The Stage A curriculum develops student’s awareness of a place on a personal local scale. Places will range in size from a part of a room or garden to community place. They are supported to use their senses to explore the tangible characteristics of a place such as the sound, smell, feel of significant features, and environmental and human characteristics.
\nLearning about their own place and building a connection with it contributes to their sense of identify and awareness. They start to explore significant places they are in, and what it is like. Students experience different places and their purposes.
\nThe idea of a place, its purpose, features and location (a part of the concept of space) are introduced through personal experience and reinforced through the use of multisensory and multimodal texts, images, maps, photos and models. The emphasis in Stage A is on the significant place in which they live and their reaction to them.
\nKey question:
\nPersonal Present History
\nThe curriculum at Stages A to D provides a study of personal and family histories. Students learn about their own history and that of their family; this may include stories from different cultures and other parts of the world. As participants in their own history, students build on their knowledge and understanding of how the past is different from the present. At Stage A the focus is on the present.
\nKey questions:
\nBy the end of Stage A, students recognise some personally significant places. They select preferred objects through reaching towards, accepting or rejecting actions.
\nStudents react to the familiar features of some personally significant places.
\nBy the end of Stage A, students experience routine events within their daily life and react to significant chances. They react to personally significant people, objects and sites. They participate and react to significant events, which are commemorated.
\nStudents react to stories, images and representations of familiar events and stories about them. They react to significant objects of their past and present.
\n" }, "strands": [ { "id": 206, "level_id": 93, "strand_name": "Knowledge and understanding", "subStrands": [ { "id": 824, "strand_id": 206, "header": "Geography", "position": 1, "textContents": [ { "id": 3609, "sub_strand_id": 824, "markdown": "Places and our connections to them
\nExperience the distance and location of familiar places (VCGGK007)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3610, "sub_strand_id": 824, "markdown": "Experience personal places and their features represented on large-scale maps and models (VCGGK008)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3611, "sub_strand_id": 824, "markdown": "Experience their connection to a place in Australia and across the world (VCGGK009)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3612, "sub_strand_id": 824, "markdown": "Experience local area dreaming stories and country/places (VCGGK010)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3613, "sub_strand_id": 824, "markdown": "Experience weather and seasons (VCGGK011)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3614, "sub_strand_id": 824, "markdown": "Experience and react to the sensory elements of a places (VCGGK012)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3615, "sub_strand_id": 824, "markdown": "Experience the purpose of or the special event/s of a space (VCGGK013)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3616, "sub_strand_id": 824, "markdown": "React to features and activities of a familiar place (VCGGK014)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 825, "strand_id": 206, "header": "History", "position": 2, "textContents": [ { "id": 3617, "sub_strand_id": 825, "markdown": "Personal histories
\nWho they are and what they look like (VCHHK006)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3618, "sub_strand_id": 825, "markdown": "The people in their family (VCHHK007)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3619, "sub_strand_id": 825, "markdown": "Indicate what event was first in a routine daily event (VCHHK008)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3620, "sub_strand_id": 825, "markdown": "Similarities and differences within their daily life (VCHHK009)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3621, "sub_strand_id": 825, "markdown": "Community histories
\nCommemorate significant events (VCHHK010)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3622, "sub_strand_id": 825, "markdown": "Experience significant places and sites (VCHHK011)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3623, "sub_strand_id": 825, "markdown": "Exposure to the cultural or spiritual importance of significant places and sites (VCHHK012)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3624, "sub_strand_id": 825, "markdown": "Experience the use of technology in their lives (VCHHK013)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 207, "level_id": 93, "strand_name": "Humanities and Social Sciences skills", "subStrands": [ { "id": 826, "strand_id": 207, "header": "Geography", "position": 1, "textContents": [ { "id": 3625, "sub_strand_id": 826, "markdown": "Place, space and interconnection
\nExperience and react to a place and its features (VCGGC001)
\n", "wa_code": "", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 3626, "sub_strand_id": 826, "markdown": "React to familiar places and activities (VCGGC002)
\n", "wa_code": "", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 3627, "sub_strand_id": 826, "markdown": "Experience places that are important for specific people and related activities (VCGGC003)
\n", "wa_code": "", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 3628, "sub_strand_id": 826, "markdown": "Data and information
\nExperience geographical information by using their senses (VCGGC004)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3629, "sub_strand_id": 826, "markdown": "React to images or sensory elements which represent preferred personally significant places (VCGGC005)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3630, "sub_strand_id": 826, "markdown": "React to an element of a place (VCGGC006)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 827, "strand_id": 207, "header": "History", "position": 2, "textContents": [ { "id": 3631, "sub_strand_id": 827, "markdown": "Chronology
\nRecognise personally significant objects from childhood and now (VCHHC001)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3632, "sub_strand_id": 827, "markdown": "Historical sources as evidence
\nExplore a source that describes a person (VCHHC002)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3633, "sub_strand_id": 827, "markdown": "Explore their own perspective on events in their routine daily life (VCHHC003)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3634, "sub_strand_id": 827, "markdown": "Continuity and change
\nExplore objects from the past and present (VCHHC004)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3635, "sub_strand_id": 827, "markdown": "Historical significance
\nExperience narratives about a person or the past (VCHHC005)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] } ] }, { "id": 94, "title": "ABLEWA Stage B", "year": "b", "subject": "Humanities and Social Sciences", "descriptions": { "id": 94, "level_id": 94, "markdown": "The Stage B curriculum focuses on places I live in and developing students’ awareness of the places they experience daily. They are supported to develop their curiosity of place by exploring some of the significant features of the place and what they do in each. They are developing an emerging understanding of special awareness such as location, direction and distance. Places will range in size from part of a room, to a building or area.
