History (Version 8.4)

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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.

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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

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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.

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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 

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Glossary

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Page 1 of 2

Year 7

Year 7 Level Description

The ancient world

The Year 7 curriculum provides a study of history from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BC (BCE) – c.650 AD (CE). It was a period defined by the development of cultural practices and organised societies. The study of the ancient world includes the discoveries (the remains of the past and what we know) and the mysteries (what we do not know) about this period of history, in a range of societies in places including Australia, Egypt, Greece, Rome, India and China.

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 7 are:

  • How do we know about the ancient past?
  • Why and where did the earliest societies develop?
  • What emerged as the defining characteristics of ancient societies?
  • What have been the legacies of ancient societies?

Year 7 Content Descriptions

Overview of the ancient world

The following content is to be 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, approximately 60 000 BC (BCE) – c.650 AD (CE), 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 ancient world (Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya) includes the following:

the theory that people moved out of Africa between 120 000 and ​60 000 years ago and migrated to other parts of the world, including Australia​ (ACOKFH001 - Scootle )

Intercultural Understanding

Recognising culture and developing respect
  • Investigate culture and cultural identity

Interacting and empathising with others
  • Empathise with others

the evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery) (ACOKFH002 - Scootle )
Intercultural Understanding

Recognising culture and developing respect
  • Investigate culture and cultural identity

Interacting and empathising with others
  • Consider and develop multiple perspectives

key features of ancient societies (farming, trade, social classes, religion, rule of law) (ACOKFH003 - Scootle )
Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

Ethical Understanding

Exploring values, rights and responsibilities
  • Examine values
  • Explore rights and responsibilities

Intercultural Understanding

Recognising culture and developing respect
  • Investigate culture and cultural identity

Interacting and empathising with others
  • Consider and develop multiple perspectives

Depth Studies

Investigating the ancient past

Students build on and consolidate their understanding of historical inquiry from previous years in depth, using a range of sources for the study of the ancient past.
How historians and archaeologists investigate history, including excavation and archival research (ACDSEH001 - Scootle )
Critical and Creative Thinking

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

  • identifying different approaches to historical investigation such as the use of excavation and stratigraphy, oral history and use of data derived from radiocarbon dating
    Critical and Creative Thinking

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

    Literacy

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

    Information and Communication Technology (ICT) Capability

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

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

    Numeracy

    Interpreting statistical information
    • Interpret data displays

The range of sources that can be used in an historical investigation, including archaeological and written sources (ACDSEH029 - 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
  • Consider alternatives

  • listing a range of sources (both archaeological and written) required in an historical investigation to develop a response to the question(s) being asked
    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

    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

Methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains (ACDSEH030 - Scootle )
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

  • evaluating various methods for investigating the ancient past (for example, stratigraphy to date discoveries; DNA testing to identify past individuals from their remains (such as Egyptian mummies) as well as common diseases)
    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

    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

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

    Reflecting on thinking and processes
    • Reflect on processes

  • using a cross-sectional drawing of the earth’s surface from an archaeological excavation to identify the evidence located at various layers (stratigraphy) and what it reveals about change over time (for example, a charcoal layer containing human remains and weapons may indicate the capture and destruction of an ancient settlement such as Troy)
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

    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

    Numeracy

    Using spatial reasoning
    • Interpret maps and diagrams

    Interpreting statistical information
    • Interpret data displays

    Using measurement
    • Operate with clocks, calendars and timetables

    Critical and Creative Thinking

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

    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

The nature of sources for ancient Australia and what they reveal about Australia’s past in the ancient period, such as the use of resources (ACDSEH031 - Scootle )
Critical and Creative Thinking

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

  • investigating the discovery of Mungo Woman in 1969 and the use of radiocarbon dating to draw conclusions about the longevity of human occupation at Lake Mungo
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives

    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

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

    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

    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables

    Using spatial reasoning
    • Interpret maps and diagrams

    Interpreting statistical information
    • Interpret data displays

    Information and Communication Technology (ICT) Capability

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

  • generating a range of questions to investigate a source (for example, a shell midden in ancient Australia – where it was found, how long it was used for, what it reveals about technology and the use of environmental resources)
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives

    Inquiring – identifying, exploring and organising information and ideas
    • Pose questions
    • 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

    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

    Grammar knowledge
    • Use knowledge of sentence structures

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

    Text knowledge
    • Use knowledge of text structures

    Ethical Understanding

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

    Exploring values, rights and responsibilities
    • Examine values

The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples (ACDSEH148 - Scootle )
  • Aboriginal and Torres Strait Islander Histories and Cultures
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

Critical and Creative Thinking

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

  • investigating world heritage criteria for the listing of significant ancient sites, using an example of an ancient site such as Pompeii
    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

  • explaining the UNESCO-led rescue mission to save the temples of Abu Simbel
    Literacy

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

    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

The Mediterranean world

Students investigate ONE of these Mediterranean societies in depth: Egypt or Greece or Rome.

Egypt

Physical features of ancient Egypt (such as the River Nile) and how they influenced the civilisation that developed there (ACDSEH002 - Scootle )
Critical and Creative Thinking

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

  • describing the importance of the River Nile to Egyptian society (for example, inundation and farming, the worship of the god of the Nile, and the use of the Nile as a means of transportation)
    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

    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
    • Organise and process information

Roles of key groups in ancient Egyptian society (such as the nobility, bureaucracy, women, slaves), including the influence of law and religion (ACDSEH032 - Scootle )
Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

Ethical Understanding

Understanding ethical concepts and issues
  • Explore ethical concepts in context

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

Exploring values, rights and responsibilities
  • Explore rights and responsibilities

Critical and Creative Thinking

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

  • creating a graphic representation of the social structure of Egyptian society
    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
    • Imagine possibilities and connect ideas

    Reflecting on thinking and processes
    • Reflect on processes

    Literacy

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

    Text knowledge
    • Use knowledge of text structures

    Visual Knowledge
    • Understand how visual elements create meaning

    Word Knowledge
    • Understand learning area vocabulary

    Numeracy

    Using spatial reasoning
    • Visualise 2D shapes and 3D objects

    Intercultural Understanding

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

  • outlining the rights of women (for example, in the areas of marriage, family life, work and education) and their responsibilities (that is, generally limited to the home and family)
    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

