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Year 7  

Year 7 Level Description

The ancient world The Year 7 curriculum provides a study of history from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BC (BCE) – c.650 AD (CE). It was a period defined by the development of cultural practices and organised societies. The study of the ancient world includes the discoveries (the remains of the past and what

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The ancient world

The Year 7 curriculum provides a study of history from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BC (BCE) – c.650 AD (CE). It was a period defined by the development of cultural practices and organised societies. The study of the ancient world includes the discoveries (the remains of the past and what we know) and the mysteries (what we do not know) about this period of history, in a range of societies in places including Australia, Egypt, Greece, Rome, India and China.

The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.

Key inquiry questions

A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions for Year 7 are:

  • How do we know about the ancient past?
  • Why and where did the earliest societies develop?
  • What emerged as the defining characteristics of ancient societies?
  • What have been the legacies of ancient societies?

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The history of the Catholic Church is part of world history. Belonging to a tradition means we learn from the past in order to inform the future. One way of exploring a Catholic perspective is studying the history of the Catholic Church. The Archdiocesan Religious Education Curriculum, P-12, sub-strand Church History (Year 7 Church History in RE curriculum) provides a means to learn from the past about Church history. The time frames and topics are aligned to the Australian history curriculum. Consequently, no specific Catholic perspective descriptors have been added to the content descriptions in history.

Year 7 Content Descriptions

Overview of the ancient world

The following content is to be taught as part of an overview for the historical period. It is not intended to be taught in depth. Overview content identifies important features of the period, approximately 60 000 BC (BCE) – c.650 AD (CE), as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies; and to consolidate understanding through a review of the period. Overview content for the ancient world (Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya) includes the following:

Overview content for the ancient world (Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya) includes the following:

  • the theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia

  • thefor the emergence and establishment ofsocieties (including art, iconography, writing tools and pottery)

  • key features ofsocieties (farming, trade, social classes, religion, rule of law)

Depth studies
There are three depth studies for this historical period. For each depth study, there are up to three electives that focus on a particular society, event, movement or development. It is expected that ONE elective will be studied in detail. The content in each depth study elective is designed to allow detailed study of specific aspects of this historical period. As part of a teaching and learning program, depth study content can be integrated with the overview content and/or with other depth study electives.
  • 1 Investigating the ancient past
  • Students build on and consolidate their understanding of historical inquiry from previous years in depth, using a range of sources for the study of the ancient past.

    • How historians and archaeologists investigate history, including excavation and archival research

    • The range of sources that can be used in an historical investigation, including archaeological and written sources

    • Methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains

    • The nature of sources forAustralia and what they reveal about Australia’s past in theperiod, such as the use of resources

    • The importance of conserving the remains of thepast, including the heritage of Aboriginal and Torres Strait Islander Peoples

  • 2 The Mediterranean world
  • Students investigate ONE of these Mediterranean societies in depth: Egypt or Greece or Rome.
  • Egypt

    • Physical features ofEgypt (such as the River Nile) and how they influenced the civilisation that developed there

    • Roles of key groups inEgyptian society (such as the nobility, bureaucracy, women, slaves), including the influence of law and

    • Significant beliefs, values and practices of theEgyptians, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs

    • Contacts and conflicts within and/or with other societies, resulting in developments such as the conquest of other lands, the expansion of trade, and peace treaties

    • The role of a significant individual inEgyptian history such as Hatshepsut or Ramses II

  • Greece

    • Physical features ofGreece (such as its mountainous landscape) and how they influenced the civilisation that developed there

    • Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), including the influence of law and

    • Significant beliefs, values and practices of theGreeks, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs

    • Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, colonisation and war (such as the Peloponnesian and Persian wars)

    • The role of a significant individual inGreek history such as Leonidas or Pericles

  • Rome

    • Physical features ofRome (such as the River Tiber) and how they influenced the civilisation that developed there

    • Roles of key groups inRoman society (such as patricians, plebeians, women, slaves), including the influence of law and

    • Significant beliefs, values and practices of theRomans, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs

    • Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Roman(including its material remains), and the spread of religious beliefs

    • The role of a significant individual inRome’s history such as Julius Caesar or Augustus

