Please select at least one year level to view the content
Please select at least one Strand to view the content

Rationale

History is a disciplined process of inquiry into the past that develops students’ curiosity and imagination. Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and and others.

Read More >>

Aims

The Australian Curriculum: History aims to ensure that students develop:

interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be informed and active citizens

Read More >>

Structure

The Australian Curriculum: History is organised into two interrelated strands: historical knowledge and understanding and historical inquiry and skills.
Historical knowledge and understanding strand
This strand includes personal, family, local, state or territory, national, regional and world history.

Read More >>

PDF documents

Resources and support materials for the Australian Curriculum: History are available as PDF documents. 
History: Sequence of content 7-10
History: Sequence of achievement 7-10 

Read More >>

Glossary

Read More >>

Year 9

Year 9 Level Description

The making of the modern world

The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in World War I, 1914–1918, the ‘war to end all wars’.

The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.

Key inquiry questions

A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions for Year 9 are:

  • What were the changing features of the movements of people from 1750 to 1918?
  • How did new ideas and technological developments contribute to change in this period?
  • What was the origin, development, significance and long-term impact of imperialism in this period?
  • What was the significance of World War I?

Year 9 Content Descriptions

Overview of the making of the modern world

The following content is taught as part of an overview for the historical period. It is not intended to be taught in depth. Overview content identifies important features of the period (1750 – 1918) as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies, and to consolidate understanding through a review of the period.

 

Overview content for the making of the modern world includes the following:

the nature and significance of the Industrial Revolution and how it affected living and working conditions, including within Australia (ACOKFH016 - Scootle )
the nature and extent of the movement of peoples in the period (slaves, convicts and settlers) (ACOKFH015 - Scootle )
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

the extent of European imperial expansion and different responses, including in the Asian region (ACOKFH017 - Scootle )
Intercultural Understanding

Recognising culture and developing respect
  • Investigate culture and cultural identity
  • Explore and compare cultural knowledge, beliefs and practices
  • Develop respect for cultural diversity

Interacting and empathising with others
  • Consider and develop multiple perspectives

the emergence and nature of significant economic, social and political ideas in the period, including nationalism (ACOKFH019 - Scootle )
Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

Ethical Understanding

Understanding ethical concepts and issues
  • Recognise ethical concepts

Exploring values, rights and responsibilities
  • Consider points of view

Intercultural Understanding

Recognising culture and developing respect
  • Investigate culture and cultural identity
  • Explore and compare cultural knowledge, beliefs and practices

Interacting and empathising with others
  • Consider and develop multiple perspectives

Depth Studies

Making a better world?

Students investigate how life changed in the period in depth through the study of ONE of these major developments: the Industrial Revolution or Progressive ideas and movements or Movement of peoples. The study includes the causes and effects of the development, and the Australian experience.

The Industrial Revolution (1750 – 1914)

The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of Britain (ACDSEH017 - Scootle )
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Intercultural Understanding

Recognising culture and developing respect
  • Explore and compare cultural knowledge, beliefs and practices
  • Investigate culture and cultural identity

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

  • mapping the British Empire c.1800 AD (CE) and the raw materials it obtained from colonies (for example, sugar from Jamaica, wool from Australia and cotton from India)
    • Asia and Australia’s Engagement with Asia
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Numeracy

    Using spatial reasoning
    • Interpret maps and diagrams

    Personal and Social Capability

    Self-awareness
    • Recognise personal qualities and achievements
    • Understand themselves as learners

  • explaining changes in technology (for example, steam-driven spinning mills, railways and steam ships) which led to factories and cities
    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Information and Communication Technology (ICT) Capability

    Applying social and ethical protocols and practices when using ICT
    • Identify the impacts of ICT in society

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

  • identifying the spread of innovations such as steam power; iron and steel production; transport; and chemicals in Europe, USA and Japan
    • Asia and Australia’s Engagement with Asia
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Intercultural Understanding

    Recognising culture and developing respect
    • Investigate culture and cultural identity
    • Explore and compare cultural knowledge, beliefs and practices

    Information and Communication Technology (ICT) Capability

    Applying social and ethical protocols and practices when using ICT
    • Identify the impacts of ICT in society

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

  • identifying factors that led to the Industrial Revolution such as the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport system and expanding empire
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

The population movements and changing settlement patterns during this period (ACDSEH080 - Scootle )
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Numeracy

Using spatial reasoning
  • Interpret maps and diagrams

Interpreting statistical information
  • Interpret data displays

Recognising and using patterns and relationships
  • Recognise and use patterns and relationships

  • examining changes to the population statistics of major cities during this period
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Numeracy

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Interpreting statistical information
    • Interpret data displays

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

  • investigating changes to the cities and landscape in European countries and Australia as the Industrial Revolution continued to develop, using photos (for example, those that were taken as the Eiffel Tower was being constructed using iron)
    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices
    • Investigate culture and cultural identity

    Information and Communication Technology (ICT) Capability

    Applying social and ethical protocols and practices when using ICT
    • Identify the impacts of ICT in society

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Reflect on processes

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Generating ideas, possibilities and actions
    • Consider alternatives

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

The experiences of men, women and children during the Industrial Revolution, and their changing way of life (ACDSEH081 - Scootle )
Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Ethical Understanding

