Australian Curriculum: History Scope and Sequence Documents (F-10)

This document presents scope and sequence documents showing for each year:

 The year level focus

 The key inquiry questions

 A summary of the historical knowledge content for each year. o In Years Foundation to Year 6, this is presented as the content descriptions. o In Years 7-10 for the sake of brevity, this is presented as the Overview Content and the Depth Studies for each year. Teachers will need to refer to the complete curriculum online for the content descriptions.

 Historical skills

Copyright © School Curriculum and Standards Authority, 2013 This document—apart from any third party copyright material contained in it—may be freely copied, or communicated on an intranet, for non-commercial purposes in educational institutions, provided that the School Curriculum and Standards Authority is acknowledged as the copyright owner, and that the Authority’s moral rights are not infringed. Copying or communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior written permission of the School Curriculum and Standards Authority. Copying or communication of any third party copyright material can be done only within the terms of the Copyright Act 1968 or with permission of the copyright owners. Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the Creative Commons Attribution - Non Commercial 3.0 Australia licence. Australian Curriculum: History Scope and sequence (Foundation to Year 6) Year focus Key inquiry questions Historical knowledge Historical Skills Personal and  What is my history and how do I know?  Who the people in their family are, where they were born and raised and how they are related to each other Chronology, terms and concepts family  What stories do other people tell about the  The different structures of families and family groups today, and what they have in common  Sequence familiar objects and events F histories past?  How they, their family and friends commemorate past events that are important to them  Distinguish between the past, present and future  How can stories of the past be told and  How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral Historical questions and research shared? histories, digital media, and museums  Pose questions about the past using sources Present and  How has family life changed or remained the  Differences in family structures and roles today, and how these have changed or remained the same over time provided past family same over time?  How the present, past and future are signified by terms indicating time such as ‘a long time ago’, ‘then and now’, ‘now Analysis and use of sources life How can we show that the present is  Explore a range of sources about the past 1  and then’, ‘old and new’, ‘tomorrow’, as well as by dates and changes that may have personal significance, such as different from or similar to the past? birthdays, celebrations and seasons  Identify and compare features of objects from the  How do we describe the sequence of time?  Differences and similarities between students’ daily lives and life during their parents’ and grandparents’ childhoods, past and present including family traditions, leisure time and communications Perspectives and interpretations The past in  What aspects of the past can you see  The history of a significant person, building, site or part of the natural environment in the local community and what it  Explore a point of view the present today? What do they tell us? reveals about the past What remains of the past are important to The importance today of an historical site of cultural or spiritual significance; for example, a community building, a Explanation and communication 2   the local community? Why? landmark, a war memorial  Develop a narrative about the past  How have changes in technology shaped  The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated,  Use a range of communication forms (oral, graphic, our daily life? and played in the past) written, role play) and digital technologies Community  Who lived here first and how do we know?  The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. and  How has our community changed? What (This is intended to be a local area study with a focus on one Language group; however, if information or sources are remembrance features have been lost and what features not readily available, another representative area may be studied)  ONE important example of change and ONE important example of continuity over time in the local community, region have been retained? Chronology, terms and concepts What is the nature of the contribution made or state/ territory; for example, in relation to the areas of transport, work, education, natural and built environments,   Sequence historical people and events by different groups and individuals in the entertainment, daily life 3  Use historical terms community?  The role that people of diverse backgrounds have played in the development and character of the local community Historical questions and research  How and why do people choose to  Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week,  Pose a range of questions about the past remember significant events of the past? National Reconciliation Week, NAIDOC week and national Sorry day) and the importance of symbols and emblems Analysis and use of sources  Celebrations and commemorations in other places around the world; for example, Bastille Day in France,  Locate relevant information from sources provided Independence Day in the USA, including those that are observed in Australia such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan Perspectives and interpretations First contacts  Why did the great journeys of exploration  The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples  Identify different points of view occur? are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives. Explanation and communication  What was life like for Aboriginal and/or  The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their  Develop historical texts, particularly narratives Torres Strait Islander Peoples before the contacts with other societies and any impacts.  Use a range of communication forms (oral, graphic, arrival of the Europeans?  Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following 4 written) and digital technologies  Why did the Europeans settle in Australia? arrival.  What was the nature and consequence of  The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the contact between Aboriginal and/or Torres Macassans and the Europeans, and the effects of these interactions on, for example families and the environment Strait Islander Peoples and early traders, explorers and settlers? The  What do we know about the lives of people  Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800. Australian in Australia’s colonial past and how do we  The nature of a convict or colonial presence, including the factors that influenced patterns of development, aspects of Chronology, terms and concepts colonies know? the daily life of the inhabitants (including Aboriginal people and Torres Strait Islanders), and how they changed the  Sequence historical people and events  How did an Australian colony develop over environment.  Use historical terms and concepts time and why?  The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Historical questions and research 5  How did colonial settlement change the Stockade, internal exploration, the advent of rail, the expansion of farming, drought.  Identify questions to inform an historical inquiry environment?  The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular  Identify and locate a range of relevant sources  What were the significant events and who migrant group within a colony. Analysis and use of sources were the significant people that shaped  The role that a significant individual or group played in shaping a colony; for example, explorers, farmers,  Locate information related to inquiry questions in a Australian colonies? entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait range of sources Islander peoples.  Compare information from a range of sources Australia as a  Why and how did Australia become a  Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s nation nation? system of law and government. Perspectives and interpretations  How did Australian society change  Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/ or Identify points of view in the past and present throughout the twentieth century? Torres Strait Islanders, migrants, women and children. Explanation and communication 6  Who were the people who came to  Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they  Develop historical texts, particularly narratives and Australia? Why did they come? migrated, such as World War II and Australian migration programs since the war. descriptions, which incorporate source material  What contribution have significant  The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to  Use a range of communication forms (oral, graphic, individuals and groups made to the the development of Australian society, for example in areas such as the economy, education, science, the arts, sport. written) and digital technologies development of Australian society?

