Australian Curriculum: History
This section provides direct access to the complete Australian Curriculum: History.
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 Read More >>
Structure The Australian Curriculum: History is organised into two interrelated strands: historical knowledge and understanding and historical inquiry and skills.
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PDF documents Resources and support materials for the Australian Curriculum: History are available as PDF documents.
Glossary Read More >>
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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
)
ScOT Terms
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Interacting and empathising with others
ScOT Terms
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Interacting and empathising with others
Consider and develop multiple perspectives
ScOT Terms
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
)
ScOT Terms
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
The range of sources that can be used in an historical investigation, including archaeological and written sources
(ACDSEH029 - Scootle
)
ScOT Terms
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
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
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
)
ScOT Terms
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
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
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
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
ScOT Terms
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
Critical and Creative Thinking
Generating ideas, possibilities and actions
Reflecting on thinking and 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
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)
Critical and Creative Thinking
Generating ideas, possibilities and actions
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
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
The importance of conserving the remains of the
ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples
(ACDSEH148 - Scootle
)
ScOT Terms
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
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
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
The Mediterranean world
Students investigate ONE of these Mediterranean societies in depth: Egypt or Greece or Rome.
Egypt
ScOT Terms
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
ScOT Terms
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
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
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
)
ScOT Terms
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
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Reflecting on thinking and 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
)
ScOT Terms
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
ScOT Terms
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
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Reflecting on thinking and 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
)
ScOT Terms
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
)
ScOT Terms
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
Reflecting on thinking and 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
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
)
ScOT Terms
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
Reflecting on thinking and 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
Reflecting on thinking and 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
)
ScOT Terms
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
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
ScOT Terms
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
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
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
ScOT Terms
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)
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
ScOT Terms
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
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Generating ideas, possibilities and actions
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
)
ScOT Terms
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
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Generating ideas, possibilities and actions
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
)
ScOT Terms
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)
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
ScOT Terms
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
Reflecting on thinking and 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
)
ScOT Terms
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)
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)
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
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
)
ScOT Terms
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
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
explaining the social structure of India, including the role of Brahmins – priests, teachers; Kshatriyas – kings, warriors; Vaishyas – merchants, artisans; Shudras – labourers, peasants
Numeracy
Using spatial reasoning
Interpret maps and diagrams
Interpreting statistical 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
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
)
ScOT Terms
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)
Critical and Creative Thinking
Reflecting on thinking and processes
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Generating ideas, possibilities and actions
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)
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
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
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
)
ScOT Terms
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
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
Generating ideas, possibilities and actions
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
)
ScOT Terms
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
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
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Reflecting on thinking and 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
)
ScOT Terms
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
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
)
ScOT Terms
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
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
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)
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
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
)
ScOT Terms
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)
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
Generating ideas, possibilities and actions
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
)
ScOT Terms
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)
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
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
ScOT Terms
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
Critical and Creative Thinking
Reflecting on thinking and processes
Generating ideas, possibilities and actions
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
ScOT Terms
Numeracy
Using measurement
Operate with clocks, calendars and timetables
Estimating and calculating with whole numbers
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
ScOT Terms
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
ScOT Terms
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
Reflecting on thinking and 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
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
ScOT Terms
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
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
ScOT Terms
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)
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
ScOT Terms
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
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
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
ScOT Terms
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
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
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
ScOT Terms
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
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
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
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
Reflecting on thinking and 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
ScOT Terms
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
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
)
ScOT Terms
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:
ScOT Terms
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
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
)
ScOT Terms
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
)
ScOT Terms
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
)
ScOT Terms
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
ScOT Terms
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
)
ScOT Terms
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
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Reflecting on thinking and 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
)
ScOT Terms
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
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
)
ScOT Terms
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
Generating ideas, possibilities and actions
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
)
ScOT Terms
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
)
ScOT Terms
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
Generating ideas, possibilities and actions
Literacy
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
ScOT Terms
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
)
ScOT Terms
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
)
ScOT Terms
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
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Generating ideas, possibilities and actions
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
)
ScOT Terms
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
Reflecting on thinking and 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
)
ScOT Terms
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
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
)
ScOT Terms
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
)
ScOT Terms
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
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
Generating ideas, possibilities and actions
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
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
ScOT Terms
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
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
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
)
ScOT Terms
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
)
ScOT Terms
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)
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
ScOT Terms
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
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
)
ScOT Terms
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)
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
)
ScOT Terms
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)
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
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
)
ScOT Terms
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)
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
)
ScOT Terms
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
Organise and process information
Identify and clarify information and ideas
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
describing the relationship between the emperor, shogun, daimyo (lords), samurai (warriors), workers (for example, farmers, artisans and traders)
Ethical Understanding
Exploring values, rights and responsibilities
Examine values
Explore rights and responsibilities
Consider points of view
Understanding ethical concepts and issues
Explore ethical concepts in context
Recognise ethical concepts
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
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
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
explaining reasons for Japan's closure to foreigners under the Tokugawa Shogunate and the impact of US Commodore Perry's visit in 1853
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
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
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
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
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
The use of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate
(ACDSEH064 - Scootle
)
ScOT Terms
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
investigating the demand for available land and the patterns of land use in the period
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
Generating ideas, possibilities and actions
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Reflecting on thinking and processes
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
outlining the attempts by the Tokugawa Shogunate to curb deforestation (for example, imposing heavy regulations on farmers; managing the harvesting of trees; and using new, lighter and more efficient construction techniques)
Literacy
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Word Knowledge
Understand learning area vocabulary
Grammar knowledge
Use knowledge of sentence structures
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
Explore ethical concepts in context
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
Identify and clarify information and ideas
Organise and process information
Generating ideas, possibilities and actions
Theories about the decline of the Shogunate, including modernisation and westernisation, through the adoption of Western arms and technology
(ACDSEH065 - Scootle
)
ScOT Terms
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
describing internal pressures in shogunate Japan (for example, the rise of a commercial class at the expense of the samurai, peasant uprisings such as Osaka 1837, and famine)
Literacy
Word Knowledge
Understand learning area vocabulary
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
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
Interacting and empathising with others
Consider and develop multiple perspectives
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
describing the increasing exposure to Western technology and ideas (for example, the establishment of a naval school with Dutch instructors, the translation of Western books)
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
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
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
evaluating the significance of the Meiji Restoration of 1868 AD (CE) that restored imperial rule to Japan
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Interacting and empathising with others
Consider and develop multiple perspectives
Literacy
Word Knowledge
Understand learning area vocabulary
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Evaluate procedures and outcomes
Generating ideas, possibilities and actions
Reflecting on thinking and processes
The Polynesian expansion across the Pacific (c.700 – 1756)
ScOT Terms
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
Generating ideas, possibilities and actions
locating Polynesia on a map, tracing the expansion of Polynesian settlers throughout the Pacific, and considering how they made their journeys
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Visual Knowledge
Understand how visual elements create meaning
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
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Numeracy
Using spatial reasoning
Interpret maps and diagrams
outlining different theories about the expansion (for example, west/east and east/west movement, the expansion as accidental versus intentional)
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
Literacy
Word Knowledge
Understand learning area vocabulary
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Text knowledge
Use knowledge of text 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
Reflecting on thinking and processes
Transfer knowledge into new contexts
Generating ideas, possibilities and actions
The way of life in ONE Polynesian society, including social, cultural, economic and political features, such as the role of the ariki in Maori and in Rapa Nui society (Easter Island)
(ACDSEH066 - Scootle
)
ScOT Terms
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
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
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
describing the way of life of Easter Island (Rapa Nui) society (for example, fishing by the men, links between the household and the extended clan through the exchange of goods, wives and labour; the use of stone tools)
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
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
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
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
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
Cultural achievements of ONE Polynesian society, such as the Ta moko and hangi in Maori society OR the moai constructed on Easter Island
(ACDSEH067 - Scootle
)
ScOT Terms
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
investigating the construction of the moai (giant statues) on Easter Island (Rapa Nui), the techniques used to make and transport them, and theories about their meaning (for example, representations of dead ancestors or chiefs)
Critical and Creative Thinking
Generating ideas, possibilities and actions
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
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
Exploring values, rights and responsibilities
Literacy
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
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
The way Polynesian societies used environmental resources (sustainably and unsustainably), including the extinction of the moa in New Zealand, the use of religious/supernatural threats to conserve resources, and the exploitation of Easter Island's palm trees
(ACDSEH068 - Scootle
)
ScOT Terms
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
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
Explore rights and responsibilities
Consider points of view
Understanding ethical concepts and issues
Recognise ethical concepts
researching the extinction of the moa in New Zealand as a result of hunting and habitat decline
Critical and Creative Thinking
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Generating ideas, possibilities and actions
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Reflecting on thinking and processes
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
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
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
explaining the significance of Rahui as a way of prohibiting the collection of resources, to ensure their sustainability
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
Compose spoken, written, visual and multimodal learning area texts
Use language to interact with others
Word Knowledge
Understand learning area vocabulary
Ethical Understanding
Exploring values, rights and responsibilities
Consider points of view
Explore rights and responsibilities
Examine values
Understanding ethical concepts and issues
Explore ethical concepts in context
Recognise ethical concepts
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
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
evaluating the evidence for theories about the deforestation of Easter Island (Rapa Nui)
Literacy
Word Knowledge
Understand learning area vocabulary
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Ethical Understanding
Understanding ethical concepts and issues
Recognise ethical concepts
Exploring values, rights and responsibilities
Consider points of view
Examine values
Explore rights and responsibilities
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
Critical and Creative Thinking
Reflecting on thinking and processes
Reflect on processes
Think about thinking (metacognition)
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
Expanding contacts
Students investigate ONE of the following historical developments in depth to explore the interaction of societies in this period: the Mongol expansion or the Black Death in Africa, Asia and Europe or the Spanish conquest of the Aztecs and Incas.
