SOSE Scope and Sequence
Definition and rationale
Studies of Society and Environment (SOSE) is a ‘place’ in the curriculum where young people can learn to understand how the life experiences of people are the result of particular social, cultural, economic, political and environmental relationships that characterise communities at particular times and places. This area of study provides the opportunity for students to develop an understanding of Australia’s histories, cultures, social, natural and built environments, and political and economic systems as well an appreciation of the values to guide them in their future life-roles as consumers, producers and citizens.
The SOSE KLA promotes the development of knowledges, processes, skills and values necessary to investigate issues, make informed decisions and take action in order to enhance the ‘common good’. The KLA knowledges, processes, skills and values are drawn from a range of traditions of inquiry. These include disciplines such as history, geography, economics, and sociology and also include studies such as civics and citizenship, environmental education, cultural education, gender education, peace education, Asian, Aboriginal and Torres Strait Islander studies, and futures.
Major outcomes
Through engaging with SOSE knowledges, processes, skills and values, students will:
• appreciate Australia’s historic and geographical context and its place within regional and global contexts
• understand the range of perspectives on the influence of past ideas, events and the contributions of people to their local community, contemporary Australia, the Asia-Pacific and the global community
• understand social, natural and built environments and develop a concern and respect for balanced sustainable development within local, Australian, regional and global contexts
• understand the ways people forms groups, develop material and non-material forms of culture, and appreciate and respect Australia’s cultural heritage including the contribution of Aboriginal and Torres Strait Islander peoples
• contribute to and participate in legal, political and economic systems, including contemporary institutions and practices in local, national, regional and global contexts to ensure a sustainable future for all.
Summary of performance expected at different junctures
|Year 3 |Year 5 |Year 7 |Year 9 |
|Students know and understand that: |
|– changes and continuities are |– changes and continuities are |– changes and continuities are |– social, political, economic and |
|identified through events, people’s |represented by events and people’s |linked to particular events and the |cultural changes and continuities |
|contributions and the stories of |contributions and are viewed |achievements of individuals and |are connected to particular events, |
|local communities. |differently by different people. |groups that attract different |ideas and contributions, and can be |
| | |interpretations. |interpreted from different |
| | | |perspectives. |
|– local, natural, social and built |– environments are defined and |– environments are defined by |– environments are defined by |
|environments are defined by specific|changed by interactions between |physical characteristics and |spatial patterns, human and physical|
|features and can be sustained by |people and places. |processes, and are connected to |interactions , and sustainable |
|certain activities | |human activities and decisions about|practices can balance human activity|
| | |resource management. |and environmental processes. |
|– local communities have different |– communities contain cultures and |– cultures and identities consist of|– cultures and identities are shaped|
|groups with shared values and common|groups that contribute to diversity |material and non-material elements |by a range of factors, and societies|
|interests. |and influence cohesion. |and are effected by cross-cultural |promote cohesions and diversity in |
| | |contacts. |different ways. |
|– Aboriginal and Torres Strait |– Aboriginal and Torres Strait |– personal, opinions, experience and|– understand to some extent, the |
|Islander people have a long history |Islander people are distinctive and |understandings need to be considered|world views of Aboriginal people and|
|and diversity of lifestyle |are connected to other people and |and challenged to develop respect |Tors Strait Islander people and |
| |specific places over time |for and to value Aboriginal people |their connections to place and other|
| | |and cultures and Torres Strait |groups, and apply this understanding|
| | |Islander people and cultures. |to their own connections to people |
| | | |and places. |
|Year 3 |Year 5 |Year 7 |Year 9 |
|Students know and understand that: |
|– communities have systems to make |– communities have developed |– societies and economies have |– societies consist of |
|rules and laws, govern, and manage |decision-making systems that include|systems and institutions based on |interconnected decision-making |
|the production and consumption of |principles and values formed over |principles and values. |systems, institutions and processes |
|goods and services. |time. | |based on principles and values. |
|Students should be able to (ways of working): |
|– use inquiry* processes to build |– use inquiry* process to apply |– use inquiry* processes and models |– understand the importance of |
|understandings and make connections |their understandings in familiar and|to apply their understandings of |inquiry* and major social and |
|to the world . |unfamiliar contexts. |social and environmental topics and |environmental ideas for |
| | |issues in a range of contexts. |investigating issues in contexts |
| | | |that range from local to global |
| | | |settings. |
|– communicate and share ideas using |– communicate using different types |– communicate using texts designed |– communicate using texts designed |
|texts and terminology associated |of texts to share ideas and |for different audiences and social |for different audiences and social |
|with social and environmental |findings. |purposes. |purposes. |
|studies. | | | |
|– individually and cooperatively use|– individually and cooperatively |– individually and collaboratively |– actively participate, both |
|strategies to respond to community |plan strategies to take action that |plan and apply strategies for |individually and collaboratively, in|
|issues and reflect on their learning|contributes to their community and |participating, both individually and|their communities in enterprising |
|and on their values in everyday |reflect on their learning and |collaboratively, in representative |and creative ways to respond to |
|situations. |recognise the values evident in |groups. They reflect on their |issues. They reflect on their |
| |investigations. |learning and investigations to |learning and investigations to make |
| | |clarify values and beliefs. |judgments about different values and|
| | | |perspectives. |
|– explore the use of ICT to inquire,|– use ICT as an integral component |– use ICT as an integral component |– routinely demonstrate an |
|create and communicate within social|of their learning to inquire, create|of their learning, to inquire, |autonomous and purposeful use of ICT|
|and environmental contexts. |and communicate within social and |create and communicate within social|to inquire, create and communicate |
| |environmental contexts. |and environmental contexts. |within social and environmental |
| | | |contexts. |
|* For information and elaborations on different types of inquiry models, visit the SOSE Gateway in the Curriculum Exchange on the Learning Place. |
Ways of working in SOSE is primarily about the Inquiry process, which is the process of inquiry that includes planning an investigation, gathering and organising information and evidence, interpreting and evaluating information and presenting and communicating results for an appropriate audience.
Lessons and units of work should focus on providing students with opportunities to develop the skills of inquiry, through pedagogies that:
• develop students’ knowledge of concepts, procedures and skills as resources for learning and contributing to the building of fair, just, peaceful and sustainable society;
• engage students in and developing their inquiry skills, including their capacity to access data, information and evidence from varying points of view or perspectives to develop their own understandings about the local community, Australia, its region and its place in the global community;
• support students to apply the values of democratic process, justice, peace, and sustainability to their decision-making;
• support students to apply and develop their capacity to learn critically in ways which respect their cultural origins and which enable them to construct lives according to their developing identities;
• develop students’ capacity to make decisions and exercise judgement in matters of morality, ethics and social justice;
• use real life contexts or experiences as a platform to understand Australia’s histories cultures social, natural and built environments, and political and economic systems.
In planning units for identified topic categories, cross-curricular themes or issues attention to the following should occur:
• relevant knowledge and understanding statements should be selected from across the strands or organisers (Time, Continuity and change; Place and space; Culture and identity; Political and economic systems) units should be aimed at supporting students in becoming confident and competent investigators, proficient in most or all phases of inquiry.
Key written genres
|Assessable elements |Key written genres |Cultural and social purpose of this genre in SOSE |
|Knowledge and |Factual Genres |Provides accurate and relevant information about our living and non-living world |
|understanding |Information report | |
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|Investigating | | |
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|Communicating | | |
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|Participating | | |
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|Reflecting | | |
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| |Description |Describes features of particular people, places, cultures or systems |
| |Practical report |Provides a recount of the method undertaken in a practical (field study), as well as |
| | |data analysis, results and conclusions (recommendations) |
| |Recount |Relates chronologically a series of past events about: |
| |– factual |environments or systems |
| |– biographical |an individual |
| |– historical |historical events |
| |Historical account |Accounts for why events occurred during a particular time in history |
| |Explanation |Explains how and why processes occur in our social and physical worlds through: |
| |– sequential |events that are connected chronologically |
| |– causal |events that are connected chronologically and causally as well |
| |Expository | |
| |– argument |Persuades the reader/listener to agree with a particular point of view |
| |– discussion |Presents the case for more than one point of view about an issue |
| |Response Genres |To assess the value of a culturally significant work providing some information about |
| |Review |the text and evaluation. This may be historical, geographic, political, environmental or|
| | |economic and draw on research, theory, data, historical film, document, and editorials. |
| |Interpretation |Interprets what a culturally and historically significant work is trying to say, |
| | |providing some evidence from the work to support the theory, hypothesis or |
| | |interpretation |
| |Critical response |Critiques historical, geographical, political, environmental or economic work by |
| | |analysing the values of the work, providing evidence or data to support assertions or |
| | |recommendations |
Using ICT
Teachers of Studies of Society and Environment use information and communication technologies (ICT) to engage student interest and as a tool to support investigation of ideas, events, places, cultures and systems.
The focus of using ICT in SOSE should be on facilitating student achievement and thinking skills related to supporting them in becoming active citizens. The teacher’s role is to provide students with the skills and confidence to use ICT. When students participate in social and environmental inquiries, they make use of the potential of ICT to inquire, create and communicate.
|In the process of Inquiry, |Plan and undertake an investigation using ICT as a source of data and information and to publish products. |
|students: |Perform basic and advanced searches for data and information for an investigation using a search engine. |
| |Select appropriate sources of digital information to support their investigation distinguish between fact, |
| |opinion, and point of view in information sources such as CD-Roms or websites. |
| |Evaluate information sources such as CD-Roms or websites for accuracy, relevance, appropriateness, bias, purpose |
| |and intent, etc. |
| |Use Learning Objects and simulation games to practice investigation skills. |
|In the process of Creating, |Visit an historic site or significant place by creating a virtual fieldtrip comprising of websites where students |
|students: |can access numeracies source documents, photographs or film-clips as well as interactive online programs, e.g. the|
| |National Archives, Film Australia or Australian War Memorial websites. |
| |Participate in online surveys, collaborative projects and email to take civic action. |
| |Use databases or spreadsheets to summarise, communication or present data or information gathered through |
| |investigation. |
|In the process of |Use email to discuss or locate information to support an investigation or as a forum for consultation and dialogue|
|Communicating, students: |about important matters. |
Numeracy opportunities and demands
Numeracy within the SOSE classroom involves students identifying and using mathematics skills and knowledge to access the learning context. In some instances there will be opportunities for teachers to support students to make links to their prior mathematics learning and where teachers will use SOSE learning contexts to reinforce mathematical understandings. In other contexts there will be numeracy demands which might require explicit teaching of new mathematics knowledge needed.
In the SOSE KLA learners develop and use their mathematics skills and knowledge when investigating ideas, events, places, cultures and systems. In particular, students are involved in collecting, organising, analysing, critiquing and synthesising data including numerical information, and using mathematical language, symbols and reference systems.
The teacher’s role is to provide students with the skills and confidence to use the mathematics they have identified and to provide explicit teaching of the mathematics demands and in consultation with a mathematics teacher in a secondary setting, if necessary.
| |Examples of numeracy opportunities |Example of numeracy demands |
|Organisers |The teacher should use this as an opportunity to reinforce |The teacher should ensure students understand this |
| |the mathematics learned by the student. |mathematics concept in order that the students can access |
| | |the SOSE learning required. |
|Time continuity and |In Year 3, students use mathematics to construct simple |In lower secondary students may analyse and construct |
|change |timelines or interpret data displays that sequence |detailed comparative and multi-stranded timelines to show |
| |historical events or place people or artefacts within set |the sequence of key local, national and international events|
| |time periods. |for a range of people for a given point of time to show |
| |In Year 7, students use mathematics to construct more |change and continuity, progress and regression, cause and |
| |detailed OR complex timelines or interpret data displays to |consequence. |
| |sequence dates or events; to show change and continuity; | |
| |progress and regression; cause and consequence. | |
|Place and space |Early years students can use simple mathematical language |Students in the middle years may be required to use spatial,|
| |when describing the position of features on a map of a |measurement or numerical concepts (such as, using latitude |
| |familiar place. |and longitude readings, calculating distances and describing|
| |Students in lower secondary should have the mathematics |directions) when locating capital cities on a map of |
| |knowledge necessary for planning, collecting and organising,|Australia or map of the Asia-Pacific. |
| |and presenting data and information using field-study skills|Discussion about social justice issues such as poverty and |
| |such as observing; measuring and estimating; interviewing |wages and descriptions such as ‘Third World’ will demand |
| |and surveying to report findings, which feature comparisons,|that students engage with concepts such as averages, |
| |identify patterns and draw conclusions. |percentages and growth rates. |
|Culture and identity|In the middle primary years, when students investigate their|In upper primary, students may use numerical and statistical|
| |local community, they may select and interpret statistical |data (including percentages and mean, mode and median) |
| |data that describes the representation of religious beliefs |relating to life expectancies, income distribution or |
| |and cultures within Australian society at a particular time.|population distribution to describe demographic make of |
| | |their local community, Australia or the Asia-Pacific. |
|Political and |When comparing the results of ‘First past the post’ and |Knowledge of mathematics including graphical representations|
|economic systems |‘Preferential’ voting systems for a classroom ballot to |of quantitative data might be used by middle years students |
| |select a leader or make a decision in response to an issue, |to construct an economic model representing Australia’s |
| |the students in the middle years will interpret results, |connections with its region and/or global community, |
| |including differences and record the results in a simple |including flows of trade, investment and tourism. |
| |table. | |
• Concept |In Year 1
the student: |In Year 2
the student: |In Year 3
the student: |In Year 4
the student: |In Year 5
the student: |In Year 6
the student: |In Year 7
the student: |In Year 8
the student: |In Year 9
the student: | |Plans investigations by identifying issues/topics and designing questions
|Identifies an area for investigation (something they want to find out about).
|Talks about a topic using their own experience or stimulus such as a picture, film or story (e.g. talks about the contribution of leaders and groups in their local area and community).
• Poses simple questions to gather information or seek clarification (e.g. says ‘who are those people?’). |Identifies an area for investigation.
• Brainstorms some questions they want to know answers for (e.g. writes ‘how did Aboriginal and Torres Strait Islander people live before the arrival of European settlers?’). |Describes what is going to be investigated and how they will collect information. N
• Designs questions to ask groups or individuals (e.g. in investigating the history of transport in Australia designs the question ‘what sort of transport did you use in the 1930s’ to ask the members at the local RSL). |Plans an investigation for a topic by preparing a step-by-step plan linked to the process of inquiry.
• Designs inquiry questions (e.g. in investigating British Colonisation writes ‘how did British Colonisation affect the lives of Aboriginal and Torres Strait Islander peoples?’). |Identifies topic for investigation from a list of issues and then sources information appropriate to a topic.
• Designs focus questions collaboratively to investigate an issue. |Independently identifies an investigation focus question from an issue or topic.
• Designs their own focus question to investigate an issue (e.g. investigating the push and pull factors that contributed to people migrating to Australia from a country in Asia or the Pacific writes ‘what factors pulled refugees to Australia?’ and ‘what factors pushed refugees to Australia?’). |Identifies a research focus.
• Designs sub-questions from their own focus question.
• Plans investigation using an inquiry model such as TELSTAR: Tune-in, explore, look, sort, take action, reflect.
|Identifies research focus from broad topics.
• Plans investigation using an inquiry model that is consistent with the discipline (e.g. investigates the impact of deforestation using the key questions for geography inquiry: what and where are the issues or patterns being studied?’; ‘how and why are they there? ‘;’what are their impacts or consequences?’; ’what is being done or could be done?’). | |Collects/Gathers
sorts and organises information and evidence (independently and collaboratively)
|Gathers information and evidence from familiar places and people by first locating them in the school community (e.g. goes to the school library and ask the librarian where the books about Australia are). |Gathers information from sources, including narratives on individuals and groups who contribute to the local community (e.g. asks senior citizen to help identify the contribution of local individuals who may have had local landmarks named after them).
• Selects useful information using simple scanning techniques (e.g. looks at books covers, pictures and titles). |Gathers evidence and information from narratives and familiar sources (including the internet, interviews, photos, stories).
• Organises information and evidence by using identified organising techniques (e.g. uses indexes and headings to select relevant information in resources.)
|Gathers evidence and information from a range of sources using technology such as recording devices (e.g. uses an audio recorder to record the narrative of an elderly man in the community describing an event in the past).
• Organises information they have gathered from talks, interviews, simple surveys, books and the internet. N |Gathers a range of evidence (including narrative and non-narrative accounts) showing different perspectives.
• Organises information and evidence gathered by note-taking, sketching, audio-taping, video-taping and photographing. |Gathers information from more than one secondary source (e.g. reads several accounts or narrative and gathers two or more different interpretations of the same event).
• Organises ideas, evidence and information logically using digital filing methods. ICT, N |Gathers information from primary and secondary sources showing different perspectives (e.g. gathers artefacts, photographs, books, newspaper articles or films).
• Chooses between two formats to organise collected information and evidence and justifies their choice in the context (e.g. chooses to record the interview using an audiotape rather than taking notes so that they can listen to it later). ICT, N |Gathers information and evidence from primary and secondary sources that reveal different values and beliefs.
• Chooses between a range of formats to organise collected information and evidence and justifies their choice in the context (e.g. says ‘we decided to scan all the old photos because we didn’t want to damage them by handling and so that we could easily print out copies when we needed them’). ICT |Gathers information from primary and secondary sources and interrogates it to determine points of view and values presented.
• Decides how evidence and information will be organised before attempting to collect and gather it in order to minimise problems with retrieval (e.g. decides to scan all newspaper clippings and store in electronic files, decides to store learning object URLs in their favourites list). ICT | |Interprets, analyses and evaluates information, data and evidence and draws conclusions.
|Knows that their viewpoint can be different from someone else (e.g. says ‘He said it was blue but I think it was green’). |Recognises different viewpoints in evidence and information (e.g. says ‘the story in the paper said the man was ‘elderly’ but on the TV it said he was ‘middle-aged’). |Recognises different viewpoints in evidence and information relevant to familiar or local events (e.g. says ‘my grandfather said the old school had five classrooms but in the paper it says there were only three’).
• Forms conclusions using information of evidence (e.g. says ‘that house must be very old because it has a laundry in the backyard’). |Assess primary evidence to identify fact and opinion.
• Compares their own interpretation with that of others (e.g. says ‘I think that this graph shows there are ten creeks that flow into this river but everyone else thinks there are nine’). N |Assesses evidence and information to decide whether it is fact or opinion and to determine perspective (e.g. reads narratives that present a view on Australia before colonisation and determines those which might be fact and those that might be opinion, giving reasons)
• Draws conclusions by identifying patterns and connections in information and evidence. |Assesses evidence and information to detect points of view and identify gaps or omissions (e.g. compares a segment of a film to a written text describing/depicting some wood-chipping and notices that one source does not include information about the impact on jobs).
• Draws conclusions by identifying trends in information and evidence and justifies these. |By examining sources for relevance, reliability, origins, points of view and perspective and suggests why these might differ (e.g. suggests a description of Australia as ‘awful’ is written by a British officer missing home, another as a ‘land of milk and honey’ by a convict glad to be away from England).
• Assesses an event’s impact by drawing conclusions (e.g. concludes that an individual influenced social, cultural and economic changes). |Evaluates evidence and information for relevance, authenticity, reliability and purpose when comparing interpretations of the same event.
|Critiques evidence for relevance, authenticity, reliability, bias and perspective when comparing (e.g. when comparing own interpretation of pictures and narrative with those of another author).
| |Communicates findings using appropriate text types for different audiences, and adhering to the conventions of research-based texts |Tells stories describing personal events or local environments.
• Presents their own experiences in a variety of ways (e.g. draws a picture, takes a photograph, writes a sentence about a special place in their environment). A
|Explains what they found out in simple written or oral accounts (e.g. says ‘we found out that they used to carry the water from the river to their huts’).
• Presents information using different – provided - formats (e.g. shows dates on a simple provided timeline or reads them in order to the class). N
|Communicates ideas using different formats (e.g. gives a talk on the contribution of a selected cultural group to the local community or makes a photo collage showing the history of the community).A
|Explains their findings in simple written or oral accounts and compares these interpretations with those of others.
• Presents information using different formats, such as a before and after representation of an event or map and describe heritage sites; develops a poster presentation on built, natural and social environments in the local area. A |Communicates descriptions, decisions and conclusions using different types of text for familiar audiences (e.g. presents gathered information to their class about Australia’s population growth in summary formats such as a timeline; presents a short oral report on the expansion of settlements in colonial Australia). N
|Presents evidence and information using appropriate texts in ways that reveal gaps if they exist (e.g. writes a short account of the spread of early European settlement and conflicts that occurred between Indigenous and European settlers). N
|Communicates descriptions, decisions and conclusions , using different text types for specific purposes (e.g. describes a decision to stop tree-logging in an area adjoining a national park showing and describing before and after photos to show the impact of logging).
• Uses a bibliography to show references used in an investigation.
|Presents information and evidence in a range of formats (e.g. presents a photo essay supported by maps, graphs and tables).
• Lists URLs correctly in a bibliography. |Chooses how to present information and evidence in a range of formats for specific purposes as required by the task and justifies the choice (e.g. says ‘we chose to present photo evidence as well as statistical data so that we could show everyone what felling the trees was doing to the environment as well as how many trees were being cut down every year’). Sc, N
| |Takes action in response |Expresses a personal view of the information they have sorted (e.g. says ‘ the most important photo here is…’). |Shares their own personal response or point of view towards a story or artefact (e.g. says ‘the man in the painting looks really sad’). |Participates in sharing ideas to take action in response to group or community issues (e.g. plans with classmates how they might audit the waste in their classroom agreeing on activity and timeframe). |Contributes to group solutions (e.g. after investigating the contribution of a significant individual develops a way to showcase the achievement).
• Contributes to group decision-making to achieve goals (e.g. considers merits and weaknesses of each idea, and votes on preferred action). |Collaboratively plans responses to class investigation findings (e.g. plans an activity such as a play, art work or film showing, to inform their school of the impact of colonisation on Aboriginal or Torres Strait Islander peoples). |Implements plans and strategies to raise broader awareness of investigation findings (e.g. holds an ‘Issues Day’ featuring poster displays and short talks). |Plans and implements strategies to support civic activities (e.g. writes an email to a Member of Parliament to present their views on a local or national issue). |Identifies, plans and implements a civic action (e.g. organises a lunch time activity to gain support and commitment for an initiative of a fund-raising charity).
|Responds to global issues by taking action in planned and enterprising ways (e.g. creates a website to raise awareness about conditions in Timor-Leste). | |Reflects on methods and influences of values on their inquiry |Explains what they learned during a short class lesson (e.g. says ‘I learned that people can be old or young and that I am young’).
• Understands the value of ‘fairness’ and can recognise when something isn’t fair. |Explains what they did during a lesson and whether it worked or not (e.g. says ‘we all had to say what we wanted and what we needed but some people didn’t know what they needed’).
• Knows what is means to ‘protect the environment’ and can say what activities are involved in this (e.g. says ’dropping papers on the ground isn’t being kind to the environment). |Reflects on what they did and shares what they’ve learned, saying what worked well and what could be changed next time (e.g. says ‘we gathered some photos to show events from the war but most of our photos were people and we didn’t have many about cars or places’).
• Reflects on and identifies values associated with fairness, protecting the environment and behaving peacefully.
|Reflects on and explains their methods including questions they asked, the sources of the information they gathered, and how they organised it.
• Reflects on what went well but could be done better and what didn’t go well and could be done better next time they investigate.
|Considers the effectiveness of the investigation process and their findings.
• Reflects on their own personal actions and those of others to clarify values associated with social justice, the democratic process, sustainability and peace.
• Reflects on what they learned as a result of the investigation to identify new understandings.
|Reflects on investigations, identifying strengths and weaknesses of their work.
• Reflects on their findings to decide strategies for future action.
|Reflects on their investigation and plans and designs strategies to take action based on their findings and conclusions.
• Reflects on different perspectives identified in their investigations and the values demonstrated by other groups.
|Recognises inconsistencies in conclusions and offers simple explanations for them (e.g. presents a written explanation of the information presented in a bar graph or timeline and says ‘that one must be wrong – I must have counted that information twice’ and ‘I thought that everyone was poor during the war and so I didn’t bother asking people whether they had a car’). N
• On reflection, decides how to improve on their investigation process in each phase of the investigation. |Reflects on different perspectives, and recognises and evaluates the influence of values and beliefs in relations to social justice, the democratic process, sustainability and peace.
• Reflects on their learning through their investigation and how they might apply new understandings and justify new applications.
• Reflects on different perspectives identified through their investigation, particularly with respect to social justice, the democratic process, sustainability and peace.
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Concept |In Year 1
the student: |In Year 2
the student: |In Year 3
the student: |In Year 4
the student: |In Year 5
the student: |In Year 6
the student: |In Year 7
the student: |In Year 8
the student: |In Year 9
the student: | |Evidence and perspective over time
Primary and secondary sources of evidence reveal perspectives, values and interpretations of different groups
|Knows that some stories tell us about events that are significant for some people and groups (e.g. stories about being born, family events). |Understands that stories or narratives about people and events in their local community present a view of the past, present or future.
• Collects stories from a range of cultures in their community and identifies the important connections or lessons or values that the stories express (e.g. creation stories).
• Understands that stories and objects (such as photographs) can tell us about the past or the present. |Understands that artefacts are a form of evidence and these represent things that were valued at different times and tell us about the past (e.g. colonial buildings, farming equipment used in the 1800s, kitchen utensils used in the 1970s).
• Selects and analyses stories about events that pre-date European colonisation of Australia (e.g. stories about how spiritual ancestors became features of the landscape) to demonstrate Aboriginal people and Torres Strait Islander people’s continuous association with the land).
• Identifies evidence (e.g. oral stories, artefacts and significant places) from their local community that tell about the lives of the local Aboriginal or Torres Strait Islander people. |Collects and organises evidence from primary sources (e.g. journals, paintings and letters) and secondary sources (e.g. film clips, documentaries and novels) to show how different individuals or groups have told the same event (e.g. Captain Cook’s journal entry or paintings depicting his arrival at Botany Bay compared with oral stories passed down by Aboriginal people). |Gathers and organises a range of evidence sources to illustrate different perspectives on an event from colonial Australia (e.g. arrival of British in 1788 from British and Indigenous perspectives; role of women in colonial Australia from conservative and feminist perspectives).
• Evaluate a range of evidence sources relating to colonial Australia, to distinguish fact and opinions to devise and determine a sequence of key events (e.g. mapping of the Australian coastline by Captain Cook in 1770, establishment of a British settlement at Port Philip in 1788, establishment of Moreton Bay penal colony in 1824). |Collects and analyses evidence from primary sources (e.g. speeches, official maps and records) and secondary or historical sources that post-date events being studied (e.g. textbooks, biographies or paintings) to reveal perspectives on the origins of a national event or tradition or celebration or commemoration (e.g. Australia Day: Invasion Day, Battle of Gallipoli: Battle for Australia).
• Selects and researches the commemoration of a past event showing how it reflects the perspectives, values and interpretations of different groups (e.g. Labour Day, Queen’s Birthday, Queensland Day 6 June). |Investigates a national event that has changed over time, evaluating evidence sources for points of view and perspectives to determine its value to different groups (e.g. ANZAC Day from the perspective of returned soldiers and senior citizens OR Australia Day from the perspective of non-Indigenous and Indigenous Australians).
• Communicates descriptions (e.g. through a calendar, collage or diary) of local and national events and celebrations that have evolved over time to reflect what is valued by Australia’s diverse community. |Understands that evidence must be interpreted to be meaningful.
• Knows that that different sources of evidence may conflict.
• Locates, selects and interrogates evidence to develop an explanation of how and why a past historical event (e.g. atomic bombing of Hiroshima and Nagasaki, French nuclear testing in the Pacific or French colonisation of Indo-China) occurred. |Interrogates evidence of events presented by some historians (such as the impact of the White Australia Policy, role of Australia in WW2) in Australia, Asia, Pacific and global settings for different perspectives and value positions.
• Draws conclusions and makes decisions or conjectures about secondary evidence sources that may conflict (e.g. Australia’s involvement in WW II may be interpreted differently in Australian, British and American sources). | |Change and continuity
Causes and effects of events over time |Understands that time can be separated in past, present and future (e.g. says ‘before I was born..’ or ‘when I grow up…’).
• Sequences evidence such as their own photographs or drawings to show how they have changed over time (e.g. places three photos of themselves in order of age, or family members in order of ages). |Uses the language of time to explain a sequence of events (e.g. uses phrases such as ‘last week’ or ‘a few days ago’).
• Knows that time can be separated into ‘chunks’ and that the passage of time can be displayed on a calendar. |Identifies and sequences some key historical events .that have affected their local community over time (e.g. Indigenous groups living in their region, coming of the first settlers to their region, soldiers from their region participating in wars and returning home). |Knows that Australia was inhabited by Indigenous people for a long time and describes and sequences contact with other peoples (e.g. Makassans in northern Australia, European (Dutch, French, British) explorers who mapped the coastline and considered suitability for settlement). |Knows British colonisation of Australia is connected with particular events and changes including the arrival of the First Fleet in 1788, the establishment over time of penal settlements (e.g. in Sydney and Brisbane) and free settlements (e.g. Adelaide).
• Understands that people from many countries made Australia their home after 1788, contributing to growth of cities, industries. |Uses evidence from primary and secondary sources (e.g. letters, journals, historical accounts) to compare ‘push and pull’ factors that contribute to people migrating to Australia to a country in Asia or the Pacific.
• Explores some of the challenges faced by refugees from Asia in travelling to, and making their home in, Australia (e.g. dangers inherent in the journeys of refugees from Vietnam to Australia in the 1970s and 1980s). |Understands that the ‘highs’ and ‘lows’ of Australia’s relationships with its Asia Pacific neighbours have been affected by trading policies over time (e.g. post Federation tariffs on imported goods vs. free trade agreements of the 1990s).
• Collects and analyses evidence sources to illustrate the impact of military alliances and armed conflicts on Australia’s changing relationship with its Asia Pacific neighbours over the 20th Century.
• Investigates the history of the development of the White Australia Policy and assesses the impact of this policy on Australia’s relationship with its Asia Pacific neighbours.
|Investigates the history of the development of the concepts of democracy from ancient times and the development of government systems to support this notion over time (e.g. democracy in ancient Greece, liberal democracy having its roots in the European Age of enlightenment, influence of these on democracy and government systems in USA or Australia). |Investigates the history of the development of the government or ruling system in a non-democratic country and identifies how the ideas of citizenship, public decision-making and concepts of power, dissent and civic duty are interpreted.
• Understands that systems of government can change over time in response to national or international events (e.g. Germany moving from monarchy to dictatorship (Nazi Germany) back to democracy, Japan moving from monarchy to democracy in recent times). | |People and contributions
The role of people and their contributions, and the formation of national identity |Shares and discusses stories, poems and songs that describe experiences of people and groups in Australia at various times (e.g. says ‘in that poem it says that they used to have a shower only once a week’).
• Discusses and explores the values expressed through these stories, poems and songs (e.g. says ‘the man in that song was really kind’). |Identifies the contribution of leaders and groups in their local area and community (e.g. people who have local landmarks, such as sporting fields, streets, rivers) named after them. |Investigates symbols (e.g. flags, portraits on currency), and stories (e.g. histories of local community, biographies of local identities and traditional Australian stories) to understands the contributions of individuals and groups to the local and Australian community.
|Investigates the life stories and experiences of past and present people and groups who have contributed to the identity and heritage of the local community (e.g. German and Irish settlers on Darling Downs, Italians in northern Queensland sugar-growing areas, forced South Sea Islander labour in Queensland, particular immigrant groups settling in different Brisbane suburbs).
|Knows that Australians’ perception of themselves (national identity) has been shaped by factors including Australia’s Indigenous past, contributions of Indigenous and non-Indigenous people including founders and leaders of local communities, convicts and settlers, miners from China and other countries, immigrants and refugees, rural Australians and political leaders.
|Understands that Indigenous people developed a rich cultural heritage, based on unique social, political and economic systems over thousands of years.
• Investigates the spread of early European settlement and conflicts that occurred between Indigenous and European settlers and the impacts of this on Indigenous peoples (e.g. in Queensland the establishment of the penal colony in Brisbane, early leaders like Logan, the spread of settlements, establishment of farming and mining industries and the resulting conflicts with and consequences for Indigenous peoples) |Investigates the key social, economic and political issues that contributed to the colonies establishing a Federation and Australian identity (e.g. protection and free trade between colonies and other countries, external threats and security, immigration).
• Understands the contributions and viewpoints of key people, both British- and non-British-born, and groups to Federation (e.g. Sir Henry Parkes).
• Understand the key events that determined the nature of the Australian nation (e.g. 1891 conventions, Conventions of the 1890s, 1899 referendum). |Investigates social changes within Australia over time and the impact these have had on Australian identity (e.g. role of women, post war immigration).
• Investigates how Australia’s involvement in 20th century wars and conflicts impacted on Australian narratives and Australian identity (e.g. ANZAC tradition, conscription and involvement in the Vietnam War).
• Recognises that Australian narratives and identities have been shaped by 20th century events (e.g. wars have impacted on the way Australians view themselves and engage with the global community).
• Identifies examples of events that have shaped Australian narratives and identities (e.g. 20th century conflicts, waves of immigration, social divisions and changes, government relations with other nations). |Critiques a form of evidence depicting Australia’s national story for its relevance to contemporary Australia, its reliability and how representative it is of the groups that have contributed to the development of Australian history (e.g. Aboriginal people, Torres Strait Islanders, migrants and refugees).
• Explores how Australia’s changing relationships with Britain, USA and Asia Pacific countries including China, Japan, Indonesia, Papua New Guinea, have affected the way Australians see themselves and how they are portrayed in the global community.
| |
Concept |In Year 1
the student: |In Year 2
the student: |In Year 3
the student: |In Year 4
the student: |In Year 5
the student: |In Year 6
the student: |In Year 7
the student: |In Year 8
the student: |In Year 9
the student: | |Human – Environment relationships
The environment shapes and is shaped by human activity
Significance of place
|Knows that environments are natural or are built (e.g. sorts pictures into groups as natural environments and built environments). Sc
• Knows simple relationships between environment and people (e.g. trees provide timber and food for people, rivers provide water). Sc
• Knows that some places are important to people for different reasons (e.g. meeting places for people, places honouring the dead, places where people celebrate important events). |Sorts or classifies photographs of environments (e.g. coastal, mountainous, forest, farmland, desert, city/town). N
• Describes their journey from a significant place (e.g. home) by talking about the natural and built features they pass on the way. N
• Identifies the features of a place that make it significant (e.g. the feelings that a place evokes: wonder – mountain, gratitude - war memorial, sadness – grave). |Identifies features of their local environment as natural (e.g. bushland, rivers) and built (e.g. buildings, roads, parks) and investigates how people use these spaces.
• Identifies and collects information about places in their local community that have significance for particular groups (e.g. sporting fields, churches, mosques, temples, art gallery, national parks, waterways). |Knows that aspects of environments affect the way people live, in particular their housing, clothing and food (e.g. in cold environments people wear warm clothing and live in houses that are heated; those who live in rainforests often wear light clothing and use wood from the forest to build homes; people who live in boats on water often eat a lot of fish from the water) Sc
• Understands that physical environments influence human activities (e.g. availability of water, and fertility of soils affect what is grown) and that human activities change the Earth (e.g. agriculture may require dams to be built and this affects the waterways). Sc |Knows that physical features of environments influence the ways in which people live and work in communities (e.g. climate affects housing design and leisure activities, natural resources may determine employment opportunities).
• Gathers and organises information about different groups of people have used and managed natural resources in different environments and assesses the consequences of this (e.g. mangrove environments have been used in different ways over time by indigenous people, fishermen, conservationists, real estate developers and home owners and these uses have impacted on the physical features and biodiversity). N |Identifies patterns of natural processes in Australia (e.g. climate variations, vegetation types, physical features) and assess the influence of these natural processes on human activity (e.g. urban settlement, farming, tourism).
|Investigates the types of human activity in a local or regional part of Australia (e.g. coal belt in Central Queensland, a sugar cane-growing area), how these activities have impacted on the physical environment over time and responses to negative environmental impacts of the activities (e.g. changes to the natural environment caused by mining and any re-vegetation projects; effects and impacts of fertilisers and pesticides on soil and ground water supplies of cane farming and changes in farming practices).
|Understands that geographical regions can be determined by natural features as well as the nature of cultural, economic and political activity (e.g. Australia is defined by a political boundary but within Australia there are a range of geographical regions defined by state political boundaries, or by a particular economic activity such as the wheat belt of Western Australia).
•
|Uses information about natural and/or cultural, social or economic aspects of an Asian-Pacific environment to define a region (i.e. identifies a specific farming region in the Asia-Pacific region using food production data and information about soils, climate and vegetation). | |Sustainability and stewardship
People have a relationship with the environment and this can be enhanced by a commitment to sustainability
(Note the links to the Science KLA) |Knows that to care for living things means to look after them. Sc
• Identifies and collects information on ways to care for living things (watering plants, caring for animals and friends).
• Investigates why we need to care for living things. Sc
• Describes ways that they can reduce the use of resources such as paper and water in their classroom. Sc
|Understands that personal actions can impact on their local environment (e.g. use of water, throwing away rubbish) and can identify some environmentally friendly strategies they can use (e.g. recycle paper and cans, save water, turn off appliances). Sc
• Knows how to care for and improve conditions of living things at school and at home (e.g. watering, weeding and mulching gardens, respecting wildlife and providing protection from predators).
• Identifies people in their community who care for places (e.g. sanitation workers, park rangers). |Knows the meaning of the terms conservation, protection and prevention and relates them to real life examples.
• Investigates how a local resource or environment (e.g. a local recreational area, waterway, forest, or marine habitat) is used, conserved and protected. Sc
• Identifies a place in need of care and plans positive local environmental or civic action to restore the area (e.g. sees that the beach has lots of litter and rubbish and plans with classmates to clean it up once a week to keep it healthy). Sc
|Examines how the attitudes and behaviours of individuals or groups can have a positive or negative impact on local natural or built environments (e.g. walking or riding bikes to school or work can reduce pollution, traffic congestion and petrol consumption, and dumping rubbish or pouring detergents and oil into council drains pollutes local waterways and destroys habitats). Sc
• Investigates the ways that people have had to respect and care for their environment in order to continue living within its physical constraints (e.g. replacing timber used for housing by replanting local bushland, housing design and rain water capture systems to support living in arid areas). Sc |Identifies through investigation, ways that government, community groups and organisations are advocating for, and changing community attitudes and behaviours towards, more sustainable practice (e.g. advertising campaigns, Keep Australia Beautiful Awards, Clean Up Australia Day). Sc
• Identifies through investigation the environmental impact of decisions made by local groups such as town councils and businesses (e.g. building a new road and its impact on the habitat of animals and birds; building a new factory and the possible effect on noise and air pollution). Sc
|Investigates the sustainability of the renewable and non-renewable energy sources Australia currently uses, and makes recommendations of the most appropriate energy sources for the future. Sc
• Investigates the causes of natural disasters (e.g. cyclone, tsunami, bushfire, droughts) and the effects they have on the environment. Sc
|Evaluates through investigating, local or state government initiatives that have been developed to support greater sustainable practices by businesses and individuals (e.g. providing bins for recycling, establishing waste disposal centres to ensure as much waste as possible is reused or recycled, setting water restrictions, providing rebates for rain water tanks and water efficient appliances). Sc
• Explores and explains how human activity can affect the impacts of natural disasters (e.g. cyclones occur frequently in Queensland - their impact has been intensified by coastal development). Sc
|Investigates measures that local, state or federal governments have taken to ensure more sustainable practices in urban, industrial or agricultural developments (e.g. subsidising solar panels for houses and schools, water quotas for irrigated farms, requiring environmental impact studies for new industrial developments). Sc
• Uses some field study instruments (e.g. sketches, species counts and surveys, water and air quality testing) to collect and analyse data about impacts made on the local environment by human activity, and makes recommendations to support more sustainable practices. Sc
|Investigates the range of views of different groups in relation to a development proposal (e.g. development of the paper pulp mill in northern Tasmania, use of re-cycled water for domestic use of a nuclear power station) and presents their own informed view or conclusion. Sc
• Investigates the ways that human activity in regional or global contexts (e.g. overgrazing and erosion or overuse of fossil fuels and carbon dioxide emissions) can impact on the environment. Sc
| |Spatial patterns and spatial representations |Knows that the environment is made up different types of places and can represent these in a variety of ways including a simple map, or drawing, showing information such as
- features (e.g. trees, houses, grass)
- boundaries (e.g. fences, gates, creek)
- a sense of size and shape
- distance and relative position (e.g. close or far away)
- activities related to the place. A
|Identifies places in the local environment that are special to them (e.g. waterways, meeting places, houses, shops, green spaces) and describes them in relation to other places (e.g. near, far, in front of). Ma
• Draws a simple map to represent places in their local environment, paying attention to their relative position in relation to each other. Ma |Identifies natural, social and built places on simple maps (mountains, rivers, coastlines, cities). N
• Knows that different places are used for different purposes and that different colours are used on maps to differentiate these (e.g. green for valleys and parks, brown for mountains, blue for rivers, lakes and bodies of water).
• Knows that maps have standard symbols to describe features (e.g. red dot for cities, black lines for roads, crossed line for railway track) and can identify these on a map.
• Uses a grid reference to locate places on maps (e.g. B13). N
• Identifies some of the symbols used on Aboriginal maps (e.g. dot and circle drawings). A |Locates markers such as the Equator and Tropic of Capricorn and Cancer on the globe and maps. Sc
• Makes simple maps of local and regional places using standard and their own symbols to describe features (e.g. red dot for cities, black lines for roads, crossed line for railway track).
• Interprets and uses symbols, keys and four major compass points to describe patterns on maps of Queensland and Australia that show basic physical and built features (e.g. says ‘the north of Queensland has five big rivers’).
• Locates the ‘north point’ on a map and describes locations as being north or south of a particular feature (e.g. says ‘the hospital is north of the swamp’). N
• Knows that the globe and maps represent the Earth and can locate and name continents, major bodies of water.
|Knows that global environments are defined by physical features (including landforms and rivers), climatic zones, and political features (such as countries, regions and continents) and can read and interpret world maps that show these features.
• Knows the significance of location markers (Tropic of Cancer and Capricorn, and Equator)
• Uses and interprets a range of maps using their keys/legends and directional points.
• Identifies lines of latitude and longitude on a map and know that these can be used to accurately location a place. |Locates and comments on the distribution of major human and physical features (e.g. population centres and waterways) on a map of Australia and other countries (e.g. says ‘the Great Dividing Range runs along the east coast of Australia’ and ‘rivers to the east of the range run into the sea’ and ‘all the major cities are located on the coast’).
• Reads and interprets a range of maps (world, country, regional) that define global environments such as tropical rainforests and deserts, mountains and lowlands, rivers and valleys, urban agglomerations.
• Uses latitude and longitude to locate places on maps of countries and the world and estimates the distance between places. N
• Identifies spatial patterns (including irrigation, mining, farming) from maps using a given key. N |Uses maps to make inferences about and explain global patterns in relations to physical and human environments (e.g. says ‘hot dry desert areas don’t seem to have many human settlements in them’).
• Knows that the world can be represented in a variety of ways (including globe, maps, satellite images, aerial photographs and spatial graphics) and can use these to describe human and physical features and the relationships between them.
• Reads and interprets isobars, isotherms and wind velocities on a weather map of Australia and predicts weather conditions for the new few days.
|Uses maps, tables and statistical data to investigate relationships between natural environments and human activities (e.g. impact of human activity on wilderness environments; impact of volcanic activity on human settlement such as agriculture).
• Considers perspectives of cartographers and statisticians and their representations of the world (e.g. Mercator’s Perspective, Peter’s Projection) and describes differences between them.
• Interprets contour lines and uses scale and direction pointers on topographical maps to describe the landscape.
|Understands through analysing a range of maps, satellite images, aerial photographs and spatial graphics, that spatial patterns can result from the interrelationships between various processes (e.g. laws, political boundaries, technology and topography might result in road patterns, soil and climate might affect farming patterns).
• Understands the range of data used by geographers to develop thematic maps (e.g. population statistics, temperature and rainfall records, changing political boundaries, average income levels) and the ways these are used to interpret global patterns and trends.
• Uses skills including observation, visualisation, estimation, sketching and measuring, and technology such as GPS and GIS technology, to create maps for their own purposes (e.g. to support environmental investigations) .N | |
Concept |In Year 1
the student: |In Year 2
the student: |In Year 3
the student: |In Year 4
the student: |In Year 5
the student: |In Year 6
the student: |In Year 7
the student: |In Year 8
the student: |In Year 9
the student: | |Cultural diversity and cultural perceptions
|Identifies, through listening to stories of different cultures, similarities and differences in aspects of such including in dress, food, family structures and what is valued. |Describes how people meet their physical needs in different ways (e.g. says ‘we all eat different types of food and wear different types of clothes’).
• Identifies, through examining stories about different cultural groups, how social, emotional or spiritual needs are met in different ways (e.g. says ‘we go to church every Sunday’ or ‘some Muslims pray five times a day’ or ‘we listen to Dreaming stories when we get together as a big family’ or ‘some families have grandparents, parents and children living together’). |Communicates, having collected and analysed newspaper, magazine and media reports, how these reflect the cultural diversity of the local area or Queensland. |Investigates the diverse ways in which particular occasions are celebrated by groups in their community (e.g. Christmas, Chinese New Year, ANZAC Day) and knows that groups that celebrate the same occasion do not always celebrate in the same way. |Explains values reflected in national celebrations and what these represent (now and in the past) to diverse people and groups, including Remembrance Day, Australia Day, NAIDOC Week, Chinese New Year and Labour Day.
• Investigates positive ways that communities have responded to or supported different cultures (e.g. reconciliation activities, refugee support groups). |Compares and contrasts national events that portray/present positive or negative perceptions of a group of people and analyses how the media has responded to these different cultural groups. |Understands how perceptions of different cultural groups are influenced by local, national and world events and by representations in the media (e.g. development of industry, conflict within the culture, new laws, changes of government, stereotyped portrayals). |Constructs a timeline to document key events in the development of multiculturalism and immigration policies in Australia.
• Documents the experience of migration to Australia of one cultural group and examines the impact of government policies on that group. |Understands the government policies of integration, segregation, assimilation and multiculturalism and assesses the impact of these policies on Indigenous Australians and migrant groups.
• Assesses the impact of globalisation and the media on homogenisation of youth culture and the implications of this for future responses to cultural diversity. | |Aboriginal and Torres Strait Islander people:
• Cultural expressions and practices
• Cultural contact
• Cultural research |Understands that Aboriginal people were the first people to live in Australia.
• Listens to stories from Aboriginal people in how they understand ‘country’ and their place in it. |Understands that Aboriginal people were the original owners of the land in Australia and knows which Aboriginal tribe/group originally inhabited their local area. |Identifies examples of Aboriginal and Torres Strait Islander influences on the valuing and naming of places in Australia and the local community (e.g. Uluru, Gympie, Doomadgee, Yarrabah, Bamaga).
• Identifies different forms of cultural expression (e.g. some Aboriginal people may use dance and music to tell a stories as well as written forms). A
| Understands that before European invasion/settlement Aboriginal and Torres Strait people lived in tribes and groups across Australia and that these groups had different languages and lifestyles.
• Knows that there is a range of diversity within Australian Aboriginal and Torres Strait Islander cultures and cultures of other groups within Australia. |Knows that Aboriginal and Torres Strait Islander groups have traditional and non-traditional aspects (e.g. knows that a family of Aboriginal people might have a traditional language that is still used at home but that they listen to radio broadcasts in Standard Australian English.
• Investigates the social organisation, language and lifestyle of the Aboriginal group that originally inhabited the area in which they live and how this might have changed over time.
• Understands the role and significance of elders in Indigenous communities. |Knows that Aboriginal and Torres Strait Islanders identities give central place to ‘country’ and investigates what this means.
• Describes the effects on language, culture, land ownership, health and education of Indigenous people in Australia that contact between Indigenous and non-Indigenous cultures has had.
. |Knows that accessing Indigenous knowledge involves protocols of consultation with the local Aboriginal community and/or Torres Strait Islander community.
• Knows that Aboriginal and Torres Strait Islander people groups have diverse social organisation, languages and lifestyles and that these reflect the importance of ‘country’ (land, sea and places) e.g. Indigenous societies are caretakers of the land and sea, language reflects the importance of land as sea, and land and sea use and stewardship varies from region to region.
• Investigates the effects on language, culture, land ownership, health and education of Indigenous people in countries other than Australia (e.g. New Zealand, Canada) that contact between Indigenous and non-Indigenous cultures has had. |Investigates and reports on the role of community perception and responses to the Australian Aboriginal and Torres Strait Islander people in Australia, with particular emphasis on racism and discrimination considering how governments and communities have responded to this.
|Investigates community and government actions that have had a positive impact on perceptions of Aboriginal and Torres Strait Islander cultures (e.g. efforts toward reconciliation, Bringing Them Home Report, Aboriginal Deaths in Custody Report, 2008 Federal Parliament ‘Sorry’ statement).
• Investigates government policy and legislation that has increased opportunities for Indigenous people to participate in electoral and government processes.
• Researches cultures, following appropriate protocols and with sensitivity (e.g. accessing sacred sites or places of significance through traditional custodians). | |Belonging
|Identifies which groups they belong to (e.g. says ‘I am a member of the Jones family and I’m in the Year 1 class at school’). HPE
|Can list the organised activities held in their community and school that they take part in (e.g. school sports day, town show day, Harmony Day).
• Investigates events and celebrations that are significant to different groups in their community, and the rituals or activities that are part of these (e.g. Easter: giving Easter eggs; football games: wearing team colours and a team mascot). |Compares the ways that different groups celebrate the same events (e.g. how does their family celebrate Christmas compared with other families of children in their class or school; how do Chinese communities celebrate Chinese New Year compared with how other groups celebrate Australian New Year?)
• Investigates ways that their school promotes a sense of ‘belonging’ (e.g. school uniform, school badge, school bag, school traditions). |Knows that people belong to different groups according to age, gender, ethnic background and location. HPE
• Knows that gender stereotypes can impact on them (e.g. boys and girls may become aware of different expectations when choosing friends, sports, clubs and cultural activities). HPE
|Knows that their identity (or who they are) is displayed through what they believe, how they behave, what their interests are and what goals they might have (e.g. knows that if they belong to the cricket club then they are showing that they are interested in cricket).
• Knows that people belong to a number of different groups and that they behave differently in these groups based on the expectations of the group.
• Identifies stereotyping, discrimination and harassment (racial and sexual) and knows that there are people or groups who can support victims of these activities.
|Knows that membership of different groups influences the identity of individuals (e.g. explains that being an Aboriginal or Islander person means behaving in certain ways towards the environment or that they are not allowed to talk to some people in their extended family). HPE
• Identifies and explains some of their own family values.
• Identifies examples of the values commonly held by people in the community in which they live.
|Knows that cultural mores sometimes exert influence on people’s identities and their roles, rights and responsibilities. HPE
• Knows that political influences exert influences on people’s identities and roles, rights and responsibilities.
• Identifies the values commonly held by people in the communities in their state and how they influence community life.
• Produces ‘before’ and ‘after’ representations in different time periods to show attitudes towards gender, age, ethnicity and/or socio-economic identities.
|Assesses the impact of changing attitudes towards gender, age, ethnicity and/or socio-economic identities on diverse groups in different time periods.
• Knows what ‘constructions of gender’ and ‘constructions of race’ are and how these have changed over time.
• Knows and appreciates the contribution that different life experiences make to the development of personal and group identities. HPE
• Examines and reports on the ways that the media stereotypes groups in ways that influences the views and actions of consumers. HPE
|Identifies where discrimination (differential treatment or acceptance) can/has resulted from gender, race, disability, ethnic group membership or socio-economic status.
• Knows that acts of racism and prejudice constitute discrimination and acts to (and describes how they might) counter or prevent these.
• Analyses the beliefs and attitudes of individuals towards groups which are different from the ones to which they belong.
| |
Concept |In Year 1
the student: |In Year 2
the student: |In Year 3
the student: |In Year 4
the student: |In Year 5
the student: |In Year 6
the student: |In Year 7
the student: |In Year 8
the student: |In Year 9
the student: | |Economic systems
Systems provide order to the economy and enable allocation of resources to meet the needs and wants of individuals and the community |Knows that we need things in order to live such as water, air, food. Sc
• Knows that needs and wants are different (e.g. water is a need and chocolate is a want).
|Gives examples of goods and services that they buy at the tuckshop or canteen or obtain at school (e.g. water, fruit, help in the library and dental clinic).
• Gives examples of people in their school that provide services (e.g. canteen staff, librarian, office workers).
• Gives examples of places where they obtain a good or a service (e.g. school, hospital, shops, school canteen, movies, council swimming pool).
• Gives examples of choices they make in deciding which needs and wants to satisfy (e.g. walks to school to save bus fare). |Knows that people and resources are used in the production, distribution, exchange, buying and selling, and consumption of goods and services (e.g. the stages of production of a product such as milk: farmer, transport, refinery, distribution to shops, buyers) and draws diagrams to represent resources and people involved).
• Investigates a production process in their local area (e.g. visits a factory to examine the production of food identifying how raw materials are changed to make finished goods that are bought by consumers and identifying the role of workers in the production process).
|Explains the difference between a good and a service (e.g. says ‘education is a service because it’s about someone doing something for you whereas clothing is a good because you can buy them and take them home’).
• Explains the difference between production and consumption (e.g. says ‘production means that resources such as wood and steel are being used to make something like a house; consumption is when resources are being used up’).
• Knows that ‘how much something costs’ influences the decision to buy it or not.
|Understands that the production and consumption of goods and services means that resources are eventually used up (limited) but that needs and wants are unlimited.
• Investigates the operation of an economic system (e.g. investigates the school tuckshop by asking the convenor: ‘how they decide what resources or raw materials they need to produce items?; how they produce food items for sale?; how they sell food items?)
|Identifies decisions made by producers and consumers to protect the environment (e.g. about waste disposal and clean production process).
• Identifies examples of products produced by primary industry (e.g. agriculture, farming), secondary industry (e.g. paper production, sugar refining), and tertiary industry (e.g. tourism, banking, insurance, retail) and knowledge industries (e.g. education, health care, research, Information and Communication Technologies, Research and development of new products).
|Knows that economic systems involve primary, secondary, service and knowledge industries that use resources and develop products and services for sale to consumers.
• Investigates the types of industries operating as part of the Australian Economic System, determines their characteristics and assesses their contribution (i.e. primary: extraction of raw materials and production of basic foods, secondary: manufacturing, processing, construction, tertiary: sales, transportation, entertainment, and knowledge: education, ICT) |Knows that Australia’s economic system (including international and transnational corporations) involves the production, distribution and consumption of goods and services, including the trade of goods and services with other countries through its participation in the global economic system.
• Identifies factors that contribute to make decisions by consumers about purchases (e.g. environmental impact, price, value/quality, country of production, advertising).
• Knows that the Australian government influences economic activity through taxing business and workers, re-distributing income from taxation (e.g. through pensions or allowances). |Investigates ways in which the Australian government regulates the economy to influence the level of economic activity, redistribution of income from the high income groups to lower income groups and mediates between environmental needs and economic activity (e.g. explains ways in which governments adjust their role in the Australian economic system to meet changing priorities such as the impact of global warming). Sc
• Explains, using a diagram or model, the flow of goods, services and money in and out of Australia. | |Political Systems
Institutions and features of government | | | |Describes the decision-making processes used by local government.
• Knows different types of governance (e.g. monarchy, aristocracy, tyranny, democracy).
• Knows what a constitutional and absolute monarch are. |Knows that Australia is a democracy (i.e. governed by the people) and has key features including elections, parliaments, political parties, a constitution, freedom of speech and citizens’ participations.
• Knows that the role of Parliament is to represent people, make laws and publicly debate issues. |Knows what the major political parties are in Queensland and in Australia and who their leaders are.
• Knows some of the major democracies in the world including countries which have constitutional monarchs.
• Explains the functions of the three levels of government. |Describes the structure and function of the Queensland Parliament.
• Explains the role of key institutions and principles of Australian representative democracy (e.g. Parliament, head of state, political parties, free and fair elections, secret ballot, universal adult suffrage).
• Compares democracies such as Australia’s to countries with other forms of government. |Identifies different types of political systems around the world and their key features.
• Compares the major structures of the Australian Parliament and how that compares with the Queensland Parliament.
• Knows the role of the Governor General in Federal Parliament, and the name of the current incumbent. |Describes the role of the Constitution in Australia’s political and legal systems.
• Identifies divisions and differences of responsibility in Australia’s three-tier political structures (local, State/Territory and Commonwealth).
• Explores significant features and principles of democracy in Australia including the common good, separation of powers, government accountability and parliamentary elections.
• Understands the role of government in developing policy and formulating legislation.
• Understands how Australia’s system of government is similar to and different from other democracies.
| |
Political Systems
Rights and responsibilities | | |Identifies some rights and responsibilities of students in their class and in the school (e.g. knows they have a right to feel safe and not be bullied). HPE
• Displays personal rights and responsibilities as students, members of a sporting team, or members of the community (e.g. knows that as a member of a sporting team a responsibility is to train with the team and be on time to play in the game and a right is to be treated with respect as a team member). HPE |Identifies some rights and responsibilities of citizens in their local community (e.g. knows that everyone has the right to use the town library and that the responsibility that goes with that is to look after the books and let other people read quietly).
• Knows that some community rules are about having a responsibility to the community (e.g. the park/beach belongs to all the people in the community so we have a responsibility to all keep it clean for everyone). HPE |Recognises that rights come with responsibilities (e.g. if we want to use public recreation areas for enjoyment we have a responsibility to help keep it clean) and that if we don’t carry out our responsibilities there are consequences (e.g. the public area may be closed). HPE
• Recognises discriminating behaviour (such as treating people differently because they have different coloured skin or talk differently) and describes how this affects the rights of others (e.g. says ‘girls have as much right as boys to play football at school’). HPE |Lists examples of Australia’s ‘democratic rights’ including freedom of speech, of the media, of religion and of association.
• Knows that rights help protect citizens from exploitation and abuse.
• Understands that rules and laws result from decisions about rights and responsibilities (e.g. knows that the purpose of law-making is to protect people and their property).
• Compares the rights of citizens in ancient and historical societies (e.g. Ancient Greece, Ancient Rome, Ancient China) with those of present-day Australia. |Understands that Australian citizenship involves values, attitudes and actions related to political equality and civil and human rights (e.g. values: equality of opportunity, freedom from discrimination and persecution; attitudes: a ‘fair go’; actions: treating all members of the community equitably, speaking up against unfairness).
• Analyses some rights and determines whether the responsibilities that go with them are fair. |Communicates an understanding about ‘human rights’ and can talk about these in various contexts (e.g. human rights of Indigenous Australians over time).
• Knows what it means to ‘think global, act local’ in the context of Australian citizens’ responsibilities in environmental issues such as water usage. Sc |Defines, exercises and evaluates rights and responsibilities associated with being a young adult including the concept of ‘working together for the common good’.
• Understands that Australian citizenship involves balancing majority rule against respecting minority interests (e.g. devising government policy for refugees involves balancing the Australian community opinion with the needs of small groups of refugees).
• Understands that the features of political and legal systems adapt to changing notions of people’s rights and responsibilities.
• Evaluates the rights and responsibilities of the world’s countries in the context of global warming, nuclear weapons capability, and other global issues. Sc | |Elections and voting |Can describe instances where they take part in a ‘class vote’ or ‘family vote’ (e.g. says ‘Mr Smith said to put our hand up if we wanted to go for a walk and all of us did except for Sam so we did’). |Knows how voting works and votes for representative (e.g. draws a ballot paper and conducts a class election for a leader or monitor).
• Makes decisions with classmates for something that they all want (e.g. agrees to work quietly so they can finish early). |Draws a ballot paper and conducts an election of class leader or votes to make a decision about the most popular tuckshop food.
• Explains how voting is used to make decisions and select leaders (e.g. says ‘we all wrote on piece of paper the name of who we wanted to be the class leader for term 2 and the one with the most votes got to be ‘it’). |Identifies examples of elections in their community are held and can describe how the election worked, who voted and the outcome (e.g. says ‘last night the footy club voted for a new captain; everyone in the team got to have one vote each and we all put the person’s name we wanted on a piece of paper and the person with the most votes was made the captain’). |Understands the purpose of elections and the responsibilities of voters and elected representatives (e.g. knows that the captain of the school footy team is responsible for making sure everyone knows when training is on, collecting the footy jumpers at the end of the game and telling people what to do on the field). |Knows that elections are used to elect governments; knows their local member of Parliament and local councillor and that these people represent their parents (constituents) at parliamentary forums.
• Knows when and how local government elections are held for their local area and what the elected people do for them. |Knows that whole-of-Australia elections and Queensland elections are held every 3 years and can describe how the election is run including electorates, the setting up of polling booths, secret ballot, crossing off of people’s names as they vote, counting of votes, absentee votes, donkey votes). |Knows that all 18-year-olds in Australia are required to vote in federal and state government elections, that they must register to vote and that there are fines if they don’t vote. |Knows that preferential voting is used for the House of Representatives while proportional voting is used for the Senate. | |Leaders
Leaders.... continued |Recognises leaders in the family and school (father, mother, principal, school captain, sporting team captain). |Identifies the role of leaders within a community, including school, community group, local community and nation (e.g. knows that the principal and councillor are leaders and that we respect their authority).
• Knows that good leaders have certain qualities (e.g. says ‘he is a good leader because he is fair’).
• Identifies leaders in the community such as the policeman, mayor, Aboriginal elders, teachers. |Identifies leadership responsibilities (e.g. says ‘he was in charge so we did what he said’.
• Knows that leaders should ‘show the way’ and be a good example. |Knows that heroes can be leaders because we might ‘want to be like them’ (e.g. sport figures, music stars, actors).
• Identifies the leaders in their own lives – those that they know personally and others they know by reputation or advertisement. |Describes some of the tactics that good leaders use to influence others (e.g. speak calmly to individuals to make sure every one understands their job; encourages everyone). |Knows that leaders down through history have influenced and shaped the histories of countries and describe some strategies they used.
• Knows the names and responsibilities of local government leaders and officials. |Identifies different types of leaders in Australia’s history (e.g. political leaders, leaders in business, leaders of sporting teams, leaders of social or environmental action groups) and describes how they led people.
• Knows who Australia’s Governor General is and who Queensland’s Governor is.
• Knows who Queensland’s leaders in Parliament are including leaders of major political parties, Premier and ministers. |Identifies different types of leaders in the world’s history (e.g. social rights leaders, human rights leaders, govt statesmen, political leaders) and identifies qualities that made them effective leaders.
• Identifies historical tyrannical world leaders (e.g. Saddam Hussein, Adolf Hitler) and explains why they were not good leaders).
• Knows Australia’s major leaders in the Federal Parliament, including leaders of the major political parties, Prime Minister, Speaker of the House, Leaders of the Opposition, ministers. |Knows some world leaders (e.g. leaders of countries Australia has strong political, diplomatic and economic relationships with including Japan, China, Indonesia, United States of America, Great Britain, New Zealand) and identifies qualities that made them effective (or ineffective) leaders.
• Evaluates the effectiveness of Australia’s leaders (Prime Minister and senior cabinet ministers) in issues affecting Australia and its region (e.g. their work in promoting regional and global cooperation). | |Influencing democratic decision making |Knows that ads on television are used to get our attention and try and make us do things. |Lists examples of media and the types of information they communicate (e.g. billboards, advertisements, newspapers).
• Lists the media advertisements that they like and say why they like them (e.g. says ‘I really like the ad about McDonalds because I like the girl and boy in it and they look like they like the food they are eating’). HPE
• Knows that through the media we receive different types of information such as about the people and the cultural groups they belong to. A |Explores the ways in which the media communicates messages to influence people (e.g. through television commercials that warn us about smoking, or TV news programs informing us of a natural disaster, or signs telling us not to drop litter). HPE
• Identifies examples of how views and ideas
are communicated through the media and ICT (e.g. advertisements promoting a political party in an election OR newspaper articles informing parents of the new starting age for school OR internet websites providing information about new water restrictions in a community). ICT
• Considers why views and ideas are communicated through the media (e.g. why water restrictions are advertised by the media OR political parties promote their leaders with advertisements on television). |Knows what values are and can list some of the values that their family has or that the school has (e.g. respect, compassion) and can explain in their own words, what these values mean and influence their actions.
• Knows there are ‘two sides to every story’ and can role play to see things from different points of view. HPE |Engages with values that are important to Australian democracy (e.g. freedom of speech, freedom of religion, a fair go, the right to vote).
• Compares the ways that an issue or event can be portrayed in the media and how this can influence people’s views and actions. T
• Identifies examples of values portrayed in the media (e.g. on watching an ad about fast food on TV says ‘that ad makes it look cool to eat food from Subway’ or, on reading a billboard showing rubbish on the beach surrounded by pigs says ‘that ad makes it look messy and dirty to leave rubbish lying around’). A |Follows an issue through the media from when it is raised until when it dies down and describes how it is represented by different groups (e.g. compares the treatment by a TV network with that by the newspaper). A |Reflects on ways in which changing values can influence the law.
• Analyses media portrayal of current issues to explore viewpoints, bias and stereotypes. A
• Investigates ways in which the media and ICTs are used to influence citizens’ views in local contexts (e.g. e-petitions, websites promoting issues and raising funds, u-tube portrayals of political leaders, blogs presenting views on issues, government websites providing information on issues). A ICT |Describes how and why electors may change governments.
• Identifies ways the government tries to influence the actions of citizens and the community (e.g. council regulations, encouraging re-cycling, paying re-bates for water tanks).
• Knows the role of lobby groups in representing interest groups and shaping/influencing government policy. |Evaluates ways in which individuals, groups and governments use the media and ICTs to shape opinion and manage controversy. A, ICT
• Examines and describes the treatment by the media of the war in Iraq or Vietnam and other issues in Australia’s history where the media have influenced Australia’s history. ICT | |Legal Systems
Rules and laws – Australia’s legal and justice system
Rules and laws – Australia’s legal and justice system...continued |Knows that rules tell you what you should and shouldn’t do.
• Responds to simple rules at school.
• Can say some of the rules that exist in their home (e.g. says ‘ we have a rule that we are not allowed to go swimming straight after dinner’).
• Knows that there are consequences if they ‘break the rules’.
• Knows that rules have to be followed and there are consequences if they aren’t (e.g. knows that they will get into trouble from the teacher if they break the rule ‘don’t leave the room without permission’). |Identifies examples of rules in the school community, (e.g. says ‘everyone has to turn off the tap after they have washed their hands’).
• Identifies examples of the rules of the community (e.g. ‘dogs must be kept on a lead in public places’, or ‘don’t leave litter on the beach’).
• Knows that if they break community rules they may get a fine or some other punishment.
• Gives examples of rules applied within families, classrooms, schools and identify their function/purpose, (e.g. says ‘a rule we have at home is don’t talk when you mouth is full and this is so that people can’t see food in your mouth’).
• Contributes to discussions in developing rules, considering fairness (e.g. says ‘we can’t have a rule that lets the tallest people get their lunch first because that is unfair’). |Discusses the purpose of rules and recognises community expectations often outlined in codes of behaviour and rules (e.g. knows that rules govern how sport is played; knows that rules guide drivers on the road; knows the role rules play in the school community).
• Identifies consequences when people break rules and considers how people make amends,
(e.g. says ‘I was rude to my teacher so I had to say sorry and my punishment was that I couldn’t go to drama class this week’).
• Recognises that rules may be considered ‘fair’ and ‘unfair’ from a range of perspectives (e.g. knows that some rules may advantage some people and disadvantage others).
• Knows the difference between a rule and a law.
• Considers ways that people’s lives can change due to different ‘rules’ (e.g. early Australians under British rule lived differently compared with now under a democratic government). |Understands that groups and communities interact according to rules (e.g. having listened to stories that illustrate codes of conduct – such as Aesop’s Fables, Aboriginal Dreaming stories and the Bible, identifies the ‘rules’ inherent in them).
• Knows what it means to ‘break the law and describes what might happen if people don’t obey the laws in society
(e.g. if people don’t drive on the left hand side of the road or stop at stop signs).
• Knows that every country has their own set of laws.
• Knows that some laws are specific to the state of Queensland and others to Australia and that every country has its’ own set of laws.
• Knows that some groups in society have ‘social rules’ that other groups don’t have (e.g. putting your hand over your mouth when you cough or saying ‘thank you’ when someone gives you something). HPE |Recognises that society has specific laws to protect the rights and responsibilities of young people (e.g. children are protected by child safety laws, transport and education regulations).
• Explores whether punishment is always the most appropriate consequence when a rule or law is broken and considers other ways in which people can make amends.
• Discusses rules and laws that affect young people and assess these according to fairness and appropriateness.
• Identifies key personnel within the legal system who help to protect people’s rights (e.g. Commissioner for Children and Young People)
• Understands that a constitution is an agreed set of rules or guidelines for an organisation and identifies groups that have constitutions (e.g. local football club).
• Recognises that the laws of other countries apply to Australians when they travel overseas.
• Knows that changes in international law may affect Australian law. |Understands that rules and laws result from community understandings about rights and responsibilities.
• Knows that the Queensland and Australian governments are guided by a Constitution.
• Describes the process by which laws are made (e.g. drafted legislation considered by cabinet ministers and elected members of
government, community consultation, presented in parliament, debated in parliament, voted on an passed by majority, signed into law by the Governor).
• Knows that laws are written by parliaments or through decisions made by their courts over time (e.g. the driving age and blood alcohol limits).
• Knows that laws may change as parliaments pass new legislation or courts interpret laws differently.
• Knows what a referendum is and can give some examples of instances where these have been used in Australia. |Reflect on ways in which changing values can influence the law (e.g. smoking in public). HPE
• Recognise that courts (including family court, district courts, children’s courts, Magistrates) are part of Australia’s legal system and their operation is guided by the law and democratic rights (freedom of speech, of the media, of religion, of association).
• Understands that Queensland and Australia has a constitution that describes the key features of their system of government and can be amended by referendum.
• Recognises that Australia is a signatory to a range of international agreements that influence Australian law.
• Knows about the role of the High Court of Australia.
• Knows the elements of a ‘fair trial’ and that people are ‘presumed innocent’ until proven guilty.
• Describes how laws are made, administered and enforced. |Explains some instances where the legal system may have provided a seemingly ‘unjust’ outcome (e.g. where one person may receive a tougher sentence than another person who committed the same crime, in another city).
• Communicates in various contexts understandings about ‘human rights’ (e.g. debates Indigenous human rights over time in Australia).
• Identifies different levels in legal structures and the contributions they make to the legal system (including district courts and Supreme Court).
• Understands the application of guiding principles to the workings of the legal system including independence of the judiciary, equality before the law and innocent until proved guilty.
• Knows that laws may change over time through amendments made resulting from legislation passed by parliament or through judgements made by judges. |Considers the role of Cabinet and the public service branches of government in developing policy and formulating legislation.
• Explains with examples, different types of law (e.g. criminal and civil).
• Explores principles of justice including independence of the judiciary, equality before the law, presumption of innocence, the right of appeal and restorative justice.
• Recognises that the Australian Constitution establishes the powers and responsibilities of the national parliament and the federal legal system including the High Court.
• Identifies different levels of the legal system including personnel, types of law, crimes they address, and contributions they make (including magistrates, district and Supreme Courts). | |Expressing active citizenship and participating in decision making
Expressing active citizenship and participating in decision making.... continued |Makes choices or decisions about their actions (such as what to eat for lunch, how to help family or class members). HPE |Makes decisions with classmates for something that they all want (e.g. agrees to work quietly so they can finish early).
• Participates in democratic decision-making (e.g. talks about rules for the classroom or votes to selecting a team leader). |Makes decisions in groups to achieve common goals for an environmental or civic action, (e.g. decides with classmates to care for bushland or a part of the school grounds). Sc
• Identifies and discusses examples of situations where people have a direct say and situations where others make decisions on their behalf (e.g. says ‘I am allowed to go to bed when I like on the weekend but during the week Mum says I have to be in bed by 8.00pm’). |Knows what the Queensland Government is and what it does.
• Gives examples of government organisations and non-government organisations in their community.
• Talks about school rules (including the code of conduct) and understands processes for their formulation and review.
• Understands the role of local government in making rules e.g. about waste management, pet care and the use of local parks.
• Knows what a petition is. |Describes the way that the student representative group in their school makes decisions.
• Analyses how individuals, organisations and governments can be global citizens (e.g. everybody can use less water, use public transport). Sc
• Explores the role of government in making decisions.
• Identifies work that people can do together in communities and explores how shared values can help resolve conflict or achieve consensus between diverse views (e.g. different religious groups coming together to discuss how they can care for the environment).
• Develop skills to become involved in or influence representative groups in the school community.
• Recognises that citizens can individually and collectively influence decision making.
• Investigates ways in which non-government organisations can contribute to communities and influence government decisions. |Identifies and classifies decisions that are made by the Queensland Government in areas such as health, education, infrastructure and discusses which decisions made by the Queensland Government will affect them in their local community. |Considers the purpose of a democratic civil society and discusses how it can be achieved (e.g. how we are governed, how we treat each other, the society we aspire to).
• Identifies how governments make decision and explores ways in which these decisions impact on people. |Identifies ways that people attempt to influence government decisions (e.g. rally, media campaign, petition, hunger strikes) and how these vary depending on which level of government they are trying to influence.
• Identifies how governments have been influenced by people such as Ghandi, Mandela, Bono and describes the methods that these people used. |Develops skills in collective decision-making and informed civic action (e.g. contact local member, join a support group, participate in town-hall meetings, civic petition, letter-writing campaigns, seek election to public office). | |Australia’s international relations
Global and regional connections |Know they live in Australia and can point to it on a map of the world.
• Can point to where they live on a map of Australia. |Locates Queensland on a map of Australia and can point to some regional and global communities (e.g. Thursday Island, Far North Queensland, South East Asia, the Pacific). |Explores ways in which Australians are connected to other regional and global communities through travel, family, business, trade, sport and cultural links as well as ‘instant’ communications technologies (e.g. participates in discussions about elections and natural disasters in other countries after watching news reports on television). |Identifies examples of social and economic connections and links (including travel, family, business, trade, sport and cultural) between Australian and regional communities (e.g. knows that Christmas is a European tradition that came with the British colonists). |Explores and explains links, including social and economic connections, between Australia and other countries in the Asia-Pacific region (e.g. Immigrants from Vietnam or china have brought their culture including foods, art techniques and ways of dress; trade in goods and services with Japan and India have resulted from proximity and regional agreements).
• Identifies ways in which current global issues impact on Australians and other people in the Asia-Pacific region (e.g. rising cost of petrol from oil in the Middle East, increased logging in South East Asia, acts of terrorism in the USA). |Investigates ways in which countries cooperate to protect the environment (e.g. Kyoto Protocol).
• Explains what ‘global citizenship’ is and identifies examples where Australian individuals or organisations act as global citizens. |Recognises and analyses the value of economic (e.g. trade, investment and tourism), social (e.g. family relationships, friendships, education exchanges and goodwill), and cultural (e.g. arts and sporting exchanges) connections of Australian people to other people in the Asia-Pacific region.
• Recognises that Australia participates in discussions to develop a range of international agreements, is a signatory to these agreements and that these agreements have an impact on Australia’s laws, government policy, businesses, trading relationships and management of natural resources. | Investigates the role of international organisations (e.g. Greenpeace, Amnesty International, Red Cross, Green Cross) and determines how their activities represent global citizenship.
• Evaluates the effectiveness of international organisations in protecting human rights (e.g. Amnesty International, United Nations). |Explores ways in which international events and developments can affect Australia’s relationships within the Asia-Pacific and other regions (e.g. acts of terrorism in the USA and Indonesia, World War 2).
• Examines ways that Australia works with other nations (both regionally and globally) to improve the effectiveness, efficiency and fairness of global systems of law, diplomacy, human rights, trade and security (e.g. fair trade, minimising trade of goods made by child labour, limiting flow of drugs, minimising use of drugs in sport, security measures in travel, holding prisoners without trial). | |
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