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Understand this learning area

Humanities and Social Sciences

Introduction

The Australian Curriculum: Humanities and Social Sciences Foundation to Year 10 comprises 5 subjects: 

  • Humanities and Social Sciences from Foundation to Year 6: in these years, students are introduced to the disciplines of History and Geography from Foundation, Civics and Citizenship from Year 3, and Economics and Business from Year 5 
  • Civics and Citizenship in Years 7-10 
  • Economics and Business in Years 7-10 
  • Geography in Years 7-10 
  • History in Years 7-10. 

Humanities and Social Sciences is written on the basis that all students will study Humanities and Social Sciences from F-6. In Years 7-10, students will study History. In Years 7-8, students will study Geography, Civics and Citizenship, and Economics and Business. In Years 9-10, students’ access to Geography, Civics and Citizenship, and Economics and Business will be determined by school authorities or individual schools. 

Rationale

The Humanities and Social Sciences are the study of human behaviour and interaction in social, cultural, environmental, economic, business, legal and political contexts. This learning area has a historical and contemporary focus, from personal to global contexts, and considers the challenges that may occur in the future. It plays an important role in assisting students to understand global issues, and building their capacity to be active and informed citizens who understand and participate in the world.  

 

The Humanities and Social Sciences subjects in the Australian Curriculum provide a broad understanding of the world we live in, and how people can participate as active and informed citizens with high-level skills needed now and in the future. They provide opportunities for students to develop their own personal and social learning, and to explore their perspectives as well as those of others. 

 

Through studying Humanities and Social Sciences, students will develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. This requires an understanding of the key historical, geographical, legal, political, economic, business and societal factors involved, and how these different factors interrelate.  

Aims

Humanities and Social Sciences aims to ensure that students develop:  

  • a sense of wonder, curiosity and respect about places, people, cultures and systems throughout the world, past and present, and an interest in and enjoyment of the study of these phenomena  
  • key historical, geographical, civic, business and economic knowledge of people, places, values and systems, past and present, in local to global contexts  
  • an understanding and appreciation of historical developments, geographic phenomena, civic values and economic factors that shape society, influence sustainability and create a sense of belonging  
  • an understanding of the key concepts applied to disciplinary and/or cross-disciplinary inquiries  
  • the capacity to use disciplinary skills, including disciplinary-appropriate questioning, researching using reliable sources, analysing, evaluating and communicating  
  • dispositions required for effective participation in everyday life, now and in the future, including the ability to problem-solve critically and creatively, make informed decisions, be a responsible and active citizen, make informed economic and financial choices, and reflect on ethics. 
Structure

For each of the 5 subjects in Humanities and Social Sciences, content is organised under 2 interrelated strands:  

  • Knowledge and understanding  
  • Skills.  

Content is presented in year levels for the Knowledge and understanding strand and in bands for the Skills strand in each of the 5 subjects: 

  • Humanities and Social Sciences (HASS) in F-6 
  • Civics and Citizenship in Years 7-10 
  • Economics and Business in Years 7-10 
  • Geography in Years 7-10 
  • History in Years 7-10. 

Under each strand, curriculum content is further organised into sub-strands depending on the subject.  

 

The Knowledge and understanding strand provides the contexts through which the concepts and skills of each subject are developed in increasing complexity. Skills strand content is developed from HASS F-6 through to the 4 subjects in Years 7-10. Figure 1 shows the relationship between the Skills sub-strands as they develop from Foundation to Year 10 and in each Humanities and Social Sciences subject. 

Figure 1: Humanities and Social Sciences Skills strand structure
Key considerations
Protocols for engaging First Nations Australians  

 

When planning teaching activities involving engagement with First Nations Australians, teachers should follow protocols that describe principles, procedures and behaviours for recognising and respecting First Nations Australians and their intellectual property. Teachers should use approved resources such as those that may be provided by their state or territory school system or First Nations Australian education consultative groups, or other protocols accredited by First Nations Australians. 

 

While the Australian Curriculum uses the terms “First Nations Australians” and “Australian First Nations Peoples”, there may be other terms that First Nations Australians of a particular area or location prefer. It is important to use the terms preferred in a particular area or location. 

 

Meeting the needs of diverse learners 

 

The Australian Curriculum values diversity by providing for multiple means of representation, action, expression and engagement, and allows schools the flexibility to respond to the diversity of learners within their community. 

 

All schools have a responsibility when implementing the Australian Curriculum to ensure that students’ learning is inclusive, and relevant to their experiences, abilities and talents.  

 

For some students with diverse languages, cultures, abilities and talents, it may be necessary to provide a range of curriculum adjustments so they can access age-equivalent content in the Australian Curriculum and participate in learning on the same basis as their peers. 

 

Humanities and Social Sciences is intended for all students, and it is recognised that some students may require adjustments to support how they access and/or process subject-specific content. This includes acknowledging the different ways students observe and interact with the world around them. Further, some students will require adjustments to provide opportunities that extend their abilities or talents. Strategies to support these students could include, but are not limited to, their having access to:  

  • auditory, visual and kinaesthetic methods of instruction to support the explicit teaching of Humanities and Social Sciences discipline-specific skills 
  • tactile models or HTML text to explain the data on maps or other visual sources of information and data 
  • word walls or a visual glossary to support vocabulary development that is discipline-specific 
  • opportunities to communicate geographical field work in different ways 
  • field work locations that are appropriate for all students. 
Key connections
General capabilities 

 

General capabilities equip young Australians with the knowledge, skills, behaviours and dispositions to live and work successfully. General capabilities support and deepen student engagement with learning area content and are best developed within the context of learning areas.  

 

Opportunities to develop general capabilities in learning area content vary. In addition to literacy and numeracy, which are fundamental to all learning areas, all the other general capabilities have relevance and application to Humanities and Social Sciences. The general capabilities are identified in content descriptions when they are developed or applied through the Humanities and Social Sciences content. They are also identified in content elaborations when they offer opportunities to add depth and richness to student learning.

In Humanities and Social Sciences, students develop the literacy capability as they learn how to build knowledge in relation to historical, geographical, civic, economic and business information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.  