©School Curriculum and Standards Authority 2013 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials ( v5.0 May 2013) TRIM: 2013/36021 Australian Curriculum: History Scope and sequence (Year 7 – 10) Year focus Key inquiry questions Overview content Depth studies Historical Skills The ancient  How do we know about the ancient Overview content for the ancient world (Egypt, Mesopotamia, Persia, The depth studies for this year level are: Chronology, terms and concepts world past? Greece, Rome, India, China and the Maya) includes the following:  Sequence historical events and periods  Why and where did the earliest 1. Investigating the ancient past  Use historical terms and concepts societies develop?  the theory that people moved out of Africa around 60 000 BC (BCE) 2. The Mediterranean world (ONE of Egypt, Historical questions and research and migrated to other parts of the world, including Australia 7  What emerged as the defining Greece, Rome)  Identify a range of questions about the past to inform a characteristics of ancient societies?  the evidence for the emergence and establishment of ancient 3. The Asian world (ONE of China, India) historical inquiry  What have been the legacies of societies (including art, iconography, writing tools and pottery)  Identify and locate relevant sources, using ICT and other ancient societies?  key features of ancient societies (farming, trade, social classes, methods religion, rule of law) Analysis and use of sources  Identify the origin and purpose of primary and secondary The ancient  How did societies change from the Overview content for the ancient to modern world (Byzantine, Celtic, The depth studies for this year level are: sources to the end of the ancient period to the Anglo-Saxon, Viking, Ottoman, Khmer, Mongols, Yuan and Ming  Locate, select and use information from a range of sources as modern beginning of the modern age? dynasties, Aztec, Inca) includes the following: 1. The Western and Islamic World (ONE of evidence world  What key beliefs and values The Vikings, Renaissance Italy, Medieval  Draw conclusions about the usefulness of sources emerged and how did they  the transformation of the Roman world and the spread of Christianity Europe, The Ottoman Empire) Perspectives and interpretations influence societies? and Islam 2. The Asia-Pacific World (ONE of  What were the causes and effects  key features of the medieval world (feudalism, trade routes, voyages  Identify and describe points of view, attitudes and values in 8 Angkor/Khmer Empire (c.802 – c.1431), of contact between societies in this of discovery, contact and conflict) primary and secondary sources Japan under the Shoguns, The Polynesian period?  the emergence of ideas about the world and the place of people in it Explanation and communication expansion across the Pacific)  Which significant people, groups by the end of the period (such as the Renaissance, the Scientific  Develop historical texts, particularly descriptions and and ideas from this period have Revolution and the Enlightenment). 3. Expanding contacts (ONE of Mongol explanations that use evidence from a range of sources influenced the world today? Expansion, The Spanish Conquest of the  Use a range of communication forms (oral, graphic, written) Americas, The Black Death in Asia, Europe and digital technologies and Africa) The making  What were the changing features of Overview content for the making of the modern world includes the The depth studies for this year level are: Chronology, terms and concepts of the the movements of people from 1750 following:  Sequence events chronologically to demonstrate the modern to 1918? 1. Making a Better World? (ONE of relationship between events in different periods and places world  How did new ideas and  the nature and significance of the Industrial Revolution and how it Progressive ideas and movements, The  Use historical terms and concepts technological developments affected living and working conditions, including within Australia Industrial Revolution, Movement of contribute to change in this period?  the nature and extent of the movement of peoples in the period Historical questions and research 9 peoples) (slaves, convicts and settlers)  What was the origin, development, 2. Australia and Asia (ONE of Asia and the  Identify and select different kinds of questions about the past significance and long-term impact of  the extent of European imperial expansion and different responses, to inform historical inquiry world, Making a nation) imperialism in this period? including in the Asian region  Evaluate and enhance these questions  What was the significance of World  the emergence and nature of significant economic, social and 3. World War I War I? political ideas in the period, including nationalism  Identify and locate relevant sources, using ICT and other methods The modern  How did the nature of global conflict Overview content for the modern world and Australia includes the The depth studies for this year level are: Analysis and use of sources world and change during the twentieth following:  Identify the origin, purpose and context of primary and Australia century? 1. World War II secondary sources the inter-war years between World War I and World War II, including  What were the consequences of  2. Rights and freedoms  Process and synthesise information from a range of sources World War II? How did these the Treaty of Versailles, the Roaring Twenties and the Great 3. The globalising world (ONE of Popular for use as evidence in an historical argument consequences shape the modern Depression culture (1945 – present), The environment world?  continuing efforts post-World War II to achieve lasting peace and  Evaluate the reliability and usefulness of primary and movement, Migration experiences)  How was Australian society affected security in the world, including Australia’s involvement in UN secondary sources by other significant global events peacekeeping Perspectives and interpretations 10 and changes in this period?  the major movements for rights and freedom in the world and the  Identify and analyse the perspectives of people from the past achievement of independence by former colonies  Identify and analyse different historical interpretations  the nature of the Cold War and Australia’s involvement in Cold War (including their own) and post-Cold War conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan), including the rising influence of Asian nations since the Explanation and communication end of the Cold War  Develop historical texts, particularly explanations and historical  developments in technology, public health, longevity and standard of arguments that use evidence from a range of sources living during the twentieth century, and concern for the environment  Select and use a range of communication forms (oral, graphic, and sustainability written) and digital technologies

©School Curriculum and Standards Authority 2013 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials ( v5.0 May 2013) TRIM: 2013/36021