Mongol expansion (c.1206 – c.1368)
ScOT Terms
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
describing the nomadic nature of Mongol life and the rise of Temujin (Genghis Khan) who united all Mongol tribes in 1206 AD (CE)
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
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
Compose spoken, written, visual and multimodal learning area texts
Use language to interact with others
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
The organisation of the Mongol army under Genghis Khan and the treatment of conquered peoples, such as the codification of laws and exemption of teachers, lawyers and artists from taxes
(ACDSEH077 - Scootle
)
ScOT Terms
Ethical Understanding
Exploring values, rights and responsibilities
Consider points of view
Examine values
Explore rights and responsibilities
Reasoning in decision making and actions
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
outlining Genghis Khan's use of decimal organisation in his army and his policies for governing his empire (for example, codifying laws, banning the killing of animals in the breeding season, supporting religious freedom and expanding trade)
Literacy
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
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Generating ideas, possibilities and actions
Reflecting on thinking and processes
Transfer knowledge into new contexts
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Ethical Understanding
Exploring values, rights and responsibilities
Explore rights and responsibilities
Consider points of view
Examine values
Reasoning in decision making and actions
Understanding ethical concepts and issues
Recognise ethical concepts
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Interacting and empathising with others
Consider and develop multiple perspectives
Numeracy
Estimating and calculating with whole numbers
ScOT Terms
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
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
mapping the expansion of the Mongol empire across Asia and Europe
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Numeracy
Using measurement
Operate with clocks, calendars and timetables
Using spatial reasoning
Interpret maps and diagrams
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Literacy
Text knowledge
Use knowledge of text structures
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Visual Knowledge
Understand how visual elements create meaning
describing the way of life in Mongolia and its incorporation into Chinese life (for example, agriculture – domestication of animals such as horses, camels and cattle; food – dried meat and yoghurt; and housing – yurts)
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
Word Knowledge
Understand learning area vocabulary
Grammar knowledge
Use knowledge of sentence structures
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
The consequences of the Mongol expansion, including its impact on life in China during and after the Mongol conquest and contributions to European knowledge and trade routes
(ACDSEH079 - Scootle
)
ScOT Terms
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
Ethical Understanding
Understanding ethical concepts and issues
Recognise ethical concepts
Exploring values, 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
explaining the role of the Mongols in forging connections between Europe and Asia through conquest, settlement and trade (for example, the use of paper money and coinage; the growing number of European merchants travelling to China)
Critical and Creative Thinking
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
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
Ethical Understanding
Exploring values, rights and responsibilities
Understanding ethical concepts and issues
Recognise ethical concepts
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Interacting and empathising with others
Consider and develop multiple perspectives
examining life in China before, during and after the Mongol conquest
The Black Death in Asia, Europe and Africa (14th century plague)
Living conditions and religious beliefs in the 14th century, including life expectancy, medical knowledge and beliefs about the power of God
(ACDSEH015 - Scootle
)
ScOT Terms
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
Understanding ethical concepts and issues
Explore ethical concepts in context
Exploring values, rights and responsibilities
investigating living conditions in London in the fourteenth century (for example, the lack of sanitation, crowded housing); the extent of medical knowledge (for example, based on Hippocrates' theory); and beliefs about the power of God (for example, that diseases were a punishment of God)
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
Reflecting on thinking and processes
Ethical Understanding
Understanding ethical concepts and issues
Explore ethical concepts in context
Recognise ethical concepts
Exploring values, rights and responsibilities
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
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
The role of expanding trade between Europe and
Asia in the Black Death, including the origin and spread of the disease
(ACDSEH069 - Scootle
)
ScOT Terms
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
Interacting and empathising with others
Consider and develop multiple perspectives
mapping the spread of the Black Death (Asia, Africa, Europe) in the fourteenth century CE
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Numeracy
Using spatial reasoning
Interpret maps and diagrams
Using measurement
Operate with clocks, calendars and timetables
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
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Causes and symptoms of the Black Death and the responses of different groups in society to the spread of the disease, such as the flagellants and monasteries
(ACDSEH070 - Scootle
)
ScOT Terms
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Pose questions
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
explaining reactions to the Black Death (for example, the emergence of flagellants – those who would whip themselves to be free of sin – and the persecution of Jewish people)
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
Ethical Understanding
Understanding ethical concepts and issues
Explore ethical concepts in context
Recognise ethical concepts
Exploring values, rights and responsibilities
Literacy
Word Knowledge
Understand learning area vocabulary
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Listen and respond to learning area texts
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
The immediate- and long-
term effects of the Black Death on Asian, European and African populations, and conflicting theories about the impact of the plague
(ACDSEH071 - Scootle
)
ScOT Terms
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
Ethical Understanding
Exploring values, rights and responsibilities
Consider points of view
Examine values
Understanding ethical concepts and issues
Recognise ethical concepts
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
using studies of church records from the period to identify the effect of the Black Death on human populations and to consider the reliability of these statistics
Literacy
Comprehending texts through listening, reading and viewing
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
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Generating ideas, possibilities and actions
Reflecting on thinking and processes
Transfer knowledge into new contexts
Ethical Understanding
Exploring values, rights and responsibilities
Examine values
Consider points of view
Understanding ethical concepts and issues
Recognise ethical concepts
Numeracy
Interpreting statistical information
investigating the effects of the Black Death on society (for example, labour shortages, peasant uprisings, the weakening of feudal structures and increased social mobility)
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
Explore ethical concepts in context
Recognise ethical concepts
categorising the effects of the Black Death as either short term or long term and drawing conclusions about the severity of the Black Death
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
The Spanish conquest of the Americas (c.1492 – c.1572)
Pre-Columbian life in the Americas, including social organisation, city life and beliefs
(ACDSEH016 - Scootle
)
ScOT Terms
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
Understanding ethical concepts and issues
Explore ethical concepts in context
describing the social organisation of the Aztecs (for example, nobility, slaves); their beliefs (for example, worship of a number of gods and the need to make human sacrifices to appease these gods); life in the capital city Tenochtitlan
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
Literacy
Grammar knowledge
Express opinion and point of view
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
Use language to interact with others
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
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
When, how and why the Spanish arrived in the Americas, and where they went, including the various societies and geographical features they encountered
(ACDSEH073 - Scootle
)
ScOT Terms
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Pose questions
Identify and clarify information and ideas
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 arrival of Spanish conquistadores in Mexico and Peru from 1510 AD (CE) (Balboa) to 1531 (Pizarro), and their reasons (for example, seeking wealth, claiming land for their king, converting the local populations to Christianity, sense of adventure)
Ethical Understanding
Exploring values, rights and responsibilities
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
Literacy
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Word Knowledge
Understand learning area vocabulary
Grammar knowledge
Use knowledge of sentence structures
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
The nature of the interaction between the Spanish and the indigenous populations, with a particular focus on either the Aztecs OR Incas
(ACDSEH074 - Scootle
)
ScOT Terms
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
describing encounters between Hernán Cortés and the Aztecs, as well as the siege of Tenochtitlan
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
Literacy
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
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
ScOT Terms
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
Develop respect for cultural diversity
Interacting and empathising with others
Consider and develop multiple perspectives
Ethical Understanding
Exploring values, rights and responsibilities
Examine values
Consider points of view
Understanding ethical concepts and issues
Recognise ethical concepts
investigating the impact of conquest on the indigenous populations of the Americas (for example, the introduction of new diseases, horses and gunpowder) and the wider world (for example, the introduction of crops such as maize, beans, potatoes, tobacco and chocolate from the Americas to Europe and increased wealth 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
Organise and process information
Identify and clarify information and ideas
Reflecting on thinking and processes
Transfer knowledge into new contexts
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Generating ideas, possibilities and actions
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
Ethical Understanding
Exploring values, rights and responsibilities
Examine values
Consider points of view
Understanding ethical concepts and issues
Recognise ethical concepts
Explore ethical concepts in context
explaining the longer-term effects of conquest and colonisation on the indigenous populations of the Americas (for example, the unequal distribution of land and wealth; slavery; and political inequality)
Ethical Understanding
Understanding ethical concepts and issues
Explore ethical concepts in context
Recognise ethical concepts
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
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
Chronology, terms and concepts
ScOT Terms
Literacy
Composing texts through speaking, writing and creating
Compose texts
Compose spoken, written, visual and multimodal learning area texts
Word Knowledge
Understand learning area vocabulary
Visual Knowledge
Understand how visual elements create meaning
Numeracy
Recognising and using patterns and relationships
Recognise and use patterns and relationships
Using measurement
Operate with clocks, calendars and timetables
Estimating and calculating with whole numbers
placing historical events in sequence to identify broader patterns of continuity and change (for example, the Polynesian expansion across the Pacific; the stability of the Angkor/Khmer Empire over many centuries)
Numeracy
Estimating and calculating with whole numbers
Understand and use numbers in context
Estimate and calculate
Using measurement
Operate with clocks, calendars and timetables
Recognising and using patterns and relationships
Recognise and use patterns and relationships
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
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
ScOT Terms
Literacy
Word Knowledge
Understand learning area vocabulary
Use spelling knowledge
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Use language to interact with others
Compose texts
understanding the different meanings of particular terms and concepts when viewed in their historical context, such as feudalism in medieval Europe and Japan
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
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
Reflecting on thinking and processes
Historical questions and research
ScOT Terms
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Pose questions
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
Listen and respond to learning area texts
Comprehend texts
Word Knowledge
Understand learning area vocabulary
Composing texts through speaking, writing and creating
Compose texts
Use language to interact with others
Compose spoken, written, visual and multimodal learning area texts
Grammar knowledge
Use knowledge of sentence structures
Text knowledge
Use knowledge of text structures
experimenting with different words/phrases/historical concepts, when drafting a question, to develop a research focus
Literacy
Grammar knowledge
Use knowledge of sentence structures
Use knowledge of words and word groups
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
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
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Generating ideas, possibilities and actions
posing a key question such as: 'Why did Easter Island (Rapa Nui) society decline?' and identifying related questions to inform the inquiry (for example, 'What evidence is there?' 'What theories have been developed?')
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
Word Knowledge
Understand learning area vocabulary
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
ScOT Terms
Information and Communication Technology (ICT) Capability
Investigating with ICT
Define and plan information searches
Select and evaluate data and information
Locate, generate and access data and information
Literacy
Word Knowledge
Understand learning area vocabulary
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 texts
Compose spoken, written, visual and multimodal 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
Generating ideas, possibilities and actions
Consider alternatives
Seek solutions and put ideas into action
compiling a list of different sources needed in an inquiry and their possible locations
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Pose questions
Identify and clarify information and ideas
Generating ideas, possibilities and actions
Seek solutions and put ideas into action
Consider alternatives
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
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
Analysis and use of sources
ScOT Terms
Literacy
Composing texts through speaking, writing and creating
Compose texts
Compose spoken, written, visual and multimodal learning area texts
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Comprehend texts
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
Identify and clarify information and ideas
Organise and process information
explaining how clues within a source can be used to identify where it was made or who it was made by (for example, the place where it was found, the materials used, the condition of the object, decorative features)
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
Pose questions
Identify and clarify information and ideas
Generating ideas, possibilities and actions
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
Navigate, read and view learning area texts
Interpret and analyse learning area texts
ScOT Terms
Literacy
Composing texts through speaking, writing and creating
Compose texts
Compose spoken, written, visual and multimodal learning area texts
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Comprehend texts
Word Knowledge
Understand learning area vocabulary
Critical and Creative Thinking
Generating ideas, possibilities and actions
Seek solutions and put ideas into action
Consider alternatives
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
Reflecting on thinking and processes
creating categories to organise the information obtained from sources
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
Literacy
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
designing a table to list sources and the aspects of the past about which they provide information (for example, social structure, economy, governance)
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
Draw conclusions and design a course of action
Generating ideas, possibilities and actions
Seek solutions and put ideas into action
Numeracy
Using spatial reasoning
Interpret maps and diagrams
Interpreting statistical 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
ScOT Terms
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
Literacy
Word Knowledge
Understand learning area vocabulary
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Comprehend texts
Composing texts through speaking, writing and creating
Use language to interact with others
Compose texts
Compose spoken, written, visual and multimodal learning area texts
Grammar knowledge
Express opinion and point of view
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
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
Literacy
Word Knowledge
Understand learning area vocabulary
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
distinguishing between fact (for example, 'The Moai were constructed on Easter Island (Rapa Nui)') and opinion or interpretation (for example, 'The Moai on Easter Island (Rapa Nui) are representations of gods')
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
Text knowledge
Use knowledge of text structures
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Personal and Social Capability
Self-awareness
Recognise personal qualities and achievements
Understand themselves as learners
Self-management
Develop self-discipline and set goals
Perspectives and interpretations
ScOT Terms
Critical and Creative Thinking
Reflecting on thinking and processes
Reflect on processes
Think about thinking (metacognition)
Generating ideas, possibilities and actions
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Literacy
Grammar knowledge
Express opinion and point of view
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
Comprehending texts through listening, reading and viewing
Comprehend texts
Navigate, read and view learning area texts
Listen and respond to learning area texts
Interpret and analyse learning area texts
Visual Knowledge
Understand how visual elements create meaning
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
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
describing the values and attitudes revealed by a source (such as an individual account) and using additional sources to show how they are broadly representative of the values and attitudes of the society
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
Reflect on ethical action
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
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
Grammar knowledge
Express opinion and point of view
Word Knowledge
Understand learning area vocabulary
Text knowledge
Use knowledge of text structures
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
Generating ideas, possibilities and actions
Explanation and communication
ScOT Terms
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
Listen and respond to learning area texts
Comprehend texts
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Text knowledge
Use knowledge of text structures
Use knowledge of text cohesion
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
using scaffolds illustrating the structural and language features of particular text types (for example, descriptions and explanations) to create a text that communicates specific findings about the past
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
Reflecting on thinking and processes
Reflect on processes
Transfer knowledge into new contexts
Literacy
Grammar knowledge
Use knowledge of words and word groups
Use knowledge of sentence structures
Word Knowledge
Use spelling knowledge
Understand learning area vocabulary
Text knowledge
Use knowledge of text structures
Use knowledge of text cohesion
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Use a range of communication forms (oral, graphic, written) and digital technologies
(ACHHS157 - Scootle
)
ScOT Terms
Literacy
Composing texts through speaking, writing and creating
Use language to interact with others
Compose texts
Compose spoken, written, visual and multimodal learning area texts
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
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
creating an oral presentation, supported by audiovisual material, to recount the life of Temujin (Genghis Khan) and to explain his contribution to the Mongol world
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
Generating ideas, possibilities and actions
Seek solutions and put ideas into action
Imagine possibilities and connect ideas
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
Compose spoken, written, visual and multimodal learning area texts
Use language to interact with others
Deliver presentations
Visual Knowledge
Understand how visual elements create meaning
Text knowledge
Use knowledge of text cohesion
Use knowledge of text structures
Grammar knowledge
Use knowledge of sentence structures
Word Knowledge
Understand learning area vocabulary
Year 8 Achievement Standards
By the end of Year 8, students recognise and explain patterns of change and continuity over time. They explain the causes and effects of events and developments. They identify the motives and actions of people at the time. Students explain the significance of individuals and groups and how they were influenced by the beliefs and values of their society. They describe different interpretations of the past.
Students sequence events and developments within a chronological framework with reference to periods of time. When researching, students develop questions to frame a historical inquiry . They analyse, select and organise information from primary and secondary sources and use it as evidence to answer inquiry questions. Students identify and explain different points of view in sources. When interpreting sources, they identify their origin and purpose, and distinguish between fact and opinion. Students develop texts, particularly descriptions and explanations, incorporating analysis. In developing these texts, and organising and presenting their findings, they use historical terms and concepts, evidence identified in sources, and acknowledge their sources of information.
Year 8 Work Sample Portfolios
Year 9
Year 9 Level Description
The making of the modern world
The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in World War I, 1914–1918, the 'war to end all wars'.
The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.
The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Key inquiry questions
A framework for developing students' historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions for Year 9 are:
What were the changing features of the movements of people from 1750 to 1918?
How did new ideas and technological developments contribute to change in this period?
What was the origin, development, significance and long-term impact of imperialism in this period?
What was the significance of World War I?
Year 9 Content Descriptions
Overview of the making of the modern world
The following content is taught as part of an overview for the historical period. It is not intended to be taught in depth. Overview content identifies important features of the period (1750 – 1918) as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies, and to consolidate understanding through a review of the period.