 

Students learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, including the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning, and evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions, and develop a considered point of view when communicating conclusions, and preferred social and environmental futures to a range of audiences.  

In Humanities and Social Sciences, students develop the numeracy capability as they apply numeracy skills in relation to historical, geographical, civic, economic and business inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.  

 

Students learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society, and apply these to hypothetical and/or real-life experiences. 

In Humanities and Social Sciences, students develop digital literacy when they locate, process, analyse, evaluate and communicate historical, geographic, civic, economic and business information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.  

 

Students enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about and have opportunities to use social media to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities. 

In Humanities and Social Sciences, students develop their critical and creative thinking as they investigate historical, geographic, civic, economic and business concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and/or information, and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.  

 

Students develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, to consider multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others. 

In Humanities and Social Sciences, students develop personal and social capability (self- and social awareness) as they gain an understanding of people and places through historical, geographic, civic, economic and business inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.  

 

Learning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and to contribute to their communities and society more broadly. 

In Humanities and Social Sciences, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world. 

In Humanities and Social Sciences, students develop intercultural understanding as they learn about the diversity of the world’s places and peoples, and people’s lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others’ histories, recognising the significance of the histories and cultures of First Nations Australians, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people. 

 

Students learn of Australia’s economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors such as group membership, traditions, customs, and religious and cultural practices impact on civic life. 

Cross-curriculum priorities 

 

Cross-curriculum priorities support the Australian Curriculum to be a relevant, contemporary and engaging curriculum that reflects national, regional and global contexts. Cross-curriculum priorities are incorporated through learning area content; they are not separate learning areas or subjects. They provide opportunities to enrich the content of the learning areas, where most appropriate and authentic, allowing students to engage with and better understand their world.  

 

Opportunities to apply cross-curriculum priorities to learning area content vary. All 3 cross-curriculum priorities have relevance and meaning to the Humanities and Social Sciences curriculum.  

Humanities and Social Sciences is the primary learning area in which students explore and deepen their knowledge of Aboriginal Peoples and Torres Strait Islander Peoples as the world’s oldest continuous living cultures and First Nations Peoples of Australia. 

 

This learning area provides students with the opportunity to understand the histories of Australian First Nations Peoples, which involve occupation of the Australian continent for more than 60,000 years. Students understand the enduring impacts of colonisation on Australian First Nations Peoples’ cultures and impact of the doctrine of terra nullius on ownership of and access to Country/Place. Importantly, this learning area includes the significant contributions of Australian First Nations Peoples’ histories and cultures on a local, national, regional and global scale. 

 

Students appreciate and celebrate the diversity of Australian First Nations Peoples’ cultures. They understand how these cultures are based on special connections to Country/Place, and have unique belief systems and ways of being, knowing, thinking and doing linked to these physical and spiritual interconnections. The development of these understandings includes exploring contemporary issues that demonstrate the dynamic nature of Australian First Nations Peoples’ cultures. 

 

This learning area develops students’ knowledge of citizenship that positions First Nations Australians as the Traditional Owners of Country/Place and highlights how native title law recognises Australian First Nations Peoples’ rights and interests. Students examine the sophisticated social organisation systems, protocols, kinship structures, economies and enterprises of First Nations Australians. 

 

To study this learning area, students use primary and secondary sources, including oral histories and traditional, culturally appropriate sources to see events through multiple perspectives. This allows them to empathise and ethically consider the investigation, preservation and conservation of sites of significance to First Nations Australians.  

In Humanities and Social Sciences, students investigate the diversity of cultures, values, beliefs, histories and environments that exists within and between the countries of the Asia region. They learn about how this diversity influences the way people interact with each other, the places where they live, and the social, economic, political and cultural systems of the region as a whole. Students investigate the reasons behind internal migration in the Asia region and migration from Asia to Australia, and develop understanding of the experiences of people of Asian heritage who are now Australian citizens. Students can learn about the shared history and the environmental, social and economic interdependence of Australia and the Asia region. In a changing globalised world, the nature of interdependence between Asia and Australia continues to change. By exploring the way transnational and intercultural collaboration supports shared and sustainable futures, students reflect on how Australians can participate in the Asia region as active and informed citizens. 

Humanities and Social Sciences helps students develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. Students respond to the challenges of sustainability through an understanding of the key historical, geographical, political, economic and societal factors involved, and how these different factors interrelate.  

 

The learning area provides content that supports the development of students’ world views, particularly in relation to judgements about past social and economic systems, and access to and use of the earth’s resources. Students are given opportunities to integrate their study of biophysical processes with investigations of the attitudinal, demographic, social, economic and political influences on human use and management of the environment. The curriculum prepares students to be informed consumers, to act in enterprising and innovative ways, and to perceive business opportunities in changing local, regional, national and global economic environments. Students explore contemporary issues of sustainability, and develop action plans and possible solutions to local, regional, national and global issues that have social, economic and environmental perspectives. 

Learning areas 

 

Humanities and Social Sciences provides opportunities to integrate and connect content to other learning areas, in particular, English, Mathematics, Science, Technologies and Languages.

Humanities and Social Sciences and English share a focus on analysing, interpreting and evaluating information and texts, considering the ways in which points of view shape texts. Both learning areas help students to develop written, visual, digital and multimodal texts by selecting appropriate text and language features for a range of purposes and audiences.

Humanities and Social Sciences and Mathematics share a focus on consumer and financial literacy, including understanding the principles of financial management to make informed consumer, financial and business decisions. Mathematics draws on aspects of the Humanities and Social Sciences curriculum to provide ethical considerations and rich contexts through which to teach and apply mathematics. Students learn to organise, interpret, analyse and present information about historical and civic events and developments in numerical and graphical form to make meaning of the past and present. They learn to use scaled timelines, including those involving negative and positive numbers, and calendars and dates to represent information of historical significance and to illustrate the passing of time. In constructing and interpreting maps, students work with numerical concepts associated with grids, scale, distance, area and projections. 

Humanities and Social Sciences and Science share a focus on understanding patterns of continuity and change in the world. Humanities and Social Sciences subjects draw on students’ scientific understandings of biological and earth and space sciences, and provide an opportunity for students to explore socio-scientific issues through the lens of science as a human endeavour. The 2 learning areas share a focus on developing students’ inquiry skills, through questioning and data collection and analysis, to form evidence-based conclusions and arguments. 