Exploring values, rights and responsibilities
  • Examine values
  • Explore rights and responsibilities
  • Consider points of view

  • describing the impact of steam, gas and electricity on people’s way of life during the Industrial Revolution
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Information and Communication Technology (ICT) Capability

    Applying social and ethical protocols and practices when using ICT
    • Identify the impacts of ICT in society

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

  • investigating the changes in working conditions (for example, longer working hours for low pay and the use of children as a cheap source of labour)
    Ethical Understanding

    Reasoning in decision making and actions
    • Consider consequences

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Exploring values, rights and responsibilities
    • Consider points of view
    • Examine values
    • Explore rights and responsibilities

    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Consider alternatives

    Reflecting on thinking and processes
    • Reflect on processes

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

The short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport and communication (ACDSEH082 - Scootle )
  • Sustainability
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Intercultural Understanding

Recognising culture and developing respect
  • Explore and compare cultural knowledge, beliefs and practices
  • Investigate culture and cultural identity

  • describing the impact of factories, mines and cities on the environment, and on population growth and distribution
    • Sustainability
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices
    • Investigate culture and cultural identity

    Numeracy

    Using fractions, decimals, percentages, ratios and rates
    • Interpret proportional reasoning
    • Apply proportional reasoning

    Estimating and calculating with whole numbers
    • Understand and use numbers in context

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Information and Communication Technology (ICT) Capability

    Applying social and ethical protocols and practices when using ICT
    • Identify the impacts of ICT in society

  • outlining the growth of trade unions as a response to the impacts of the Industrial Revolution
    Intercultural Understanding

    Recognising culture and developing respect
    • Investigate culture and cultural identity
    • Explore and compare cultural knowledge, beliefs and practices

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Information and Communication Technology (ICT) Capability

    Applying social and ethical protocols and practices when using ICT
    • Identify the impacts of ICT in society

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Progressive ideas and movements (1750 – 1918)

The emergence and nature of key ideas in the period, with a particular focus on ONE of the following: capitalism, socialism, egalitarianism, nationalism, imperialism, Darwinism, Chartism (ACDSEH019 - Scootle )
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Ethical Understanding

Exploring values, rights and responsibilities
  • Explore rights and responsibilities
  • Consider points of view
  • Examine values

Understanding ethical concepts and issues
  • Recognise ethical concepts

  • explaining why an idea emerged and the basis of that idea (for example, egalitarianism — being judged on merit rather than by birth or past deeds)
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts
    • Listen and respond to learning area texts

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Examine values
    • Consider points of view

    Reasoning in decision making and actions
    • Reflect on ethical action
    • Reason and make ethical decisions

    Understanding ethical concepts and issues
    • Explore ethical concepts in context
    • Recognise ethical concepts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information
    • Pose questions

    Reflecting on thinking and processes
    • Think about thinking (metacognition)

Reasons why ONE key idea emerged and/or developed a following (ACDSEH086 - Scootle )
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

  • investigating reasons why a key idea gained support, such as the support for Chartism among the poorer classes as a response to deteriorating living and working conditions
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Reflecting on thinking and processes
    • Reflect on processes

    Generating ideas, possibilities and actions
    • Consider alternatives

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Explore rights and responsibilities
    • Examine values
    • Consider points of view

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

The role of an individual or group in the promotion of ONE of these key ideas, and the responses to it, for example from workers, entrepreneurs, land owners, religious groups (ACDSEH087 - Scootle )
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

  • explaining responses to particular ideas (for example, how religious groups responded to ideas in Charles Darwin’s 1859 book On the Origin of Species or how workers responded to the idea of capitalism or socialism)
    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Exploring values, rights and responsibilities
    • Consider points of view
    • Explore rights and responsibilities

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Pose questions
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Consider alternatives

    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

  • investigating the role played by an individual or group in promoting a key idea (for example, the role of Adam Smith and entrepreneurs in promoting capitalism)
The short and long-term impacts of ONE of these ideas on Australia and the world (ACDSEH088 - Scootle )
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Intercultural Understanding

Recognising culture and developing respect
  • Explore and compare cultural knowledge, beliefs and practices
  • Investigate culture and cultural identity

  • assessing the impact of a key idea in Australia and elsewhere (for example, the effect of increasing nationalist sentiment in Australia in the mid- to late nineteenth century or the effects of Chartism on democracy in Britain or on the Victorian goldfields)
    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Express opinion and point of view

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas
    • Pose questions

    Personal and Social Capability

    Self-management
    • Express emotions appropriately

    Social awareness
    • Appreciate diverse perspectives

    Social management
    • Communicate effectively

Movement of peoples (1750 – 1901)

The influence of the Industrial Revolution on the movement of peoples throughout the world, including the transatlantic slave trade and convict transportation (ACDSEH018 - Scootle )
Numeracy

Recognising and using patterns and relationships
  • Recognise and use patterns and relationships

Estimating and calculating with whole numbers
  • Understand and use numbers in context

Using spatial reasoning
  • Interpret maps and diagrams

Ethical Understanding

Exploring values, rights and responsibilities
  • Examine values
  • Consider points of view
  • Explore rights and responsibilities

Intercultural Understanding

Recognising culture and developing respect
  • Investigate culture and cultural identity
  • Explore and compare cultural knowledge, beliefs and practices

