Australian Curriculum: History: A Summary

Australian Curriculum: History
A summary
Annabel Astbury | History Teachers Association of Victoria | February 2011
This summary
This is a summary of the Australian Curriculum: History

For the complete document please go to: www.australiancurriculum.edu.au
Summary | Annabel Astbury 2011
Content Structure: History F - 6 (Primary)
Year Level Key Inquiry Questions Historical Knowledge and understandings Historical Skills
Strands
Content Structure | Annabel Astbury 2011
Content Structure: History 7-10 (Secondary)
Year Level Key Inquiry Questions Historical Knowledge and understandings Historical Skills
Strands
Overviews Depth Studies
Overviews
Aims give students an introduction to the period make links to and between the depth studies consolidate understanding through a review of
the period
Teaching An overview will constitute approximately 10% of

the total teaching time for the year
Overview content identifies important features of

the period as part of an expansive chronology
The overview could be built into different parts of

the depth studies as appropriate
Milan Surkala - Fotolia.com
Depth Studies
Aims To provide students with the opportunity to
develop and apply the concepts and skills of historical inquiry
Content in each elective is designed to allow
detailed study of specific aspects of the historical period
Teaching An overview will constitute approximately 10% of

the total teaching time for the year
Overview content identifies important features of

the period as part of an expansive chronology
The overview could be built into different parts of

the depth studies as appropriate
Assessment
Assessment
for the curriculum is still being developed. During 2011 achievement standards will be validated.
Achievement Standards F - 10 Achievement standards indicate the quality of learning that students should typically
demonstrate by a particular point in their schooling
Achievement standards comprise a written description and student work samples. An achievement standard describes the quality of learning that would indicate the student is
well placed to commence the learning required at the next level of achievement.
The sequence of achievement standards across Foundation to Year 10 describes progress in

the learning area.
The achievement standard for each year level can be found in the curriculum.
Historical Skills
Chronology, terms and concepts Historical questions and research Analysis and use of sources Perspectives and interpretations Explanation and communication
Development of skills not shown here but can be seen at www.australiancurriculum.edu.au
Notes:
The two strands (Knowledge and Skills) are integrated in the development of a teaching and learning program.
Skills are described in bands of schooling (over three years at F-2 and at two year intervals in subsequent year levels. Skills develop according to stage of learning
Historical Skills | Annabel Astbury 2011
Foundation Year (Prep) Family and Personal Stories

Key Inquiry Questions
What is my history and how do I know? What stories do other people tell about the past? How can stories of the past be told and shared?
Key Inquiry Questions | Annabel Astbury 2011
Foundation (Prep)
Historical Knowledge and Understanding
Who the people in their family are The different structures of families and family
groups today
How they, their family and friends

commemorate past events that are important to them
How the stories of the past can be

communicated
Andres Rodriguez via Fotolia.com
Summary of the key knowledge and understandings: History | Annabel Astbury 2011
Year 1 Present and Past Family Life

How How How
has family life changed or remained the same over time? can we show that the present is different from or similar to the past? do we describe the sequence of time?
Annabel Astbury 2011
Year 1
Differences in family structures and roles

between past and the present
How the past, present and future are signified

by terms, dates and celebrations
Differences and similarities between students

daily lives and life during their familys past.
Via Powerhouse Museum on Flickr (No known copyright) http://www.powerhousemuseum.com/collection/database/?irn=386429
Year 2
The Past in the Present

What What How
aspects of the past can you see today? What do they tell us? remains of the past are important to the local community? Why?
have changes in technology affected our daily lives?
Year 2
The history of a significant person, building,

site or part of the natural environment in the local community
The importance today of an historical site of

cultural or spiritual significance
The impact of changing technology on

peoples lives
Year 3 Community and Remembrance

Who How
lived here first and how do we know?
has our community changed? What features have been lost and what features have been retained?
What
is the nature of the contribution made by different groups and individuals in the community?
How
and why do people choose to remember significant events of the past?
Year 3
The importance of country and place to
Aboriginal and/or Torres Strait Islanders who belong to a local area
This is intended to be a local area study but if sources are not available another region may be selected.
ONE important example of change and ONE
important example of continuity in the local community, region or state/territory
For example: transport, education, work, natural and built environments
The role that people of diverse backgrounds
have played in the development and character of the local community
Days and weeks celebrated or commemorated
in Australia and the importance of symbols and emblems.
Year 4 First Contacts