Overview content for the making of the modern world includes the following:
the nature and extent of the movement of peoples in the period (slaves, convicts and settlers) (ACOKFH015 - Scootle
)
ScOT Terms
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
the extent of European imperial expansion and different responses, including in the Asian region (ACOKFH017 - Scootle
)
ScOT Terms
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Develop respect for cultural diversity
Interacting and empathising with others
Consider and develop multiple perspectives
ScOT Terms
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Ethical Understanding
Understanding ethical concepts and issues
Recognise ethical concepts
Exploring values, rights and responsibilities
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Interacting and empathising with others
Consider and develop multiple perspectives
Depth Studies
Making a better world?
Students investigate how life changed in the period in depth through the study of ONE of these major developments: the Industrial Revolution or Progressive ideas and movements or Movement of peoples. The study includes the causes and effects of the development, and the Australian experience.
The Industrial Revolution (1750 – 1914)
The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of Britain
(ACDSEH017 - Scootle
)
ScOT Terms
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
mapping the British Empire c.1800 AD (CE) and the raw materials it obtained from colonies (for example, sugar from Jamaica, wool from Australia and cotton from India)
Literacy
Word Knowledge
Understand learning area vocabulary
Visual Knowledge
Understand how visual elements create meaning
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Numeracy
Using spatial reasoning
Interpret maps and diagrams
Personal and Social Capability
Self-awareness
Recognise personal qualities and achievements
Understand themselves as learners
explaining changes in technology (for example, steam-driven spinning mills, railways and steam ships) which led to factories and cities
Literacy
Composing texts through speaking, writing and creating
Use language to interact with others
Compose spoken, written, visual and multimodal learning area texts
Comprehending texts through listening, reading and viewing
Listen and respond to learning area texts
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Word Knowledge
Understand learning area vocabulary
Information and Communication Technology (ICT) Capability
Applying social and ethical protocols and practices when using ICT
Identify the impacts of ICT in society
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
identifying the spread of innovations such as steam power; iron and steel production; transport; and chemicals in Europe, USA and Japan
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Information and Communication Technology (ICT) Capability
Applying social and ethical protocols and practices when using ICT
Identify the impacts of ICT in society
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
identifying factors that led to the Industrial Revolution such as the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport system and expanding empire
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
ScOT Terms
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Numeracy
Using spatial reasoning
Interpret maps and diagrams
Interpreting statistical information
Recognising and using patterns and relationships
Recognise and use patterns and relationships
examining changes to the population statistics of major cities during this period
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Numeracy
Recognising and using patterns and relationships
Recognise and use patterns and relationships
Interpreting statistical information
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
investigating changes to the cities and landscape in European countries and Australia as the Industrial Revolution continued to develop, using photos (for example, those that were taken as the Eiffel Tower was being constructed using iron)
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
Information and Communication Technology (ICT) Capability
Applying social and ethical protocols and practices when using ICT
Identify the impacts of ICT in society
Critical and Creative Thinking
Reflecting on thinking and processes
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
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Word Knowledge
Understand learning area vocabulary
Visual Knowledge
Understand how visual elements create meaning
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
The experiences of men, women and children during the Industrial Revolution, and their changing way of life
(ACDSEH081 - Scootle
)
ScOT Terms
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Ethical Understanding
Exploring values, rights and responsibilities
Examine values
Explore rights and responsibilities
Consider points of view
describing the impact of steam, gas and electricity on people's way of life during the Industrial Revolution
Literacy
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Word Knowledge
Understand learning area vocabulary
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Information and Communication Technology (ICT) Capability
Applying social and ethical protocols and practices when using ICT
Identify the impacts of ICT in society
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
investigating the changes in working conditions (for example, longer working hours for low pay and the use of children as a cheap source of labour)
Ethical Understanding
Reasoning in decision making and actions
Understanding ethical concepts and issues
Recognise ethical concepts
Explore ethical concepts in context
Exploring values, rights and responsibilities
Consider points of view
Examine values
Explore rights and responsibilities
Critical and Creative Thinking
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Generating ideas, possibilities and actions
Reflecting on thinking and processes
Literacy
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
The short and long-
term impacts of the Industrial Revolution, including global changes in landscapes, transport and communication
(ACDSEH082 - Scootle
)
ScOT Terms
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
describing the impact of factories, mines and cities on the environment, and on population growth and distribution
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
Numeracy
Using fractions, decimals, percentages, ratios and rates
Interpret proportional reasoning
Apply proportional reasoning
Estimating and calculating with whole numbers
Understand and use numbers in context
Literacy
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Word Knowledge
Understand learning area vocabulary
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Information and Communication Technology (ICT) Capability
Applying social and ethical protocols and practices when using ICT
Identify the impacts of ICT in society
outlining the growth of trade unions as a response to the impacts of the Industrial Revolution
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Literacy
Word Knowledge
Understand learning area vocabulary
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Critical and Creative Thinking
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Reflecting on thinking and processes
Transfer knowledge into new contexts
Information and Communication Technology (ICT) Capability
Applying social and ethical protocols and practices when using ICT
Identify the impacts of ICT in society
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Progressive ideas and movements (1750 – 1918)
ScOT Terms
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Ethical Understanding
Exploring values, rights and responsibilities
Explore rights and responsibilities
Consider points of view
Examine values
Understanding ethical concepts and issues
Recognise ethical concepts
explaining why an idea emerged and the basis of that idea (for example, egalitarianism — being judged on merit rather than by birth or past deeds)
Literacy
Word Knowledge
Understand learning area vocabulary
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Listen and respond to learning area texts
Ethical Understanding
Exploring values, rights and responsibilities
Examine values
Consider points of view
Reasoning in decision making and actions
Reflect on ethical action
Reason and make ethical decisions
Understanding ethical concepts and issues
Explore ethical concepts in context
Recognise ethical concepts
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Pose questions
Reflecting on thinking and processes
Think about thinking (metacognition)
ScOT Terms
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
investigating reasons why a key idea gained support, such as the support for Chartism among the poorer classes as a response to deteriorating living and working conditions
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Reflecting on thinking and processes
Generating ideas, possibilities and actions
Ethical Understanding
Exploring values, rights and responsibilities
Explore rights and responsibilities
Examine values
Consider points of view
Understanding ethical concepts and issues
Recognise ethical concepts
Explore ethical concepts in context
Literacy
Word Knowledge
Understand learning area vocabulary
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
The role of an individual or group in the promotion of ONE of these key ideas, and the responses to it, for example from workers, entrepreneurs, land owners, religious groups
(ACDSEH087 - Scootle
)
ScOT Terms
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
explaining responses to particular ideas (for example, how religious groups responded to ideas in Charles Darwin's 1859 book On the Origin of Species or how workers responded to the idea of capitalism or socialism)
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Ethical Understanding
Understanding ethical concepts and issues
Recognise ethical concepts
Explore ethical concepts in context
Exploring values, rights and responsibilities
Consider points of view
Explore rights and responsibilities
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Pose questions
Organise and process information
Identify and clarify information and ideas
Generating ideas, possibilities and actions
Literacy
Composing texts through speaking, writing and creating
Use language to interact with others
Compose spoken, written, visual and multimodal learning area texts
Word Knowledge
Understand learning area vocabulary
investigating the role played by an individual or group in promoting a key idea (for example, the role of Adam Smith and entrepreneurs in promoting capitalism)
ScOT Terms
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
assessing the impact of a key idea in Australia and elsewhere (for example, the effect of increasing nationalist sentiment in Australia in the mid- to late nineteenth century or the effects of Chartism on democracy in Britain or on the Victorian goldfields)
Literacy
Composing texts through speaking, writing and creating
Use language to interact with others
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Word Knowledge
Understand learning area vocabulary
Grammar knowledge
Express opinion and point of view
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Pose questions
Personal and Social Capability
Self-management
Express emotions appropriately
Social awareness
Appreciate diverse perspectives
Social management
Movement of peoples (1750 – 1901)
The influence of the Industrial Revolution on the movement of peoples throughout the world, including the transatlantic slave trade and convict transportation
(ACDSEH018 - Scootle
)
ScOT Terms
Numeracy
Recognising and using patterns and relationships
Recognise and use patterns and relationships
Estimating and calculating with whole numbers
Understand and use numbers in context
Using spatial reasoning
Interpret maps and diagrams
Ethical Understanding
Exploring values, rights and responsibilities
Examine values
Consider points of view
Explore rights and responsibilities
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
mapping the movement of peoples in the transatlantic slave trade or in convict transportation to Australia
Ethical Understanding
Understanding ethical concepts and issues
Recognise ethical concepts
Explore ethical concepts in context
Exploring values, rights and responsibilities
Consider points of view
Examine values
Reasoning in decision making and actions
Reason and make ethical decisions
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Literacy
Visual Knowledge
Understand how visual elements create meaning
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Numeracy
Using spatial reasoning
Interpret maps and diagrams
Estimating and calculating with whole numbers
Understand and use numbers in context
Recognising and using patterns and relationships
Recognise and use patterns and relationships
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
explaining the role of the Industrial Revolution in creating a growing need for labour and transportation
Literacy
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Listen and respond to learning area texts
Navigate, read and view learning area texts
Composing texts through speaking, writing and creating
Use language to interact with others
Compose spoken, written, visual and multimodal learning area texts
Word Knowledge
Understand learning area vocabulary
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Reflecting on thinking and processes
Think about thinking (metacognition)
Ethical Understanding
Understanding ethical concepts and issues
Recognise ethical concepts
Explore ethical concepts in context
Exploring values, rights and responsibilities
Consider points of view
Examine values
Reasoning in decision making and actions
Reason and make ethical decisions
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, including the Australian experience
(ACDSEH083 - Scootle
)
ScOT Terms
Ethical Understanding
Exploring values, rights and responsibilities
Explore rights and responsibilities
Consider points of view
Examine values
Understanding ethical concepts and issues
Recognise ethical concepts
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Critical and Creative Thinking
Generating ideas, possibilities and actions
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Interacting and empathising with others
Consider and develop multiple perspectives
investigating sources that record the reactions of new arrivals to other countries in this period (for example, responses to the natural environment and climate)
Literacy
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Ethical Understanding
Exploring values, rights and responsibilities
Examine values
Consider points of view
Explore rights and responsibilities
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Critical and Creative Thinking
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Reflecting on thinking and processes
Generating ideas, possibilities and actions
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Interacting and empathising with others
Consider and develop multiple perspectives
Changes in the way of life of a group(s) of people who moved to Australia in this period, such as free settlers on the frontier in Australia
(ACDSEH084 - Scootle
)
ScOT Terms
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
Interacting and empathising with others
Consider and develop multiple perspectives
investigating the experiences of a specific group of arrivals to Australia (for example, convicts in Sydney, Hobart, Brisbane; or free settlers in Melbourne, Adelaide, Perth or Darwin)
Intercultural Understanding
Recognising culture and developing respect
Develop respect for cultural diversity
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Interacting and empathising with others
Consider and develop multiple perspectives
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Reflecting on thinking and processes
Generating ideas, possibilities and actions
Literacy
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Word Knowledge
Understand learning area vocabulary
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
describing the impact of this group on the Aboriginal and Torres Strait Islander Peoples of the region
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Develop respect for cultural diversity
Explore and compare cultural knowledge, beliefs and practices
Interacting and empathising with others
Consider and develop multiple perspectives
Literacy
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Word Knowledge
Understand learning area vocabulary
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
ScOT Terms
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
evaluating the effects of the movement of peoples on the indigenous and immigrant populations
Critical and Creative Thinking
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Evaluate procedures and outcomes
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Reflecting on thinking and processes
Think about thinking (metacognition)
Generating ideas, possibilities and actions
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Empathise with others
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Literacy
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Australia and Asia
Students investigate the history of an Asian society OR Australia in the period 1750 – 1918 in depth.