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

  • mapping the movement of peoples in the transatlantic slave trade or in convict transportation to Australia
    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Exploring values, rights and responsibilities
    • Consider points of view
    • Examine values

    Reasoning in decision making and actions
    • Reason and make ethical decisions

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Literacy

    Visual Knowledge
    • Understand how visual elements create meaning

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Numeracy

    Using spatial reasoning
    • Interpret maps and diagrams

    Estimating and calculating with whole numbers
    • Understand and use numbers in context

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Intercultural Understanding

    Recognising culture and developing respect
    • Investigate culture and cultural identity

  • explaining the role of the Industrial Revolution in creating a growing need for labour and transportation
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Listen and respond to learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Reflecting on thinking and processes
    • Think about thinking (metacognition)

    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Exploring values, rights and responsibilities
    • Consider points of view
    • Examine values

    Reasoning in decision making and actions
    • Reason and make ethical decisions

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, including the Australian experience (ACDSEH083 - Scootle )
Ethical Understanding

Exploring values, rights and responsibilities
  • Explore rights and responsibilities
  • Consider points of view
  • Examine values

Understanding ethical concepts and issues
  • Recognise ethical concepts

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Consider alternatives

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Intercultural Understanding

Recognising culture and developing respect
  • Explore and compare cultural knowledge, beliefs and practices

Interacting and empathising with others
  • Consider and develop multiple perspectives

  • investigating sources that record the reactions of new arrivals to other countries in this period (for example, responses to the natural environment and climate)
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Examine values
    • Consider points of view
    • Explore rights and responsibilities

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Reflecting on thinking and processes
    • Reflect on processes

    Generating ideas, possibilities and actions
    • Consider alternatives

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices

    Interacting and empathising with others
    • Consider and develop multiple perspectives

Changes in the way of life of a group(s) of people who moved to Australia in this period, such as free settlers on the frontier in Australia (ACDSEH084 - Scootle )
Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Intercultural Understanding

Recognising culture and developing respect
  • Explore and compare cultural knowledge, beliefs and practices
  • Investigate culture and cultural identity

Interacting and empathising with others
  • Consider and develop multiple perspectives

  • investigating the experiences of a specific group of arrivals to Australia (for example, convicts in Sydney, Hobart, Brisbane; or free settlers in Melbourne, Adelaide, Perth or Darwin)
    Intercultural Understanding

    Recognising culture and developing respect
    • Develop respect for cultural diversity
    • Investigate culture and cultural identity
    • Explore and compare cultural knowledge, beliefs and practices

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Reflecting on thinking and processes
    • Reflect on processes

    Generating ideas, possibilities and actions
    • Consider alternatives

    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

  • describing the impact of this group on the Aboriginal and Torres Strait Islander Peoples of the region
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Intercultural Understanding

    Recognising culture and developing respect
    • Investigate culture and cultural identity
    • Develop respect for cultural diversity
    • Explore and compare cultural knowledge, beliefs and practices

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

The short and long-term impacts of the movement of peoples during this period (ACDSEH085 - Scootle )
Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

Intercultural Understanding

Interacting and empathising with others
  • Consider and develop multiple perspectives

Recognising culture and developing respect
  • Investigate culture and cultural identity
  • Explore and compare cultural knowledge, beliefs and practices

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

  • evaluating the effects of the movement of peoples on the indigenous and immigrant populations
    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning
    • Evaluate procedures and outcomes

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Reflecting on thinking and processes
    • Think about thinking (metacognition)

    Generating ideas, possibilities and actions
    • Consider alternatives

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Intercultural Understanding

    Interacting and empathising with others
    • Consider and develop multiple perspectives
    • Empathise with others

    Recognising culture and developing respect
    • Investigate culture and cultural identity
    • Explore and compare cultural knowledge, beliefs and practices

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

Australia and Asia

Students investigate the history of an Asian society OR Australia in the period 1750 – 1918 in depth.

Asia and the world

Key features (social, cultural, economic, political) of ONE Asian society at the start of this period (ACDSEH093 - Scootle )
  • Asia and Australia’s Engagement with Asia
Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Intercultural Understanding

Recognising culture and developing respect
  • Explore and compare cultural knowledge, beliefs and practices
  • Investigate culture and cultural identity

  • investigating the key aspects an Asian society at the beginning of this period (for example, identifying the territorial extent of Qing China, the role and influence of the Emperor, and the nature of literature, art and architecture)
    • Asia and Australia’s Engagement with Asia
    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Consider alternatives

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Reflecting on thinking and processes
    • Reflect on processes

    Intercultural Understanding

    Recognising culture and developing respect
    • Investigate culture and cultural identity
    • Explore and compare cultural knowledge, beliefs and practices

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Examine values
    • Consider points of view

Change and continuity in the Asian society during this period, including any effects of contact (intended and unintended) with European power(s) (ACDSEH094 - Scootle )
  • Asia and Australia’s Engagement with Asia
Intercultural Understanding

Interacting and empathising with others
  • Consider and develop multiple perspectives

Recognising culture and developing respect
  • Explore and compare cultural knowledge, beliefs and practices
  • Investigate culture and cultural identity

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Generating ideas, possibilities and actions
  • Consider alternatives