Why
did the great journeys of exploration occur?
What
was life like for Aboriginal people and/or Torres Strait Islanders before the arrival of Europeans?
Why
did Europeans settle in Australia?
What
was the nature and consequence of contact between Aboriginal people and/or Torres Strait Islanders and early traders, explorers and settlers?
Year 4
The diversity and longevity of Australias first

peoples and the ways that Aboriginal and/or Torres Strait Islanders are connected to Country and Place and the implications for their daily lives.
The journey(s) of AT LEAST ONE world

navigator, explorer or trader up to the late 18thC including their contacts with other societies and any impacts.
Stories of the First Fleet, including reasons

for their journey, who travelled to Australia, and their experiences following arrival.
The nature of contact between Aboriginal

people and/or Torres Strait Islanders and others.
Year 5 The Australian Colonies

What
do we know about the lives of people in Australias colonial past and how do we know? did an Australian colony develop over time and why?
How
How
did colonial settlement change the environment?
What
were the significant events and who were the significant people that shaped Australian colonies?
Year 5
Reasons for the establishment of British

colonies in Australia after 1800
The nature of a convict or colonial settlement

in Australia
The impact of a significant development or

event on the colony
The reasons that people migrated to Australia

from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony
Year 6 Australia as a nation

Why How Who What
and how did Australia become a nation? did Australian society change throughout the twentieth century? were the people who came to Australia? Why did they come?
contribution have significant individuals and groups made to the development of Australian society?
Year 6
Key figures and events that led to Australias

Federation, including British and American influences on Australias system of law and government
Experiences of Australian democracy and

citizenship
Stories of groups of people who migrated to

Australia (including from ONE Asian country) and the reasons why they migrated.
The contributions of individuals and groups,

including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society.
Photo credit: Powerhouse Museum No known copyright restrictions http://bit.ly/e3Lz3X
| Annabel Astbury 2011
Year 7 The Ancient World

How Why
do we know about the ancient past? and where did the earliest societies develop? emerged as the defining characteristics of ancient societies? have been the legacies of ancient societies?
What What
Year 7
Overview
Overview
Overview content for the ancient world (Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya) includes the following: 1.the theory that people moved out of Africa around 60 000 BCE and migrated to other parts of world, including Australia
2.the evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery)
3.key features of ancient societies (farming, trade, social classes, religion, rule of law)
Overview content is meant to take no more than 10% of teaching time The overview could be built into different parts of the depth studies as appropriate
Year 7
Structure of year
Depth study 1: Investigating the Ancient Past Depth study 2: The Mediterranean World Depth study 3: The Asian World
Overview
Year 7
Depth study 1: Investigating the Ancient Past How historians and archaeologists investigate
history, including excavation and archival research
The range of sources that can be used in an

historical investigation, including archaeological and written sources
Overview
The methods and sources that can be used to

investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists
The nature of sources for Ancient Australia and

what they reveal about Australias past in the ancient period
The importance of conserving the remains of the

past, using examples of the ancient world
Photo credit: Pierre Pouliquin via Flickr under creative commons licence |
Year 7: The Ancient World

Depth study 2: The Mediterranean World Choose one:
Egypt
OR
Rome
OR
Greece
The physical features of the area under study Roles of key groups in the ancient society Overview The significant beliefs, values and practices of the
ancient culture
Contacts and conflicts within and/or other

societies, resulting in developments such as expansion of trade
The role of a significant individual in the ancient

society
Year 7: The Ancient World

Depth study 3: The Asian World Choose one:
China
Overview
OR
India
The physical features of the area under study Roles of key groups in the ancient society The significant beliefs, values and practices of the
ancient culture
Contacts and conflicts within and/or other

societies, resulting in developments such as expansion of trade
The role of a significant individual in the ancient

