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Learning areas
- English
- Mathematics
- Science
- Technological and Applied Studies
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HSIE
- Aboriginal Studies 7–10
- Commerce 7–10
- Geography K–10
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History K–10
- Introduction
- History key
- Rationale
- Place of the syllabus
- Aim and objectives
- Outcomes
- Stage statements
- Organisation of content
- Site studies
- Historical concepts and skills
- Learning across the curriculum
- Course content
- Life Skills
- Continuum of learning
- Glossary
- Course performance descriptors
- Supporting students with disability
- Version log
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:
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 |
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 |
|
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:
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 |
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 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 |