  • identifying aspects of the Asian society under investigation that remained the same or changed during this period, especially as a result of contact with European powers (for example, describing the British Raj and identifying British influences on society (such as the building of roads, an extensive railway network, schools and Christian missions))
    • Asia and Australia’s Engagement with Asia
    Intercultural Understanding

    Recognising culture and developing respect
    • Investigate culture and cultural identity
    • Explore and compare cultural knowledge, beliefs and practices

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

The position of the Asian society in relation to other nations in the world around the turn of the twentieth century (that is 1900), including the influence of key ideas such as nationalism (ACDSEH142 - Scootle )
  • Asia and Australia’s Engagement with Asia
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Generating ideas, possibilities and actions
  • Consider alternatives

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Intercultural Understanding

Recognising culture and developing respect
  • Investigate culture and cultural identity
  • Explore and compare cultural knowledge, beliefs and practices

Interacting and empathising with others
  • Consider and develop multiple perspectives

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

  • investigating the confrontation between Japan and Western powers (for example, the Russo-Japanese war) and the emergence of Japan as a major world power
    • Asia and Australia’s Engagement with Asia
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Reflecting on thinking and processes
    • Reflect on processes

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Generating ideas, possibilities and actions
    • Consider alternatives

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Intercultural Understanding

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Recognising culture and developing respect
    • Develop respect for cultural diversity
    • Investigate culture and cultural identity
    • Explore and compare cultural knowledge, beliefs and practices

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

The significance of ONE key event that involved the Asian society and European power(s), including different perspectives of the event at the time (ACDSEH141 - Scootle )
  • Asia and Australia’s Engagement with Asia
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Generating ideas, possibilities and actions
  • Consider alternatives

Intercultural Understanding

Recognising culture and developing respect
  • Investigate culture and cultural identity
  • Explore and compare cultural knowledge, beliefs and practices

Interacting and empathising with others
  • Consider and develop multiple perspectives

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

  • describing the activities of Christian missionaries in China and the outcomes of the Boxer Rebellion
    • Asia and Australia’s Engagement with Asia
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Intercultural Understanding

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices
    • Investigate culture and cultural identity

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Consider points of view
    • Explore rights and responsibilities
    • Examine values

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Making a nation

The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander Peoples (ACDSEH020 - Scootle )
  • Aboriginal and Torres Strait Islander Histories and Cultures
Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

Intercultural Understanding

Interacting and empathising with others
  • Consider and develop multiple perspectives

Recognising culture and developing respect
  • Investigate culture and cultural identity
  • Explore and compare cultural knowledge, beliefs and practices

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

  • explaining the effects of contact (for example, the massacres of Aboriginal and Torres Strait Islander people; their killing of sheep; the spread of European diseases) and categorising these effects as either intended or unintended
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Literacy

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Ethical Understanding

    Reasoning in decision making and actions
    • Reason and make ethical decisions
    • Reflect on ethical action

    Exploring values, rights and responsibilities
    • Consider points of view
    • Examine values
    • Explore rights and responsibilities

    Understanding ethical concepts and issues
    • Explore ethical concepts in context
    • Recognise ethical concepts

    Intercultural Understanding

    Recognising culture and developing respect
    • Investigate culture and cultural identity
    • Explore and compare cultural knowledge, beliefs and practices

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Pose questions
    • Organise and process information

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Reflecting on thinking and processes
    • Think about thinking (metacognition)

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

  • investigating the forcible removal of children from Aboriginal and Torres Strait Islander families in the late nineteenth century/early twentieth century (leading to the Stolen Generations), such as the motivations for the removal of children, the practices and laws that were in place, and experiences of separation.
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Exploring values, rights and responsibilities
    • Examine values
    • Consider points of view

    Reasoning in decision making and actions
    • Reflect on ethical action
    • Reason and make ethical decisions

    Intercultural Understanding

    Recognising culture and developing respect
    • Investigate culture and cultural identity
    • Explore and compare cultural knowledge, beliefs and practices

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Reflecting on thinking and processes
    • Reflect on processes

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans) (ACDSEH089 - Scootle )
  • Asia and Australia’s Engagement with Asia
Intercultural Understanding

Reflecting on intercultural experiences and taking responsibility
  • Challenge stereotypes and prejudices

Recognising culture and developing respect
  • Investigate culture and cultural identity

Interacting and empathising with others
  • Consider and develop multiple perspectives

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Generating ideas, possibilities and actions
  • Consider alternatives

  • outlining the migration of Chinese to the goldfields in Australia in the nineteenth century and attitudes towards the Chinese as revealed in cartoons (for example, 'The Mongolian Octopus')
    • Asia and Australia’s Engagement with Asia
    Intercultural Understanding

    Recognising culture and developing respect
    • Investigate culture and cultural identity
    • Explore and compare cultural knowledge, beliefs and practices

    Reflecting on intercultural experiences and taking responsibility
    • Challenge stereotypes and prejudices

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Generating ideas, possibilities and actions
    • Consider alternatives

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Living and working conditions in Australia around the turn of the twentieth century (that is 1900) (ACDSEH090 - Scootle )
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Generating ideas, possibilities and actions
  • Consider alternatives

Intercultural Understanding

Recognising culture and developing respect
  • Investigate culture and cultural identity