Humanities and Social Sciences and Digital Technologies share a focus on acquiring and examining data. They look for patterns in data as they interpret for relevance and reliability, interacting with digital tools to support the visualisation and representation of data related to people, systems and interactions. Humanities and Social Sciences and Design and Technologies share a focus on examining the factors that influence the design of the built environment and identify reasons for its social, cultural or spiritual significance. Students examine the impact of the use of technologies on people, including how technological developments have changed people’s lives at home and the ways they work, travel and communicate.   

 

Humanities and Social Sciences and Design and Technologies also share a focus on the factors that influence the production of food and fibre, including how to address challenges to sustainable production.

Humanities and Social Sciences and Languages share the learning contexts that developmentally shape students’ worlds. In both learning areas, students’ learning begins with perspectives of their personal worlds. Their perspectives then extend to their local communities and to national and global contexts and perspectives. In the process of understanding an expanding world view, both learning areas help students to learn to reflect on the relationship between cultures and identities. 

Resources

Curriculum documents including understanding the learning area, curriculum content in F-6 and 7-10, a scope and sequence representation, the glossary, and comparative information about Version 8.4 and Version 9.0 are available on the download page. 

Learning area downloads

HASS F-6

Rationale

In a world that is increasingly culturally diverse and dynamically interconnected, it is important that students in Foundation to Year 6 develop a deep understanding of their world, past and present. They will continue to strengthen a range of learning dispositions to respond personally and collectively to current and future challenges in innovative and informed ways. 

 

Humanities and Social Sciences (HASS) F-6 plays an important role in harnessing students’ curiosity and imagination about the world they live in. It empowers them to value their belonging and contribution to their community and beyond. HASS F-6 encompasses the knowledge and understandings of History, Geography, Civics and Citizenship, and Economics and Business. It gives students a deep understanding of the world they live in, past and present, and encourages them to appreciate and respect social, cultural and religious diversity. 

 

HASS F-6 supports the development of a range of skills that enable students to question, think critically, consider perspectives, solve problems, make decisions and communicate effectively. Students are given opportunities to develop an understanding of the concepts that underpin the disciplines of HASS. They then apply these concepts when investigating historical, geographical, civic, and economic and business contexts relevant to their lives. These skills are developed holistically through connection to key knowledge and understandings outlined in the curriculum.

Aims

HASS F-6 aims to ensure that students develop:  

  • foundational knowledge and skills for History, Geography, Civics and Citizenship, and Economics and Business to support their learning in discipline-specific HASS subjects from Years 7-10 
  • an understanding of the concepts applied to disciplinary and/or cross-disciplinary inquiries 
  • a sense of their personal world, wider community, country, region and the world in terms of key historical, geographical, civic, and economic and business contexts 
  • an appreciation of the nature of both past and contemporary Australian society that values the contributions of the histories and cultures of First Nations Australians, Australia’s Western and Christian heritage, and the diversity of other migrant cultures and groups to our prosperous, democratic nation 
  • skills to engage in inquiries, including questioning, researching, interpreting, analysing, evaluating, decision-making and communicating 
  • capabilities to engage in everyday life, including critical and creative thinking, ethical understanding and intercultural understanding.
Structure

HASS F-6 is organised under 2 interrelated strands: 

  • Knowledge and understanding  
  • Skills. 

HASS F-6 is presented in year levels for Knowledge and understanding content and in bands for Skills content from Foundation to Year 6.  

 

The 2 strands are interrelated and should be programmed and taught in an integrated way. The content descriptions of the 2 strands have been written so that this integration is possible at each year. The Knowledge and understanding strand provides the contexts through which the concepts and skills are developed in increasing complexity across Foundation to Year 6.  

 

Under each strand, curriculum content is further organised into sub-strands.  

 

The strands and sub-strands are illustrated in Figure 1. 

Figure 1: Humanities and Social Sciences F–6 content structure

The Knowledge and understanding strand is organised under the 4 sub-strands: 

  • History 
  • Geography  
  • Civics and Citizenship  
  • Economics and Business.  

The sub-strands of History and Geography exist from Foundation to Year 6, the sub-strand of Civics and Citizenship is introduced in Year 3, and the sub-strand of Economics and Business is introduced in Year 5. 

This strand is organised in 2-year bands under 4 sub-strands. Students apply these skills to investigate events, developments, issues and phenomena, both historical and contemporary.  

 

Questioning and researching  

 

Students develop questions about events, people, places, ideas, developments, issues and/or phenomena that relate to their developing understanding of disciplinary concepts (before, during and after stages of inquiry). These questions guide their investigations, satisfy curiosity and revisit findings. Students identify and collect information, evidence and/or data from primary and secondary sources, including observations. They organise, sequence, sort and categorise them in a range of discipline-appropriate formats.  

 

Interpreting, analysing and evaluating 

 

Students explore information, evidence and data to identify and interpret features, patterns, trends and relationships, key points, facts and opinions, points of view, perceptions and interpretations. They identify the purpose and intent of sources and determine their accuracy and reliability.  

 

Concluding and decision-making

 

Students propose explanations for events, developments, issues and/or phenomena, draw evidence-based conclusions, and use criteria and democratic processes to make informed decisions and judgements. They work respectfully with others and reflect on learning to suggest courses of action in response to an issue or problem. They predict possible and preferred effects of actions.  

 

Communicating 

 

Students select ideas, findings and evidence from sources including visual materials, and use relevant terms and conventions, to present narratives, observations, descriptions and explanations.

Concepts 

 

In the Knowledge and understanding and Skills strands, students develop an understanding of the concepts of:  

Students learn about the importance that is assigned to an issue, event, development, person, place, process, interaction or system over time and place.

Students learn about aspects of society, such as institutions, ideas, values and problems, that remain/ed the same and/or change/d over certain periods of time (some point in the past and the present) or in the past (2 points in the past).  

Students identify the long- and short-term causes and the intended and unintended consequences of an event, decision, process, interaction or development. 