society
Year 8 The Ancient to the Modern World

How
did societies change from the end of the ancient period to the beginning of the modern age?
What What What
key beliefs and values emerged and how did they influence societies? were the causes and effects of contact between societies in this period?
significant people, groups and ideas from this period have influenced the world today?
Year 8
Structure of year
Depth study 1: The Western and Islamic World Depth study 2: The Asia-Pacific World Depth study 3: Expanding Contacts
Overview
Year 8
Overview
Overview content for the ancient to modern world (Byzantine, Celtic, AngloSaxon, Viking, Ottoman, Khmer, Mongols, Yuan and Ming dynasties, Aztec, Inca) includes the following:
Overview
1.the transformation of the Roman world and the spread of Christianity and Islam
2.key features of the medieval world (feudalism, trade routes, voyages of discovery, contact and conflict)
3.the emergence of ideas about the world and the place of people in it by the end of the period (such as the Renaissance, the Scientific Revolution and the Enlightenment).
Year 8: The Ancient to the Modern World

Depth study 1: The Western and Islamic World Choose one:

Vikings (c.790 - c. 1066)
OR
Medieval Europe (c.590 - c.1500)
OR
Ottoman Empire (c.1299-c.1683)
OR
Renaissance Italy (c.1400-c.1600)
The way of life in

Viking society
The way of life in

Medieval Europe
The way of life in the

Ottoman Empire
The way of life in

Renaissance Italy
Significant
Significant
developments and/or cultural achievements
Significant
developments and/or cultural achievements that reflect the influence of the Ottoman Empire
Significant
developments and/or cultural achievements that reflect the concentration of wealth and power in the city states
Overview
developments and/or cultural achievements that led to Viking expansion
Continuity and
change in society in ONE of the following areas: crime and punishment, military and defence systems; towns cities and commerce
Viking conquests
and relationships with subject peoples
Relationships with
subject peoples
Relationships
between rulers and ruled in ONE Italian city-state
The role of a
significant individual in the expansion of Viking settlement
The role of
significant individuals
The dominance of
the catholic Church and the role of significant individuals
The roles and

achievements of significant individuals

Depth study 2: The Asia-Pacific World Choose one:

Angkor/Khmer Empire (c.802-c.1327)
OR
Shogunate Japan (c.794-c.1867)
OR
The Polynesian Expansion across the Pacific (c.700-c.1756)
The way of life in the

Khmer Empire
The way of life in

Shogunate Japan
Theories about the

origin and spread of Polynesian settlers throughout the Pacific
Overview
The reason for

Angkors rise to prominence
The role of the

Tokugawa Shogunate in establishing a feudal system & in increasing foreign trade
The way of life of

ONE Polynesian society
The cultural
achievements of the Khmer civilisation
The use of
environmental resources and policies by the shogunate
The cultural
achievements of ONE Polynesian society
Theories behind the

decline of Angkor
The significance of
modernisation & westernisation in the decline of the shogunate
The ways
Polynesian societies used environmental resources

Depth study 3: Expanding Contacts Choose one:

Mongol Expansion (c.1206-c.1368)
OR
The Black Death in Asia, Europe & Africa (C14th Plague)
OR
The Spanish Conquest of the Americas (c.1492-c.1572)
The nomadic lifestyle of

the Mongols & the rise of Temujin
Living conditions and

religious beliefs in C14th
Pre-Colombian life in the

Americas, including social organisation, city life and beliefs Movements of the Spanish peoples to the Americas & encounters with various societies and geographical features The nature of interaction between indigenous populations and the Spanish The impact of the conquest on the Aztecs OR Incas as well as the wider world The longer term effects of colonisation
The role of expanding

trade between Europe and Asia & the origin and spread of disease
The organisation of the
Overview
Mongol army under Ghengis Khan and the treatment of conquered peoples
The causes & symptoms

of and responses to the Black Death
The extent of the

Mongol expansion
The effects of the Black

Death on the populations & conflicting theories about the impact of the plague
The consequences of
the Mongol expansion
Other immediate and

long-term effects of the plague
Year 9 The Making of the Modern World

What
How
were the changing features of the movements of people from 1750-1918?
did new ideas and technological developments contribute to change in this period?
What What
was the origin, development, significance and long-term impact of imperialism in this period? was the significance of World War I?
Year 9
Structure of year
Depth study 1: Making a Better World? Depth study 2: Australia and Asia Depth study 3: World War I
Overview
Year 9
Overview
Overview content for the making of the modern world includes the following:
Overview
1.the nature and significance of the Industrial Revolution and how it affected living and working conditions, including within Australia 2.the nature and extent of the movement of peoples in the period (slaves, convicts and settlers) 3.the extent of European imperial expansion and different responses, including in the Asian region 4.the emergence and nature of significant economic, social and political ideas in the period, including nationalism
Year 9: The Making of the Modern World