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

  • identifying the main features of housing, sanitation, transport, education and industry that influenced living and working conditions in Australia
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Intercultural Understanding

    Recognising culture and developing respect
    • Investigate culture and cultural identity

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

  • describing the impact of the gold rushes (hinterland) on the development of ‘Marvellous Melbourne’
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices
    • Investigate culture and cultural identity

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Key people, events and ideas in the development of Australian self-government and democracy, including, the role of founders, key features of constitutional development, the importance of British and Western influences in the formation of Australia’s system of government and women's voting rights (ACDSEH091 - Scootle )
Intercultural Understanding

Recognising culture and developing respect
  • Investigate culture and cultural identity

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

  • explaining the factors that contributed to federation and the development of democracy in Australia, including the role of key individuals, defence concerns, the 1890s depression, nationalist ideals and egalitarianism
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Exploring values, rights and responsibilities
    • Explore rights and responsibilities
    • Consider points of view
    • Examine values

    Literacy

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices
    • Investigate culture and cultural identity

  • examining the key features of and British and Western influences on Australia's system of government including the Westminster System and Federalism
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning
    • Draw conclusions and design a course of action

  • investigating the factors that led to the Commonwealth Franchise Act 1902, which enabled women to vote and stand for election for the federal Parliament
    Ethical Understanding

    Understanding ethical concepts and issues
    • Explore ethical concepts in context
    • Recognise ethical concepts

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning
    • Draw conclusions and design a course of action

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Laws made by federal Parliament between 1901-1914 including the Harvester Judgment, pensions, and the Immigration Restriction Act (ACDSEH092 - Scootle )
Ethical Understanding

Exploring values, rights and responsibilities
  • Explore rights and responsibilities
  • Consider points of view

Reasoning in decision making and actions
  • Consider consequences

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

  • investigating how the major social legislation of the new Federal Government affected living and working conditions in Australia (for example, invalid and old-age pensions and the maternity allowance scheme)
    Ethical Understanding

    Understanding ethical concepts and issues
    • Explore ethical concepts in context
    • Recognise ethical concepts

    Exploring values, rights and responsibilities
    • Consider points of view
    • Explore rights and responsibilities

    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Generating ideas, possibilities and actions
    • Consider alternatives

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Reflecting on thinking and processes
    • Reflect on processes

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

    Intercultural Understanding

    Recognising culture and developing respect
    • Investigate culture and cultural identity

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

  • creating a timeline of major social legislation passed by federal Parliament between 1901 and 1914
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information

    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables

World War I (1914-1918)

Students investigate key aspects of World War I and the Australian experience of the war, including the nature and significance of the war in world and Australian history.

World War I (1914-1918)

An overview of the causes of World War I and the reasons why men enlisted to fight in the war (ACDSEH021 - Scootle )
Ethical Understanding

Exploring values, rights and responsibilities
  • Consider points of view
  • Examine values
  • Explore rights and responsibilities

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

  • investigating the rise of nationalist sentiment as well as the values and attitudes towards war in the period 1750–1918 (for example, idealistic notions of war; sense of adventure)
    Ethical Understanding

    Exploring values, rights and responsibilities
    • Explore rights and responsibilities
    • Consider points of view
    • Examine values

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Consider alternatives

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Reflecting on thinking and processes
    • Reflect on processes

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Intercultural Understanding

    Recognising culture and developing respect
    • Investigate culture and cultural identity

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign (ACDSEH095 - Scootle )
Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Ethical Understanding

Exploring values, rights and responsibilities
  • Explore rights and responsibilities
  • Examine values
  • Consider points of view

Intercultural Understanding

Recognising culture and developing respect
  • Investigate culture and cultural identity
  • Explore and compare cultural knowledge, beliefs and practices

Numeracy

Using measurement
  • Operate with clocks, calendars and timetables

Using spatial reasoning
  • Interpret maps and diagrams

  • identifying the places where Australians fought, including Fromelles, the Somme, Gallipoli, Sinai and Palestine
    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables

    Using spatial reasoning
    • Interpret maps and diagrams

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

  • using sources to investigate the fighting at Gallipoli, the difficulties of trench warfare, and the use of tanks, aeroplanes and chemical weapons (gas)
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Generating ideas, possibilities and actions
    • Consider alternatives

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Reflecting on thinking and processes
    • Reflect on processes

    Numeracy

    Using spatial reasoning
    • Interpret maps and diagrams

    Using measurement
    • Operate with clocks, calendars and timetables

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Examine values
    • Consider points of view
    • Explore rights and responsibilities

    Information and Communication Technology (ICT) Capability

    Applying social and ethical protocols and practices when using ICT
    • Identify the impacts of ICT in society

  • exploring the experiences of Aboriginal and Torres Strait Islander people during the war
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Intercultural Understanding

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices
    • Investigate culture and cultural identity

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Generating ideas, possibilities and actions
    • Consider alternatives

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

The impact of World War I, with a particular emphasis on Australia including the changing role of women (ACDSEH096 - Scootle )
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Ethical Understanding

Exploring values, rights and responsibilities
  • Explore rights and responsibilities
  • Consider points of view

Understanding ethical concepts and issues
  • Recognise ethical concepts

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

  • graphing the proportion of Australian servicemen who died during World War I, compared to that of other countries involved in the war
    Numeracy