Students explore the characteristics of places (spatial, social, economic, physical, environmental) and how these characteristics are organised spatially (location, distribution, pattern). 

Students examine the components of various systems such as social systems, resource systems and natural systems, and the connections within and between them, including how they impact on each other.

Students understand the factors, including values and traditions, that shape personal and shared identity, and the diversity of Australia as a culturally diverse and multi-faith society.  

Students learn about the key democratic and legal institutions, processes, rights and roles that underpin Australian democracy, and the responsibilities and obligations of citizens in local, regional, national and global communities.  

Students understand the process of using available or limited resources for competing alternative uses, and the choices that individuals and societies make to satisfy needs and wants. 

Key considerations

Inquiry questions   

 

Inquiry questions provide a framework for developing students’ knowledge, understanding and skills. They allow for connections to be made within and across the HASS Knowledge and understanding sub-strands of History, Geography, Civics and Citizenship, Economics and Business, and other learning areas. Inquiry questions provided for each year level are examples only and may be used or adapted to suit local contexts.  

 

Connecting HASS concepts across the primary curriculum  

 

HASS F-6 has been flexibly designed to suit a range of implementation approaches and classroom contexts. Knowledge and understanding content descriptions support the development of conceptual understanding. HASS concepts provide opportunities to connect learning within HASS sub-strands, across sub-strands, and with other learning areas. Some of the major connections are outlined below: 

  • The concept of significance in History connects to significant places in Geography, and the impact of significant people and events on contemporary Australian democracy in Civics and Citizenship.  
  • The focus on continuity and change and cause and effect in History connects to changes in places in Geography, and to understanding patterns of continuity and change in the world in Science. 
  • The concept of interconnections in Geography aligns to the allocation of resources and consumer choices in Economics and Business. It also connects to ecosystems in Science, and food and fibre production in Design and Technologies.  
  • The understanding of the natural, managed and constructed features of places in Geography connects to an understanding of the form and function of materials in Science, and materials and technologies in Design and Technologies.  
  • A focus on the human characteristics of places around the world in Geography connects to the cultural dimensions of The Arts and Languages.
  • The concept of identity and diversity in Civics and Citizenship connects to identity in Health and Physical Education, and to the exploration of diverse expressions of identity and culture through The Arts and Languages..  
  • Active citizenship may be connected to contexts from Geography, Economics and Business, Science, and Design and Technologies. 
  • Informed consumer and financial choices link to understandings in Mathematics, and Design and Technologies. 

Civics and Citizenship 7-10

Rationale

A deep understanding of Australia’s federal system of government and the liberal democratic values that underpin it is essential for students to become active and informed citizens who can participate in and sustain Australia’s democracy.  

 

Civics and Citizenship provides students with opportunities to investigate political and legal systems, and explore the nature of citizenship, diversity and identity in contemporary society. Emphasis is placed on the federal system of government, derived from the Westminster and Washington systems, and the liberal democratic values that underpin it, such as freedom, equality and the rule of law. The curriculum explores how the people, as citizens, choose their governments; how the system safeguards democracy by vesting people with civic rights and responsibilities; how laws and the legal system protect people’s rights; and how individuals and groups can influence civic life.  

 

The curriculum recognises that Australia is a secular nation with a culturally diverse, multi-faith society and a Christian heritage. The curriculum promotes inclusivity by developing students’ understanding of broader values such as respect, civility, equity, justice and responsibility. It acknowledges the experiences and contributions of First Nations Australians and their identities within contemporary Australia. While the curriculum strongly focuses on the Australian context, students also reflect on Australia’s position and international obligations, and the role of citizens today, both within Australia and in an interconnected world.  

 

Through the study of Civics and Citizenship, students develop inquiry skills, values and dispositions that enable them to be active and informed citizens who question, understand and contribute to the world they live in. The curriculum offers opportunities for students to develop a wide range of skills by investigating contemporary civics and citizenship issues, and fostering civic participation and engagement.  

 

The Civics and Citizenship curriculum aims to reinforce students’ appreciation and understanding of what it means to be a citizen. It fosters responsible participation in Australia’s democracy and explores ways in which students can actively shape their lives, value belonging to a diverse and dynamic society, and positively contribute locally, nationally, regionally and globally. As reflective, active and informed decision-makers, students will be well placed to contribute to an evolving and healthy democracy that fosters the wellbeing of Australia as a democratic nation. 

Aims

Civics and Citizenship aims to ensure students develop:  

  • a lifelong sense of belonging and engagement with civic life as active and informed citizens, in the context of Australia as a secular democratic nation with a dynamic, culturally diverse, multi-faith society that has a Christian heritage, and distinct First Nations Australian histories and cultures 
  • knowledge, understanding and appreciation of the values, principles, institutions and practices of Australia’s system of democratic government and law, and the role of the citizen in Australian government and society 
  • an understanding of the concepts of active citizenship, democracy, global citizenship, legal systems, and identity and diversity 
  • skills including questioning and research; analysis, evaluation and interpretation; civic participation and decision-making; and communicating 
  • the capabilities and dispositions to participate responsibly in the civic life of their nation at a local, regional and global level, and as individuals in a globalised world. 
Structure

Civics and Citizenship is organised in 2 interrelated strands:  

  • Knowledge and understanding  
  • Skills.  

Civics and Citizenship is presented in year levels for Knowledge and understanding content and in bands for Skills content from Year 7 to Year 10. The 2 strands are interrelated and should be programmed and taught in an integrated way. The content descriptions of the 2 strands have been written so that this integration is possible at each year.  

 

Under each strand, curriculum content is further organised into sub-strands. 

 

Figure 1 outlines the strands and sub-strands.

Figure 1: Civics and Citizenship content structure

The Knowledge and understanding strand comprises 3 sub-strands:  

 

Government and democracy  

 

Students study Australian democracy and the key institutions, processes and roles that people play in Australia’s system of government.  

 

Laws and citizens  

 

Students examine Australia’s legal system, the creation of laws, and the rights and legal obligations of Australian citizens.  

 

Citizenship, diversity and identity  

 

Students explore the shared values of Australian citizenship in a society founded on and influenced by Christian traditions and heritage, and First Nations Australians and their histories and cultures. They also explore Australia as a culturally diverse and multi-faith society, factors that shape identity and obligations for citizens in a globalised world. 

