1. Information and Communication Technology (ICT)
1.1. • Students develop ICT capability when they locate, process, analyse, evaluate, and communicate historical and geographical contexts.
1.2. • Students access and use digital technologies, including spatial technologies as investigative and creationary tools.
1.3. • Students seek a range of digital sources to resolve inquiry questions or challenges of historical and geographical contexts. They are aware of intellectual property and critically analyse evidence and trends to critique source’s reliability.
1.4. • Students use digital technologies to present, represent, collaborate, discuss, and debate in constructing their knowledge. They plan, organise, create, and display this data using multimodal elements to a variety of audiences.
1.5. • Students enhance their understanding of ICT by increasingly using and exploring the effects of technologies on people, places, and contexts.
1.6. • Students learn about and have opportunities to use social media to collaborate, communicate, share information, and build a consensus on issues surrounding societies and their contexts.
1.7. • Students develop an awareness of personal security protocols and ethical responsibilities.
1.7.1. Links to digital pedagogies
1.7.1.1. Access to spatial technologies as investigative and creationary tools: Spatial tools:
1.7.1.1.1. TinkerCAD
1.7.1.1.2. Google Earth
1.7.1.2. Seek a range of digital sources: Search engines
1.7.1.2.1. Google Scholar
1.7.1.2.2. Library databases
1.7.1.3. Critically analyse evidence and trends to critique reliability: Reasearch tables: Spreadsheets:
1.7.1.3.1. Google Sheets
1.7.1.3.2. Microsoft Excel
1.7.1.4. Plan, organise, create, and display data using multimodal elements: Multimodal applications:
1.7.1.4.1. Canva
1.7.1.4.2. PowToon
1.7.1.4.3. Prezi
1.7.1.4.4. Slides Mania
1.7.1.5. Explore the effects of technologies on people, places, and contexts: Surveys:
1.7.1.5.1. Google Forms
1.7.1.5.2. Survey Monkey
1.7.1.6. Use social media to collaborate: Social media platforms:
1.7.1.6.1. Google Hangouts
1.7.1.6.2. Instagram
1.7.1.7. Awareness of personal security protocols and ethical responsibilities: Internet security: Privacy policies:
1.7.1.7.1. Windows Defender
1.7.1.7.2. Individual privacy policies
2. Critical and Creative Thinking
2.1. • Students develop critical and creative thinking as they investigate historical and geographical contexts through inquiry-based learning.
2.2. • Students develop critical thinking by learning to develop and clarify investigative questions, question sources, and assess their reliability when selecting information.
2.2.1. From these, students learn discipline-specific ways of thinking by interpreting the past from incomplete documentation, developing arguments using evidence, interpreting, and analysing economic data and systems to inform predications and propose solutions.
2.3. • Students learn to think logically when evaluating and using evidence to test explanations, analyse arguments and make decisions when thinking about questions without a straightforward answer.
2.3.1. They learn to value the process of developing creative questions. Being encouraged to apply concepts and skills to new contexts and to be creative, curious, and imaginative with their inquiries, alternative futures and problem solving.
2.4. • Students develop enterprising behaviours and capabilities to apply decision-making processes to real life negotiation and conflict resolution.
2.4.1. Links to digital pedagogies
2.4.1.1. Building knowledge (secondary and primary sources): Search engines:
2.4.1.1.1. Google Scholar
2.4.1.1.2. Library databases
2.4.1.2. Visual sources (secondary and primary sources):
2.4.1.2.1. YouTube
2.4.1.2.2. Historic photo databases: BYU Library
2.4.1.3. Checks for understanding within language choices: Quizzes and surveys:
2.4.1.3.1. Google Forms
2.4.1.3.2. Kahoot
2.4.1.4. Using language choices effectively: Multimodal presentations:
2.4.1.4.1. Padlet
2.4.1.4.2. Canva
2.4.1.4.3. Slides Mania
2.4.1.5. Debates and discussions: Wikis:
2.4.1.5.1. PB Works
2.4.1.5.2. The Learning Place
3. Personal and Social Capability
3.1. • Students gain understandings surrounding people, places, processes, and phenomena.