Asia and the world
Key features (social, cultural, economic, political) of ONE Asian society at the start of this period
(ACDSEH093 - Scootle
)
ScOT Terms
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
investigating the key aspects an Asian society at the beginning of this period (for example, identifying the territorial extent of Qing China, the role and influence of the Emperor, and the nature of literature, art and architecture)
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Literacy
Word Knowledge
Understand learning area vocabulary
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Generating ideas, possibilities and actions
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Reflecting on thinking and processes
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Ethical Understanding
Exploring values, rights and responsibilities
Examine values
Consider points of view
Change and continuity in the Asian society during this period, including any effects of contact (intended and unintended) with European power(s)
(ACDSEH094 - Scootle
)
ScOT Terms
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Generating ideas, possibilities and actions
identifying aspects of the Asian society under investigation that remained the same or changed during this period, especially as a result of contact with European powers (for example, describing the British Raj and identifying British influences on society (such as the building of roads, an extensive railway network, schools and Christian missions))
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Interacting and empathising with others
Consider and develop multiple perspectives
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Word Knowledge
Understand learning area vocabulary
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
The position of the Asian society in relation to other nations in the world around the turn of the twentieth century (that is 1900), including the influence of key ideas such as
nationalism (ACDSEH142 - Scootle
)
ScOT Terms
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
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Interacting and empathising with others
Consider and develop multiple perspectives
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
investigating the confrontation between Japan and Western powers (for example, the Russo-Japanese war) and the emergence of Japan as a major world power
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
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Generating ideas, possibilities and actions
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Recognising culture and developing respect
Develop respect for cultural diversity
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
ScOT Terms
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
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Interacting and empathising with others
Consider and develop multiple perspectives
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
describing the activities of Christian missionaries in China and the outcomes of the Boxer Rebellion
Literacy
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
Ethical Understanding
Exploring values, rights and responsibilities
Consider points of view
Explore rights and responsibilities
Examine values
Understanding ethical concepts and issues
Recognise ethical concepts
Explore ethical concepts in context
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Making a nation
The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander Peoples
(ACDSEH020 - Scootle
)
ScOT Terms
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
explaining the effects of contact (for example, the massacres of Aboriginal and Torres Strait Islander people; their killing of sheep; the spread of European diseases) and categorising these effects as either intended or unintended
Literacy
Comprehending texts through listening, reading and viewing
Listen and respond to learning area texts
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Composing texts through speaking, writing and creating
Use language to interact with others
Compose spoken, written, visual and multimodal learning area texts
Word Knowledge
Understand learning area vocabulary
Ethical Understanding
Reasoning in decision making and actions
Reason and make ethical decisions
Reflect on ethical action
Exploring values, rights and responsibilities
Consider points of view
Examine values
Explore rights and responsibilities
Understanding ethical concepts and issues
Explore ethical concepts in context
Recognise ethical concepts
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Interacting and empathising with others
Consider and develop multiple perspectives
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Pose questions
Organise and process information
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Reflecting on thinking and processes
Think about thinking (metacognition)
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
investigating the forcible removal of children from Aboriginal and Torres Strait Islander families in the late nineteenth century/early twentieth century (leading to the Stolen Generations), such as the motivations for the removal of children, the practices and laws that were in place, and experiences of separation.
Ethical Understanding
Understanding ethical concepts and issues
Recognise ethical concepts
Explore ethical concepts in context
Exploring values, rights and responsibilities
Examine values
Consider points of view
Reasoning in decision making and actions
Reflect on ethical action
Reason and make ethical decisions
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Interacting and empathising with others
Consider and develop multiple perspectives
Literacy
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Word Knowledge
Understand learning area vocabulary
Critical and Creative Thinking
Generating ideas, possibilities and actions
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
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans)
(ACDSEH089 - Scootle
)
ScOT Terms
Intercultural Understanding
Reflecting on intercultural experiences and taking responsibility
Challenge stereotypes and prejudices
Recognising culture and developing respect
Investigate culture and cultural identity
Interacting and empathising with others
Consider and develop multiple perspectives
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Generating ideas, possibilities and actions
outlining the migration of Chinese to the goldfields in Australia in the nineteenth century and attitudes towards the Chinese as revealed in cartoons (for example, 'The Mongolian Octopus')
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Reflecting on intercultural experiences and taking responsibility
Challenge stereotypes and prejudices
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Reflecting on thinking and processes
Transfer knowledge into new contexts
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Generating ideas, possibilities and actions
Literacy
Word Knowledge
Understand learning area vocabulary
Visual Knowledge
Understand how visual elements create meaning
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Numeracy
Using measurement
Operate with clocks, calendars and timetables
Recognising and using patterns and relationships
Recognise and use patterns and relationships
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Living and working conditions in Australia around the turn of the twentieth century (that is 1900)
(ACDSEH090 - Scootle
)
ScOT Terms
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
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
identifying the main features of housing, sanitation, transport, education and industry that influenced living and working conditions in Australia
Literacy
Word Knowledge
Understand learning area vocabulary
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
describing the impact of the gold rushes (hinterland) on the development of 'Marvellous Melbourne'
Literacy
Word Knowledge
Understand learning area vocabulary
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
Interacting and empathising with others
Consider and develop multiple perspectives
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Key people, events and ideas in the
development of Australian self-government and
democracy , including, the role of founders, key features of constitutional
development , the importance of British and Western influences in the formation of Australia's system of government and women's voting rights
(ACDSEH091 - Scootle
)
ScOT Terms
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
explaining the factors that contributed to federation and the development of democracy in Australia, including the role of key individuals, defence concerns, the 1890s depression, nationalist ideals and egalitarianism
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Ethical Understanding
Understanding ethical concepts and issues
Recognise ethical concepts
Explore ethical concepts in context
Exploring values, rights and responsibilities
Explore rights and responsibilities
Consider points of view
Examine values
Literacy
Comprehending texts through listening, reading and viewing
Listen and respond to learning area texts
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Word Knowledge
Understand learning area vocabulary
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
examining the key features of and British and Western influences on Australia's system of government including the Westminster System and Federalism
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Draw conclusions and design a course of action
investigating the factors that led to the Commonwealth Franchise Act 1902 , which enabled women to vote and stand for election for the federal Parliament
Ethical Understanding
Understanding ethical concepts and issues
Explore ethical concepts in context
Recognise ethical concepts
Critical and Creative Thinking
Generating ideas, possibilities and actions
Imagine possibilities and connect ideas
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Draw conclusions and design a course of action
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Laws made by federal Parliament between 1901-1914 including the Harvester Judgment, pensions, and the Immigration Restriction Act
(ACDSEH092 - Scootle
)
ScOT Terms
Ethical Understanding
Exploring values, rights and responsibilities
Explore rights and responsibilities
Consider points of view
Reasoning in decision making and actions
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
investigating how the major social legislation of the new Federal Government affected living and working conditions in Australia (for example, invalid and old-age pensions and the maternity allowance scheme)
Ethical Understanding
Understanding ethical concepts and issues
Explore ethical concepts in context
Recognise ethical concepts
Exploring values, rights and responsibilities
Consider points of view
Explore rights and responsibilities
Critical and Creative Thinking
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Generating ideas, possibilities and actions
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Reflecting on thinking and processes
Literacy
Word Knowledge
Understand learning area vocabulary
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
creating a timeline of major social legislation passed by federal Parliament between 1901 and 1914
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Numeracy
Using measurement
Operate with clocks, calendars and timetables
World War I (1914-1918)
Students investigate key aspects of World War I and the Australian experience of the war, including the nature and significance of the war in world and Australian history.
World War I (1914-1918)
ScOT Terms
Ethical Understanding
Exploring values, rights and responsibilities
Consider points of view
Examine values
Explore rights and responsibilities
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
investigating the rise of nationalist sentiment as well as the values and attitudes towards war in the period 1750–1918 (for example, idealistic notions of war; sense of adventure)
Ethical Understanding
Exploring values, rights and responsibilities
Explore rights and responsibilities
Consider points of view
Examine values
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Generating ideas, possibilities and actions
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Reflecting on thinking and processes
Literacy
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Word Knowledge
Understand learning area vocabulary
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign
(ACDSEH095 - Scootle
)
ScOT Terms
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Ethical Understanding
Exploring values, rights and responsibilities
Explore rights and responsibilities
Examine values
Consider points of view
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Numeracy
Using measurement
Operate with clocks, calendars and timetables
Using spatial reasoning
Interpret maps and diagrams
identifying the places where Australians fought, including Fromelles, the Somme, Gallipoli, Sinai and Palestine
Numeracy
Using measurement
Operate with clocks, calendars and timetables
Using spatial reasoning
Interpret maps and diagrams
Literacy
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
using sources to investigate the fighting at Gallipoli, the difficulties of trench warfare, and the use of tanks, aeroplanes and chemical weapons (gas)
Literacy
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Generating ideas, possibilities and actions
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Reflecting on thinking and processes
Numeracy
Using spatial reasoning
Interpret maps and diagrams
Using measurement
Operate with clocks, calendars and timetables
Ethical Understanding
Exploring values, rights and responsibilities
Examine values
Consider points of view
Explore rights and responsibilities
Information and Communication Technology (ICT) Capability
Applying social and ethical protocols and practices when using ICT
Identify the impacts of ICT in society
exploring the experiences of Aboriginal and Torres Strait Islander people during the war
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Generating ideas, possibilities and actions
Literacy
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
The impact of World War I, with a particular emphasis on Australia including the changing role of women
(ACDSEH096 - Scootle
)
ScOT Terms
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Ethical Understanding
Exploring values, rights and responsibilities
Explore rights and responsibilities
Consider points of view
Understanding ethical concepts and issues
Recognise ethical concepts
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
graphing the proportion of Australian servicemen who died during World War I, compared to that of other countries involved in the war
Numeracy
Using fractions, decimals, percentages, ratios and rates
Interpret proportional reasoning
Interpreting statistical information
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Word Knowledge
Understand learning area vocabulary
Visual Knowledge
Understand how visual elements create meaning
Critical and Creative Thinking
Reflecting on thinking and processes
Transfer knowledge into new contexts
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Generating ideas, possibilities and actions
Seek solutions and put ideas into action
investigating examples of the war's impact on Australia's economy and society (for example, the development of the steel industry in Newcastle and the implementation of the War Precautions Act)
Critical and Creative Thinking
Generating ideas, possibilities and actions
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Reflecting on thinking and processes
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Ethical Understanding
Exploring values, rights and responsibilities
Consider points of view
Examine values
Explore rights and responsibilities
Understanding ethical concepts and issues
Recognise ethical concepts
Explore ethical concepts in context
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
identifying the groups who opposed conscription (for example, trade unionists, Irish Catholics) and the grounds for their objections
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Ethical Understanding
Exploring values, rights and responsibilities
Consider points of view
Explore rights and responsibilities
Examine values
Understanding ethical concepts and issues
Explore ethical concepts in context
Recognise ethical concepts
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Word Knowledge
Understand learning area vocabulary
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
studying the first and second referenda on conscription, including the division within the Labor Party over this issue
Ethical Understanding
Exploring values, rights and responsibilities
Consider points of view
Explore rights and responsibilities
Examine values
Understanding ethical concepts and issues
Recognise ethical concepts
Explore ethical concepts in context
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Literacy
Word Knowledge
Understand learning area vocabulary
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
explaining the treatment of people of German descent during the war (for example, their classification as 'enemy aliens' and placement in internment camps, as well as their depiction in government propaganda)
Literacy
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Listen and respond to learning area texts
Interpret and analyse learning area texts
Ethical Understanding
Understanding ethical concepts and issues
Recognise ethical concepts
Reasoning in decision making and actions
Consider consequences
Reflect on ethical action
Exploring values, rights and responsibilities
Consider points of view
Explore rights and responsibilities
Examine values
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Pose questions
Organise and process information
Identify and clarify information and ideas
Reflecting on thinking and processes
Think about thinking (metacognition)
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
investigating the short- and long-term impact of World War I on the role of women in Australia
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
ScOT Terms
Ethical Understanding
Understanding ethical concepts and issues
Recognise ethical concepts
Exploring values, rights and responsibilities
Consider points of view
Explore rights and responsibilities
Examine values
Reasoning in decision making and actions
Reflect on ethical action
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
investigating the ideals associated with the Anzac tradition and how and why World War I is commemorated within Australian society
Critical and Creative Thinking
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Pose questions
Generating ideas, possibilities and actions
Reflecting on thinking and processes
Ethical Understanding
Exploring values, rights and responsibilities
Consider points of view
Examine values
Explore rights and responsibilities
Understanding ethical concepts and issues
Recognise ethical concepts
Reasoning in decision making and actions
Reflect on ethical action
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Chronology, terms and concepts
Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places
(ACHHS164 - Scootle
)
ScOT Terms
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Generating ideas, possibilities and actions
Seek solutions and put ideas into action
Reflecting on thinking and processes
Literacy
Composing texts through speaking, writing and creating
Compose texts
Compose spoken, written, visual and multimodal learning area texts
Visual Knowledge
Understand how visual elements create meaning
Word Knowledge
Understand learning area vocabulary
Numeracy
Recognising and using patterns and relationships
Recognise and use patterns and relationships
Estimating and calculating with whole numbers
Using measurement