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Examine values
    • Explore rights and responsibilities

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

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

    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

Significant beliefs, values and practices of the ancient Egyptians, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH033 - Scootle )
Ethical Understanding

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

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

Understanding ethical concepts and issues
  • Explore ethical concepts in context

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
  • Identify and clarify information and ideas
  • Organise and process information

  • investigating significant beliefs associated with death and funerary customs (for example, belief in an afterlife) and practices (for example, burial in tombs and techniques of mummification)
    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
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Ethical Understanding

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

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

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

    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

    Intercultural Understanding

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

  • generating alternative explanations for the building of the pyramids at Giza
    Intercultural Understanding

    Recognising culture and developing respect
    • Develop respect for cultural diversity
    • 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

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

    Grammar knowledge
    • Express opinion and point of view

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

Contacts and conflicts within and/or with other societies, resulting in developments such as the conquest of other lands, the expansion of trade, and peace treaties (ACDSEH034 - Scootle )
Ethical Understanding

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

Understanding ethical concepts and issues
  • Explore ethical concepts in context

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

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
  • Imagine possibilities and connect ideas

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

  • explaining the nature of contact with other societies (for example, trade with Cyprus, Crete and Greece); and conflict (for example, the Battle of Kadesh in the New Kingdom that concluded with Ramses II’s peace treaty with the Hittites)
    Literacy

    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

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

    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
    • Apply logic and reasoning

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

    Ethical Understanding

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

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

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

    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

The role of a significant individual in ancient Egyptian history such as Hatshepsut or Ramses II (ACDSEH129 - Scootle )
Critical and Creative Thinking

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

  • examining the historical context, early life and achievements of a significant historical figure from ancient Egypt, and how they were perceived by their contemporaries
    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

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

    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

    Visual Knowledge
    • Understand how visual elements create meaning

    Ethical Understanding

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

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Greece

Physical features of ancient Greece (such as its mountainous landscape) and how they influenced the civilisation that developed there (ACDSEH003 - Scootle )
Critical and Creative Thinking

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

  • describing the impact of the sea and mountain ranges of Ancient Greece on the development of self-governing city-states
    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

    Text knowledge
    • Use knowledge of text structures

    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

    Critical and Creative Thinking

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

Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), including the influence of law and religion (ACDSEH035 - Scootle )
Ethical Understanding

Understanding ethical concepts and issues
  • Explore ethical concepts in context

Exploring values, rights and responsibilities
  • Explore rights and responsibilities

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

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

  • examining evidence of the social structure of Athenian or Spartan society (for example, the roles of citizens, women, slaves in Athenian society and the roles of Spartiates, Perioikoi and Helots in Spartan society)
    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
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Visual Knowledge
    • Understand how visual elements create meaning

    Ethical Understanding

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

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

    Exploring values, rights and responsibilities
    • Explore rights and responsibilities
    • Examine values

    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

    Generating ideas, possibilities and actions
    • Consider alternatives

    Reflecting on thinking and processes
    • Reflect on processes

    Numeracy

    Using spatial reasoning
    • Visualise 2D shapes and 3D objects

  • outlining the rights of citizens in ancient Athens (for example, the right to vote), their responsibilities (for example, military service, attending assembly meetings) and the invention of freedom
    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

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Ethical Understanding

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

    Exploring values, rights and responsibilities
    • Explore rights and responsibilities
    • Examine values

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

    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

    Text knowledge
    • Use knowledge of text structures

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Significant beliefs, values and practices of the ancient Greeks, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH036 - Scootle )
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
  • Examine values

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

Understanding ethical concepts and issues
  • Explore ethical concepts in context

Intercultural Understanding

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

  • investigating the significant beliefs, values and practices of the ancient Greeks (for example, the Olympic Games or the Delphic Oracle)
    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

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

    Critical and Creative Thinking

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

    Generating ideas, possibilities and actions
    • Consider alternatives

    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

    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
    • Consider consequences
    • Reflect on ethical action

    Intercultural Understanding

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

  • investigating significant beliefs and values associated with warfare (for example, heroic ideals as revealed in the Iliad) and military practices (for example, army organisation, the hoplite phalanx and naval warfare)
    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
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Ethical Understanding

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

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

    Exploring values, 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

    Critical and Creative Thinking

    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

    Generating ideas, possibilities and actions
    • Consider alternatives

    Reflecting on thinking and processes
    • Reflect on processes

Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, colonisation and war (such as the Peloponnesian and Persian wars) (ACDSEH037 - 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
  • Imagine possibilities and connect ideas

Ethical Understanding

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

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

Understanding ethical concepts and issues
  • 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

  • explaining the nature of contact with other societies (for example, the commodities that formed the trade with Egypt, Greek colonisation of the Mediterranean) and conflict (for example, the Persian Wars and the Battle of Salamis, the empire of Alexander the Great and the reach of Greek culture)
    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
    • Listen and respond to learning area texts
    • Navigate, read and view learning area texts

    Grammar knowledge
    • Express opinion and point of view

    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

    Interacting and empathising with others
    • Consider and develop multiple 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

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Consider points of view

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

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

The role of a significant individual in ancient Greek history such as Leonidas or Pericles (ACDSEH130 - Scootle )
Critical and Creative Thinking

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

  • examining the historical context, early life and achievements of a significant historical figure from ancient Greece, and how they were perceived by their contemporaries
    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

    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
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Visual Knowledge
    • Understand how visual elements create meaning

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

    Word Knowledge
    • Understand learning area vocabulary

    Ethical Understanding

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

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Rome

Physical features of ancient Rome (such as the River Tiber) and how they influenced the civilisation that developed there (ACDSEH004 - Scootle )
Critical and Creative Thinking

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

  • describing the methods used by the Romans to manage resources (for example, the water supply through aqueducts and plumbing systems)
    • Sustainability
    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
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

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

Roles of key groups in ancient Roman society (such as patricians, plebeians, women, slaves), including the influence of law and religion (ACDSEH038 - Scootle )
Ethical Understanding

Exploring values, rights and responsibilities
  • Explore rights and responsibilities

Understanding ethical concepts and issues
  • Explore ethical concepts in context

