Documente Academic
Documente Profesional
Documente Cultură
Geography People live in places Places have distinctive People are connected to Places are both similar The Earths environment Factors that shape the A diverse and connected
The globe as a features many places and different sustains all life environmental world
representation of the The location of the The location of the major The location of The main characteristics characteristics of places The location of the major
Earth on which Australia equator and the northern geographical divisions of Australian states, (e.g. climate, natural The main characteristics countries of the Asia
and other familiar and southern the world territories, capital cities vegetation, landforms, (e.g. climate, natural region in relation to
countries can be located hemispheres, including (e.g. continents, oceans) and major regional native animals) of the vegetation, landforms, Australia and the
the poles in relation to Australia centres of Western continents of Africa and native animals) of the geographical diversity
The representation of Australia and the Europe, and the location continents of South within the region
familiar places, such as The natural, managed Local features and places location and identifying of their major countries America and North
schools, parks and lakes and constructed features are given names, which attributes of Australias in relation to Australia America, and the Differences in the
on a pictorial map of places, their location have meaning to people, major natural features location of their major economic characteristics
on a pictorial map, how and these places can be (e.g. rivers, deserts, rain The importance of countries in relation to (e.g. per capita income,
The places people live in they may change over defined on a variety of forests, the Great environments to animals Australia energy consumption),
and belong to time (e.g. erosion, scales, including personal Dividing Range, the and people, and demographic
(e.g. neighbourhood, revegetated areas, (e.g. home), local Great Barrier Reef) different views on how characteristics
suburb, town, rural planted crops, new (e.g. street, suburb or they can be protected (e.g. population size,
locality), the familiar buildings) and how they town), regional density) and social
features in the local area can be cared for (e.g. state) and national characteristics (e.g. life
and why places are (e.g. country) expectancy, education)
important to people of a selection of
The ways in which
(e.g. provides basic countries across the
Aboriginal and Torres
needs) world
Strait Islander Peoples
maintain connections to
their Country/Place
Analysing Process information and/or data collected Identify relevant information Develop criteria for selecting relevant Use criteria to determine the relevancy of
(e.g. sequence familiar events, answer information (e.g. accuracy, reliability, information (e.g. consider accuracy, reliability,
questions, discuss observations) Process information and/or data collected usefulness) publication date, usefulness to the question)
(e.g. sequence information or events,
Explore points of view (e.g. understand that categorise information, combine information Interpret information and/or data collected Interpret information and/or data collected
their point of view may differ from others) from different sources) (e.g. sequence events in chronological order, (e.g. sequence events in chronological order,
identify patterns and trends, make identify cause and effect, make connections
Represent information gathered in different Explore points of view (e.g. understand that connections between old and new with prior knowledge)
formats (e.g. drawings, diagrams, story maps, stories can be told from different perspectives) information)
role-plays) Identify different points of view/perspectives
Represent collected information and/or data in Identify different points of view/perspectives in information and/or data (e.g. analyse
to different formats (e.g. tables, maps, plans) in information and/or data (e.g. distinguish language, identify motives)
fact from opinion, explore different stories on
the same topic) Translate collected information and/or data in
to a variety of different formats (e.g. create a
Translate collected information and/or data in timeline, draw maps, convert a table of
to different formats (e.g. create a timeline, statistics into a graph)
change data into a table and/or graph)
Communicating and Share observations and ideas, using everyday Present findings in a range of communication Present findings and conclusions in a range of Present findings, conclusions and/or
Reflecting language (e.g. oral retell, drawing, role-play) forms, using relevant terms (e.g. written, oral, communication forms (e.g. written, oral, arguments, appropriate to audience and
digital, role-play, graphic) visual, digital, tabular, graphic), appropriate to purpose, in a range of communication forms
Develop texts (e.g. retell, describe personal audience and purpose, using relevant terms (e.g. written, oral, visual, digital, tabular,
stories) Develop texts, including narratives, that graphic, maps) and using
describes an event or place Develop texts, including narratives and subject-specific terminology and concepts
Reflect on learning (e.g. drawings, discussions) biographies, that use researched facts, events
Reflect on learning and respond to findings and experiences Develop a variety of texts, including
(e.g. discussing what they have learned) narratives, descriptions, biographies and
Reflect on learning, identify new persuasive texts, based on information
understandings and act on findings in collected from source materials
different ways (e.g. complete a KWL chart,
propose action in response to new Reflect on learning, identify new
knowledge) understandings and act on findings in
different ways (e.g. suggest additional
questions to be investigated, propose a course
of action on an issue that is significant to
them)
History The ancient world (Egypt, Greece, Rome, The ancient to the modern world The making of the modern world The modern world and Australia
India, China) Overview: Overview: Overview:
Overview: Key features of the medieval world (feudalism, The important features of the modern period The inter-war years between World War I and
The location of the ancient civilisations trade routes, voyages of discovery, contact and (17501918) World War II, including the Treaty of
conflict) Versailles, the Roaring Twenties and the Great
The timeframe of the ancient civilisations Depth study 1: Investigating the Industrial Depression
Depth study 1: Investigating medieval Europe Revolution (17501914)
Depth study 1: Investigating the ancient past (c.590c.1500) The technological innovations that led to the Depth study 1: Investigating World War II
How historians and archaeologists investigate The way of life in medieval Europe (e.g. social, Industrial Revolution, and other conditions (193945)
history, including excavation and archival cultural, economic and political features) and that influenced the industrialisation of Britain The causes and course of World War II