Operate with clocks, calendars and timetables
representing the relationship between events in different times and places using interactive timelines
Critical and Creative Thinking
Generating ideas, possibilities and actions
Consider alternatives
Seek solutions and put ideas into action
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Reflecting on thinking and processes
Numeracy
Using measurement
Operate with clocks, calendars and timetables
Recognising and using patterns and relationships
Recognise and use patterns and relationships
Using spatial reasoning
Interpret maps and diagrams
Literacy
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Word Knowledge
Understand learning area vocabulary
Visual Knowledge
Understand how visual elements create meaning
Information and Communication Technology (ICT) Capability
Creating with ICT
Generate solutions to challenges and learning area tasks
Generate ideas, plans and processes
placing key events in sequence (for example, the Boer War, 1899–1902; World War I, 1914–1918), and identifying parts of the world that were involved in, or affected by, those events
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Generating ideas, possibilities and actions
Seek solutions and put ideas into action
Literacy
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Word Knowledge
Understand learning area vocabulary
Numeracy
Using measurement
Operate with clocks, calendars and timetables
Estimating and calculating with whole numbers
Estimate and calculate
Understand and use numbers in context
Recognising and using patterns and relationships
Recognise and use patterns and relationships
ScOT Terms
Literacy
Word Knowledge
Use spelling knowledge
Understand learning area vocabulary
Composing texts through speaking, writing and creating
Compose texts
Use language to interact with others
Compose spoken, written, visual and multimodal learning area texts
discussing the contestability of particular historical terms such as 'settlement', 'invasion' and 'colonisation' in the context of Australia's history
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Use language to interact with others
Word Knowledge
Understand learning area vocabulary
Grammar knowledge
Express opinion and point of view
Personal and Social Capability
Self-management
Express emotions appropriately
Social awareness
Appreciate diverse perspectives
Ethical Understanding
Exploring values, rights and responsibilities
Consider points of view
Examine values
Understanding ethical concepts and issues
Explore ethical concepts in context
Recognise ethical concepts
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Pose questions
Identify and clarify information and ideas
defining and using concepts such as 'imperialism', 'nationalism', 'evolution', 'evidence'
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Pose questions
Generating ideas, possibilities and actions
Seek solutions and put ideas into action
Reflecting on thinking and processes
Transfer knowledge into new contexts
Think about thinking (metacognition)
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Word Knowledge
Understand learning area vocabulary
Historical questions and research
ScOT Terms
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
Generating ideas, possibilities and actions
Literacy
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Compose texts
Use language to interact with others
Grammar knowledge
Use knowledge of sentence structures
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Comprehend texts
Navigate, read and view learning area texts
Listen and respond to learning area texts
Word Knowledge
Understand learning area vocabulary
Text knowledge
Use knowledge of text structures
developing questions about aspects of the past that require historical argument
Literacy
Grammar knowledge
Use knowledge of sentence structures
Express opinion and point of view
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Word Knowledge
Understand learning area vocabulary
Text knowledge
Use knowledge of text structures
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Pose questions
Organise and process information
assembling, as part of the planning process, a range of sources that would be useful for researching the causes of World War I
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Generating ideas, possibilities and actions
Analysing, synthesising and evaluating reasoning and procedures
Draw conclusions and design a course of action
Reflecting on thinking and processes
Reflect on processes
Think about thinking (metacognition)
Literacy
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
ScOT Terms
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Comprehend texts
Interpret and analyse learning area texts
Text knowledge
Use knowledge of text structures
Composing texts through speaking, writing and creating
Compose texts
Compose spoken, written, visual and multimodal learning area texts
Word Knowledge
Understand learning area vocabulary
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Pose questions
Identify and clarify information and ideas
Analysing, synthesising and evaluating reasoning and procedures
Evaluate procedures and outcomes
Generating ideas, possibilities and actions
Reflecting on thinking and processes
developing an inquiry question such as: 'What were the effects of the Industrial Revolution?' and refining it as further factors are introduced into the research process
Literacy
Word Knowledge
Understand learning area vocabulary
Grammar knowledge
Use knowledge of sentence structures
Text knowledge
Use knowledge of text structures
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Pose questions
Identify and clarify information and ideas
Generating ideas, possibilities and actions
Reflecting on thinking and processes
ScOT Terms
Literacy
Word Knowledge
Understand learning area vocabulary
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Comprehend texts
Visual Knowledge
Understand how visual elements create meaning
Composing texts through speaking, writing and creating
Compose texts
Compose spoken, written, visual and multimodal learning area texts
Critical and Creative Thinking
Generating ideas, possibilities and actions
Seek solutions and put ideas into action
Consider alternatives
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Information and Communication Technology (ICT) Capability
Investigating with ICT
Locate, generate and access data and information
Define and plan information searches
Select and evaluate data and information
locating historical sources from archives, museums and online collections
Information and Communication Technology (ICT) Capability
Investigating with ICT
Define and plan information searches
Locate, generate and access data and information
Select and evaluate data and information
Literacy
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Analysis and use of sources
ScOT Terms
Literacy
Composing texts through speaking, writing and creating
Compose texts
Compose spoken, written, visual and multimodal learning area texts
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Comprehend texts
Word Knowledge
Understand learning area vocabulary
Visual Knowledge
Understand how visual elements create meaning
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
explaining the contextual significance of a source, such as Frank Hurley's World War I photos, and identifying the purpose of Hurley's creation of composite photos
Literacy
Grammar knowledge
Express opinion and point of view
Composing texts through speaking, writing and creating
Use language to interact with others
Word Knowledge
Understand learning area vocabulary
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Visual Knowledge
Understand how visual elements create meaning
Critical and Creative Thinking
Reflecting on thinking and processes
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
ScOT Terms
Critical and Creative Thinking
Generating ideas, possibilities and actions
Seek solutions and put ideas into action
Consider alternatives
Reflecting on thinking and processes
Transfer knowledge into new contexts
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Analysing, synthesising and evaluating reasoning and procedures
Draw conclusions and design a course of action
Literacy
Word Knowledge
Understand learning area vocabulary
Composing texts through speaking, writing and creating
Compose texts
Compose spoken, written, visual and multimodal learning area texts
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Comprehend texts
Interpret and analyse learning area texts
Text knowledge
Use knowledge of text cohesion
Use knowledge of text structures
Grammar knowledge
Express opinion and point of view
graphing historical data to identify past trends and to draw conclusions about their significance (for example, the proportion of Australian servicemen who returned from World War I, and the 'lost generations' in the years after the war)
Critical and Creative Thinking
Analysing, synthesising and evaluating reasoning and procedures
Draw conclusions and design a course of action
Generating ideas, possibilities and actions
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Reflecting on thinking and processes
Transfer knowledge into new contexts
Numeracy
Using spatial reasoning
Interpret maps and diagrams
Recognising and using patterns and relationships
Recognise and use patterns and relationships
Interpreting statistical information
Using fractions, decimals, percentages, ratios and rates
Interpret proportional reasoning
Literacy
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Word Knowledge
Understand learning area vocabulary
Visual Knowledge
Understand how visual elements create meaning
ScOT Terms
Literacy
Comprehending texts through listening, reading and viewing
Comprehend texts
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Composing texts through speaking, writing and creating
Compose texts
Compose spoken, written, visual and multimodal learning area texts
Word Knowledge
Understand learning area vocabulary
Critical and Creative Thinking
Generating ideas, possibilities and actions
Analysing, synthesising and evaluating reasoning and procedures
Evaluate procedures and outcomes
Draw conclusions and design a course of action
Apply logic and reasoning
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Reflecting on thinking and processes
understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided; however, it may still be useful in revealing past prevailing attitudes)
Critical and Creative Thinking
Generating ideas, possibilities and actions
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Reflecting on thinking and processes
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Text knowledge
Use knowledge of text structures
Word Knowledge
Understand learning area vocabulary
Perspectives and interpretations
ScOT Terms
Literacy
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Compose texts
Use language to interact with others
Comprehending texts through listening, reading and viewing
Comprehend texts
Navigate, read and view learning area texts
Listen and respond to learning area texts
Interpret and analyse learning area texts
Word Knowledge
Understand learning area vocabulary
Grammar knowledge
Express opinion and point of view
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Analysing, synthesising and evaluating reasoning and procedures
Evaluate procedures and outcomes
Apply logic and reasoning
Reflecting on thinking and processes
Generating ideas, possibilities and actions
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Interacting and empathising with others
Consider and develop multiple perspectives
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
investigating the role of human agency in historical events and developments
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Reflecting on thinking and processes
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Generating ideas, possibilities and actions
Literacy
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Word Knowledge
Understand learning area vocabulary
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
analysing the accounts of poets such as William Blake ('dark Satanic mills') and novelists such as Charles Dickens (Oliver Twist, Bleak House ) as sources of information on living conditions in England during the Industrial Revolution
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Interacting and empathising with others
Consider and develop multiple perspectives
Critical and Creative Thinking
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Evaluate procedures and outcomes
Generating ideas, possibilities and actions
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Literacy
Word Knowledge
Understand learning area vocabulary
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
ScOT Terms
Literacy
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Comprehend texts
Listen and respond to learning area texts
Navigate, read and view learning area texts
Composing texts through speaking, writing and creating
Use language to interact with others
Compose spoken, written, visual and multimodal learning area texts
Compose texts
Word Knowledge
Understand learning area vocabulary
Grammar knowledge
Express opinion and point of view
Critical and Creative Thinking
Analysing, synthesising and evaluating reasoning and procedures
Evaluate procedures and outcomes
Apply logic and reasoning
Reflecting on thinking and processes
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Generating ideas, possibilities and actions
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
recognising that historical interpretations may be provisional
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
examining different accounts of eighteenth-century journeys to Australia (for example, ships' logs; diaries; recorded testimonies of male and female convicts, and officers; and explaining the variations in perspective which can lead to different historical interpretations
Literacy
Composing texts through speaking, writing and creating
Use language to interact with others
Compose spoken, written, visual and multimodal learning area texts
Grammar knowledge
Express opinion and point of view
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Interacting and empathising with others
Consider and develop multiple perspectives
Critical and Creative Thinking
Analysing, synthesising and evaluating reasoning and procedures
Evaluate procedures and outcomes
Apply logic and reasoning
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Generating ideas, possibilities and actions
Explanation and communication
ScOT Terms
Literacy
Composing texts through speaking, writing and creating
Compose texts
Use language to interact with others
Compose spoken, written, visual and multimodal learning area texts
Grammar knowledge
Express opinion and point of view
Use knowledge of words and word groups
Use knowledge of sentence structures
Word Knowledge
Understand learning area vocabulary
Visual Knowledge
Understand how visual elements create meaning
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Listen and respond to learning area texts
Interpret and analyse learning area texts
Comprehend texts
Text knowledge
Use knowledge of text structures
Use knowledge of text cohesion
Critical and Creative Thinking
Reflecting on thinking and processes
Reflect on processes
Transfer knowledge into new contexts
Generating ideas, possibilities and actions
Seek solutions and put ideas into action
Consider alternatives
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view with consistent reference to the evidence available
Personal and Social Capability
Self-management
Express emotions appropriately
Social awareness
Appreciate diverse perspectives
Social management
Critical and Creative Thinking
Reflecting on thinking and processes
Transfer knowledge into new contexts
Think about thinking (metacognition)
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Generating ideas, possibilities and actions
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Literacy
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Use language to interact with others
Word Knowledge
Understand learning area vocabulary
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Grammar knowledge
Express opinion and point of view
Select and use a range of communication forms (oral, graphic, written) and digital technologies
(ACHHS175 - Scootle
)
ScOT Terms
Literacy
Composing texts through speaking, writing and creating
Use language to interact with others
Compose texts
Compose spoken, written, visual and multimodal learning area texts
Text knowledge
Use knowledge of text cohesion
Use knowledge of text structures
Grammar knowledge
Use knowledge of words and word groups
Use knowledge of sentence structures
Visual Knowledge
Understand how visual elements create meaning
Word Knowledge
Understand learning area vocabulary
Information and Communication Technology (ICT) Capability
Creating with ICT
Generate ideas, plans and processes
Generate solutions to challenges and learning area tasks
Communicating with ICT
Collaborate, share and exchange
using online conferencing and other forms of ICT to discuss historical questions and issues
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Pose questions
Organise and process information
Identify and clarify information and ideas
Reflecting on thinking and processes
Think about thinking (metacognition)
Generating ideas, possibilities and actions
Seek solutions and put ideas into action
Information and Communication Technology (ICT) Capability
Communicating with ICT
Collaborate, share and exchange
Understand computer mediated communications
Creating with ICT
Generate solutions to challenges and learning area tasks
Managing and operating ICT
Select and use hardware and software
Literacy
Word Knowledge
Understand learning area vocabulary
Comprehending texts through listening, reading and viewing
Listen and respond to learning area texts
Composing texts through speaking, writing and creating
Use language to interact with others
Grammar knowledge
Express opinion and point of view
creating a travel brochure (incorporating written text and graphics) to advertise the achievements and opportunities available to an immigrant to nineteenth-century Brisbane
Literacy
Visual Knowledge
Understand how visual elements create meaning
Grammar knowledge
Express opinion and point of view
Use knowledge of words and word groups
Use knowledge of sentence structures
Text knowledge
Use knowledge of text structures
Use knowledge of text cohesion
Word Knowledge
Understand learning area vocabulary
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Analysing, synthesising and evaluating reasoning and procedures
Evaluate procedures and outcomes
Generating ideas, possibilities and actions
Imagine possibilities and connect ideas
Reflecting on thinking and processes
Think about thinking (metacognition)
Information and Communication Technology (ICT) Capability
Creating with ICT
Generate solutions to challenges and learning area tasks
Generate ideas, plans and processes
Year 9 Achievement Standards
By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgments about their importance. They explain the motives and actions of people at the time. Students explain the significance of these events and developments over the short and long term . They explain different interpretations of the past.
Students sequence events and developments within a chronological framework, with reference to periods of time and their duration. When researching, students develop different kinds of questions to frame a historical inquiry . They interpret, process, analyse and organise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students examine sources to compare different points of view. When evaluating these sources, they analyse origin and purpose, and draw conclusions about their usefulness. They develop their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical interpretations. In developing these texts and organising and presenting their conclusions, they use historical terms and concepts, evidence identified in sources, and they reference these sources.