\nStudents are encouraged to explore the space within a place. They use their senses to explore the tangible characteristics of a place such as the features, its environmental and human characteristics. Learning about their own place and building a connection with it contributes to their sense of identify and awareness. Students experience different places and their purposes.
\nThe idea of a place, its purpose, features and location (a part of the concept of space and distance) are introduced through experiences and reinforced through the use of multi-model texts, images, maps, photos and models. The emphasis in Stage B is on the significant places in which they live and what they do in each place.
\nThe key questions for Stage B are:
\nPersonal and Present Family History
\nThe curriculum at Levels A to D provides a study of personal and family histories. Students learn about their own history and that of their family; this may include stories from different cultures and other parts of the world. As participants in their own history, students build on their knowledge and understanding of how the past is different from the present. At Level B the focus is on present and recent history.
\nKey questions:
\nBy the end of Stage B, students can identify some familiar places using photos, images or augmentative alternative communication when asked. They will select to view a multimodal text about a preferred place.
\nStudents experience the familiar features and purposes of places and the representation of these features, purposes and their location as words, gestures, images, pictures and photos. They begin to indicate objects and places they like from a field of two to three choices. They begin to follow everyday language related to direction and location.
\nBy the end of Stage B, students identify immediate family members. They recognise some significant events. Students respond to images of personal, family and sites of significance.
\nStudents assist to sequence significant parts of recent familiar events. They can identify themselves at different milestones in their past. They assist to create a story about their past using a range of texts, objects and images.
\n" }, "strands": [ { "id": 208, "level_id": 94, "strand_name": "Knowledge and understanding", "subStrands": [ { "id": 828, "strand_id": 208, "header": "Geography", "position": 1, "textContents": [ { "id": 3636, "sub_strand_id": 828, "markdown": "Places and our connections to them
\nMoving to different places and recognising some features/places on the way (VCGGK021)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3637, "sub_strand_id": 828, "markdown": "Familiar places identified through images at a variety of scales (VCGGK022)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3638, "sub_strand_id": 828, "markdown": "The connection of self to other places in Australia and across the world (VCGGK023)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3639, "sub_strand_id": 828, "markdown": "Experience dreaming stories of the local country/places and their features (VCGGK024)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3640, "sub_strand_id": 828, "markdown": "Observe and identify major weather type (VCGGK025)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3641, "sub_strand_id": 828, "markdown": "The major features of a place (VCGGK026)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3642, "sub_strand_id": 828, "markdown": "Experience specific activities in a place (VCGGK027)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3643, "sub_strand_id": 828, "markdown": "Places used regularly at school and activities I do there (VCGGK028)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 832, "strand_id": 208, "header": "History", "position": 2, "textContents": [ { "id": 3644, "sub_strand_id": 832, "markdown": "Personal histories
\nWho the people in their immediate family are (VCHHK019)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3645, "sub_strand_id": 832, "markdown": "The structure of their immediate family (VCHHK020)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3646, "sub_strand_id": 832, "markdown": "Indicate the events at the beginning of the day, at midday and evening (VCHHK021)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3647, "sub_strand_id": 832, "markdown": "Similarities and differences within their daily life from day to day (VCHHK022)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3648, "sub_strand_id": 832, "markdown": "Community histories
\nAwareness of significant commemorative events and ways they can assist with preparation (VCHHK023)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3649, "sub_strand_id": 832, "markdown": "Explore significant places and site, and events associated with them (VCHHK024)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3650, "sub_strand_id": 832, "markdown": "Participate in celebrations and special events of a cultural or spiritual place or site (VCHHK025)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3651, "sub_strand_id": 832, "markdown": "Explore different technologies used to make their daily life better (VCHHK026)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 210, "level_id": 94, "strand_name": "Humanities and Social Sciences skills", "subStrands": [ { "id": 833, "strand_id": 210, "header": "Geography", "position": 1, "textContents": [ { "id": 3652, "sub_strand_id": 833, "markdown": "Place, space and interconnection