    Using fractions, decimals, percentages, ratios and rates
    • Interpret proportional reasoning

    Interpreting statistical information
    • Interpret data displays

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

  • investigating examples of the war’s impact on Australia’s economy and society (for example, the development of the steel industry in Newcastle and the implementation of the War Precautions Act)
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Reflecting on thinking and processes
    • Reflect on processes

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Consider points of view
    • Examine values
    • Explore rights and responsibilities

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Intercultural Understanding

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Recognising culture and developing respect
    • Investigate culture and cultural identity
    • Explore and compare cultural knowledge, beliefs and practices

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

  • identifying the groups who opposed conscription (for example, trade unionists, Irish Catholics) and the grounds for their objections
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Consider points of view
    • Explore rights and responsibilities
    • Examine values

    Understanding ethical concepts and issues
    • Explore ethical concepts in context
    • Recognise ethical concepts

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

  • studying the first and second referenda on conscription, including the division within the Labor Party over this issue
    Ethical Understanding

    Exploring values, rights and responsibilities
    • Consider points of view
    • Explore rights and responsibilities
    • Examine values

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Intercultural Understanding

    Recognising culture and developing respect
    • Investigate culture and cultural identity

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

  • explaining the treatment of people of German descent during the war (for example, their classification as ‘enemy aliens’ and placement in internment camps, as well as their depiction in government propaganda)
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Listen and respond to learning area texts
    • Interpret and analyse learning area texts

    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts

    Reasoning in decision making and actions
    • Consider consequences
    • Reflect on ethical action

    Exploring values, rights and responsibilities
    • Consider points of view
    • Explore rights and responsibilities
    • Examine values

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Pose questions
    • Organise and process information
    • Identify and clarify information and ideas

    Reflecting on thinking and processes
    • Think about thinking (metacognition)

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Intercultural Understanding

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices
    • Investigate culture and cultural identity

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

  • investigating the short- and long-term impact of World War I on the role of women in Australia
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

The commemoration of World War I, including debates about the nature and significance of the Anzac legend (ACDSEH097 - Scootle )
Ethical Understanding

Understanding ethical concepts and issues
  • Recognise ethical concepts

Exploring values, rights and responsibilities
  • Consider points of view
  • Explore rights and responsibilities
  • Examine values

Reasoning in decision making and actions
  • Reflect on ethical action

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

  • investigating the ideals associated with the Anzac tradition and how and why World War I is commemorated within Australian society
    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas
    • Pose questions

    Generating ideas, possibilities and actions
    • Consider alternatives

    Reflecting on thinking and processes
    • Reflect on processes

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Consider points of view
    • Examine values
    • Explore rights and responsibilities

    Understanding ethical concepts and issues
    • Recognise ethical concepts

    Reasoning in decision making and actions
    • Reflect on ethical action

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Chronology, terms and concepts

Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164 - Scootle )
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action

Reflecting on thinking and processes
  • Reflect on processes

Literacy

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Visual Knowledge
  • Understand how visual elements create meaning

Word Knowledge
  • Understand learning area vocabulary

Numeracy

Recognising and using patterns and relationships
  • Recognise and use patterns and relationships

Estimating and calculating with whole numbers
  • Estimate and calculate

Using measurement
  • Operate with clocks, calendars and timetables

  • representing the relationship between events in different times and places using interactive timelines
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives
    • Seek solutions and put ideas into action

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Reflecting on thinking and processes
    • Reflect on processes

    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Using spatial reasoning
    • Interpret maps and diagrams

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

    Information and Communication Technology (ICT) Capability

    Creating with ICT
    • Generate solutions to challenges and learning area tasks
    • Generate ideas, plans and processes

  • placing key events in sequence (for example, the Boer War, 1899–1902; World War I, 1914–1918), and identifying parts of the world that were involved in, or affected by, those events
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables

    Estimating and calculating with whole numbers
    • Estimate and calculate
    • Understand and use numbers in context

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

Use historical terms and concepts (ACHHS165 - Scootle )
Literacy

Word Knowledge
  • Use spelling knowledge
  • Understand learning area vocabulary

Composing texts through speaking, writing and creating
  • Compose texts
  • Use language to interact with others
  • Compose spoken, written, visual and multimodal learning area texts

  • discussing the contestability of particular historical terms such as 'settlement', 'invasion' and 'colonisation' in the context of Australia’s history
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Express opinion and point of view

    Personal and Social Capability

    Self-management
    • Express emotions appropriately

    Social awareness
    • Appreciate diverse perspectives

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Consider points of view
    • Examine values

    Understanding ethical concepts and issues
    • Explore ethical concepts in context
    • Recognise ethical concepts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Pose questions
    • Identify and clarify information and ideas

  • defining and using concepts such as ‘imperialism’, ‘nationalism’, ‘evolution’, ‘evidence’
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information
    • Pose questions

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts
    • Think about thinking (metacognition)

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

Historical questions and research

Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS166 - Scootle )
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Pose questions
  • Organise and process information

Reflecting on thinking and processes
  • Reflect on processes

Generating ideas, possibilities and actions
  • Consider alternatives

Literacy

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts
  • Use language to interact with others

Grammar knowledge
  • Use knowledge of sentence structures

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts
  • Navigate, read and view learning area texts
  • Listen and respond to learning area texts

