awareness of the dynamic nature of language through the language and mannerisms they use in interactions in a range of cultural settings. They demonstrate an understanding of variations in cultural perspectives between speakers of the language in different settings, by effectively interacting with members of the language community in Australia.