Year 9 Work Sample Portfolios
Year 10
Year 10 Level Description
The modern world and Australia
The Year 10 curriculum provides a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The twentieth century became a critical period in Australia's social, cultural, economic and political development. The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia's development, its place within the Asia-Pacific region and its global standing.
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 10 are:
How did the nature of global conflict change during the twentieth century?
What were the consequences of World War II? How did these consequences shape the modern world?
How was Australian society affected by other significant global events and changes in this period?
Year 10 Content Descriptions
Overview of the modern world and Australia
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 (1918 to the present) 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 Modern World and Australia includes the following:
the inter-war years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression (ACOKFH018 - Scootle
)
continuing efforts post-World War II to achieve lasting peace and security in the world, including Australia's involvement in UN peacekeeping (ACOKFH021 - Scootle
)
the major movements for rights and freedom in the world and the achievement of independence by former colonies (ACOKFH022 - Scootle
)
ScOT Terms
Ethical Understanding
Reasoning in decision making and actions
Reason and make ethical decisions
Consider consequences
Reflect on ethical action
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
Interacting and empathising with others
Consider and develop multiple perspectives
the nature of the Cold War and Australia's involvement in Cold War and post-Cold War conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan), including the rising influence of Asian nations since the end of the Cold War (ACOKFH023 - Scootle
)
ScOT Terms
Ethical Understanding
Reasoning in decision making and actions
Reason and make ethical decisions
Consider consequences
Reflect on ethical action
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
Interacting and empathising with others
Consider and develop multiple perspectives
Depth Studies
World War II (1939-45)
Students investigate wartime experiences through a study of World War II in depth. This includes a study of the causes, events, outcome and broader impact of the conflict as an episode in world history, and the nature of Australia's involvement.
ScOT Terms
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
outlining the contributing factors of World War II (for example, the outcomes of the Treaty of Versailles and the League of Nations; the rise of Hitler and Japan's imperial ambitions)
Literacy
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
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
identifying key events in the European theatre of war (for example, Germany's invasion of Poland in 1939; the Holocaust 1942–1945; the Russians reaching Berlin in 1945)
Critical and Creative Thinking
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
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
Numeracy
Using measurement
Operate with clocks, calendars and timetables
identifying key events in the Asia-Pacific theatre of war (for example, the Japanese attack on Pearl Harbor in 1941; the fall of Singapore in 1942; the American victory at the Battle of Midway in 1942)
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
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
Numeracy
Using measurement
Operate with clocks, calendars and timetables
Examination of significant events of World War II, including the Holocaust and use of the atomic bomb
(ACDSEH107 - Scootle
)
ScOT Terms
Critical and Creative Thinking
Reflecting on thinking and processes
Think about thinking (metacognition)
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
Draw conclusions and design a course of action
Generating ideas, possibilities and actions
Seek solutions and put ideas into action
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Reflecting on intercultural experiences and taking responsibility
Challenge stereotypes and prejudices
Ethical Understanding
Reasoning in decision making and actions
Reflect on ethical action
Consider consequences
Reason and make ethical decisions
Understanding ethical concepts and issues
Explore ethical concepts in context
Exploring values, rights and responsibilities
Consider points of view
Explore rights and responsibilities
investigating the scale and significance of the Holocaust, using primary sources
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Pose questions
Organise and process information
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Reflecting on thinking and processes
Think about thinking (metacognition)
Transfer knowledge into new contexts
Generating ideas, possibilities and actions
Seek solutions and put ideas into action
Consider alternatives
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
Ethical Understanding
Reasoning in decision making and actions
Reason and make ethical decisions
Consider consequences
Reflect on ethical action
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
Intercultural Understanding
Reflecting on intercultural experiences and taking responsibility
Challenge stereotypes and prejudices
Interacting and empathising with others
Consider and develop multiple perspectives
Numeracy
Interpreting statistical information
Estimating and calculating with whole numbers
Understand and use numbers in context
explaining the race to build the atomic bomb (by Germany, Japan, the US) and why the atomic bombs were dropped on Hiroshima and Nagasaki
Ethical Understanding
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
Reflect on ethical action
Exploring values, rights and responsibilities
Examine values
Explore rights and responsibilities
Consider points of view
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Pose questions
Reflecting on thinking and processes
Think about thinking (metacognition)
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
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Reflecting on intercultural experiences and taking responsibility
Challenge stereotypes and prejudices
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Experiences of Australians during World War II (such as Prisoners of War (POWs), the Battle of Britain, Kokoda, the Fall of Singapore)
(ACDSEH108 - Scootle
)
ScOT Terms
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
explaining the significance of Kokoda as the battle that halted the Japanese advance on Port Moresby and helped foster the Anzac legend
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
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
Consider points of view
Explore rights and responsibilities
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Reflecting on intercultural experiences and taking responsibility
Challenge stereotypes and prejudices
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
The impact of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls (conscription, manpower controls, rationing and censorship)
(ACDSEH109 - Scootle
)
ScOT Terms
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
investigating the impact of World War II at a local and national level (for example, significant events such as the bombing of Darwin; the Japanese submarine attack on Sydney and the sinking of ships off the Australian coast; the 'Battle of Brisbane'; the Cowra breakout and the Brisbane Line)
Ethical Understanding
Reasoning in decision making and actions
Reflect on ethical action
Consider consequences
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
Critical and Creative Thinking
Generating ideas, possibilities and actions
Reflecting on thinking and processes
Think about thinking (metacognition)
Transfer knowledge into new contexts
Reflect on processes
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
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
Reflecting on intercultural experiences and taking responsibility
Challenge stereotypes and prejudices
Interacting and empathising with others
Consider and develop multiple perspectives
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
The
significance of World War II to Australia's international relationships in the twentieth century, with particular reference to the United Nations, Britain, the USA and
Asia (ACDSEH110 - Scootle
)
ScOT Terms
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
evaluating the impact of World War II on the emergence of the United States as a major world power and on Australia's alliance with the US (for example, the threat of Japan)
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
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Critical and Creative Thinking
Reflecting on thinking and processes
Think about thinking (metacognition)
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
Analysing, synthesising and evaluating reasoning and procedures
Evaluate procedures and outcomes
Apply logic and reasoning
Ethical Understanding
Exploring values, rights and responsibilities
Explore rights and responsibilities
Consider points of view
Reasoning in decision making and actions
Consider consequences
Reflect on ethical action
Rights and freedoms (1945 – the present)
Students investigate struggles for human rights in depth. This will include how rights and freedoms have been ignored, demanded or achieved in Australia and in the broader world context.
ScOT Terms
Ethical Understanding
Exploring values, rights and responsibilities
Consider points of view
Explore rights and responsibilities
Examine values
Understanding ethical concepts and issues
Explore ethical concepts in context
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
describing the drafting of the Universal Declaration of Human Rights and the contribution of Australia's HV Evatt
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
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
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
Background to the struggle of Aboriginal and Torres Strait Islander Peoples for rights and freedoms before 1965, including the 1938 Day of Mourning and the Stolen Generations
(ACDSEH104 - Scootle
)
ScOT Terms
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
Reasoning in decision making and actions
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
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
describing accounts of the past experiences of Aboriginal and Torres Strait Islander people who were forcibly removed from their families
Literacy
Composing texts through speaking, writing and creating
Use language to interact with others
Compose spoken, written, visual and multimodal learning area texts
Text knowledge
Use knowledge of text structures
Word Knowledge
Understand learning area vocabulary
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
Reasoning in decision making and actions
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
Contribute to civil society
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
ScOT Terms
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Generating ideas, possibilities and actions
Imagine possibilities and connect ideas
Reflecting on thinking and processes
Think about thinking (metacognition)
Reflect on processes
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
Personal and Social Capability
Self-awareness
Recognise personal qualities and achievements
Understand themselves as learners
outlining the Freedom Rides in the US, how they inspired civil rights campaigners in Australia, and how they became a turning point in the Aboriginal and Torres Strait Islander Peoples' struggle for rights and freedoms
Critical and Creative Thinking
Generating ideas, possibilities and actions
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Reflecting on thinking and processes
Transfer knowledge into new contexts
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
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
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
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
Reasoning in decision making and actions
Reason and make ethical decisions
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
The
significance of the following for the civil rights of Aboriginal and Torres Strait Islander Peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo decision; Bringing Them Home Report (the Stolen Generations), the Apology
(ACDSEH106 - Scootle
)
ScOT Terms
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Ethical Understanding
Exploring values, rights and responsibilities
Consider points of view
Examine values
Explore rights and responsibilities
Reasoning in decision making and actions
Reason and make ethical decisions
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
Interacting and empathising with others
Consider and develop multiple perspectives
describing the aims, tactics and outcomes of a particular event in the Aboriginal and Torres Strait Islander Peoples' struggle for rights and freedoms
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
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
Reasoning in decision making and actions
Reason and make ethical decisions
Consider consequences
Understanding ethical concepts and issues
Recognise ethical concepts
Explore ethical concepts in context
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Contribute to civil 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
Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander Peoples, and the role of ONE individual or group in the struggle
(ACDSEH134 - Scootle
)
ScOT Terms
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Reflecting on intercultural experiences and taking responsibility
Challenge stereotypes and prejudices
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
Personal and Social Capability
Social awareness
Appreciate diverse 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
Reasoning in decision making and actions
Consider consequences
Reflect on ethical action
investigating the role of Charles Perkins in the Freedom Ride of 1965 and the efficacy of television in bringing the struggle for rights and freedoms to national attention
Ethical Understanding
Reasoning in decision making and actions
Reflect on ethical action
Consider consequences
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
Critical and Creative Thinking
Reflecting on thinking and processes
Transfer knowledge into new contexts
Reflect on processes
Think about thinking (metacognition)
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Generating ideas, possibilities and actions
Literacy
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
Investigate culture and cultural identity
Interacting and empathising with others
Consider and develop multiple perspectives
Reflecting on intercultural experiences and taking responsibility
Challenge stereotypes and prejudices
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Information and Communication Technology (ICT) Capability
Applying social and ethical protocols and practices when using ICT
Identify the impacts of ICT in society
The continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world, such as the Declaration on the Rights of Indigenous Peoples (2007)
(ACDSEH143 - Scootle
)
ScOT Terms
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
Ethical Understanding
Exploring values, rights and responsibilities
Examine values
Explore rights and responsibilities
Consider points of view
Reasoning in decision making and actions
Consider consequences
Reason and make ethical decisions
Understanding ethical concepts and issues
Explore ethical concepts in context
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
identifying areas (for example, education, health, work) that are the focus for continued civil rights action for Aboriginal and Torres Strait Islander Peoples
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
Consider points of view
Examine values
Explore rights and responsibilities
Reasoning in decision making and actions
Understanding ethical concepts and issues
Explore ethical concepts in context
Recognise ethical concepts
Personal and Social Capability
Social awareness
Contribute to civil society
Appreciate diverse perspectives
Literacy
Comprehending texts through listening, reading and viewing
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 legacy of children's experiences in 'care' (their placement in orphanages, Children's Homes, foster care and other forms of out-of-home care), and the significance of the United Nations Convention on the Rights of the Child (1990)
Critical and Creative Thinking
Reflecting on thinking and processes
Think about thinking (metacognition)
Transfer knowledge into new contexts
Reflect on processes
Generating ideas, possibilities and actions
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
Recognise ethical concepts
Explore ethical concepts in context
Reasoning in decision making and actions
Reason and make ethical decisions
Consider consequences
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
Literacy
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
The globalising world
Students investigate one major global influence that has shaped Australian society in depth, including the development of the global influence during the twentieth century. Students study ONE of these electives: Popular culture or Migration experiences or The environment movement.