Word Knowledge
  • Understand learning area vocabulary

Text knowledge
  • Use knowledge of text structures

  • developing questions about aspects of the past that require historical argument
    Literacy

    Grammar knowledge
    • Use knowledge of sentence structures
    • Express opinion and point of view

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Text knowledge
    • Use knowledge of text structures

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Pose questions
    • Organise and process information

  • assembling, as part of the planning process, a range of sources that would be useful for researching the causes of World War I
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Consider alternatives

    Analysing, synthesising and evaluating reasoning and procedures
    • Draw conclusions and design a course of action

    Reflecting on thinking and processes
    • Reflect on processes
    • Think about thinking (metacognition)

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

Evaluate and enhance these questions (ACHHS167 - Scootle )
Literacy

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Comprehend texts
  • Interpret and analyse learning area texts

Text knowledge
  • Use knowledge of text structures

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Word Knowledge
  • Understand learning area vocabulary

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Pose questions
  • Identify and clarify information and ideas

Analysing, synthesising and evaluating reasoning and procedures
  • Evaluate procedures and outcomes

Generating ideas, possibilities and actions
  • Consider alternatives

Reflecting on thinking and processes
  • Reflect on processes

  • developing an inquiry question such as: ‘What were the effects of the Industrial Revolution?’ and refining it as further factors are introduced into the research process
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Use knowledge of sentence structures

    Text knowledge
    • Use knowledge of text structures

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Pose questions
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Consider alternatives

    Reflecting on thinking and processes
    • Reflect on processes

Identify and locate relevant sources, using ICT and other methods (ACHHS168 - Scootle )
Literacy

Word Knowledge
  • Understand learning area vocabulary

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts
  • Comprehend texts

Visual Knowledge
  • Understand how visual elements create meaning

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action
  • Consider alternatives

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Information and Communication Technology (ICT) Capability

Investigating with ICT
  • Locate, generate and access data and information
  • Define and plan information searches
  • Select and evaluate data and information

  • locating historical sources from archives, museums and online collections
    Information and Communication Technology (ICT) Capability

    Investigating with ICT
    • Define and plan information searches
    • Locate, generate and access data and information
    • Select and evaluate data and information

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

Analysis and use of sources

Identify the origin, purpose and context of primary and secondary sources (ACHHS169 - Scootle )
Literacy

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts
  • Comprehend texts

Word Knowledge
  • Understand learning area vocabulary

Visual Knowledge
  • Understand how visual elements create meaning

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

  • explaining the contextual significance of a source, such as Frank Hurley’s World War I photos, and identifying the purpose of Hurley’s creation of composite photos
    Literacy

    Grammar knowledge
    • Express opinion and point of view

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Visual Knowledge
    • Understand how visual elements create meaning

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Reflect on processes

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS170 - Scootle )
Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action
  • Consider alternatives

Reflecting on thinking and processes
  • Transfer knowledge into new contexts

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Analysing, synthesising and evaluating reasoning and procedures
  • Draw conclusions and design a course of action

Literacy

Word Knowledge
  • Understand learning area vocabulary

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Comprehend texts
  • Interpret and analyse learning area texts

Text knowledge
  • Use knowledge of text cohesion
  • Use knowledge of text structures

Grammar knowledge
  • Express opinion and point of view

  • graphing historical data to identify past trends and to draw conclusions about their significance (for example, the proportion of Australian servicemen who returned from World War I, and the ‘lost generations’ in the years after the war)
    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Draw conclusions and design a course of action

    Generating ideas, possibilities and actions
    • Consider alternatives

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Numeracy

    Using spatial reasoning
    • Interpret maps and diagrams

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Interpreting statistical information
    • Interpret data displays

    Using fractions, decimals, percentages, ratios and rates
    • Interpret proportional reasoning

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

Evaluate the reliability and usefulness of primary and secondary sources (ACHHS171 - Scootle )
Literacy

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Word Knowledge
  • Understand learning area vocabulary

Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Consider alternatives

Analysing, synthesising and evaluating reasoning and procedures
  • Evaluate procedures and outcomes
  • Draw conclusions and design a course of action
  • Apply logic and reasoning

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes
  • Reflect on processes

  • understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided; however, it may still be useful in revealing past prevailing attitudes)
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Reflecting on thinking and processes
    • Reflect on processes

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Text knowledge
    • Use knowledge of text structures

    Word Knowledge
    • Understand learning area vocabulary

Perspectives and interpretations

Identify and analyse the perspectives of people from the past (ACHHS172 - Scootle )
Literacy

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts
  • Use language to interact with others

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Navigate, read and view learning area texts
  • Listen and respond to learning area texts
  • Interpret and analyse learning area texts

Word Knowledge
  • Understand learning area vocabulary

Grammar knowledge
  • Express opinion and point of view

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Analysing, synthesising and evaluating reasoning and procedures
  • Evaluate procedures and outcomes
  • Apply logic and reasoning

Reflecting on thinking and processes
  • Reflect on processes

Generating ideas, possibilities and actions
  • Consider alternatives

Intercultural Understanding

Recognising culture and developing respect
  • Explore and compare cultural knowledge, beliefs and practices

Interacting and empathising with others
  • Consider and develop multiple perspectives