  • 3 The Asian world
  • Students investigate ONE of these Asian societies in depth: India or China
  • India

    • Physical features of India (such as fertile river plains) and how they influenced the civilisation that developed there

    • Roles of key groups in Indian society in this period (such as kings, emperors, priests, merchants, peasants), including the influence of law and

    • Significant beliefs, values and practices of Indian society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs

    • Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Mauryan(including its material remains), and the spread of philosophies and beliefs

    • The role of a significant individual in Indian history such as Chandragupta Maurya or Ashoka

  • China

    • Physical features of China (such as the Yellow River) and how they influenced the civilisation that developed there

    • Roles of key groups in Chinese society in this period (such as kings, emperors, scholars, craftsmen, women), including the influence of law and

    • Significant beliefs, values and practices of Chinese society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs

    • Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of Imperial China (including its material remains), and the spread of philosophies and beliefs

    • The role of a significant individual inChinese history such as Confucius or Qin Shi Huang

Historical Skills
Chronology, terms and concepts

Sequence historical events, developments and periods

Use historical terms and concepts

Historical questions and research

Identify a range of questions about the past to inform a

Identify and locate relevant sources, using ICT and other methods

Analysis and use of sources

Identify the origin and purpose of primary and

Locate, compare, select and use information from a range of sources as

Draw conclusions about the usefulness of sources

Perspectives and interpretations

Identify and describe points of view, attitudes and values in primary and

Explanation and communication

Develop texts, particularly descriptions and explanations that usefrom a range of sources that are acknowledged

Use a range of communication forms (oral, graphic, written) and digital technologies

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Year 7 Achievement Standard

By the end of Year 7, students suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups. They describe events and developments from the perspective of different people who lived at the time. Students explain the role of groups and the significance of particular individuals in society. They identify past events and developments that have been interpreted in different ways.

Students sequence events and developments within a chronological framework, using dating conventions to represent and measure time. When researching, students develop questions to frame a historical inquiry. They identify and select a range of sources and locate, compare and use information to answer inquiry questions. They examine sources to explain points of view. When interpreting sources, they identify their origin and purpose. Students develop texts, particularly descriptions and explanations. In developing these texts and organising and presenting their findings, they use historical terms and concepts, incorporate relevant sources, and acknowledge their sources of information.

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Year 7 Work Sample Portfolios

 

Year 8  

Year 8 Level Description

The ancient to the modern world The Year 8 curriculum provides a study of history from the end of the ancient period to the beginning of the modern period, c.650– 1750 AD (CE). This was when major civilisations around the world came into contact with each other. Social, economic, religious and political beliefs were often challenged and significantly changed. It was the period wh

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The ancient to the modern world

The Year 8 curriculum provides a study of history from the end of the ancient period to the beginning of the modern period, c.650– 1750 AD (CE). This was when major civilisations around the world came into contact with each other. Social, economic, religious and political beliefs were often challenged and significantly changed. It was the period when the modern world began to take shape.

The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.

Key inquiry questions

A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions for Year 8 are:

  • How did societies change from the end of the ancient period to the beginning of the modern age?
  • What key beliefs and values emerged and how did they influence societies?
  • What were the causes and effects of contact between societies in this period?
  • Which significant people, groups and ideas from this period have influenced the world today?

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The history of the Catholic Church is part of world history. Belonging to a tradition means we learn from the past in order to inform the future. One way of exploring a Catholic perspective is studying the history of the Catholic Church. The Archdiocesan Religious Education Curriculum, P-12, sub-strand Church History (Year 8 Church History in RE curriculum) provides a means to learn from the past about Church history. The time frames and topics are aligned to the Australian history curriculum. Consequently, no specific Catholic perspective descriptors have been added to the content descriptions in history.