 

The sub-strands can be taught separately or together through the exploration of a contemporary issue.  

This strand is organised in 2-year bands under 4 sub-strands:  

 

Questioning and researching 

 

Students develop and modify questions to investigate Australia’s political and legal systems, and contemporary civic issues. They locate, sort and evaluate information, data and ideas from a range of sources. 

 

Analysis, evaluation and interpretation  

 

Students analyse information, data and ideas to evaluate different perspectives, beliefs and interpretations about civic, political and legal issues, systems and processes.

 

Civic participation and decision-making  

 

Students evaluate the methods, strategies and outcomes related to making decisions about a civic participation or action. 

 

Communicating  

 

Students communicate civic and citizenship knowledge, concepts and terms to develop descriptions, explanations and arguments. They use evidence from sources to describe and explain civic and citizenship topics and to develop evidence-based arguments.

Concepts 

 

The Knowledge and understanding and Skills strands develop the following concepts with increasing complexity across Years 7-10. 

Citizens are entitled to certain rights, privileges and responsibilities; therefore, being an active citizen requires engagement and informed participation in the civic and political activities of society at local, state, national, regional and global levels. 

Democracy is a system of government where power is vested in the people. The will of the majority is accepted and exercised directly or indirectly through elected representatives, who may remove and replace political leaders and governments in free, fair and regular elections.   

Students recognise that in addition to having rights and responsibilities flowing from our Australian citizenship, we also live in an increasingly interdependent world, where citizens’ concerns transcend geographical or political borders, and people can exercise rights and responsibilities at a global level.  

Students understand the function of legal systems, the rule of law and its application. They also understand equality before the law, and the importance of judicial independence and objectivity leading to the law being perceived as fair.  

Identity is a person’s sense of who they are, and conception and expression of their individuality or association with a group, culture, state, nation or a region of the world, regardless of their legal citizenship status. Students’ understanding of diversity includes acknowledgement of Australia as a culturally diverse, multi-faith and cohesive society.

Key considerations
Inquiry questions  

 

Inquiry questions are examples and provide a framework for developing students’ knowledge, understanding and skills. They allow for connections to be made within and across the strands of Knowledge and understanding and Skills. Inquiry questions provided for each year level are examples only and may be used or adapted to suit local contexts.  

 

Contemporary issues 

 

The study of Civics and Citizenship is a contemporary study. Discussions surrounding contemporary issues and engaging in real-world case studies are important for learning that is relevant and meaningful. The discussion of issues can build democratic values such as tolerance, and enhanced civic knowledge, and civic participation and engagement. Engaging students in contemporary issues provides opportunities for student voice and agency. Using contemporary issues enables students to engage with key political, legal, social and economic issues, and to become active and informed citizens. 

 

Making connections between what is learned in class and events or issues that are occurring in the students’ local area, Australia and the world is vital to the study of Civics and Citizenship. Understanding the contemporary landscape is important for being able to bring complex issues into the classroom, use them accurately and to facilitate class discussions. The curriculum can be taught through relevant and contemporary contexts, real-world issues and current affairs by integrating current events, issues and case studies into teaching and learning programs through the Knowledge and understanding strand. The selection of contemporary issues, examples and case studies used in learning activities should be within the recent memory of students to provide the opportunity for increased relevance and student engagement. Students explore contemporary issues through approaches such as class discussions, debates, civic action, role-plays, volunteering, student participatory research, community service and advocacy. 

 

Active citizenship 

 

Active citizenship focuses on the actions that citizens can take to improve their community. “Community” may refer to the school community, the local community, the state, the nation or the global community. The nature of active citizenship will differ between schools. Active citizenship may be as small as improving a classroom recycling program or include large school community social service programs, student leadership programs, volunteer programs and partnership programs with local councils or groups outside the school.  

 

The curriculum encourages students to consider the ways they can participate in school, local, state, national and global communities. They are also asked to consider actions, options and responses in relation to contemporary issues and issues of community concern, and to develop action plans to address these.

Economics and Business 7-10

Rationale

Global flows of people, resources, finances and information produce social, economic, political and environmental complexities and challenges. Consequently, Australia needs enterprising individuals and businesses who embrace opportunities, make informed decisions and contribute to the common good. Young Australians will also face several social, economic, environmental and ethical challenges in their lifetimes, which will impact on their lives and choices. It is critical that students are equipped with the knowledge, understanding and skills to respond to such challenges. 

 

Economics and Business develops the knowledge, understanding and skills that will equip students to shape their social and economic futures. It also aids in the development of prosperous, sustainable and equitable Australian and global economies. Through studying economics and business, students learn to make informed decisions and to appreciate the effects of these decisions on individuals, businesses, and environmental and social systems. 

 

Thinking about and responding to contemporary economic and business issues requires an understanding of resource allocation and economic decision-making, the operation of the business environment, the ways entrepreneurs create solutions, the nature and future of work, and the factors influencing decision-making in consumer and financial contexts.  

 

Economics and Business develops a range of skills that foster enterprising individuals who can effectively embrace change; seek innovation; work with others; show initiative, flexibility and leadership; plan, organise and manage risk; and use resources efficiently. 

Aims

Economics and Business aims to ensure students develop:  

  • knowledge and understanding of the nature and operation of the work and business environments within the Australian economy, and factors influencing decision-making, their impacts and appropriate responses  
  • an understanding of the concepts of resource allocation and economic decision-making, the business environment, entrepreneurship, work and work futures, and consumer and financial literacy 
  • a sense of what it is to participate in the economy, contribute to work and business environments, and make informed decisions in relation to contemporary issues drawn from local, national, Asian and global contexts 
  • an appreciation of economic and business issues affecting contemporary Australian society, an understanding of how Australia and Asia are interdependent through economic and business connections, and consideration of sustainable patterns of living 
  • skills to engage in inquiries, including questioning and researching, interpreting and analysing, decision-making, and communicating  
  • capabilities to engage in everyday life, including critical and creative thinking, ethical understanding, and personal and social competence. 
Structure

Economics and Business is organised under 2 interrelated strands:  

  • Knowledge and understanding  
  • Skills. 