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

Critical and Creative Thinking

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

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

  • examining the evidence of the social structure of Roman society (for example, the roles of patricians, plebeians, women and slaves in the city of Rome) and the idea of Republican virtue and its historical resonance
    Critical and Creative Thinking

    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

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

    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

    Visual Knowledge
    • Understand how visual elements create meaning

    Word Knowledge
    • Understand learning area vocabulary

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Examine values
    • Explore rights and responsibilities

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

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

    Numeracy

    Using spatial reasoning
    • Visualise 2D shapes and 3D objects

  • describing the significance of slavery in the period of the Roman Empire (for example, the acquisition of slaves through warfare, the use of slaves as gladiators and agricultural labourers, and the rise of freedmen)
    Literacy

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

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

    Grammar knowledge
    • Use knowledge of sentence structures

    Word Knowledge
    • Understand learning area vocabulary

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Explore rights and responsibilities
    • Examine values

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

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

    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

Significant beliefs, values and practices of the ancient Romans, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH039 - Scootle )
Ethical Understanding

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

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

Understanding ethical concepts and issues
  • Explore ethical concepts in context

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

  • investigating significant beliefs associated with daily life (for example, the evidence of household religion) and practices (for example, the use of public amenities such as baths, and the forms of entertainment in theatres and amphitheatres)
    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

    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

    Ethical Understanding

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

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

    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

Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Roman empire (including its material remains), and the spread of religious beliefs (ACDSEH040 - 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
  • Imagine possibilities and connect ideas

Ethical Understanding

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

Understanding ethical concepts and issues
  • Explore ethical concepts in context

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

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

  • describing the furthest extent of the Roman Empire and the influence of foreign cults on Roman religious beliefs and practices (for example, the Pantheon of Gods (Greece), Isis (Egypt) and Mithras (Persia))
    Ethical Understanding

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

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

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

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts
    • Listen and respond to 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
    • Use knowledge of sentence structures

    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

    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

  • reading accounts of contacts between Rome and Asian societies in the ancient period (for example, the visit of Chinese and Indian envoys to Rome in the time of Augustus, as described by the Roman historian Florus)
    • 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

    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

The role of a significant individual in ancient Rome’s history such as Julius Caesar or Augustus (ACDSEH131 - Scootle )
Critical and Creative Thinking

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

  • examining the historical context, early life and achievements of a significant historical figure from ancient Rome, and how they were perceived by their contemporaries
    Personal and Social Capability

    Social awareness
    • Appreciate diverse 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

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

    Visual Knowledge
    • Understand how visual elements create meaning

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives

    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

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

    Ethical Understanding

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

The Asian world

Students investigate ONE of these Asian societies in depth: India or China

India

Physical features of India (such as fertile river plains) and how they influenced the civilisation that developed there (ACDSEH006 - Scootle )
  • 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

Critical and Creative Thinking

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

  • describing how harmonious relationships with the natural world were reflected in Indian belief systems (for example, Hinduism, Buddhism and Jainism)
    • 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

    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

    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

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

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

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

    Critical and Creative Thinking

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

  • creating a graphic representation of the extent of India as a political unit at this time (for example, its diverse climatic and geographical features, types and location of food production, areas of high- and low-density population)
    • Asia and Australia’s Engagement with Asia
    Intercultural Understanding

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

    Critical and Creative Thinking

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

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

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

    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

    Text knowledge
    • Use knowledge of text structures

    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables

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

    Using spatial reasoning
    • Interpret maps and diagrams

    Interpreting statistical information
    • Interpret data displays

Roles of key groups in Indian society in this period (such as kings, emperors, priests, merchants, peasants), including the influence of law and religion (ACDSEH044 - Scootle )
  • Asia and Australia’s Engagement with Asia
Intercultural Understanding

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

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

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

  • creating a graphic representation of the social structure of Indian society
    • 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

    Critical and Creative Thinking

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

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

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

    Literacy

    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

    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables

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

    Using spatial reasoning
    • Interpret maps and diagrams

    Interpreting statistical information
    • Interpret data displays

  • explaining the social structure of India, including the role of Brahmins – priests, teachers; Kshatriyas – kings, warriors; Vaishyas – merchants, artisans; Shudras – labourers, peasants
    • Asia and Australia’s Engagement with Asia
    Numeracy

    Using spatial reasoning
    • Interpret maps and diagrams

    Interpreting statistical information
    • Interpret data displays

    Literacy

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

    Word Knowledge
    • Understand learning area vocabulary

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

    Grammar knowledge
    • Express opinion and point of view

    Ethical Understanding

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

    Exploring values, rights and responsibilities
    • Examine values
    • Explore rights and responsibilities

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

    Critical and Creative Thinking

    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

Significant beliefs, values and practices of Indian society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH045 - Scootle )
  • 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

Ethical Understanding

Understanding ethical concepts and issues
  • Explore ethical concepts in context

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

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

Critical and Creative Thinking

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

  • investigating the significant beliefs, values and practices of Indian society associated with, for example, the role of the family and religious ceremonies (such as rites of passage for boys and men; rites of passage for girls and women; marriage rites)
    • Asia and Australia’s Engagement with Asia
    Critical and Creative Thinking

    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

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

    Ethical Understanding

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

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

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

    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
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Intercultural Understanding

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

  • investigating the significant beliefs, values and practices of Indian society associated with death and funerary customs (for example, cremation, the use of professional mourners, the construction of stupas)
    • Asia and Australia’s Engagement with Asia
    Ethical Understanding

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

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

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

    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
    • Pose questions
    • 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
    • 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

    Intercultural Understanding

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

Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Mauryan Empire (including its material remains), and the spread of philosophies and beliefs (ACDSEH046 - Scootle )
  • Asia and Australia’s Engagement with Asia
Ethical Understanding

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

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

Understanding ethical concepts and issues
  • Explore ethical concepts in context

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
  • Explore and compare cultural knowledge, beliefs and practices

  • examining the extent of Indian contact with other societies such as the Persians under Cyrus, the Macedonians under Alexander; the extensive trade with the Romans and Chinese; the material remains of the Mauryan Empire such as the Pillars of Ashoka and the Barabar Caves; the spread of Hinduism and Buddhism
    • Asia and Australia’s Engagement with Asia
    Ethical Understanding