Popular culture (1945 – present)
ScOT Terms
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
identifying sports that were popular in Australia such as football, horse racing, cricket
Literacy
Word Knowledge
Understand learning area vocabulary
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Developments in popular
culture in post-war Australia and their impact on society, including the introduction of television and rock 'n' roll
(ACDSEH121 - Scootle
)
ScOT Terms
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
investigating America's cultural influence, as seen in the arrival of television for the Melbourne Olympics (1956) and Bill Haley's Australian tour (1957)
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
Reflecting on intercultural experiences and taking responsibility
Challenge stereotypes and prejudices
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
Think about thinking (metacognition)
Transfer knowledge into new contexts
Reflect on processes
Generating ideas, possibilities and actions
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
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
comparing and contrasting views on the values and beliefs of rock'n'roll, film and television across time, age and gender (for example, issues of conservatism and rebellion, the challenge to established ideas and national identity)
Critical and Creative Thinking
Reflecting on thinking and processes
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Pose questions
Generating ideas, possibilities and actions
Ethical Understanding
Exploring values, rights and responsibilities
Consider points of view
Explore rights and responsibilities
Examine values
Understanding ethical concepts and issues
Explore ethical concepts in context
Recognise ethical concepts
Literacy
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
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
Develop respect for cultural diversity
Reflecting on intercultural experiences and taking responsibility
Challenge stereotypes and prejudices
Interacting and empathising with others
Consider and develop multiple perspectives
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Changing nature of the music, film and television industry in Australia during the post-war period, including the influence of overseas developments (such as Hollywood, Bollywood and the animation film industry in China and Japan)
(ACDSEH122 - Scootle
)
ScOT Terms
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
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
identifying American and Asian influences on Australian popular culture since World War II (for example, through mainstream and Hollywood and Bollywood films)
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
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
ScOT Terms
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Understand relationships
Social management
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
investigating the changing contribution of the Australian rock'n'roll, film and television industries to Australian culture and identity through the development and export of music, film and television, for example the Easybeats from Sydney and Go-Betweens from Brisbane, Crocodile Dundee (1986)
Critical and Creative Thinking
Reflecting on thinking and processes
Think about thinking (metacognition)
Transfer knowledge into new contexts
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
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
Interacting and empathising with others
Communicate across cultures
Reflecting on intercultural experiences and taking responsibility
Challenge stereotypes and prejudices
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
ScOT Terms
Ethical Understanding
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
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
describing significant examples of continuity and change in beliefs and values, such as democratic ideals, religious beliefs, egalitarianism
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
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
Personal and Social Capability
Social awareness
Contribute to civil society
Appreciate diverse perspectives
Literacy
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
Word Knowledge
Understand learning area vocabulary
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
Interacting and empathising with others
Consider and develop multiple perspectives
Migration experiences (1945 – present)
The waves of post-World War II migration to Australia, including the influence of significant world events
(ACDSEH144 - Scootle
)
ScOT Terms
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
investigating the nature of the waves of migration such as the countries that were the source of migrants, the numbers of migrants from those countries, and trends in migration since World War II such as increasing migration from the Asian region to Australia
Literacy
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Numeracy
Using fractions, decimals, percentages, ratios and rates
Interpret proportional reasoning
Apply proportional reasoning
Recognising and using patterns and relationships
Recognise and use patterns and relationships
Estimating and calculating with whole numbers
Understand and use numbers in context
Critical and Creative Thinking
Reflecting on thinking and processes
Transfer knowledge into new contexts
Think about thinking (metacognition)
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
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
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Contribute to civil society
The impact of changing government policies on Australia's migration patterns, including abolition of the White Australia Policy, 'Populate or Perish'
(ACDSEH145 - Scootle
)
ScOT Terms
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
Reflecting on intercultural experiences and taking responsibility
Challenge stereotypes and prejudices
Numeracy
Recognising and using patterns and relationships
Recognise and use patterns and relationships
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Ethical Understanding
Reasoning in decision making and actions
Consider consequences
Reason and make ethical decisions
Understanding ethical concepts and issues
Explore ethical concepts in context
Exploring values, rights and responsibilities
Explore rights and responsibilities
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
describing the main features of a government policy that affected migration to Australia, such as the Immigration Restriction Act 1901 and use of the dictation test to restrict the immigration of non-Europeans
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
Reflecting on intercultural experiences and taking responsibility
Challenge stereotypes and prejudices
Literacy
Text knowledge
Use knowledge of text structures
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
Grammar knowledge
Express opinion and point of view
Word Knowledge
Understand learning area vocabulary
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
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
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
explaining the reasons for changes in government policy (for example, the influence of White Australia ideology at the time of the introduction of the Immigration Restriction Act 1901 ; the Displaced Persons Scheme in the aftermath of World War II)
Literacy
Text knowledge
Use knowledge of text structures
Grammar knowledge
Express opinion and point of view
Word Knowledge
Understand learning area vocabulary
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Ethical Understanding
Understanding ethical concepts and issues
Recognise ethical concepts
Explore ethical concepts in context
Exploring values, rights and responsibilities
Explore rights and responsibilities
Consider points of view
Examine values
Reasoning in decision making and actions
Reason and make ethical decisions
Consider consequences
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
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
Reflecting on intercultural experiences and taking responsibility
Challenge stereotypes and prejudices
Interacting and empathising with others
Consider and develop multiple perspectives
ScOT Terms
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
Reflecting on intercultural experiences and taking responsibility
Challenge stereotypes and prejudices
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
describing the impact of the Vietnam war on Vietnam and how the communist victory in Vietnam (1975) resulted in the arrival of refugees into Australia
Ethical Understanding
Exploring values, rights and responsibilities
Examine values
Explore rights and responsibilities
Reasoning in decision making and actions
Reason and make ethical decisions
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
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
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
Interacting and empathising with others
Consider and develop multiple perspectives
Reflecting on intercultural experiences and taking responsibility
Challenge stereotypes and prejudices
Personal and Social Capability
Social awareness
Contribute to civil society
Appreciate diverse perspectives
The contribution of migration to Australia's changing identity as a nation and to its international relationships
(ACDSEH147 - Scootle
)
ScOT Terms
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Reflecting on intercultural experiences and taking responsibility
Challenge stereotypes and prejudices
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
investigating policies of multiculturalism since the 1970s and the concepts of cultural heritage and assimilation
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Contribute to civil society
Ethical Understanding
Reasoning in decision making and actions
Consider consequences
Reason and make ethical decisions
Understanding ethical concepts and issues
Recognise ethical concepts
Explore ethical concepts in context
Exploring values, rights and responsibilities
Explore rights and responsibilities
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
Reflecting on intercultural experiences and taking responsibility
Challenge stereotypes and prejudices
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
Generating ideas, possibilities and actions
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
Think about thinking (metacognition)
Transfer knowledge into new contexts
analysing post-World War II population growth and the development of Australia's culturally diverse society using different types of graphs
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Reflecting on thinking and processes
Think about thinking (metacognition)
Reflect on processes
Generating ideas, possibilities and actions
Numeracy
Using fractions, decimals, percentages, ratios and rates
Apply proportional reasoning
Interpret proportional reasoning
Interpreting statistical information
Estimating and calculating with whole numbers
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Contribute to civil society
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Reflecting on intercultural experiences and taking responsibility
Challenge stereotypes and prejudices
Interacting and empathising with others
Consider and develop multiple perspectives
The environment movement (1960s – present)
The background to environmental awareness, including the nineteenth century National Parks movement in America and Australia
(ACDSEH028 - Scootle
)
ScOT Terms
Ethical Understanding
Understanding ethical concepts and issues
Explore ethical concepts in context
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
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
Interacting and empathising with others
Consider and develop multiple perspectives
outlining the emergence of concerns about the preservation of natural areas for future generations (for example, as reflected in the establishment of national parks in the United States (Yellowstone National Park in 1872), Australia (Royal National Park in 1879), Canada (Rocky Mountains National Park in 1885) and New Zealand (Tongariro National Park in 1887))
Critical and Creative Thinking
Generating ideas, possibilities and actions
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
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Contribute to civil society
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
Explore ethical concepts in context
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
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
The intensification of environmental effects in the twentieth century as a result of population increase, urbanisation, increasing industrial production and trade
(ACDSEH125 - Scootle
)
ScOT Terms
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
Reasoning in decision making and actions
Consider consequences
Reflect on ethical action
Numeracy
Using fractions, decimals, percentages, ratios and rates
Interpret proportional reasoning
Apply proportional reasoning
Interpreting statistical information
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
investigating the impact of early texts that warned about environmental change (for example, Silent Spring by Rachel Carson, 1962; Don't it make you want to go home by Joe South, 1970; Mother Earth News magazine in 1970; Mercy mercy me (the ecology) lyrics by Marvin Gaye, 1971)
Critical and Creative Thinking
Reflecting on thinking and processes
Transfer knowledge into new contexts
Think about thinking (metacognition)
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
Ethical Understanding
Exploring values, rights and responsibilities
Consider points of view
Explore rights and responsibilities
Examine values
Understanding ethical concepts and issues
Explore ethical concepts in context
Recognise ethical concepts
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Contribute to civil society
ScOT Terms
Ethical Understanding
Understanding ethical concepts and issues
Explore ethical concepts in context
Exploring values, rights and responsibilities
Examine values
Explore rights and responsibilities
Consider points of view
Reasoning in decision making and actions
Consider consequences
Reflect on ethical action
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Investigate culture and cultural identity
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
recognising the historic impact of the pictures of Earth taken during the Apollo 8 mission and how they influenced people's view of the world
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Interacting and empathising with others
Consider and develop multiple perspectives
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
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
Contribute to civil society
Appreciate diverse perspectives
explaining the significance of ideas about the environment (for example, Gaia – the interaction of Earth and its biosphere; limits of growth – that unlimited growth is unsustainable; sustainability – that biological systems need to remain diverse and productive over time; and rights of nature – recognition that humans and their natural environment are closely interrelated)
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
Reasoning in decision making and actions
Reflect on ethical action
Consider consequences
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
Grammar knowledge
Express opinion and point of view
Text knowledge
Use knowledge of text structures
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
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Contribute to civil society
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Significant events and campaigns that contributed to popular awareness of environmental issues, such as the campaign to prevent the damming of Australia's Gordon River, the nuclear accident at Chernobyl and the Jabiluka mine controversy in 1998
(ACDSEH127 - Scootle
)
ScOT Terms
Ethical Understanding
Understanding ethical concepts and issues
Explore ethical concepts in context
Reasoning in decision making and actions
Reflect on ethical action
Reason and make ethical decisions
Consider consequences
Exploring values, rights and responsibilities
Explore 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
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
investigating a range of environmental impacts (for example, the flooding of Lake Pedder in Tasmania, deforestation in Indonesia, the decline of the Aral Sea, the Exxon Valdez oil spill, the whaling industry)
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
Reason and make ethical decisions
Exploring values, rights and responsibilities
Explore 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
Critical and Creative Thinking
Reflecting on thinking and processes
Transfer knowledge into new contexts
Think about thinking (metacognition)
Reflect on processes
Generating ideas, possibilities and actions
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
Contribute to civil society
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
explaining the struggle over French nuclear weapon testing in the Pacific 1966–1996 (for example, the sinking of the ship, the Rainbow Warrior, in 1985)
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
Reason and make ethical decisions
Exploring values, rights and responsibilities
Explore rights and responsibilities
Examine values
Consider points of view
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Contribute to civil society
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Literacy
Comprehending texts through listening, reading and viewing
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
Grammar knowledge
Express opinion and point of view
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
Organise and process information
Identify and clarify information and ideas
Responses of governments, including the Australian Government, and international organisations to environmental threats since the 1960s, including deforestation and climate change
(ACDSEH128 - Scootle
)
ScOT Terms
Ethical Understanding
Exploring values, rights and responsibilities
Explore rights and responsibilities
Consider points of view
Examine values
Reasoning in decision making and actions
Consider consequences
Reflect on ethical action
Reason and make ethical decisions
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
Interacting and empathising with others
Consider and develop multiple perspectives
explaining the responses of governments and organisations to environmental threats (for example, New Zealand's anti-nuclear policy, the United States' Comprehensive Environmental Response, Compensation and Liability Act 1980 (CERCLA), Australia's first Great Barrier Reef Outlook Report (2009)
Ethical Understanding
Reasoning in decision making and actions
Reason and make ethical decisions
Reflect on ethical action
Consider consequences
Exploring values, rights and responsibilities
Consider points of view
Examine values
Explore rights and responsibilities
Understanding ethical concepts and issues
Recognise ethical concepts
Explore ethical concepts in context
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Recognising culture and developing respect
Investigate culture and cultural identity
Explore and compare cultural knowledge, beliefs and practices
Literacy
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
Grammar knowledge
Express opinion and point of view
Text knowledge
Use knowledge of text structures
Word Knowledge
Understand learning area vocabulary
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Personal and Social Capability
Social awareness
Contribute to civil society
Appreciate diverse perspectives
evaluating the effectiveness of international protocols and treaties such as Kyoto (1997), the United Nations Framework Convention on Climate Change (since 1992) and the Washington Declaration (2007)
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Contribute to civil society
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
Reason and make ethical decisions
Reflect on ethical action
Consider consequences
Critical and Creative Thinking
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Evaluate procedures and outcomes
Reflecting on thinking and processes
Reflect on processes
Think about thinking (metacognition)
Generating ideas, possibilities and actions
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
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
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
Chronology, terms and concepts
Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places
(ACHHS182 - Scootle
)
ScOT Terms
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
Reflecting on thinking and processes
Numeracy
Estimating and calculating with whole numbers
Recognising and using patterns and relationships
Recognise and use patterns and relationships