Economics and Business is presented in year levels for Knowledge and understanding content and in bands for Skills content from Year 7 to Year 10. The 2 strands are interrelated and should be programmed and taught in an integrated way. The content descriptions of the 2 strands have been written so that this integration is possible at each year.  

 

Under the Skills strand, curriculum content is further organised into sub-strands. 

 

Figure 1 outlines the strands and sub-strands. 

Figure 1: Economics and Business content structure 

The Knowledge and understanding strand provides the content and contexts that are developed in increasing complexity across Years 7–10.  

 

Economic and business knowledge refers to the facts, principles, theories and models developed in economics and business. Economic and business understanding is the ability to see the relationships between economic and business concepts, content and contexts. 

This strand is organised in 2-year bands under 4 sub-strands: 

 

Questioning and researching  

 

Students develop and modify questions to investigate contemporary economic and business issues. They locate, select, and analyse information and data from a range of sources for relevance and reliability. 

 

Interpreting and analysing  

 

Students interpret and analyse information and data about economic and business issues, trends and cause-and-effect relationships. They make predictions about consumer and financial impacts. 

 

Evaluating, concluding and decision-making  

 

Students develop and evaluate a response to an economic and business issue, using cost-benefit analysis or criteria to decide on a course of action. 

 

Communicating  

 

When investigating contemporary economic and business issues, students use relevant economic and business knowledge, research findings, concepts and terms to create descriptions, explanations and reasoned responses.

Concepts  

 

The Knowledge and understanding and Skills strands develop the following concepts with increasing complexity across Years 7-10. 

Students learn about the process of choosing between competing alternatives to satisfy unlimited needs and wants with limited resources, through an understanding of scarcity, market systems and opportunity cost, recognising the interdependence of decisions made, as well as the effects of these decisions on individuals, communities and the environment.

Students learn about how businesses plan, respond to opportunities and the effects of changing economic conditions, and make economic decisions, through an understanding of the production and exchange of goods and services, markets and trade relationships, the creation and maintenance of competitive advantage, and the interdependence of sectors within the economy.

Students learn about the innovative thinking and calculated risk-taking of individuals and groups developing and implementing creative business solutions, through an understanding of the role of leadership, teamwork and collaborative effort in creating and maintaining competitive advantage, managing the workforce, and improving productivity in a range of business contexts.

Students learn about the contribution of work to human and financial wellbeing and a prosperous society, through an understanding of the types of work, factors influencing the work environment, the rights and responsibilities of participants in the work environment, and processes businesses use to manage the workforce.

Students learn about how consumer and financial decision-making affect human and financial wellbeing, our society and sense of security for the future, through an understanding of the rights and responsibilities of individuals and businesses, planning and budgeting processes, risk management, and factors influencing decision-making.

Key considerations
Inquiry questions  

 

Inquiry questions provide a framework for developing students’ knowledge, understanding and skills. They allow for connections to be made within and across the 2 strands. Inquiry questions provided for each year level are examples only and may be used or adapted to suit local contexts. 

 

Selecting contexts for study

 

Making connections between the context for study identified in the year level description and economic and business issues that are occurring in the students’ local area, Australia, the significant nations of Asia, and the world is vital to the teaching of this curriculum.  

 

Developing consumer and financial literacy capability  

 

Opportunities to develop capability in consumer and financial literacy are important. The selection of real-world consumer and financial situations, and use of appropriate resources, support the teaching and learning of Economics and Business.  

 

An integrated approach to planning a teaching and learning program

 

Economics and Business education develops understandings of the economic and business systems, processes and contemporary issues, as well as focusing on decision-making and its effects on individuals, businesses, and environmental and social systems. The challenges of economic decision-making and their impacts are investigated. The curriculum develops understanding of economic concepts such as scarcity, opportunity cost, economic sectors and interdependence as well as business concepts, such as the influence of entrepreneurship, cause-and-effect relationships, cost-benefit analysis, and consumer and financial impacts.

When planning teaching and learning programs, the concepts should be used to develop an integrated approach and interrelate the Economics and Business knowledge, understandings and skills. At each year level, some content descriptions develop economics concepts and principles, while other content descriptions apply these concepts to work and business environments as well as consumer and financial contexts.

Geography 7-10

Rationale

In a world of increasing global integration and international mobility, it is critical to sustainability and human wellbeing that young Australians develop a holistic understanding of the world. This requires deep knowledge and understanding of why the world is the way it is and the interconnections between people, places and environments over time.  

 

Geography inspires curiosity and wonder about the diversity of the world’s people, places and environments. Geography features a structured way of exploring, analysing and understanding the characteristics of the places that make up our world. This enables students to question why the world is the way it is and reflect on their relationships with and responsibilities for the world. 

 

Geography provides students with opportunities to develop a wide range of general skills, capabilities and dispositions that can be applied in everyday life and at work. The subject helps students to develop geospatial technologies and digital tools; an appreciation and respect for social and cultural diversity; a capacity for teamwork; and an ability to solve problems, and to think critically and creatively. 

 

Through the study of Geography, students become informed and responsible members of their local and global communities. They learn to act ethically to sustain and improve natural and social environments, and engage in the global community.  

Aims

Geography aims to ensure that students develop:  

  • a sense of wonder and curiosity about, and respect for, places, people, cultures and environments throughout the world  
  • a deep geographical knowledge of their own locality, Australia, the countries of Asia and the world  
  • the ability to inquire and think geographically, using the geographical concepts of place, space, environment, scale, change, interconnections and sustainability  
  • the capacity to be competent, critical and creative users of geographical methods and skills, including questioning and researching, interpreting and analysing, concluding and decision-making, and communicating effectively 
  • an appreciation for the nature of geographical phenomena and challenges, and their impact on people's lives, places and environments  
  • capabilities to engage in everyday life, including critical and creative thinking, ethical understanding and intercultural understanding. 
Structure

Geography is organised into 2 interrelated strands:  

  • Knowledge and understanding  
  • Skills.  

Geography is presented in year levels for Knowledge and understanding content and in bands for Skills content from Year 7 to Year 10. The 2 strands are interrelated and should be programmed and taught in an integrated way. The content descriptions of the 2 strands have been written so that this integration is possible at each year.  

 

Under each strand, curriculum content is further organised into sub-strands.  

 

It is expected that all sub-strands are studied in each year level in Years 7-8 and if taught as an elective in Years 9-10.  

 

The strands and sub-strands are shown in Figure 1. 

Figure 1: Geography content structure

At each year level, the content in the Knowledge and understanding strand is organised under 2 sub-strands, which form the 2 topics to be studied in that year.  

 

Geographical knowledge refers to the facts, generalisations, principles, theories and models developed in Geography. This knowledge is dynamic and its interpretation can be contested, with opinions and conclusions supported by evidence and logical argument.  

 

Geographical understanding is the ability to see the relationships between aspects of knowledge and to construct explanatory frameworks to illustrate these relationships. It is also the ability to apply this knowledge to new situations or to solve new problems.  

Geographical skills are the methods that geographers use in their investigations of geographical phenomena and challenges. These skills involve the use of primary research, including fieldwork, and secondary research materials.  

 

Key skills include asking questions, using geographical methods, recording and representing data and information, using geospatial technologies and digital technologies, interpreting and analysing data and information, evaluating and decision-making, proposing strategies or responses, and communicating conclusions.  

 

This strand is organised in 2-year bands under 4 sub-strands:  

 

Questioning and researching using geographical methods

 

Students develop and modify questions, and collect, organise and compare geographical data and information from primary research methods, including fieldwork, and secondary research materials. They record and represent geographical data and information in a range of formats. 

 

Interpreting and analysing geographical data and information

 

Students explain patterns and trends in data and information, make generalisations and predictions, and infer relationships. 

 

Concluding and decision-making 

 

Students evaluate data and information to draw and justify conclusions about the impact of the geographical challenge or phenomenon. They develop and decide on a strategy, taking account of environmental, economic, social or other criteria, and predict outcomes and impacts. 

 

Communicating

 

Students create descriptions, explanations and responses, using geographical knowledge and methods, geographical tools as appropriate, and concepts and terms that incorporate and acknowledge research findings.

Concepts 

 

In Years 7-10, students build on their understanding of the following concepts and apply this understanding to the study of places and environments at a range of scales, from local to global, and in a range of locations. These concepts are the key ideas involved in teaching students to think geographically: 

The understanding of how places are defined and conceptualised, how their characteristics can be explained, and the influence they have on our lives and on the outcomes of environmental processes and human activities. 

The influence of location and distance on people and places, using patterns and trends in distributions to identify causes and consequences, and understanding how people organise space.  

The significance of the environment to people and other living things, understanding how it works, and the influence of the environment on people and of people on the environment.

The level at which an investigation occurs: personal, local, regional, national or global. 

The understanding of causes of phenomena, by finding out how they have changed over time, and using this knowledge to think about how they might change in the future. 

The interconnections between people, places and environments; and the way processes and phenomena are influenced by their relationships, interactions and interdependencies within and between places, across a variety of scales. 

The maintenance of the capacity of environments to continue to support human life and wellbeing into the future, including environmental, economic, demographic and social sustainability of places. 

Key considerations
Inquiry questions   

 

Inquiry questions provide a framework for developing students’ knowledge, understanding and skills. They allow for connections to be made within and across the Geography strands of Knowledge and understanding and Skills. Inquiry questions provided for each year level are examples only and may be used or adapted to suit local contexts. 

 

Primary research methods, including fieldwork  

 

It is important that students have the opportunity to conduct active and first-hand collection, examination, interpretation and analysis of materials in relation to geographical questions. These studies can be conducted from outside the classroom at a local scale, and provide opportunities for the collection of data and application of geographical skills. 

 

Use of geospatial technologies and digital tools  

 

Geography learning experiences are enriched by using geospatial technologies and digital tools. These enable the collection, storage, mapping, representation and visualisation of the occurrence of geographical phenomena and challenges for interpretation and analysis of causes, effects and responses.  

 

For example, students can use geographical information systems (GIS) and global positioning systems (GPS) to create, manage, represent and analyse spatial data. They can view and analyse spatial data through remote sensing and in 3D, and manage and represent geographical data and information in a range of formats. 

 

Selecting contexts for study

 

When studying Geography, consideration should be given to including and balancing local, regional, national and global scales. It is recommended to include studies of places and environments that are relevant to the focus of each unit at the time. They should be drawn from a range of global locations. The selection of studies should also consider the places relevant to the context of the school and its students. 

History 7-10

Rationale

History is a disciplined process of inquiry into the past that develops students’ knowledge, curiosity and imagination about the past. The application of history is an essential characteristic of any society or community and contributes to its sense of shared identity. History promotes the understanding of societies, events, movements, ideas and developments that have shaped humanity from the earliest times. It helps students appreciate how the world and its people and environments have changed, as well as the significant continuities that exist to the present day.  

 

As a discipline, history has its own methods and procedures that make it different from other ways of understanding human experience. The study of history is based on evidence derived from remains of the past. While always seeking truth, the study of history is interpretative by nature, promotes debate and encourages thinking about human values, including present and future challenges. The process of historical inquiry develops transferable skills such as the ability to ask relevant questions, critically analyse and interpret sources, consider context, explain different perspectives, develop and substantiate interpretations with evidence, and communicate effectively.  

 

History takes a world history approach within which the history of Australia is taught. It does this to equip students for the world in which they live on local, regional and global levels. An understanding of world history enhances students’ appreciation of Australian history. It enables them to develop an understanding of the past and present experiences of Australian First Nations Peoples, their identities and the continuing value of their cultures. It also helps students to appreciate Australia’s distinctive path of social, political, economic and cultural development, its position in the Asia and Pacific regions, and its global interrelationships. This knowledge and understanding are essential for informed and active participation in Australia’s diverse society and for creating rewarding personal and collective futures. 