Year 8 Content Descriptions

Overview of the ancient to modern world

The following content is taught as part of an overview for the historical period. It is not intended to be taught in depth. Overview content identifies important features of the period, c.650 AD (CE) – 1750, as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies; and to consolidate understanding through a review of the period. Overview content for the ancient to modern world (Byzantine, Celtic, Anglo-Saxon, Viking, Ottoman, Khmer, Mongols, Yuan and Ming dynasties, Aztec, Inca) includes the following:

Overview content for the ancient to modern world (Byzantine, Celtic, Anglo-Saxon, Viking, Ottoman, Khmer, Mongols, Yuan and Ming dynasties, Aztec, Inca) includes the following:

  • the transformation of the Roman world and the spread of Christianity and Islam

  • key features of theworld (feudalism, trade routes, voyages of discovery, contact and conflict)

  • 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)

Depth studies
There are three depth studies for this historical period. For each depth study, there are up to four electives that focus on a particular society, event, movement or development. It is expected that ONE elective will be studied in detail. The content in each depth study elective is designed to allow detailed study of specific aspects of this historical period. As part of a teaching and learning program, depth study content can be integrated with the overview content and/or with other depth study electives.
  • 1 The Western and Islamic world
  • Students investigate ONE of these societies/empires from the Western or Islamic world in depth: the Vikings or Medieval Europe or the Ottoman Empire or Renaissance Italy.
  • The Ottoman Empire (c.1299 – c.1683)

    • The way of life in the Ottoman(social, cultural, economic and political features) and the roles and relationships of different groups in society

    • Significant developments and/or cultural achievements that reflect the power and influence of the Ottoman Empire, such as the fall of Constantinople in 1453(CE), art and architecture

    • Relationships with subject peoples, including the policy of religious tolerance

    • The role of significant individuals such as Selim I or Suleiman the Magnificent in maintaining the strength and influence of the Ottoman

  • Renaissance Italy (c.1400 – c.1600)

    • The way of life in Renaissance Italy (social, cultural, economic and political features) and the roles and relationships of different groups in society

    • Significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning

    • Relationships between rulers and ruled in ONE Italian city-state such as Florence or Naples

    • The role and achievements of significant individuals such as Lucrezia Borgia, Galileo, Leonardo da Vinci, Niccolo Machiavelli

    • The spread of Renaissanceto the rest of Europe, and its legacy

  • The Vikings (c.790 – c.1066)

    • The way of life in Viking society (social, cultural, economic and political features) and the roles and relationships of different groups in society

    • Significant developments and/or cultural achievements that led to Viking expansion, including weapons and shipbuilding, and the extent of their trade

    • Viking conquests and relationships with subject peoples, including the perspectives of monks, changes in the way of life of the English, and the Norman invasion

    • The role of a significant individual in the expansion of Viking settlement and influence, such as Erik the Red or Leif Ericson

  • Medieval Europe (c.590 – c.1500)

    • The way of life inEurope (social, cultural, economic and political features) and the roles and relationships of different groups in society

    • Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture,manuscripts and music

    • in society in ONE of the following areas: crime and punishment; military and defence systems; towns, cities and commerce

    • Dominance of the Catholic Church and the role of significant individuals such as Charlemagne

  • 2 The Asia-Pacific world
  • Students investigate ONE of these Asia-Pacific societies in depth: the Angkor/Khmer Empire or Shogunate Japan or the Polynesian expansion across the Pacific. N.B. Where appropriate, this depth study may include some reference beyond the end of the period c.1750.
  • Angkor/Khmer Empire (c.802 – c.1431)

    • The way of life in the Khmer Empire, including, social, cultural, economic and political features (including the role of the king )

    • Reasons for Angkor’s rise to prominence, including wealth from trade and agriculture

    • Cultural achievements of the Khmer civilisation, including its system of water management and the building of the temples of Angkor

    • Theories of the decline of Angkor, such as the overuse of water resources, neglect of public works as a result of ongoing war, and the effects of climate change

  • Japan under the Shoguns’ (c.794 – 1867)

    • The way of life in shogunate Japan, including social, cultural, economic and political features (including the feudal system and the increasing power of the shogun)

    • The role of the Tokugawa Shogunate in reimposing a feudal system (based on daimyo and samurai) and the increasing control of the Shogun over foreign trade

    • The use of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate

    • Theories about the decline of the Shogunate, including modernisation and westernisation, through the adoption of Western arms and technology

  • The Polynesian expansion across the Pacific (c.700 – 1756)