3.2. • Students will develop an appreciation of the insights and perspectives of others, as well as a personal understanding of their identity and sense of belonging.
3.3. • Students develop their capacity for self-management by directing their own learning and providing opportunities for them to express and reflect on their opinions, beliefs, and questions appropriately.
3.4. • As students work independently and collaboratively, they learn and apply leadership, resilience, goal setting and advocacy skills, as well as decision making.
3.5. • Students develop the ability to achieve desired outcomes and to contribute to communities and society.
3.5.1. Links to digital pedagogies
3.5.1.1. Develop an appreciation of others perspectives and their own: Interviews and conferences:
3.5.1.1.1. YouTube
3.5.1.1.2. Zoom
3.5.1.2. Self-manage by expressing and reflecting on opinions, beliefs, and questions:
3.5.1.3. Working independently and collaboratively: Classroom management software: Social media platforms:
3.5.1.3.1. OneNote
3.5.1.3.2. Google Hangout
3.5.1.3.3. Google Docs
3.5.1.4. Contribute to communities and society: Social media platforms: Wikis:
3.5.1.4.1. Instagram
3.5.1.4.2. Twitter
3.5.1.4.3. PB Works
4. Intercultural understanding
4.1. • Students develop intercultural understandings as they learn about the diversity of the world’s places, people and their lives and beliefs.
4.2. • Students learnt the importance of understanding their own and other groups histories, recognising the significance of Aboriginal and Torres Strait Islander Peoples histories and cultures and the contribution of Australian migrants.
4.3. • Students can learn historic challenges and benefits of interacting with other countries and their groups, in turn understanding the nature causes and consequences of cultural independence, dispossession and conflict.
4.4. • Students learn about Australia’s economic and political relationship with other countries and the role of intercultural understanding for the present and future.
4.5. • Students investigate interconnections between people and the significance this holds, learning how cultural identities as well as their own are shaped. They then see the critical role of shared beliefs and values to evolve the Australian identity.
4.6. • Students reflect on their own intercultural experiences and then explore how people interact across cultural boundaries, considering how various factors impact civic life.
4.6.1. They then recognise the similarities as well as the differences across cultural groups to recognise the importance of practicing empathy, to challenge stereotypes and prejudice of the social representations of these groups.
4.7. • Students demonstrate respect for cultural diversity and human rights to facilitate dialogue and understand different perspectives.
4.7.1. Links to digital pedagogies
4.7.1.1. Develop intercultural understandings: Search engines: Simulations:
4.7.1.1.1. Google Scholar
4.7.1.1.2. Library databases
4.7.1.1.3. Excavate!
4.7.1.2. Learn the importance of understanding their own and others histories: Search engines:
4.7.1.2.1. Google Scholar
4.7.1.2.2. Library databases
4.7.1.2.3. YouTube
4.7.1.3. Learn about Australia’s economic and political and benefical relationship with other countries: Search engines: Interviews:
4.7.1.3.1. As above
4.7.1.3.2. Zoom
4.7.1.4. Investigate interconnections between people and the significance this holds: Search engines: Interviews:
4.7.1.4.1. As above
4.7.1.5. Reflect on their own intercultural experiences: Multimodal tools:
4.7.1.5.1. Canva
4.7.1.5.2. PowToon
4.7.1.5.3. Slides Mania
4.7.1.6. Demonstrate respect for cultural diversity and human rights: Social media platforms:
4.7.1.6.1. Instagram
4.7.1.6.2. Twitter
4.7.1.6.3. Google Hangout
5. Literacy
5.1. • Students learn how to build knowledge in relation to historical and geographical contexts.
5.2. • Students learn to use a range of informational, persuasive, and imaginative texts in multiple modes often supported by primary and secondary sources.
