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Historical concepts and skills

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The Years 7–10 Historical Concepts and Skills Continuums provide an overview of when each concept and skill is introduced to students and examples of how students’ understanding of concepts and skills may be developed across Stage 4 and Stage 5.

Concepts continuum

Students demonstrate an understanding of:

K–10 History concepts continuum
Stage Continuity and change Cause and effect Perspectives Empathetic understanding Significance Contestability

ES1

changes and continuities in their own lifetime and that of their families

simple cause and effect in the past and present

exploration of a point of view and understanding that stories may vary depending on who is the narrator

differences and similarities between individuals and families in the past and present

important events in their own lives; the meaning of special days/holidays


1

changes and continuities in family life and the local community over time

reasons for change in people’s lives over time and the results, eg due to technology

a point of view within an historical context

people in the local community who may have lived differently
in the past

reasons why a local person or site is regarded as important


2

changes and continuities due to British colonisation of Australia

reasons for a particular historical development, eg journey of the First Fleet

different points of view within an historical context, eg a British and an Aboriginal perspective on the arrival of the British in Australia

how and why people in the past may have lived and behaved differently from today

the importance and meaning
of national commemorations and celebrations, and the importance of a person or event


3

aspects of both continuity and change in Australian society over time

some causes and effects of an historical event or development, eg migration to Australia

different points of view in the past and present, eg attitudes towards Federation

why behaviour and attitudes of people from the past may differ from those of today

the importance of the contributions of individuals and groups to their times

historical events or issues may be interpreted differently by historians, eg British ‘invasion’ or ‘settlement’

4

changes and continuities over a broad period of time, eg the Roman Empire

developments, decisions and events from the past that produced later actions, results or consequences

different perspectives of participants in a particular historical context, eg the conquered and the conqueror

the actions, attitudes and motives of people in the context of the past

the importance of an historical event, development or individual in an historical context

historical sources, events or issues may be interpreted differently by historians, eg the ‘fall’ of the Roman Empire

5

reasons for change and continuity in a particular historical context, eg rights and freedoms of groups in Australian society

intended and unintended causes and consequences of a particular historical event or development, eg the Industrial Revolution

the reasons for different perspectives in a particular historical context, eg Turkish and Australian views of the Gallipoli campaign

the actions, values, attitudes and motives of people in the context of the past

the reasons why the importance of an event, development or individual may change over time, eg commemoration of ANZAC Day

historical sources, events or issues may be interpreted differently by historians depending on their perspectives and methods of inquiry

Skills continuum

Students:

K–10 History skills Continuum
Stage Comprehension: chronology, terms and concepts Analysis and use of sources Perspectives and interpretations Empathetic understanding Research Explanation and communication
ES1

respond by demonstrating active listening behaviour, through discussion and by recalling and retelling stories

sequence familiar objects and events

distinguish between past, present and future

explore and use a range of sources about the past

identify and compare features of objects from the past and present

explore a point of view

recognise differences and similarities between individuals and families in the past and present

pose questions about the past using sources provided

develop a narrative about the past

use a range of communication forms (oral, graphic, written, role play) and digital technologies

1

discuss and recount stories of family and local history

sequence familiar objects and events

distinguish between the past, present and future

explore and use a range of sources about the past

identify and compare features of objects from the past and present

explore a point of view within an historical context

recognise that people in the local community may have lived differently in the past

pose questions about the past using sources provided

develop a narrative about the past

use a range of communication forms (oral, graphic, written, role play) and digital technologies

2

respond, read and write to show understanding of historical matters

sequence familiar people and events

use historical terms

locate relevant information from sources provided

identify different points of view within an historical context

explain how and why people in the past may have lived and behaved differently from today

pose a range of questions about the past

plan an historical inquiry

develop texts, particularly narratives

use a range of communication forms (oral, graphic, written) and digital technologies

3

respond, read and write to show understanding of historical matters

sequence historical people and events

use historical terms and concepts

locate information relevant to inquiry questions in a range of sources

compare information from a range of sources

identify different points of view in the past and present

explain why the behaviour and attitudes of people from the past may differ from today

identify and pose questions to inform an historical inquiry

identify and locate a range of relevant sources to support an historical inquiry

develop historical texts, particularly narratives and descriptions, which incorporate source material

use a range of communication forms (oral, written, graphic) and digital technologies

4

read and understand historical texts

sequence historical events and periods

use historical terms and concepts

identify the origin and purpose of primary and secondary sources

locate, select and use information from a range of sources as evidence

draw conclusions about the usefulness of sources

identify and describe different perspectives of participants in
a particular historical context

interpret history through the actions, attitudes and motives of people in the context of the past

ask a range of questions about the past to inform an historical inquiry

identify and locate a range of relevant sources, using ICT and other methods

use a range of communication forms and technologies

develop historical texts, particularly explanations and historical arguments that use evidence from a range of sources

select and use a range of communication forms (oral, graphic, written and digital) to communicate effectively about the past

5

read and understand historical texts

sequence historical events to demonstrate the relationship between different periods, people and places

use historical terms and concepts in appropriate contexts

identify different types of sources

identify the origin, content, context and purpose of primary and secondary sources

process and synthesise information from a range of sources as evidence in an historical argument

evaluate the reliability and usefulness of primary and secondary sources for a specific historical inquiry

identify and analyse the reasons for different perspectives in
a particular historical context

recognise that historians may interpret events and developments differently

interpret history through the actions, values, attitudes and motives of people in the context of the past

ask and evaluate different kinds of questions about the past to inform an historical inquiry

plan historical research to suit the purpose of an investigation

identify, locate, select and organise information from a variety of sources, using ICT and other methods

develop historical texts, particularly explanations and historical arguments that use evidence from a range of sources

select and use a range of communication forms (oral, graphic, written and digital) to communicate effectively about the past for different audiences and for different purposes

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