Applying the relevant concepts to Applying the relevant concepts to Applying the relevant concepts of Applying the relevant concepts of learning (democracy; democratic learning (scarcity; making choices; geographical thinking to learning historical thinking to learning values; the Westminster system; specialisation and trade; (place, space, environment, (sources; evidence; continuity and justice; active participation; rights interdependence; allocation and interconnection, sustainability, scale, change; cause and effect; Analysing and responsibilities) markets; economic performance and change) significance; perspectives; empathy; Interpret living standards) contestability) Analysing information and ideas from Analysing information and data in information, a range of sources to identify and Analysing data in charts, graphs, charts, graphs, diagrams, tables and Analysing information and evidence evidence and/or evaluate different interpretations diagrams and tables using statistical maps using qualitative and statistical in primary and secondary sources to data to identify key and points of view methods to identify and explain methods, and digital and spatial identify perspectives of people from points or ideas, relationships, trends and alternative technologies the past and examining different Analysing how information can be points of view, perspectives historical interpretations, including used selectively to persuade citizens Analysing data to identify and explain perceptions and their own (e.g. a debate about a suggested spatial patterns, trends, relationships interpretations; constitutional change) and anomalies Processing and synthesising identify the purpose information from a range of sources Exploring texts for stereotype, of sources and for use as in an historical argument and misrepresentation determine their (e.g. the representation of cultural Identifying the possible meaning of accuracy and groups in the media) images and symbols in primary reliability. sources Distinguish between facts and opinions when discussing a civics and Sequencing historical events, citizenship issue developments and periods
Analysing Interpret information, evidence and/or data to identify key points or ideas, points of view, perceptions and interpretations; identify the purpose of sources and determine their accuracy and reliability. Applying the relevant concepts to learning (democracy; democratic values; the Westminster system; justice; active participation; rights and responsibilities) Analysing information and ideas from a range of sources to identify and evaluate different interpretations and points of view Analysing how information can be used selectively to persuade citizens (e.g. a debate about a suggested constitutional change) Exploring texts for stereotype, and misrepresentation (e.g. the representation of cultural groups in the media) Distinguish between facts and opinions when discussing a civics and citizenship issue Applying the relevant concepts to learning (scarcity; making choices; specialisation and trade; interdependence; allocation and markets; economic performance and living standards) Analysing data in charts, graphs, diagrams and tables using statistical methods to identify and explain relationships, trends and alternative perspectives Applying the relevant concepts of geographical thinking to learning (place, space, environment, interconnection, sustainability, scale, change) Analysing information and data in charts, graphs, diagrams, tables and maps using qualitative and statistical methods, and digital and spatial technologies Analysing data to identify and explain spatial patterns, trends, relationships and anomalies Applying the relevant concepts of historical thinking to learning (sources; evidence; continuity and change; cause and effect; significance; perspectives; empathy; contestability) Analysing information and evidence in primary and secondary sources to identify perspectives of people from the past and examining different historical interpretations, including their own Processing and synthesising information from a range of sources for use as in an historical argument Identifying the possible meaning of images and symbols in primary sources Sequencing historical events, developments and periods
Humanities-and-Social-Sciences-Curriculum-Pre-primary-to-Year-10.DOCX