Aims

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  
  • knowledge, understanding and appreciation of the past and the ideas and forces that shape societies, civilisations and environments, including First Nations Peoples’, Australia, Asia and Western civilisation
  • the understanding and use of the historical concepts of evidence, perspectives, interpretations and contestability, continuity and change, cause and effect, and significance  
  • capacity to undertake historical inquiry, including skills for questioning and research, using historical sources, historical perspectives and interpretations, and communicating a historical explanation. 
Structure

History is organised under 2 interrelated strands:  

  • Knowledge and understanding 
  • Skills. 

History is presented in year levels for Knowledge and understanding content and in bands for Skills content from Year 7 to Year 10.  

 

The 2 strands are interrelated and should be programmed and taught in an integrated way. The content descriptions of the 2 strands have been written so that this integration is possible at each year.  

 

Under each strand, curriculum content is further organised into sub-strands. 

 

The strands and sub-strands are illustrated in Figure 1. 

Figure 1: History content structure

This strand includes a range of scales from local to world history. It outlines a study of societies, civilisations, events, movements and developments that have shaped world history from the time of the earliest human communities to the present day.  

 

The content of this strand is organised by sub-strands that focus on particular civilisations, societies, events, movements or developments.

 

The sub-strands are expected to be taught in depth. In each year level, students will be taught the content from at least 2 sub-strands including Deep time history of Australia and The ancient world in Year 7, Medieval Europe and the early modern world in Year 8, Making and transforming the Australian nation (1759–1914) and the First World War in Year 9, and the Second World War and Building modern Australia (1945 – present) in Year 10. 

 

In some sub-strands there is a choice of topics. The content descriptions for sub-strands with 2 or more topics need to be read in conjunction with the relevant content elaborations, which are linked to specific topics. The content elaborations provide the context and content for the topics in the sub-strands. 

This strand is organised in 2-year bands under 4 sub-strands to promote the following skills of historical thinking. 

 

Questioning and researching 

 

Students develop historical questions, and plan and conduct research processes, including locating, identifying and comparing primary and secondary sources. 

 

Using historical sources 

 

Students identify the origin and content of sources, and explain the purpose and context of primary and secondary sources. They explain the usefulness of primary and secondary sources, and the reliability of the information as evidence.  

 

Historical perspectives and interpretations 

 

Students use historical thinking and draw on the concepts of cause and effect, continuity and change, and historical significance to develop an understanding of the past. They identify and analyse multiple long- and short-term causes and effects, observing patterns of continuity and change, and the intended and unintended effects of those changes. They compare perspectives in sources and explain how these are influenced by significant events, ideas, locations, beliefs and values. They analyse and account for different and contested historical interpretations.  

 

Communicating

 

Students communicate historical knowledge, concepts and terms to develop descriptions, explanations and historical arguments. They incorporate evidence from historical sources to describe and explain the past and to develop arguments, and use appropriate text and referencing conventions.  

Concepts 

 

In Years 7-10, students build their understanding of the following concepts in both the Knowledge and understanding and Skills strands. These concepts are the key ideas involved in teaching students to think historically.

Evidence is the information obtained from interpreting and analysing primary and secondary sources that can be used to support, revise or challenge a particular historical explanation, interpretation or argument.  

Historical perspectives are the positions from which people view events, developments and issues, and explain why people and groups at certain times have particular points of view. These views are shaped by people’s beliefs, values, culture, gender, age, location and experiences.

Explanations of the past about specific people, groups, events or developments use evidence from historical sources. Contestability occurs when particular interpretations about the past are open to debate; for example, as a result of a lack of evidence, the discovery of new evidence, different perspectives of historians, public commentators or groups.  

Aspects of society, such as institutions, ideas, values and problems remain the same and/or change over certain periods of time (some point in the past and the present) or in the past (2 points in the past).  

Cause and effect includes the long- and short-term causes, and the intended and unintended consequences of an event, decision, process, interaction or development.

Importance is assigned to an issue, event, development, person, group, place, society, process, interaction or system over time and place. The importance is determined by the prominence of the event, development or issue at the time, its scope and depth, its long-term consequences and its ability to explain issues in the present.

Key considerations
Inquiry questions 

 

Inquiry questions provide a framework for developing students’ historical knowledge, understanding and skills. They allow for connections to be made within and across the History strands. Students may use these questions to guide a historical inquiry about significant events, periods and eras, individuals, groups, ideas, places and developments. Students can use inquiry questions to shape inquiries about cause and effect, continuity and change, and historical significance. Inquiry questions provided for each year level are examples only and may be used or adapted to suit the historical contexts. 

 

Historical sources 

 

Using primary and secondary historical sources is foundational to historical thinking and inquiry, and to students’ understanding of the past. Primary sources are the building blocks of historical thinking and are fundamental to students’ understanding and interpretation of the past. Secondary sources, such as textbooks or historical interpretations made by historians or commentators, often draw on primary sources to present arguments or interpretations about the past. When using historical sources, students draw on historical perspectives and interpretations as evidence when constructing arguments about the past. 

 

In developing teaching activities, teachers should select both primary sources (including historical perspectives) and secondary sources (including historical interpretations). Teachers should also consider selecting a range of source types, including written, visual, audio, audio-visual and artefacts; source forms such as speeches, newspapers, political cartoons, photos, paintings, radio and film recordings; and material culture. Students should be working towards using multiple sources, and different types and forms of sources. The number of historical sources used will depend on the level(s) and student proficiency in using historical sources. Using historical sources requires source identification, contextualisation, attribution, analysis and corroboration with other sources. Students’ interrogation of historical sources should be used as evidence to support their own historical interpretations, inquiries and arguments about the past. 

 

Australian history within a world history approach

 

Australian history should not be considered in isolation but examined as part of wider global processes. These include the mass emigration of people, development of settler colonies, encounters with indigenous peoples, development of liberal democracies and the creation of political systems, economic development, war and conflict, and global civil rights movements. When planning teaching and learning programs, it is important to contextualise national history within a wider, sometimes global, context.  

 

In Years 7–10, students should study a balanced range of topics to develop an understanding of Australian First Nations Peoples’ histories and cultures, the foundations of Western civilisation, Australian history and the history of our Asia-Pacific region. Students should consider the significant events, people, groups and ideas in Australian history. They should make links between how global events can shape and influence national events and ideas, and explore Australian developments in a wider transnational and comparative context.