Depth study 1: Making a Better World? Choose one:

The Industrial Revolution (1750 - 1914)
The technological
OR
Movement of Peoples (c.1750-1901)

The influence of the
Industrial Revolution on the movements of peoples throughout the world
OR
Progressive Ideas and Movements (1750-1918)

The emergence and
nature of key ideas in the period with a focus on ONE of: capitalism, socialism, egalitarianism, nationalism, imperialism, Darwinism, Chartism
Overview
innovations that led to the Industrial Revolution, and other factors that influenced the industrialisation of Britain
The experiences of
slaves, convicts and settlers upon their departure, journey abroad & their reactions upon arrival
The population
movements and changing settlement patterns during the period
the reasons why ONE

key idea emerged and/or developed a following
The changing way of life

for people and their experiences
Changes in the way of

life of a group(s) of people who moved to Australia during this period
The role of an individual

or group in the promotion of one of these ideas and the responses to it.
Short and long-term

impacts of the Industrial Revolution
Short and long-term

impacts of the movement of peoples during this period
Short and long-term

impacts of ONE of these ideas on Australia and the world

Depth study 2: Asia and Australia 1750 - 1918 Choose one:

Making a Nation 1750 - 1918
OR
Asia and the world 1750 -1918
The extension of settlement,
The key features of ONE Asian

society at the start of the period
Overview
including the effects of contact between European settlers and Aboriginal and Torres Strait Islander peoples
Change and continuity in the

Asian society during this period, including any effects of contact with European powers
The experiences of nonEuropeans in Australia prior to the 1900s
the position of the Asian society in

relation to other nations in he world around the turn of the twentieth century
The living and working conditions

in Australia around the turn of the twentieth century
Key events and ideas in the

development of Australian selfgovernment and democracy
The significance of ONE key event

that involved the Asian society and European Powers, including different perspectives of the event at the time.
Legislation 1901 - 1914

Depth study 3: World War I An overview of the causes of World War I and the
reasons why men enlisted to fight in the war
The places where Australians fought and the Overview

nature of warfare during World War I, including the Gallipoli campaign
The impact of World War I, with a particular

emphasis on Australia
The commemoration of World War I, including

debates about the nature and significance of the Anzac legend
Year 10 The Modern World and Australia

How
did the nature of global conflict change during the twentieth century?
What How
were the consequences of World War II? How did these consequences shape the modern world? was Australian society affected by other significant global events and changes in this period?
Year 10
Structure of year
Depth study 1: World War II Depth study 2: Rights and freedoms Depth study 3: The globalising world
Overview
Year 10
Overview
Overview content for the Modern World and Australia includes the following: 1.the inter-war years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression
Overview
2.continuing efforts post-World War II to achieve lasting peace and security in the world, including Australias involvement in UN peacekeeping
3.the major movements for rights and freedom in the world and the achievement of independence by former colonies 4.the nature of the Cold War and Australias involvement in Cold War and post-Cold War conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan), including the rising influence of Asian nations since the end of the Cold War 5.developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the environment and sustainability
Year 10: The Modern World and Australia

Depth study 1: World War II An overview of the causes and course of World
War II
An examination of significant events of World War

II
Overview
The experiences of Australians during World War II The impact of World War II, with a particular
emphasis on the Australian home front
The significance of World War II to Australias

international relationships in the twentieth century, with particular reference to the UN, Britain, the USA and Asia
Year 10: The Modern World and Australia

Depth study 2: Rights and freedoms (1945 - present)

The origins and significance of the Universal
Declaration of Human Rights, including Australias involvement in the development of this decision
Background to the struggle of Aboriginal and Torres
Overview
Strait Islander peoples for rights and freedoms before 1965
The US Civil Rights movement and its influence on