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

  • investigating the role of human agency in historical events and developments
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Reflecting on thinking and processes
    • Reflect on processes

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Generating ideas, possibilities and actions
    • Consider alternatives

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

  • analysing the accounts of poets such as William Blake (‘dark Satanic mills’) and novelists such as Charles Dickens (Oliver Twist, Bleak House) as sources of information on living conditions in England during the Industrial Revolution
    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning
    • Evaluate procedures and outcomes

    Generating ideas, possibilities and actions
    • Consider alternatives

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Identify and analyse different historical interpretations (including their own) (ACHHS173 - Scootle )
Literacy

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts
  • Listen and respond to learning area texts
  • Navigate, read and view learning area texts

Composing texts through speaking, writing and creating
  • Use language to interact with others
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Word Knowledge
  • Understand learning area vocabulary

Grammar knowledge
  • Express opinion and point of view

Critical and Creative Thinking

Analysing, synthesising and evaluating reasoning and procedures
  • Evaluate procedures and outcomes
  • Apply logic and reasoning

Reflecting on thinking and processes
  • Reflect on processes

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Generating ideas, possibilities and actions
  • Consider alternatives

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

  • recognising that historical interpretations may be provisional
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

  • examining different accounts of eighteenth-century journeys to Australia (for example, ships’ logs; diaries; recorded testimonies of male and female convicts, and officers; and explaining the variations in perspective which can lead to different historical interpretations
    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Grammar knowledge
    • Express opinion and point of view

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Evaluate procedures and outcomes
    • Apply logic and reasoning

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Consider alternatives

Explanation and communication

Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174 - Scootle )
Literacy

Composing texts through speaking, writing and creating
  • Compose texts
  • Use language to interact with others
  • Compose spoken, written, visual and multimodal learning area texts

Grammar knowledge
  • Express opinion and point of view
  • Use knowledge of words and word groups
  • Use knowledge of sentence structures

Word Knowledge
  • Understand learning area vocabulary

Visual Knowledge
  • Understand how visual elements create meaning

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Listen and respond to learning area texts
  • Interpret and analyse learning area texts
  • Comprehend texts

Text knowledge
  • Use knowledge of text structures
  • Use knowledge of text cohesion

Critical and Creative Thinking

Reflecting on thinking and processes
  • Reflect on processes
  • Transfer knowledge into new contexts

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action
  • Consider alternatives

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

  • developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view with consistent reference to the evidence available
    Personal and Social Capability

    Self-management
    • Express emotions appropriately

    Social awareness
    • Appreciate diverse perspectives

    Social management
    • Communicate effectively

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts
    • Think about thinking (metacognition)

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Consider alternatives

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Grammar knowledge
    • Express opinion and point of view

Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175 - Scootle )
Literacy

Composing texts through speaking, writing and creating
  • Use language to interact with others
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Text knowledge
  • Use knowledge of text cohesion
  • Use knowledge of text structures

Grammar knowledge
  • Use knowledge of words and word groups
  • Use knowledge of sentence structures

Visual Knowledge
  • Understand how visual elements create meaning

Word Knowledge
  • Understand learning area vocabulary

Information and Communication Technology (ICT) Capability

Creating with ICT
  • Generate ideas, plans and processes
  • Generate solutions to challenges and learning area tasks

Communicating with ICT
  • Collaborate, share and exchange

  • using online conferencing and other forms of ICT to discuss historical questions and issues
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Pose questions
    • Organise and process information
    • Identify and clarify information and ideas

    Reflecting on thinking and processes
    • Think about thinking (metacognition)

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Information and Communication Technology (ICT) Capability

    Communicating with ICT
    • Collaborate, share and exchange
    • Understand computer mediated communications

    Creating with ICT
    • Generate solutions to challenges and learning area tasks

    Managing and operating ICT
    • Select and use hardware and software

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Grammar knowledge
    • Express opinion and point of view

  • creating a travel brochure (incorporating written text and graphics) to advertise the achievements and opportunities available to an immigrant to nineteenth-century Brisbane
    Literacy

    Visual Knowledge
    • Understand how visual elements create meaning

    Grammar knowledge
    • Express opinion and point of view
    • Use knowledge of words and word groups
    • Use knowledge of sentence structures

    Text knowledge
    • Use knowledge of text structures
    • Use knowledge of text cohesion

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Analysing, synthesising and evaluating reasoning and procedures
    • Evaluate procedures and outcomes

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas

    Reflecting on thinking and processes
    • Think about thinking (metacognition)

    Information and Communication Technology (ICT) Capability

    Creating with ICT
    • Generate solutions to challenges and learning area tasks
    • Generate ideas, plans and processes


Year 9 Achievement Standards

By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgments about their importance. They explain the motives and actions of people at the time. Students explain the significance of these events and developments over the short and long term. They explain different interpretations of the past.

Students sequence events and developments within a chronological framework, with reference to periods of time and their duration. When researching, students develop different kinds of questions to frame a historical inquiry. They interpret, process, analyse and organise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students examine sources to compare different points of view. When evaluating these sources, they analyse origin and purpose, and draw conclusions about their usefulness. They develop their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical interpretations. In developing these texts and organising and presenting their conclusions, they use historical terms and concepts, evidence identified in sources, and they reference these sources.


Year 9 Work Sample Portfolios