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

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

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

    Critical and Creative Thinking

    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

    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

    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

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Intercultural Understanding

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

The role of a significant individual in Indian history such as Chandragupta Maurya or Ashoka (ACDSEH133 - 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

  • examining the historical context, early life and achievements of a significant historical figure from India in this period, and how they were perceived by their contemporaries
    • Asia and Australia’s Engagement with Asia
    Literacy

    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

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

    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
    • Examine values
    • Consider points of view

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

China

Physical features of China (such as the Yellow River) and how they influenced the civilisation that developed there (ACDSEH005 - Scootle )
  • Asia and Australia’s Engagement with Asia
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Pose questions
  • 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

  • describing the significance of the Yellow River to irrigation and the impact of features such as the Himalayas on contacts with other societies, including trade
    • Asia and Australia’s Engagement with Asia
    Intercultural Understanding

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

    Literacy

    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

    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

    Critical and Creative Thinking

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

Roles of key groups in Chinese society in this period (such as kings, emperors, scholars, craftsmen, women), including the influence of law and religion (ACDSEH041 - Scootle )
  • Asia and Australia’s Engagement with Asia
Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

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

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

Critical and Creative Thinking

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

  • creating a graphic representation of the social structure of Chinese society
    • 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

    Critical and Creative Thinking

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

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

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

    Literacy

    Visual Knowledge
    • Understand how visual elements create meaning

    Word Knowledge
    • Understand learning area vocabulary

    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

    Interpreting statistical information
    • Interpret data displays

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

    Using spatial reasoning
    • Interpret maps and diagrams

  • outlining the rights and responsibilities of women (for example, in the areas of marriage, family life, work and education)
    • Asia and Australia’s Engagement with Asia
    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

    Text knowledge
    • Use knowledge of text structures

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

    Ethical Understanding

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

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

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

    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

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Significant beliefs, values and practices of Chinese society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH042 - Scootle )
  • Asia and Australia’s Engagement with Asia
Ethical Understanding

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

Understanding ethical concepts and issues
  • Explore ethical concepts in context

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

Intercultural Understanding

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
  • Organise and process information
  • Identify and clarify information and ideas

  • investigating the significant beliefs, values and practices of Chinese society associated with daily life (for example, irrigation and the practice of agriculture, the teachings of Confucius, the evidence of daily life from the Han tombs)
    • Asia and Australia’s Engagement with Asia
    Ethical Understanding

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

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

    Reasoning in decision making and actions
    • Consider consequences
    • 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
    • Pose questions

    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

    Intercultural Understanding

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

Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of Imperial China (including its material remains), and the spread of philosophies and beliefs (ACDSEH043 - 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

Ethical Understanding

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

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

Understanding ethical concepts and issues
  • Explore ethical concepts in context

Intercultural Understanding

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

  • explaining the rise of imperial China (for example, the use of chariot warfare and the adoption of mass infantry armies, the building of the first phase of the Great Wall of China, military strategies as codified in Sun Tzu’s The Art of War)
    • Asia and Australia’s Engagement with Asia
    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
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Ethical Understanding

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

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

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

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Reflect on processes

    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

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Intercultural Understanding

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

The role of a significant individual in ancient Chinese history such as Confucius or Qin Shi Huang (ACDSEH132 - 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

  • examining the historical context, early life and achievements of a significant historical figure from China in this period, and how they were perceived by their contemporaries
    • Asia and Australia’s Engagement with Asia
    Critical and Creative Thinking

    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

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

    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
    • 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

    Ethical Understanding

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

Chronology, terms and concepts

Sequence historical events, developments and periods (ACHHS205 - Scootle )
Numeracy

Using measurement
  • Operate with clocks, calendars and timetables

Estimating and calculating with whole numbers
  • Estimate and calculate

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

Literacy

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

Visual Knowledge
  • Understand how visual elements create meaning

Word Knowledge
  • Understand learning area vocabulary

  • identifying the approximate beginning and end dates of ancient societies and the periods of time when they coexisted
    Critical and Creative Thinking

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

    Numeracy

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

    Using measurement
    • Operate with clocks, calendars and timetables

    Literacy

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

Use historical terms and concepts (ACHHS206 - 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

Word Knowledge
  • Understand learning area vocabulary
  • Use spelling knowledge

  • defining and using terms such as BC (Before Christ), AD (anno Domini), BCE (Before Common Era), and CE (Common Era); prehistory (before the period of textual recording) and history (the period beginning with named individuals and textual recording)
    Literacy

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

    Word Knowledge
    • Use spelling knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Use knowledge of words and word groups

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

    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
    • Pose questions
    • Identify and clarify information and ideas
    • Organise and process information

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

  • defining and using concepts such as slavery, divine right, source (where a historian finds information) and evidence (the information that is used by the historian)
    Literacy

    Grammar knowledge
    • Use knowledge of words and word groups

    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
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Use spelling knowledge
    • Understand learning area vocabulary

    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
    • Think about thinking (metacognition)
    • Transfer knowledge into new contexts

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

Historical questions and research

Identify a range of questions about the past to inform a historical inquiry (ACHHS207 - Scootle )
Critical and Creative Thinking

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

Literacy

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

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

Text knowledge
  • Use knowledge of text structures

Word Knowledge
  • Understand learning area vocabulary

Grammar knowledge
  • Use knowledge of sentence structures

  • posing a key question such as: ‘How were the pyramids at Giza built?’ and understanding that there may not be a definitive answer; identifying related questions to inform the inquiry including: ‘What evidence is there?’ ‘What theories have been developed?’
    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

    Reflecting on thinking and processes
    • Reflect on processes

    Literacy

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

    Text knowledge
    • Use knowledge of text structures

    Grammar knowledge
    • Use knowledge of sentence structures

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

  • posing questions of sources such as: ‘Where does it come from?’ ‘How do we know?’ ‘What information does it provide?’ ‘What other sources might be needed?’
    Critical and Creative Thinking

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

    Literacy

    Grammar knowledge
    • Use knowledge of sentence structures

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

    Text knowledge
    • Use knowledge of text structures

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

  • identifying steps in the research process (for example, identifying information needed, locating that information, recording relevant information from sources)
    Critical and Creative Thinking