    • Theories about the origin and spread of Polynesian settlers throughout the Pacific

    • The way of life in ONE Polynesian society, including social, cultural, economic and political features, such as the role of the ariki in Maori and in Rapa Nui society (Easter Island)

    • Cultural achievements of ONE Polynesian society, such as the Ta moko and hangi in Maori society OR the moai constructed on Easter Island

    • The way Polynesian societies used environmental resources (sustainably and unsustainably), including the extinction of the moa in New Zealand, the use of religious/supernatural threats to conserve resources, and the exploitation of Easter Island’s palm trees

  • 3 Expanding contacts
  • Students investigate ONE of the following historical developments in depth to explore the interaction of societies in this period: the Mongol expansion or the Black Death in Africa, Asia and Europe or the Spanish conquest of the Aztecs and Incas.
  • Mongol expansion (c.1206 – c.1368)

    • The nomadic lifestyle of the Mongols and the rise of Temujin (Genghis Khan)

    • The organisation of the Mongol army under Genghis Khan and the treatment of conquered peoples, such as the codification of laws and exemption of teachers, lawyers and artists from taxes

    • The extent of the Mongol expansion as one of the largest land empires in history

    • The consequences of the Mongol expansion, including its impact on life in China during and after the Mongol conquest and contributions to European knowledge and trade routes 

  • The Black Death in Asia, Europe and Africa (14th century plague)

    • Living conditions and religious beliefs in the 14th century, including life expectancy, medical knowledge and beliefs about the power of God

    • The role of expanding trade between Europe andin the Black Death, including the origin and spread of the disease

    • Causes and symptoms of the Black Death and the responses of different groups in society to the spread of the disease, such as the flagellants and monasteries

    • The immediate- and long-term effects of the Black Death on Asian, European and African populations, and conflicting theories about the impact of the plague 

  • The Spanish conquest of the Americas (c.1492 – c.1572)

    • Pre-Columbian life in the Americas, including social organisation, city life and beliefs

    • When, how and why the Spanish arrived in the Americas, and where they went, including the various societies and geographical features they encountered

    • The nature of the interaction between the Spanish and the indigenous populations, with a particular focus on either the Aztecs OR Incas

    • The immediate and long-term effects of the conquest on the Aztecs OR Incas as well as on the wider world

Historical Skills
Chronology, terms and concepts

Sequence historical events, developments and periods

Use historical terms and concepts

Historical questions and research

Identify a range of questions about the past to inform a

Identify and locate relevant sources, using ICT and other methods

Analysis and use of sources

Identify the origin and purpose of primary and

Locate, compare, select and use information from a range of sources as

Draw conclusions about the usefulness of sources

Perspectives and interpretations

Identify and describe points of view, attitudes and values in primary and

Explanation and communication

Develop texts, particularly descriptions and explanations that usefrom a range of sources that are acknowledged

Use a range of communication forms (oral, graphic, written) and digital technologies

Show subject-specific achievement standard

Year 8 Achievement Standard

By the end of Year 8, students recognise and explain patterns of change and continuity over time. They explain the causes and effects of events and developments. They identify the motives and actions of people at the time. Students explain the significance of individuals and groups and how they were influenced by the beliefs and values of their society. They describe different interpretations of the past.

Students sequence events and developments within a chronological framework with reference to periods of time. When researching, students develop questions to frame a historical inquiry. They analyse, select and organise information from primary and secondary sources and use it as evidence to answer inquiry questions. Students identify and explain different points of view in sources. When interpreting sources, they identify their origin and purpose, and distinguish between fact and opinion. Students develop texts, particularly descriptions and explanations, incorporating analysis. In developing these texts, and organising and presenting their findings, they use historical terms and concepts, evidence identified in sources, and acknowledge their sources of information.

Show sub-strand-specific achievement standard

Year 8 Work Sample Portfolios

 

Year 9  

Year 9 Level Description

The making of the modern world The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in

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The making of the modern world

The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in World War I, 1914–1918, the ‘war to end all wars’.

The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.

Key inquiry questions

A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions for Year 9 are:

  • What were the changing features of the movements of people from 1750 to 1918?
  • How did new ideas and technological developments contribute to change in this period?
  • What was the origin, development, significance and long-term impact of imperialism in this period?
  • What was the significance of World War I?