research the roles and relationships of different groups (e.g. the agricultural revolution, access to raw
in society materials, wealthy middle class, cheap labour, The experiences of Australians during World
The range of sources that can be used in an transport system, and expanding empire) and War II, such as prisoners of war (POWs), the
historical investigation, including Significant developments and/or cultural of Australia Battle of Britain, Kokoda and the fall of
archaeological and written sources achievements, such as changing relations Singapore
between Islam and the West (including the The population movements and changing
The importance of conserving the remains of Crusades), architecture, medieval manuscripts settlement patterns during the Industrial The impact of World War II, with a particular
the ancient past, including the heritage of and music Revolution emphasis on the Australian home front,
Aboriginal and Torres Strait Islander Peoples including the changing roles of women and
Continuity and change in society in one of the The experiences of men, women and children use of wartime government controls
Depth study 2: Investigating one ancient following areas: crime and punishment; during the Industrial Revolution, and their (e.g. conscription, manpower controls,
society (Egypt, Greece, Rome, India, China) military and defence systems; towns, cities and changing way of life rationing, censorship)
The physical features and how they influenced commerce
the civilisation that developed there The short-term and long-term impacts of the An examination of significant events of World
The role of significant individuals in the Industrial Revolution, including global changes War II, including the Holocaust and use of the
Roles of key groups in the ancient society, and medieval period (e.g. Charlemagne) in landscapes, transport and communication atomic bomb
the influence of law and religion
Construct a range of questions, propositions and/or hypotheses Construct, select and evaluate a range of questions and hypotheses involving cause and effect,
patterns and trends, and different perspectives
Use a variety of methods to collect relevant information and/or data from a range of appropriate
sources, such as print, digital, audio, visual and fieldwork Analyse and clarify the purpose of an inquiry using appropriate methodologies, ethical protocols
and concepts to plan for, and inform, an investigation
Select the best method for recording selected information and/or data (e.g. graphic organisers,
such as structured overviews for classifying; mind maps, for identifying relationships and Use a range of methods to collect, select, record and organise relevant and reliable information
overviews; fieldwork, which may require sketch drawings, a list of observable features and and/or data from multiple sources that reflects the type of analysis of information that is
photographs) needed (e.g. questionnaires, surveys, emails, discussion lists, tables, field sketches, annotated
diagrams), with and without the use of digital and spatial technologies
Identify differences in terms of origin and purpose between primary sources (e.g. a cartoon,
speech, artefact) and secondary sources (e.g. reference books, such as a dictionary or Identify the origin, purpose and context of primary sources and/or secondary sources
encyclopaedia)
Use appropriate ethical protocols, including specific formats for acknowledging other peoples
Use appropriate ethical protocols to plan and conduct an inquiry (e.g. seek permission to use information and understand that these formats vary between organisations
personal photos, seek permission when planning a visit to Aboriginal cultural land, use specific
formats for acknowledging other peoples information)
Analysing Use criteria to select relevant information and/or data such as accuracy, reliability, currency and Use criteria to analyse the reliability, bias, usefulness and currency of primary sources and/or
usefulness to the question secondary sources
Interpret information and/or data to identify key relationships and/or trends displayed in various Analyse information and/or data in different formats (e.g. to explain cause and effect
formats (e.g. change over time in a series of images, identify spatial distributions from a map) relationships, comparisons, categories and subcategories, change over time)
Identify points of view/perspectives, attitudes and/or values in information and/or data Account for different interpretations and points of view/perspectives in information and/or
(e.g. from tables, statistics, graphs, models, cartoons, maps, timelines) data (e.g. from tables, statistics, graphs, models, cartoons, maps, timelines, newspapers)
Translate information and/or data from one format to another (e.g. from a table to a graph) Analyse the big picture (e.g. put information and/or data into different contexts, reconstruct
information by identifying new relationships, identify missing viewpoints or gaps in knowledge)
Apply subject-specific skills and concepts in familiar and new situations
Apply subject-specific skills and concepts in familiar, new and hypothetical situations
Evaluating Draw evidence-based conclusions by evaluating information and/or data to generate a range of Draw evidence-based conclusions by evaluating information and/or data, taking into account
alternatives and plan for action in response to contemporary events, challenges, developments, ambiguities and multiple perspectives; to negotiate and resolve contentious issues; to propose
issues, problems and/or phenomena; make comparisons; evaluate costs (disadvantages) and individual and collective action in response to contemporary events, challenges, developments,
benefits (advantages); and infer relationships issues, problems and/or phenomena
Critically evaluate information and/or data and ideas from a range of sources to make
generalisations and inferences; propose explanations for patterns, trends, relationships and
anomalies; predict outcomes
Develop texts, particularly descriptions and explanations, using appropriate subject-specific Develop texts, particularly explanations and discussions, using evidence from a range of sources
terminology and concepts that use evidence to support findings, conclusions and/or arguments, to support conclusions and/or arguments
from a range of sources
Deconstruct and reconstruct the collected information and/or data into a form that identifies
Reflect on learning to review original understandings and/or determine actions in response to the relationship between the information and the hypothesis, using subject-specific
events, challenges, developments, issues, problems and/or phenomena conventions, terminology and concepts
Compare evidence to substantiate judgements (e.g. use information and/or data from different
places or times; use tables, graphs, models, theories)
Generate a range of viable options in response to an issue or event to recommend and justify a
course of action, and predict the potential consequences of the proposed action
Reflect on why all findings are tentative (e.g. the changing nature of knowledge, changes in
circumstances, changes in values)