Australia
The significance of the following for the civil rights of

Aboriginal and Torres Strait islander peoples: 1962 right to vote, 1967 Referendum, Reconciliation, Mabo decision, Bringing Them Home, the Apology
Methods used by civil rights activists to achieve change

for Aboriginal and Torres Strait Islander peoples and the role of ONE individual or group in the struggle
The continuing nature of efforts to secure civil rights and

freedoms in Australia and throughout the world.
Year 10: The modern world and Australia

Depth study 3: The globalising world Choose one:

Popular Culture (1954-present)
OR
The environment movement (1960s - present)
OR
Migration experiences (1945-present)
the nature of popular culture in
The background to
environmental awareness The intensification of environmental effects in the twentieth century as a result of population increase The growth and influence of the environment movement in Australia and overseas Significant events and campaigns that contributed to popular awareness of environmental issues Responses of Australian governments and international organisations to environmental threats since the 1960s
The waves of post-World War II

migration to Australia, including the significance of world events
Overview
Australia at the end of World War II
Developments in popular culture

in post-war Australia and their impact on society
The impact of changing

government policies on Australias migration patterns
The changing nature of the

music, film and television industry in Australia during the post-war period
The impact of at least ONE

world event or development & its significance for Australia
The contribution of migration to

Australias changing identity as a nation and to its international relationships
Australias contribution to
international popular culture and changing beliefs and values that have influenced the Australian way of life
Timeline for implementation in Victorian schools (P-10)

Implementation
is managed by the states and territory authorities
Please refer to individual state / territory curriculum authorities ACT: http://www.det.act.gov.au/ NSW: http://www.bos.nsw.edu.au NT: http://www.det.nt.gov.au/ QLD: http://education.qld.gov.au/ SA: http://www.decs.sa.gov.au/ TAS: http://www.education.tas.gov.au/ WA: http://www.curriculum.wa.edu.au/
For more information
ACARA | www.acara.edu.au
ACWA
www.acwa.wa.edu.au

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Australian Curriculum: History

Annabel Astbury | History Teachers Association of Victoria | February 2011

This is a summary of the Australian Curriculum: History

Summary | Annabel Astbury 2011

Content Structure: History F - 6 (Primary)

Content Structure | Annabel Astbury 2011

Content Structure: History 7-10 (Secondary)

Overviews Depth Studies

Content Structure | Annabel Astbury 2011

Teaching An overview will constitute approximately 10% of

Overview content identifies important features of

The overview could be built into different parts of

Milan Surkala - Fotolia.com

Content Structure | Annabel Astbury 2011

Aims To provide students with the opportunity to

develop and apply the concepts and skills of historical inquiry

Content in each elective is designed to allow

detailed study of specific aspects of the historical period

Teaching An overview will constitute approximately 10% of

Overview content identifies important features of

The overview could be built into different parts of

Content Structure | Annabel Astbury 2011

The sequence of achievement standards across Foundation to Year 10 describes progress in

Content Structure | Annabel Astbury 2011

Historical Skills | Annabel Astbury 2011

Foundation Year (Prep) Family and Personal Stories

How they, their family and friends

How the stories of the past can be

Andres Rodriguez via Fotolia.com

Year 1 Present and Past Family Life

Annabel Astbury 2011

Differences in family structures and roles

How the past, present and future are signified

Differences and similarities between students

Via Powerhouse Museum on Flickr (No known copyright) http://www.powerhousemuseum.com/collection/database/?irn=386429

Annabel Astbury 2011

The Past in the Present

have changes in technology affected our daily lives?

The history of a significant person, building,

The importance today of an historical site of

The impact of changing technology on

Annabel Astbury 2011

Year 3 Community and Remembrance

lived here first and how do we know?

and why do people choose to remember significant events of the past?

The importance of country and place to

Aboriginal and/or Torres Strait Islanders who belong to a local area

ONE important example of change and ONE

important example of continuity in the local community, region or state/territory

For example: transport, education, work, natural and built environments

The role that people of diverse backgrounds

have played in the development and character of the local community

Days and weeks celebrated or commemorated

in Australia and the importance of symbols and emblems.

Annabel Astbury 2011

Year 4 First Contacts

did the great journeys of exploration occur?

did Europeans settle in Australia?

The diversity and longevity of Australias first

The journey(s) of AT LEAST ONE world

Stories of the First Fleet, including reasons

The nature of contact between Aboriginal