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

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

    Reflecting on thinking and processes
    • Reflect on processes

    Literacy

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

Identify and locate relevant sources, using ICT and other methods (ACHHS208 - 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
  • Seek solutions and put ideas into action
  • Consider alternatives

Literacy

Word Knowledge
  • Understand learning area vocabulary

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

Visual Knowledge
  • Understand how visual elements create meaning

Information and Communication Technology (ICT) Capability

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

  • compiling a list of different sources (for example, papyrus scrolls, coins, statues, human remains)
    Literacy

    Text knowledge
    • Use knowledge of text structures

    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

    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
    • Seek solutions and put ideas into action

  • using web search techniques to refine a search for information/images related to a historic site (for example, use of place names, dates and search words such as ‘photo gallery’)
    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

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

    Literacy

    Visual Knowledge
    • Understand how visual elements create meaning

    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

    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
    • Organise and process information

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

  • identifying information within a source that can be used as evidence to support an interpretation
    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    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

    Visual Knowledge
    • Understand how visual elements create meaning

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

    Text knowledge
    • Use knowledge of text structures

    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

Analysis and use of sources

Identify the origin and purpose of primary and secondary sources (ACHHS209 - Scootle )
Literacy

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

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area 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
  • Organise and process information
  • Identify and clarify information and ideas

  • responding to questions about photographs, artefacts, stories, buildings and other sources to explain the past such as: ‘Who wrote/produced this?’ ‘When?’ ‘Why?’ ‘What does it show about the past?’
    Critical and Creative Thinking

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

    Literacy

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

    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

    Visual Knowledge
    • Understand how visual elements create meaning

    Grammar knowledge
    • Express opinion and point of view

    Word Knowledge
    • Understand learning area vocabulary

  • discussing the difficulties in identifying the origin and purpose of some sources (for example, the Kimberley Bradshaw paintings)
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Literacy

    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

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

    Grammar knowledge
    • Express opinion and point of view

    Word Knowledge
    • Understand learning area vocabulary

    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

  • differentiating between primary sources (those from the time of the event/person/site being investigated) and secondary sources (those that represent later interpretations)
    Literacy

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

    Visual Knowledge
    • Understand how visual elements create meaning

    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

    Generating ideas, possibilities and actions
    • Consider alternatives

Locate, compare, select and use information from a range of sources as evidence (ACHHS210 - Scootle )
Literacy

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

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

Word Knowledge
  • Understand learning area vocabulary

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
  • Draw conclusions and design a course of action

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

  • creating categories (that is, concepts) with which to organise information obtained from sources
    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

    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

  • identifying a range of archaeological sources (for example, the physical remains of the Colosseum, gladiatorial equipment such as helmets, mosaics showing gladiatorial combat, written accounts of what happened in the Colosseum)
    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

Draw conclusions about the usefulness of sources (ACHHS211 - Scootle )
Literacy

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

Word Knowledge
  • Understand learning area vocabulary

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

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
  • Apply logic and reasoning
  • Draw conclusions and design a course of action

Reflecting on thinking and processes
  • Reflect on processes

  • recognising that, while evidence may be limited for a particular group of people, such evidence can provide useful insights into the power structures of a 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

    Literacy

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

  • distinguishing between a fact (for example, ‘some gladiators wore helmets’) and an opinion (for example, ‘all gladiators were brave’)
    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

    Literacy

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

  • using strategies to detect whether a statement is fact or opinion, including word choices that may indicate an opinion is being offered (for example, the use of conditionals 'might', 'could', and other words such as 'believe', 'think', 'suggests')
    Critical and Creative Thinking

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

    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

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

    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

Perspectives and interpretations

Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212 - Scootle )
Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

Literacy

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

Visual Knowledge
  • Understand how visual elements create meaning

Critical and Creative Thinking

Reflecting on thinking and processes
  • Reflect on processes
  • 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

Ethical Understanding

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

Reasoning in decision making and actions
  • Reflect on ethical action

Understanding ethical concepts and issues
  • Explore ethical concepts in context

  • identifying the possible meaning of images and symbols in primary sources
    Literacy

    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

    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

  • identifying the perspective in a historical source, such as the saying of Confucius, ‘women and underlings are especially difficult to handle’, and discussing the values and attitudes of the society that produced it
    • 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
    • Identify and clarify information and ideas
    • Organise and process information

    Generating ideas, possibilities and actions
    • Consider alternatives

    Reflecting on thinking and processes
    • Reflect on processes

    Ethical Understanding

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

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

    Reasoning in decision making and actions
    • Reflect on ethical action

    Literacy

    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

    Word Knowledge
    • Understand learning area vocabulary

Explanation and communication

Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213 - Scootle )
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
  • Comprehend texts

Text knowledge
  • Use knowledge of text cohesion
  • 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
  • Identify and clarify information and ideas

  • outlining the significance of a past event, providing reasons for the event and referring to relevant evidence
    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
    • Consider alternatives

    Reflecting on thinking and processes
    • Reflect on processes

    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

    Grammar knowledge
    • Express opinion and point of view

    Word Knowledge
    • Understand learning area vocabulary

  • describing the social structure of the ancient society, using evidence from sources such as artwork and written accounts
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

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

    Text knowledge
    • Use knowledge of text structures

    Grammar knowledge
    • Express opinion and point of view

    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

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

Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214 - Scootle )
Information and Communication Technology (ICT) Capability

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

Communicating with ICT
  • Collaborate, share and exchange

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
  • Use knowledge of words and word groups

Word Knowledge
  • Understand learning area vocabulary

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

Visual Knowledge
  • Understand how visual elements create meaning

  • creating an audiovisual presentation, using ICT, to recreate and show the specific features of an ancient battle, temple, pyramid complex or burial site
    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

    Managing and operating ICT
    • Select and use hardware and software
    • Understand ICT systems

    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
    • Imagine possibilities and connect ideas

    Literacy

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

    Visual Knowledge
    • Understand how visual elements create meaning

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

    Word Knowledge
    • Use spelling knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Use knowledge of sentence structures


Year 7 Achievement Standards

By the end of Year 7, students suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups. They describe events and developments from the perspective of different people who lived at the time. Students explain the role of groups and the significance of particular individuals in society. They identify past events and developments that have been interpreted in different ways.