5.3. • Students learn to make increasingly sophisticated language and text choices, understanding that language varies according to context. Using topic-specific vocabulary to describe cause-and-effect and comparative relationships.
5.4. • Students recognise that language and images are used to make and manipulate meaning and opinion on evaluation of texts.
5.5. • Students participate in debates and discussions with a range of audiences to develop a point of view or opinion within the context of social and environmental futures.
5.5.1. Links to digital pedagogies
5.5.1.1. Building knowledge (secondary and primary sources): Search engines:
5.5.1.1.1. Google Scholar
5.5.1.1.2. Library databases
5.5.1.2. Visual sources (secondary and primary sources):
5.5.1.2.1. YouTube
5.5.1.2.2. Historic photo databases: BYU Library
5.5.1.3. Checks for understanding within language choices: Quizzes and surveys:
5.5.1.3.1. Google Forms
5.5.1.3.2. Kahoot
5.5.1.4. Using language choices effectively: Multimodal presentations:
5.5.1.4.1. Padlet
5.5.1.4.2. Canva
5.5.1.4.3. Slides Mania
5.5.1.5. Debates and discussions: Wikis:
5.5.1.5.1. PB Works
5.5.1.5.2. The Learning Place
6. Numeracy
6.1. • Students develop numeracy capability as they apply numeracy skills to historical and geographical contexts.
6.2. • Students count, measure, construct, interpret and calculate data in their investigations.
6.3. • Students learn to use timelines, calendars, and dates to recall information and illustrate the passing of time.
6.4. • Students collect data through methods such as surveys and field tests to construct and interpret maps, models, diagrams, and satellite images to work with numerical concepts such as grids, scale, distance, area, and projections.
6.5. • Students learn to analyse data to make meaning of the past and test relationships in patterns between variables.
6.5.1. They can then make predictions and financial and business decisions based on the data in their findings.
6.6. • Students appreciate the way these skills and knowledge can be applied to hypothetical or real-life experiences.
6.6.1. Links to digital pedagogies
6.6.1.1. Develop and practice numeracy skills: Time converters: Timelines:
6.6.1.1.1. timeanddate.com
6.6.1.1.2. TimeGraphics
6.6.1.2. Collecting and analysing numerical data: Simulations: Archives:
6.6.1.2.1. Google Earth
6.6.1.2.2. Canva
6.6.1.2.3. Ancestry.com
6.6.1.3. Plotting data to analyse patterns and make decisions: Spreadsheets:
6.6.1.3.1. Microsoft Excel
6.6.1.3.2. Google Sheets
7. Ethical understanding
7.1. • Students’ capacity for ethical understanding is enhanced by the unique contexts offered through historical, geographical, civic, and economic inquiry.
7.2. • Students investigate ways that diverse values and principles have influenced human activity, recognising that examining the nature of evidence furthers their understanding of ethical issues.
7.3. • Students learn ethical procedures for investigating and working with people and places, including Aboriginal and Torres Strait Islander Peoples.
7.3.1. They explore ethical behaviour of people of different times and places that may be the result of differing standards and expectations.
7.4. • Students evaluate their findings surrounding issues against the criteria of environmental protection, economic prosperity, and societal advancement, raising ethical questions about human rights and citizenship.
7.4.1. They discuss and apply these concepts which support Australian democracy and citizenship.
7.5. • Students develop informed, ethical values and attitudes as they explore different perspectives and ethical considerations
7.5.1. They then become aware of their roles, rights, and responsibilities in their real-life contexts.
7.5.1.1. Links to digital pedagogies
7.5.1.1.1. Investigate ways that diverse values and principles have influenced human activity: Search engines: Interviews
7.5.1.1.2. Learn ethical procedures for investigating and working with people and places: Individual frameworks available online:
7.5.1.1.3. Discuss and apply findings surrounding issues to support democracy: Social media platforms:
7.5.1.1.4. Explore different perspectives and ethical considerations: Video sources: Interviews: Simulations: