Identify curriculum Content descriptions to be taught General capabilities and crosscurriculum priorities Historical Knowledge and Understanding Historical Skills Literacy Year 5 Years 5 and 6 Use historical terms related to the unit and The nature of convict or colonial presence, Chronology, terms and concepts pose questions about the past including the factors that influenced patterns of Sequence historical people and events Compile glossaries and definitions of key development, aspects of the daily life of the Use historical terms and concepts terms used inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the Numeracy Historical questions and research environment changed Use timelines to describe past events and Identify questions to inform an historical inquiry The reasons people migrated to Australia from changes Identify and locate a range of relevant sources Europe and Asia, and the experiences and Understand and interpret associated maps, contributions of a particular migrant group within Analysis and use of sources tables and graphs, for example, that add a colony Locate information related to inquiry questions in meaning to written text a range of sources ICT capability Year 6 Compare information from a range of sources Use a range of digital technologies to assist Stories of groups of people who migrated to with investigating concepts and information. Australia (including from ONE Asian country) and Perspectives and interpretations the reasons they migrated, such as World War II Critical and creative thinking Identify points of view in the past and present and Australian migration programs since the war Explore reasons for migration through a range Explanation and communication The contribution of individuals and groups, of sources and discuss experiences of people Develop texts, particularly narratives and including Aboriginal people and/or Torres Strait who migrated descriptions, which incorporate source materials Islanders and migrants, to the development of Personal and social capability Australian society, for example in areas such as Use a range of communication forms (oral, Exchange information and foster a the economy, education, science, the arts, sport. graphic, written) and digital technologies collaborative response Year 7 Ethical behaviour Year 7 Identify perspectives and bias in historical Overview content Chronology, terms and concepts sources. the theory that people moved out of Africa Sequence historical events, developments and around 60 000 BC (BCE) and migrated to other periods parts of the world, including Australia. Intercultural understanding Use historical terms and concepts Investigate colonial life to discover what life The Asian world
Identify curriculum Content descriptions to be taught General capabilities and crosscurriculum priorities Historical Knowledge and Understanding Historical Skills Year 5 The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony Year 6 Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport. Year 7 Overview content the theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia. The Asian world Years 5 and 6 Chronology, terms and concepts Sequence historical people and events Use historical terms and concepts Historical questions and research Identify questions to inform an historical inquiry Identify and locate a range of relevant sources Analysis and use of sources Locate information related to inquiry questions in a range of sources Compare information from a range of sources Perspectives and interpretations Identify points of view in the past and present Explanation and communication Develop texts, particularly narratives and descriptions, which incorporate source materials Use a range of communication forms (oral, graphic, written) and digital technologies Year 7 Chronology, terms and concepts Sequence historical events, developments and periods Use historical terms and concepts Literacy Use historical terms related to the unit and pose questions about the past Compile glossaries and definitions of key terms used Numeracy Use timelines to describe past events and changes Understand and interpret associated maps, tables and graphs, for example, that add meaning to written text ICT capability Use a range of digital technologies to assist with investigating concepts and information. Critical and creative thinking Explore reasons for migration through a range of sources and discuss experiences of people who migrated Personal and social capability Exchange information and foster a collaborative response Ethical behaviour Identify perspectives and bias in historical sources. Intercultural understanding Investigate colonial life to discover what life
ac_history_y5-7_multi_unit_overview.docx