Students sequence events and developments within a chronological framework, using dating conventions to represent and measure time. When researching, students develop questions to frame a historical inquiry. They identify and select a range of sources and locate, compare and use information to answer inquiry questions. They examine sources to explain points of view. When interpreting sources, they identify their origin and purpose. Students develop texts, particularly descriptions and explanations. In developing these texts and organising and presenting their findings, they use historical terms and concepts, incorporate relevant sources, and acknowledge their sources of information.


Year 7 Work Sample Portfolios

Year 8

Year 8 Level Description

The ancient to the modern world

The Year 8 curriculum provides a study of history from the end of the ancient period to the beginning of the modern period, c.650– 1750 AD (CE). This was when major civilisations around the world came into contact with each other. Social, economic, religious and political beliefs were often challenged and significantly changed. It was the period when the modern world began to take shape.

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 8 are:

  • How did societies change from the end of the ancient period to the beginning of the modern age?
  • What key beliefs and values emerged and how did they influence societies?
  • What were the causes and effects of contact between societies in this period?
  • Which significant people, groups and ideas from this period have influenced the world today?

Year 8 Content Descriptions

Overview of the ancient to 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, c.650 AD (CE) – 1750, 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 ancient to modern world (Byzantine, Celtic, Anglo-Saxon, Viking, Ottoman, Khmer, Mongols, Yuan and Ming dynasties, Aztec, Inca) includes the following:

the transformation of the Roman world and the spread of Christianity and Islam (ACOKFH008 - Scootle )
Intercultural Understanding

Recognising culture and developing respect
  • Investigate culture and cultural identity

key features of the medieval world (feudalism, trade routes, voyages of discovery, contact and conflict) (ACOKFH009 - Scootle )
the emergence of ideas about the world and the place of people in it by the end of the period (such as the Renaissance, the Scientific Revolution and the Enlightenment) (ACOKFH010 - Scootle )
Intercultural Understanding

Recognising culture and developing respect
  • Investigate culture and cultural identity

Interacting and empathising with others
  • Consider and develop multiple perspectives

Depth Studies

The Western and Islamic world

Students investigate ONE of these societies/empires from the Western or Islamic world in depth: the Vikings or Medieval Europe or the Ottoman Empire or Renaissance Italy.

The Ottoman Empire (c.1299 – c.1683)

The way of life in the Ottoman Empire (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH009 - Scootle )
Ethical Understanding

Understanding ethical concepts and issues
  • Recognise ethical concepts

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

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
  • Investigate culture and cultural identity

Interacting and empathising with others
  • Consider and develop multiple perspectives

  • describing the way of life of people in the Ottoman Empire (for example, the role of the coffee house and bazaar or marketplace, the power and responsibility of the Sultan to ensure that justice was served within society)
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area 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
    • Navigate, read and view learning area texts
    • Listen and respond to learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Ethical Understanding

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

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

    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

    Intercultural Understanding

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

Significant developments and/or cultural achievements that reflect the power and influence of the Ottoman Empire, such as the fall of Constantinople in 1453 AD (CE), art and architecture (ACDSEH053 - Scootle )
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
  • Identify and clarify information and ideas
  • Organise and process information

  • describing Ottoman art and architecture (for example, the Selimiye Mosque in the city of Edirne in Turkey, and Islamic geometric design)
    Critical and Creative Thinking

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

    Literacy

    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

    Grammar knowledge
    • Use knowledge of sentence structures

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

    Visual Knowledge
    • Understand how visual elements create meaning

    Word Knowledge
    • Understand learning area vocabulary

    Numeracy

    Using spatial reasoning
    • Visualise 2D shapes and 3D objects

    Intercultural Understanding

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

Relationships with subject peoples, including the policy of religious tolerance (ACDSEH054 - Scootle )
Critical and Creative Thinking

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

Ethical Understanding

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

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

Intercultural Understanding

Interacting and empathising with others
  • Consider and develop multiple perspectives

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

  • outlining the millet system that regarded non-Muslim people as subjects, but as not being subject to Muslim law
    Ethical Understanding

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

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

    Exploring values, rights and responsibilities
    • Examine values
    • Explore rights and responsibilities

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    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

    Intercultural Understanding

    Recognising culture and developing respect
    • Develop respect for cultural diversity
    • 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

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

  • explaining the tolerance of the Ottomans towards Christians and Jews
    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
    • Develop respect for cultural diversity

    Ethical Understanding

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

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

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

    Critical and Creative Thinking

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

    Literacy

    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

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Use knowledge of sentence structures

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

The role of significant individuals such as Selim I or Suleiman the Magnificent in maintaining the strength and influence of the Ottoman Empire (ACDSEH055 - Scootle )
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
  • Develop respect for cultural diversity
  • Investigate culture and cultural identity

  • investigating the achievements of individuals (for example, Selim I in establishing the empire and capturing Jerusalem; or Suleiman the Magnificent in expanding the empire to Belgrade in Europe)
    Literacy

    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
    • 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

    Intercultural Understanding

    Recognising culture and developing respect
    • Develop respect for cultural diversity
    • Investigate culture and cultural identity

Renaissance Italy (c.1400 – c.1600)

The way of life in Renaissance Italy (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH010 - Scootle )
Intercultural Understanding

Recognising culture and developing respect
  • Investigate culture and cultural identity

Interacting and empathising with others
  • Consider and develop multiple perspectives

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

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

  • describing the way of life of people in Renaissance Italy (for example, the role of men in tending the fields or merchant shops, the influence of government in particular city-states, for example Naples – a monarchy, Florence – a republic)
    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

    Grammar knowledge
    • Use knowledge of sentence structures

    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
    • Explore and compare cultural knowledge, beliefs and practices

    Ethical Understanding

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

    Exploring values, rights and responsibilities
    • Examine values

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning (ACDSEH056 - 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

  • describing the work of Leonardo da Vinci (for example, his artworks Mona Lisa and The Last Supper and inventions: a rudimentary helicopter and solar power); the work of Michelangelo (for example, the Sistine Chapel paintings, David, Pietà); the thinking of Copernicus (for example, astronomy – seeing the sun as the centre of the universe); and the invention of the printing press
    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
    • 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

