History k-10 Syllabus 2012

Empathetic understanding

• 
  recognise that the behaviour and attitudes of people from the past may differ from people today
  

Research

• 
  pose questions about the past
  
• 
  investigate questions about the past using relevant sources and ICT
  

Explanation and communication

• 
  develop historical texts, including narratives and descriptions
  
• 
  select and use a range of communication forms, such as oral, graphic, written and digital, to communicate about the past.
  

Life Skills
Investigating the Past
Outcomes
A student:

• 
  recognises personal connections to history HTLS‑1
  
• 
  demonstrates an understanding of time and chronology HTLS‑2
  
• 
  recognises a variety of historical sources HTLS‑7
  
• 
  uses sources to understand the past HTLS‑8
  
• 
  uses a variety of strategies to locate and select information for an historical investigation HTLS‑10
  
• 
  uses historical terms to describe the past HTLS‑11
  
• 
  investigates the past using historical skills HTLS‑12
  
• 
  selects and uses a variety of strategies to organise and communicate information about the past HTLS‑13
  

Related Stage 4/5 outcomes: HT4-1, HT4-2, HT4-5, HT4-6, HT4-8, HT4-9, HT4-10, HT5-5, HT5-6, HT5-8, HT5-9, HT5-10
Content
Students develop an understanding of the past and the processes of historical inquiry
How we understand the passage of time
Students:

• 
  use the everyday language of time, eg yesterday, today, tomorrow; then and now; before and after; a long time ago; in the Dreaming
  
• 
  explore the language of time, eg past, present, future, ancient, modern
  
• 
  explore the concept of old and new, eg compare old and new objects (furniture, photos, games, clothes) where obvious changes can be seen
  
• 
  recognise how time is measured, eg minutes, hours, days, months, years, decades, centuries, millennia, BC/AD and BCE/CE
  
• 
  relate events to the passage of time, eg organising a personal diary or calendar, recognising regularly recurring events
  

How our families have changed or stayed the same over time
Students:

• 
  respond to stories about their own family history, eg through photographs, artefacts, books, oral histories, digital media and museums
  
• 
  participate in the recording of their personal history, eg sequencing significant events, constructing a timeline of stages in their lives
  
• 
  recount stories about their own family history, using primary and secondary sources
  
• 
  explore the lives of people in their recent past
  
• 
  recognise different points of view about events in their family history
  
• 
  demonstrate understanding of the concept of generations and identify the generations in their own family history
  
• 
  explore similarities and differences between generations, eg family celebrations and traditions, use of leisure time
  
• 
  develop an understanding of personal heritage
  

How our community has changed over time
Students:

• 
  explore how the diverse backgrounds of the school community and/or local area have changed over time, using ICT and other sources as appropriate
  

The importance of family and community to Aboriginal and Torres Strait Islander cultures
Students:

• 
  explore the nature of kinship and family structures in Aboriginal and Torres Strait Islander cultures
  
• 
  investigate the social structures of Aboriginal and Torres Strait Islander cultures, including the role of elders
  
• 
  investigate local or regional Aboriginal and Torres Strait Islander places of significance, eg local national parks, using ICT and other sources as appropriate
  
• 
  identify different perspectives about Aboriginal and Torres Strait Islander places of significance, eg the perspective of the local community, the perspective of Aboriginal people, the perspective of the local government
  

How we use sources to investigate the past
Students:

• 
  engage with a range of historical evidence using primary and secondary sources and ICT as appropriate, eg photographs, diaries, letters
  
• 
  explore the difference between fact and opinion, eg comparing first and second-hand accounts of events, comparing original film footage of an event with a fictional film version
  
• 
  participate in an investigation of the history of a familiar site, eg the school or local park, using ICT and other sources as appropriate
  
• 
  participate in an investigation of an historically or culturally significant location, eg local school, parks, town centres, public or heritage buildings, museums and memorials, using ICT and other sources as appropriate
  
• 
  use skills of inquiry to investigate the life of one or more 'heroes' or 'villains' in history and how and why they are remembered, eg Nero, Mahatma Gandhi, Ned Kelly, Joseph Stalin, Nelson Mandela, Xanana Gusmao, Aung San Suu Kyi