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The history of the Catholic Church is part of world history. Belonging to a tradition means we learn from the past in order to inform the future. One way of exploring a Catholic perspective is studying the history of the Catholic Church. The Archdiocesan Religious Education Curriculum, P-12, sub-strand Church History (Year 9 Church History in RE curriculum) provides a means to learn from the past about Church history. The time frames and topics are aligned to the Australian history curriculum. Consequently, no specific Catholic perspective descriptors have been added to the content descriptions in history.

Year 9 Content Descriptions

Overview of the making of the modern world

The following content is taught as part of an overview for the historical period. It is not intended to be taught in depth. Overview content identifies important features of the period (1750 – 1918) as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies, and to consolidate understanding through a review of the period. Overview content for the making of the modern world includes the following:

Overview content for the making of the modern world includes the following:

  • the nature andof the Industrial Revolution and how it affected living and working conditions, including within Australia

  • the nature and extent of the movement of peoples in the period (slaves, convicts and settlers)

  • the extent of European imperial expansion and different responses, including in the Asian region

  • the emergence and nature of significant economic, social and political ideas in the period, including

Depth studies
There are three depth studies for this historical period. For each depth study, there are up to three electives that focus on a particular society, event, movement or development. It is expected that ONE elective will be studied in detail. The content in each depth study elective is designed to allow detailed study of specific aspects of this historical period. As part of a teaching and learning program, depth study content can be integrated with overview content and/or with other depth study electives.
  • 1 Making a better world?
  • Students investigate how life changed in the period in depth through the study of ONE of these major developments: the Industrial Revolution or Progressive ideas and movements or Movement of peoples. The study includes the causes and effects of the development, and the Australian experience.
  • The Industrial Revolution (1750 – 1914)

    • The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of Britain

    • The population movements and changing settlement patterns during this period

    • The experiences of men, women and children during the Industrial Revolution, and their changing way of life

    • The short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport and communication

  • Progressive ideas and movements (1750 – 1918)

    • The emergence and nature of key ideas in the period, with a particular focus on ONE of the following: capitalism, socialism, egalitarianism, nationalism, imperialism, Darwinism, Chartism

    • Reasons why ONE key idea emerged and/or developed a following

    • The role of an individual or group in the promotion of ONE of these key ideas, and the responses to it, for example from workers, entrepreneurs, land owners, religious groups

    • The short and long-term impacts of ONE of these ideas on Australia and the world

  • Movement of peoples (1750 – 1901)

    • The influence of the Industrial Revolution on the movement of peoples throughout the world, including the transatlantic slave trade and convict transportation

    • Experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, including the Australian experience

    • Changes in the way of life of a group(s) of people who moved to Australia in this period, such as free settlers on the frontier in Australia

    • The short and long-term impacts of the movement of peoples during this period

  • 2 Australia and Asia
  • Students investigate the history of an Asian society OR Australia in the period 1750 – 1918 in depth.
  • Asia and the world

    • Key features (social, cultural, economic, political) of ONE Asian society at the start of this period

    • Change and continuity in the Asian society during this period, including any effects of contact (intended and unintended) with European power(s)

    • The position of the Asian society in relation to other nations in the world around the turn of the twentieth century (that is 1900), including the influence of key ideas such as

    • Theof ONE key event that involved the Asian society and European power(s), including different perspectives of the event at the time

  • Making a nation

    • The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander Peoples

    • Experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans)

    • Living and working conditions in Australia around the turn of the twentieth century (that is 1900)

    • Key people, events and ideas in theof Australian self-government and democracy, including, the role of founders, key features of constitutional development, the importance of British and Western influences in the formation of Australia’s system of government and women's voting rights

    • Laws made by federal Parliament between 1901-1914 including the Harvester Judgment, pensions, and the Immigration Restriction Act

  • 3 World War I (1914-1918)
  • Students investigate key aspects of World War I and the Australian experience of the war, including the nature and significance of the war in world and Australian history.

    • Anof the causes of World War I and the reasons why men enlisted to fight in the war

    • The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign

    • The impact of World War I, with a particular emphasis on Australia including the changing role of women

    • The commemoration of World War I, including debates about the nature andof the Anzac legend

Historical Skills
Chronology, terms and concepts

Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places

Use historical terms and concepts

Historical questions and research

Identify and select different kinds of questions about the past to inform

Evaluate and enhance these questions

Identify and locate relevant sources, using ICT and other methods

Analysis and use of sources

Identify the origin, purpose and context of primary and

Process and synthesise information from a range of sources for use asin an historical argument

Evaluate the reliability and usefulness of primary and

Perspectives and interpretations

Identify and analyse the perspectives of people from the past

Identify and analyse different historical interpretations (including their own)

Explanation and communication

Develop texts, particularly descriptions and discussions that usefrom a range of sources that are referenced

Select and use a range of communication forms (oral, graphic, written) and digital technologies

Show subject-specific achievement standard

Year 9 Achievement Standard

By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgments about their importance. They explain the motives and actions of people at the time. Students explain the significance of these events and developments over the short and long term. They explain different interpretations of the past.

Students sequence events and developments within a chronological framework, with reference to periods of time and their duration. When researching, students develop different kinds of questions to frame a historical inquiry. They interpret, process, analyse and organise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students examine sources to compare different points of view. When evaluating these sources, they analyse origin and purpose, and draw conclusions about their usefulness. They develop their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical interpretations. In developing these texts and organising and presenting their conclusions, they use historical terms and concepts, evidence identified in sources, and they reference these sources.

Show sub-strand-specific achievement standard

Year 9 Work Sample Portfolios

 

Year 10  

Year 10 Level Description

The modern world and Australia The Year 10 curriculum provides a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The twentieth century became a critical period in Australia’s social, cultural, economic and political development. The transformation of the modern world during a time of political t

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The modern world and Australia

The Year 10 curriculum provides a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The twentieth century became a critical period in Australia’s social, cultural, economic and political development. The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place within the Asia-Pacific region and its global standing.

The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.

Key inquiry questions

A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions for Year 10 are:

  • How did the nature of global conflict change during the twentieth century?
  • What were the consequences of World War II? How did these consequences shape the modern world?
  • How was Australian society affected by other significant global events and changes in this period?

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The history of the Catholic Church is part of world history. Belonging to a tradition means we learn from the past in order to inform the future. One way of exploring a Catholic perspective is studying the history of the Catholic Church. The Archdiocesan Religious Education Curriculum, P-12, sub-strand Church History (Year 10 Church History in RE curriculum) provides a means to learn from the past about Church history. The time frames and topics are aligned to the Australian history curriculum. Consequently, no specific Catholic perspective descriptors have been added to the content descriptions in history.

Year 10 Content Descriptions

Overview of the modern world and Australia

The following content is taught as part of an overview for the historical period. It is not intended to be taught in depth. Overview content identifies important features of the period (1918 to the present) as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies, and to consolidate understanding through a review of the period. Overview content for the Modern World and Australia includes the following:

Overview content for the Modern World and Australia includes the following:

  • the inter-war years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression

  • continuing efforts post-World War II to achieve lasting peace and security in the world, including Australia’s involvement in UN peacekeeping

  • the major movements for rights and freedom in the world and the achievement of independence by former colonies

  • the nature of the Cold War and Australia’s involvement in Cold War and post-Cold War conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan), including the rising influence of Asian nations since the end of the Cold War

  • developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the environment and

Depth studies
There are three depth studies for this historical period. For each depth study, there are up to three electives that focus on a particular society, event, movement or development. It is expected that ONE elective will be studied in detail. The content in each depth study elective is designed to allow detailed study of specific aspects of this historical period. As part of a teaching and learning program, depth study content can be integrated with overview content and/or integrated with other depth study electives.
  • 1 World War II (1939-45)
  • Students investigate wartime experiences through a study of World War II in depth. This includes a study of the causes, events, outcome and broader impact of the conflict as an episode in world history, and the nature of Australia’s involvement.