Using measurement
Operate with clocks, calendars and timetables
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
Compose texts
Word Knowledge
Understand learning area vocabulary
placing in sequence the main events of the Freedom Rides campaigns in the United States and Australia and explaining the links between the two campaigns
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
Reflecting on thinking and processes
Literacy
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Word Knowledge
Understand learning area vocabulary
Numeracy
Estimating and calculating with whole numbers
Estimate and calculate
Understand and use numbers in context
Recognising and using patterns and relationships
Recognise and use patterns and relationships
Using measurement
Operate with clocks, calendars and timetables
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
using interactive timelines to explore the various manifestations or effects of an event in different geographical locations
Numeracy
Using measurement
Operate with clocks, calendars and timetables
Using spatial reasoning
Interpret maps and diagrams
Recognising and using patterns and relationships
Recognise and use patterns and relationships
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
Organise and process information
Identify and clarify information and ideas
Reflecting on thinking and processes
Literacy
Word Knowledge
Understand learning area vocabulary
Comprehending texts through listening, reading and viewing
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
Information and Communication Technology (ICT) Capability
Creating with ICT
Generate solutions to challenges and learning area tasks
Generate ideas, plans and processes
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Interacting and empathising with others
Consider and develop multiple perspectives
ScOT Terms
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
Word Knowledge
Understand learning area vocabulary
Use spelling knowledge
defining and using terms and concepts such as 'liberation', 'human rights', 'popular culture' and 'contestability'
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Pose questions
Organise and process information
Identify and clarify information and ideas
Reflecting on thinking and processes
Think about thinking (metacognition)
Transfer knowledge into new contexts
Generating ideas, possibilities and actions
Seek solutions and put ideas into action
Literacy
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
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
Use spelling knowledge
Historical questions and research
ScOT Terms
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Comprehend texts
Listen and respond to learning area texts
Interpret and analyse learning area texts
Word Knowledge
Understand learning area vocabulary
Composing texts through speaking, writing and creating
Compose texts
Use language to interact with others
Compose spoken, written, visual and multimodal learning area texts
Text knowledge
Use knowledge of text structures
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
Pose questions
Organise and process information
Reflecting on thinking and processes
Generating ideas, possibilities and actions
changing a key question or related questions in an inquiry depending on the suitability of the sources available
Literacy
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Text knowledge
Use knowledge of text structures
Word Knowledge
Understand learning area vocabulary
Composing texts through speaking, writing and creating
Use language to interact with others
Compose spoken, written, visual and multimodal learning area texts
Grammar knowledge
Use knowledge of sentence structures
Critical and Creative Thinking
Generating ideas, possibilities and actions
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Pose questions
developing questions about aspects of the past that require historical argument
Literacy
Grammar knowledge
Express opinion and point of view
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
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
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Pose questions
identifying, planning and investigating (individually and as part of a team) specific historical questions or issues
Critical and Creative Thinking
Generating ideas, possibilities and actions
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
Reflect on processes
Think about thinking (metacognition)
Analysing, synthesising and evaluating reasoning and procedures
Draw conclusions and design a course of action
Literacy
Word Knowledge
Understand learning area vocabulary
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
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
ScOT Terms
Critical and Creative Thinking
Analysing, synthesising and evaluating reasoning and procedures
Evaluate procedures and outcomes
Reflecting on thinking and processes
Generating ideas, possibilities and actions
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Pose questions
Literacy
Comprehending texts through listening, reading and viewing
Comprehend 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 texts
Compose spoken, written, visual and multimodal learning area texts
Word Knowledge
Understand learning area vocabulary
changing a key question or related questions in an inquiry depending on the suitability of the sources available
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Pose questions
Generating ideas, possibilities and actions
Reflecting on thinking and processes
Analysing, synthesising and evaluating reasoning and procedures
Evaluate procedures and outcomes
Literacy
Text knowledge
Use knowledge of text structures
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Use language to interact with others
Word Knowledge
Understand learning area vocabulary
Grammar knowledge
Use knowledge of sentence structures
ScOT Terms
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
Literacy
Word Knowledge
Understand learning area vocabulary
Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts
Interpret and analyse learning area texts
Comprehend 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
Compose texts
Information and Communication Technology (ICT) Capability
Investigating with ICT
Locate, generate and access data and information
Define and plan information searches
Select and evaluate data and information
locating sources for recording oral histories (for example, Vietnam War veterans, recent migrants)
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
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
Comprehend texts
Navigate, read and view learning area texts
Visual Knowledge
Understand how visual elements create meaning
recognising the role of ICT in providing access to sources and the need to ask relevant questions of those sources (for example, a Google search for 'significance of Kokoda')
Information and Communication Technology (ICT) Capability
Creating with ICT
Generate solutions to challenges and learning area tasks
Investigating with ICT
Locate, generate and access data and information
Select and evaluate data and information
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
Comprehending texts through listening, reading and viewing
Comprehend texts
Navigate, read and view learning area texts
Visual Knowledge
Understand how visual elements create meaning
Analysis and use of sources
ScOT Terms
Literacy
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
Composing texts through speaking, writing and creating
Compose texts
Compose spoken, written, visual and multimodal 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
using data from immigration records and processing them using ICT to identify historical trends over time
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
Reflecting on thinking and processes
Transfer knowledge into new contexts
Reflect on processes
Generating ideas, possibilities and actions
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
Numeracy
Using spatial reasoning
Interpret maps and diagrams
Interpreting statistical information
Recognising and using patterns and relationships
Recognise and use patterns and relationships
Information and Communication Technology (ICT) Capability
Investigating with ICT
Define and plan information searches
Select and evaluate data and information
Locate, generate and access data and information
explaining the context of a source such as the Bringing Them Home Report (1997) and the significance of that context in understanding responses to the report (with varying perspectives)
Critical and Creative Thinking
Reflecting on thinking and processes
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Generating ideas, possibilities and actions
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
Grammar knowledge
Express opinion and point of view
Text knowledge
Use knowledge of text structures
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
ScOT Terms
Literacy
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Compose texts
Grammar knowledge
Express opinion and point of view
Text knowledge
Use knowledge of text cohesion
Use knowledge of text structures
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
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
Seek solutions and put ideas into action
Consider alternatives
Analysing, synthesising and evaluating reasoning and procedures
Draw conclusions and design a course of action
combining historical data from a range of sources to identify and explain the impact of World War II
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
Organise and process information
Identify and clarify information and ideas
Reflecting on thinking and processes
Transfer knowledge into new contexts
Analysing, synthesising and evaluating reasoning and procedures
Draw conclusions and design a course of action
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
Grammar knowledge
Express opinion and point of view
Text knowledge
Use knowledge of text structures
Numeracy
Interpreting statistical information
ScOT Terms
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 texts
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
Evaluate procedures and outcomes
Draw conclusions and design a course of action
Generating ideas, possibilities and actions
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Reflecting on thinking and processes
understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided and therefore of use in revealing past prevailing attitudes)
Critical and Creative Thinking
Generating ideas, possibilities and actions
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
Literacy
Text knowledge
Use knowledge of text structures
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
discussing the reliability and usefulness of Martin Luther King's 1963 'I Have A Dream' speech as a source to assist in understanding the aims and motivations of the US Civil Rights movement
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
Explore ethical concepts in context
Critical and Creative Thinking
Generating ideas, possibilities and actions
Inquiring – identifying, exploring and organising information and ideas
Pose questions
Organise and process information
Identify and clarify information and ideas
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Evaluate procedures and outcomes
Reflecting on thinking and processes
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
Use language to interact with others
Compose spoken, written, visual and multimodal learning area texts
Grammar knowledge
Use knowledge of sentence structures
Express opinion and point of view
Word Knowledge
Understand learning area vocabulary
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Perspectives and interpretations
ScOT Terms
Literacy
Comprehending texts through listening, reading and viewing
Comprehend texts
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
Compose texts
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
Organise and process information
Identify and clarify information and ideas
Analysing, synthesising and evaluating reasoning and procedures
Evaluate procedures and outcomes
Apply logic and reasoning
Generating ideas, possibilities and actions
Reflecting on thinking and processes
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Intercultural Understanding
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Interacting and empathising with others
Consider and develop multiple perspectives
analysing the views of men and women at different times regarding gender equality in Australia and explaining how these views might reflect changing values and attitudes
Critical and Creative Thinking
Generating ideas, possibilities and actions
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Evaluate procedures and outcomes
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
Use language to interact with others
Compose spoken, written, visual and multimodal learning area texts
Grammar knowledge
Use knowledge of sentence structures
Express opinion and point of view
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Word Knowledge
Understand learning area vocabulary
Ethical Understanding
Exploring values, rights and responsibilities
Examine values
Consider points of view
Reasoning in decision making and actions
Reflect on ethical action
Understanding ethical concepts and issues
Explore ethical concepts in context
Recognise ethical concepts
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
ScOT Terms
Literacy
Grammar knowledge
Express opinion and point of view
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
Listen and respond to learning area texts
Composing texts through speaking, writing and creating
Compose texts
Use language to interact with others
Compose spoken, written, visual and multimodal learning area texts
Critical and Creative Thinking
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Evaluate procedures and outcomes
Reflecting on thinking and processes
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Generating ideas, possibilities and actions
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
examining different accounts of the first 1957 rock'n'roll tours of Australia and identifying the different perspectives based on age
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
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
Organise and process information
Identify and clarify information and ideas
Generating ideas, possibilities and actions
Analysing, synthesising and evaluating reasoning and procedures
Evaluate procedures and outcomes
Apply logic and reasoning
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
explaining the enthusiasm of young people for the 1957 rock'n'roll tours of Australia and the opposition of older generations, as reflected in the sources
Literacy
Text knowledge
Use knowledge of text structures
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Word Knowledge
Understand learning area vocabulary
Grammar knowledge
Express opinion and point of view
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Intercultural Understanding
Interacting and empathising with others
Consider and develop multiple perspectives
Critical and Creative Thinking
Reflecting on thinking and processes
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Explanation and communication
ScOT Terms
Literacy
Grammar knowledge
Use knowledge of sentence structures
Express opinion and point of view
Use knowledge of words and word groups
Composing texts through speaking, writing and creating
Use language to interact with others
Compose texts
Compose spoken, written, visual and multimodal learning area texts
Word Knowledge
Understand learning area vocabulary
Visual Knowledge
Understand how visual elements create meaning
Text knowledge
Use knowledge of text cohesion
Use knowledge of text structures
Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts
Comprehend texts
Navigate, read and view learning area texts
Listen and respond to learning area texts
Critical and Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
Organise and process information
Identify and clarify information and ideas
Reflecting on thinking and processes
Transfer knowledge into new contexts
Reflect on processes
Generating ideas, possibilities and actions
Seek solutions and put ideas into action
Consider alternatives
developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view, with consistent and specific reference to the evidence available
Critical and Creative Thinking
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Generating ideas, possibilities and actions
Reflecting on thinking and processes
Transfer knowledge into new contexts
Think about thinking (metacognition)
Inquiring – identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Personal and Social Capability
Social management
Self-management
Express emotions appropriately
Social awareness
Appreciate diverse perspectives
Literacy
Composing texts through speaking, writing and creating
Use language to interact with others
Compose spoken, written, visual and multimodal learning area texts
Grammar knowledge
Use knowledge of words and word groups
Express opinion and point of view
Use knowledge of sentence structures
Word Knowledge
Understand learning area vocabulary
Use spelling knowledge
explaining the significance of the fall of Singapore (1942) in the changes in Australia's military alliances and use of troops during World War II, using a range of sources (for example, accounts of prisoners of war, commanders such as General Gordon Bennett, politicians such as Prime Minister John Curtin, and Japanese and British sources)
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
Grammar knowledge
Express opinion and point of view
Text knowledge
Use knowledge of text structures
Word Knowledge
Understand learning area vocabulary
Intercultural Understanding
Recognising culture and developing respect
Investigate culture and cultural identity
Interacting and empathising with others
Consider and develop multiple perspectives
Personal and Social Capability
Social awareness
Contribute to civil society
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
Analysing, synthesising and evaluating reasoning and procedures
Evaluate procedures and outcomes
Apply logic and reasoning
Reflecting on thinking and processes
Generating ideas, possibilities and actions
Select and use a range of communication forms (oral, graphic, written) and digital technologies
(ACHHS193 - Scootle
)
ScOT Terms
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
Visual Knowledge
Understand how visual elements create meaning
Grammar knowledge
Use knowledge of sentence structures
Use knowledge of words and word groups
Text knowledge
Use knowledge of text cohesion
Use knowledge of text structures
Word Knowledge
Understand learning area vocabulary
Information and Communication Technology (ICT) Capability
Creating with ICT
Generate ideas, plans and processes
Generate solutions to challenges and learning area tasks
Communicating with ICT
Collaborate, share and exchange
designing a poster that outlines the main arguments against French nuclear testing in the Pacific and explaining the nature and reliability of the sources used to construct the poster
Literacy
Grammar knowledge
Express opinion and point of view
Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts
Word Knowledge
Use spelling knowledge
Understand learning area vocabulary
Visual Knowledge
Understand how visual elements create meaning
Text knowledge
Use knowledge of text structures
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
Information and Communication Technology (ICT) Capability
Creating with ICT
Generate ideas, plans and processes
Generate solutions to challenges and learning area tasks
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
Seek solutions and put ideas into action
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Reflecting on thinking and processes
Personal and Social Capability
Social awareness
Appreciate diverse perspectives
Year 10 Achievement Standards
By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their relative importance. They explain the context for people's actions in the past. Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations.
Students sequence events and developments within a chronological framework, and identify relationships between events across different places and periods of time. When researching, students develop, evaluate and modify questions to frame a historical inquiry . They process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students analyse sources to identify motivations, values and attitudes. When evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose and context. They develop and justify their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical argument. In developing these texts and organising and presenting their arguments, they use historical terms and concepts, evidence identified in sources, and they reference these sources.
Year 10 Work Sample Portfolios