    Grammar knowledge
    • Use knowledge of sentence structures

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

    Intercultural Understanding

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

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

  • investigating learning in the Renaissance period (for example, humanism, astrology, alchemy, the influence of ancient Greece and Rome)
    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
    • 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

    Intercultural Understanding

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

Relationships between rulers and ruled in ONE Italian city-state such as Florence or Naples (ACDSEH057 - 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

Interacting and empathising with others
  • Consider and develop multiple perspectives

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

  • explaining the influence of the Medici family in Florence as bankers and merchants, and their patronage of the arts
    Ethical Understanding

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

    Exploring values, rights and responsibilities
    • Examine values
    • Explore rights and responsibilities

    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

    Word Knowledge
    • Understand learning area vocabulary

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

    Interacting and empathising with others
    • Consider and develop multiple perspectives

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

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

The role and achievements of significant individuals such as Lucrezia Borgia, Galileo, Leonardo da Vinci, Niccolo Machiavelli (ACDSEH058 - 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

  • investigating the achievements of Galileo (for example, improvements in the telescope and his astronomical observations)
    Critical and Creative Thinking

    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

    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

The spread of Renaissance culture to the rest of Europe, and its legacy (ACDSEH059 - 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
  • Develop respect for cultural diversity
  • Explore and compare cultural knowledge, beliefs and practices
  • Investigate culture and cultural identity

  • outlining the spread of Renaissance culture to England (for example, the rise of literature through Shakespeare)
    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
    • Navigate, read and view learning area texts

    Intercultural Understanding

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

    Critical and Creative Thinking

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

    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

The Vikings (c.790 – c.1066)

The way of life in Viking society (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH007 - Scootle )
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

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
  • Investigate culture and cultural identity

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

  • locating Viking lands in Scandinavia (Denmark, Norway and Sweden)
    Numeracy

    Using spatial reasoning
    • Interpret maps and diagrams

    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

  • describing the way of life of the Vikings (for example, living in a cold and harsh environment; the importance of farming and raids; the significance of honour in Viking warrior society)
    Intercultural Understanding

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

    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
    • Examine values

    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
    • Interpret and analyse learning area texts

    Text knowledge
    • Use knowledge of text structures

    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

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Significant developments and/or cultural achievements that led to Viking expansion, including weapons and shipbuilding, and the extent of their trade (ACDSEH047 - Scootle )
Intercultural Understanding

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

  • describing Viking craft with particular emphasis on the production of weapons (for example, swords, battle axes and helmets)
    Critical and Creative Thinking

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

    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
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Use knowledge of sentence structures

    Intercultural Understanding

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

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

  • outlining the key role of gods such as Odin, Thor, Frey and Freyja in Viking religion and the adoption of Christianity during the Viking period
    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

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

    Text knowledge
    • Use knowledge of text structures

    Critical and Creative Thinking

    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
    • Transfer knowledge into new contexts

    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

    Intercultural Understanding

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

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

  • investigating the construction of longboats and their role in exploration, including innovations in keel and sail design.
    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

    Word Knowledge
    • Understand learning area vocabulary

    Intercultural Understanding

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

    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

    Generating ideas, possibilities and actions
    • Consider alternatives

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

  • describing evidence of Viking trade between Russia (Kiev) and the east (through Constantinople)
    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

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

    Text knowledge
    • Use knowledge of text structures

    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

    Intercultural Understanding

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

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Viking conquests and relationships with subject peoples, including the perspectives of monks, changes in the way of life of the English, and the Norman invasion (ACDSEH048 - Scootle )
Intercultural Understanding

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

Interacting and empathising with others
  • Consider and develop multiple perspectives

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

Critical and Creative Thinking

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

  • explaining the attacks on monasteries (for example, Lindisfarne (793 AD/CE) and Iona (795 AD/CE)), and reviewing the written accounts by monks that contributed to the Vikings' reputation for pillage and violence
    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

    Literacy

    Grammar knowledge
    • Use knowledge of sentence structures

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

    Word Knowledge
    • Understand learning area vocabulary

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    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
    • Organise and process information

  • explaining the survival of a heroic Iron Age society in Early Medieval Ireland, as described in the vernacular epics, and its transformation by the spread of Christianity; the influence of the Vikings; the Anglo-Norman conquest
    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Intercultural Understanding

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

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Ethical Understanding

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

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

    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

    Critical and Creative Thinking

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

  • investigating the remains of Viking settlements (for example, Dublin (Ireland) and Jorvik (York))
    Literacy

    Visual Knowledge
    • Understand how visual elements create meaning

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

    Generating ideas, possibilities and actions
    • Consider alternatives

    Reflecting on thinking and processes
    • Reflect on processes

    Intercultural Understanding

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

The role of a significant individual in the expansion of Viking settlement and influence, such as Erik the Red or Leif Ericson (ACDSEH049 - Scootle )
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

  • outlining Erik the Red’s development of Viking settlements in Eastern and Western Greenland in 985 CE
    Literacy

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

    Grammar knowledge
    • Use knowledge of sentence structures

    Intercultural Understanding

    Recognising culture and developing respect
    • Develop respect for cultural diversity
    • Investigate culture and cultural identity

    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
    • Transfer knowledge into new contexts

  • comparing the artefacts discovered at L’Anse aux Meadows in Newfoundland (Canada) with Viking artefacts as possible evidence that the Vikings had discovered America 500 years before Christopher Columbus
    Intercultural Understanding

    Recognising culture and developing respect
    • Develop respect for cultural diversity
    • Investigate culture and cultural identity

    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

    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

Medieval Europe (c.590 – c.1500)

The way of life in Medieval Europe (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH008 - 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

Intercultural Understanding

Recognising culture and developing respect
  • Investigate culture and cultural identity

Interacting and empathising with others
  • Consider and develop multiple perspectives

Ethical Understanding

Understanding ethical concepts and issues
  • Recognise ethical concepts

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

  • describing the structure of feudal society (for example, the role and responsibilities of the king, nobles, church, knights and peasants)
    Ethical Understanding

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

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

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Literacy

    Grammar knowledge
    • Use knowledge of sentence structures

    Word Knowledge
    • Understand learning area vocabulary

    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
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts
    • Listen and respond to 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
    • Explore and compare cultural knowledge, beliefs and practices
    • Investigate culture and cultural identity

Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture, medieval manuscripts and music (ACDSEH050 - Scootle )
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

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

  • describing the features of castles and churches of the period (for example, Warwick Castle in England and Notre Dame Cathedral in Paris) as examples of the Church’s power in terms of its control of wealth and labour
    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
    • Develop respect for cultural diversity

    Literacy

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

    Grammar knowledge
    • Use knowledge of sentence structures

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

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

  • researching inventions and developments in the Islamic world and their subsequent adoption in the Western world
    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
    • Transfer knowledge into new contexts

    Intercultural Understanding

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

    Ethical Understanding

    Exploring values, 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

  • recognising that the medieval manuscripts of monastic scribes contributed to the survival of many ancient Greek and Roman literary texts
    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

    Grammar knowledge
    • Use knowledge of sentence structures

    Intercultural Understanding

    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

  • examining the religious nature of illuminated manuscripts and how they were the product of a complex and frequently costly process
    Literacy

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

    Grammar knowledge
    • Use knowledge of sentence structures

    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

    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

    Generating ideas, possibilities and actions
    • Consider alternatives

    Intercultural Understanding

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

  • listening to the Gregorian chants of Western Christianity and exploring how they reflect the nature and power of the Church in this period
    Ethical Understanding

    Exploring values, rights and responsibilities
    • Examine values

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

    Intercultural Understanding

    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
    • Organise and process information
    • Identify and clarify information and ideas

    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
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

Continuity and change in society in ONE of the following areas: crime and punishment; military and defence systems; towns, cities and commerce (ACDSEH051 - Scootle )
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

  • investigating different types of crime and punishment (for example, trial by combat as a privilege granted to the nobility; being hung, drawn and quartered as a punishment for heinous crimes such as treason, and the use of the ducking stool as a punishment for women) and in what ways the nature of crime and punishment stayed the same, or changed over time
    Literacy

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

    Ethical Understanding

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

    Exploring values, rights and responsibilities
    • Examine values
    • Explore rights and responsibilities

    Understanding ethical concepts and issues
    • Recognise ethical concepts

    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

    Intercultural Understanding

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

Dominance of the Catholic Church and the role of significant individuals such as Charlemagne (ACDSEH052 - Scootle )
Critical and Creative Thinking

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

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

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

  • explaining why Charlemagne was a significant figure in Medieval Europe, such as his expansion of the Frankish kingdom and his support of the Church
    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

    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

    Intercultural Understanding

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

    Critical and Creative Thinking

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

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

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

The Asia-Pacific world

Students investigate ONE of these Asia-Pacific societies in depth: the Angkor/Khmer Empire or Shogunate Japan or the Polynesian expansion across the Pacific. N.B. Where appropriate, this depth study may include some reference beyond the end of the period c.1750.

Angkor/Khmer Empire (c.802 – c.1431)

The way of life in the Khmer Empire, including, social, cultural, economic and political features (including the role of the king ) (ACDSEH011 - Scootle )
  • Asia and Australia’s Engagement with Asia
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

Critical and Creative Thinking

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

Ethical Understanding

Understanding ethical concepts and issues
  • Recognise ethical concepts

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

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

  • describing the way of life in the Khmer Empire through stone carvings and the writings of the Chinese Ambassador Zhou Daguan (for example, in relation to fishing, trading in markets, temple construction)
    • Asia and Australia’s Engagement with Asia
    Intercultural Understanding

    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

    Literacy

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

    Grammar knowledge
    • Express opinion and point of view

    Word Knowledge
    • Understand learning area vocabulary

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

    Text knowledge
    • Use knowledge of text structures

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Reasons for Angkor’s rise to prominence, including wealth from trade and agriculture (ACDSEH060 - Scootle )
  • 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

Critical and Creative Thinking

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

  • explaining how being revered as the ‘god-king’ or ‘deva-raja’ enabled the Khmer kings to rule over the empire with absolute authority, thereby enhancing their ability to mobilise manpower to defend the empire as well as to invade neighbours
    • Asia and Australia’s Engagement with Asia
    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Use knowledge of sentence structures

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

    Ethical Understanding

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

    Exploring values, rights and responsibilities
    • Examine values
    • Explore 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

    Critical and Creative Thinking

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

Cultural achievements of the Khmer civilisation, including its system of water management and the building of the temples of Angkor (ACDSEH061 - Scootle )
  • Asia and Australia’s Engagement with Asia
Intercultural Understanding

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
  • Organise and process information
  • Identify and clarify information and ideas

  • describing the main features of the water management system at Angkor (for example, the extensive use of reservoirs and canals)
    • Asia and Australia’s Engagement with Asia
    • Sustainability
    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Literacy

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

    Word Knowledge
    • Understand learning area vocabulary

    Grammar knowledge
    • Use knowledge of sentence structures

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

    Critical and Creative Thinking

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

Theories of the decline of Angkor, such as the overuse of water resources, neglect of public works as a result of ongoing war, and the effects of climate change (ACDSEH062 - Scootle )
  • Asia and Australia’s Engagement with Asia
  • Sustainability
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

  • exploring theories about the decline of the Khmer civilisation (for example, the development of an unstable climate such as drought and monsoons; the rise of Theravada Buddhism; the breakdown of Angkor’s water management system)
    • Asia and Australia’s Engagement with Asia
    • Sustainability
    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
    • Transfer knowledge into new contexts

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

    Generating ideas, possibilities and actions
    • Consider alternatives

    Intercultural Understanding

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

    Literacy

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

Japan under the Shoguns’ (c.794 – 1867)

The way of life in shogunate Japan, including social, cultural, economic and political features (including the feudal system and the increasing power of the shogun) (ACDSEH012 - Scootle )
  • 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

Ethical Understanding

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

Understanding ethical concepts and issues
  • 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

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

  • describing the way of life in feudal Japan under the shoguns (for example, ‘bushido’ – the chivalric code of conduct of the samurai that emphasised frugality, loyalty, mastery of martial arts, and honour)
    • 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

    Ethical Understanding

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

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

    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

    Grammar knowledge
    • Use knowledge of sentence structures

    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

    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

The role of the Tokugawa Shogunate in reimposing a feudal system (based on daimyo and samurai) and the increasing control of the Shogun over foreign trade (ACDSEH063 - Scootle )