    • of the causes and course of World War II

    • Examination of significant events of World War II, including the Holocaust and use of the atomic bomb

    • Experiences of Australians during World War II (such as Prisoners of War (POWs), the Battle of Britain, Kokoda, the Fall of Singapore)

    • The impact of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls (conscription, manpower controls, rationing and censorship)

    • Theof World War II to Australia’s international relationships in the twentieth century, with particular reference to the United Nations, Britain, the USA and

  • 2 Rights and freedoms (1945 – the present)
  • Students investigate struggles for human rights in depth. This will include how rights and freedoms have been ignored, demanded or achieved in Australia and in the broader world context.

    • The origins andof the Universal Declaration of Human Rights, including Australia’s involvement in theof the declaration

    • Background to the struggle of Aboriginal and Torres Strait Islander Peoples for rights and freedoms before 1965, including the 1938 Day of Mourning and the Stolen Generations

    • The US civil rights movement and its influence on Australia

    • Theof the following for the civil rights of Aboriginal and Torres Strait Islander Peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo decision; Bringing Them Home Report (the Stolen Generations), the Apology

    • 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, such as the Declaration on the Rights of Indigenous Peoples (2007)

  • 3 The globalising world
  • Students investigate one major global influence that has shaped Australian society in depth, including the development of the global influence during the twentieth century. Students study ONE of these electives: Popular culture or Migration experiences or The environment movement.
  • Popular culture (1945 – present)

    • The nature of popularin Australia at the end of World War II, including music, film and sport

    • Developments in popularin post-war Australia and their impact on society, including the introduction of television and rock ’n’ roll

    • Changing nature of the music, film and television industry in Australia during the post-war period, including the influence of overseas developments (such as Hollywood, Bollywood and the animation film industry in China and Japan)

    • Australia’s contribution to international popular(music, film, television, sport)

    • in beliefs and values that have influenced the Australian way of life

  • Migration experiences (1945 – present)

    • The waves of post-World War II migration to Australia, including the influence of significant world events

    • The impact of changing government policies on Australia’s migration patterns, including abolition of the White Australia Policy, ‘Populate or Perish’

    • The impact of at least ONE world event orand itsfor Australia, such as the Vietnam War and Indochinese refugees

    • The contribution of migration to Australia’s changing identity as a nation and to its international relationships

  • The environment movement (1960s – present)

    • The background to environmental awareness, including the nineteenth century National Parks movement in America and Australia

    • The intensification of environmental effects in the twentieth century as a result of population increase, urbanisation, increasing industrial production and trade

    • The growth and influence of the environment movement within Australia and overseas, and developments in ideas about the environment including theof ‘sustainability’

    • Significant events and campaigns that contributed to popular awareness of environmental issues, such as the campaign to prevent the damming of Australia’s Gordon River, the nuclear accident at Chernobyl and the Jabiluka mine controversy in 1998

    • Responses of governments, including the Australian Government, and international organisations to environmental threats since the 1960s, including deforestation and climate change

Historical Skills
Chronology, terms and concepts

Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places

Use historical terms and concepts

Historical questions and research

Identify and select different kinds of questions about the past to inform

Evaluate and enhance these questions

Identify and locate relevant sources, using ICT and other methods

Analysis and use of sources

Identify the origin, purpose and context of primary and

Process and synthesise information from a range of sources for use asin an historical argument

Evaluate the reliability and usefulness of primary and

Perspectives and interpretations

Identify and analyse the perspectives of people from the past

Identify and analyse different historical interpretations (including their own)

Explanation and communication

Develop texts, particularly descriptions and discussions that usefrom a range of sources that are referenced

Select and use a range of communication forms (oral, graphic, written) and digital technologies

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Year 10 Achievement Standard

By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their relative importance. They explain the context for people’s actions in the past. Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations.

Students sequence events and developments within a chronological framework, and identify relationships between events across different places and periods of time. When researching, students develop, evaluate and modify questions to frame a historical inquiry. They process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students analyse sources to identify motivations, values and attitudes. When evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose and context. They develop and justify their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical argument. In developing these texts and organising and presenting their arguments, they use historical terms and concepts, evidence identified in sources, and they reference these sources.

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Year 10 Work Sample Portfolios

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