\nExplore the features of a place and demonstrate a preference for certain features (VCGGC015)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3653, "sub_strand_id": 833, "markdown": "Explore the location of regular places and activities in school (VCGGC016)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3654, "sub_strand_id": 833, "markdown": "Explore the importance of places and participate in special events related to specific places (VCGGC017)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3655, "sub_strand_id": 833, "markdown": "Data and information
\nAssist to collect geographical data and information (VCGGC018)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3656, "sub_strand_id": 833, "markdown": "Use images to identify a familiar place (VCGGC019)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3657, "sub_strand_id": 833, "markdown": "Respond to elements of a space using positive and negative response (VCGGC020)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 834, "strand_id": 210, "header": "History", "position": 2, "textContents": [ { "id": 3658, "sub_strand_id": 834, "markdown": "Chronology
\nRecognise significant events during their lifetime (VCHHC014)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3659, "sub_strand_id": 834, "markdown": "Historical sources as evidence
\nExplore a range of sources that show families over time (VCHHC015)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3660, "sub_strand_id": 834, "markdown": "Explore peoples perspective to events within their daily life (VCHHC016)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3661, "sub_strand_id": 834, "markdown": "Continuity and change
\nExplore features of objects from the past and present (VCHHC017)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3662, "sub_strand_id": 834, "markdown": "Historical significance
\nAssist to construct a narrative about a person or a shared past event (VCHHC018)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] } ] }, { "id": 95, "title": "ABLEWA Stage C", "year": "c", "subject": "Humanities and Social Sciences", "descriptions": { "id": 95, "level_id": 95, "markdown": "The Stage C curriculum focuses on local places I live in and developing student’s exploration and curiosity of personally significant places. Students will build on their knowledge of the local space around personal significant places. Students will draw on their own experience to help them understand places around them. They are learning about their own place and building a connection to places and are developing a sense of identify and awareness. Students experience different places and their purposes. They record and reflect on significant community facilities and their experiences at these places.
\nStudents are developing an emerging understanding of spatial concepts through structured experiences within various places and their environment. The idea of a place, its purpose, features and location (a part of the concept of space) are recorded through the use of multimodal texts, images, maps, photos and models. They assist in the caring for and maintenance of a place. They are introduced with vocabulary related to place, space, and interconnections. The emphasis in Stage C is on significant places and their local area, what they do in these places.
\nThe key questions for Stage C are:
\nWhat places do I live in?
\nPersonal and Recent Celebrations and History
\nThe curriculum at Stages A to D provides a study of personal and family histories. Students learn about their own history and that of their family; this may include stories from different cultures and other parts of the world. As participants in their own history, students build on their knowledge and understanding of how the past is different from the present. At Stage C the focus is on present and recent past history.
\nKey questions:
\nBy the end of Stage C, students label personally significant places and what they do in the place. Students demonstrate a few ways they can care for a familiar place by creating a simple rule for this place.
\nStudents observe the familiar features of places and assist to represent these features and their location on group constructed pictorial maps and models. They share observations about a place using simple sentences and show the people who can be found in a place.
\nStudents can independently locate some significant spaces within a significant local place and they begin to communicate using direction and location.
\nBy the end of Stage C, can identify keys routines and events within their daily life. Students identify key members of their family and how they have changed over time. They recognise some important family events and some objects used in celebrations. They recognise some significant artefacts or objects associated with significant commemorative events or sites in local community.
\nStudents sequence three elements within familiar recent events in order. They identify key milestones in their past. Students relate a story about their past using a range of texts, objects or images. They can identify objects and technology which has change over time.
\n" }, "strands": [ { "id": 211, "level_id": 95, "strand_name": "Knowledge and understanding", "subStrands": [ { "id": 835, "strand_id": 211, "header": "Geography", "position": 1, "textContents": [ { "id": 3663, "sub_strand_id": 835, "markdown": "Places and our connections to them
\nRecognising and labelling familiar places in the school using a jointly constructed map (VCGGK035)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3664, "sub_strand_id": 835, "markdown": "Places are represented at a variety of scales (VCGGK036)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3665, "sub_strand_id": 835, "markdown": "The connection of their family and peers to other places in Australia and across the world (VCGGK037)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3666, "sub_strand_id": 835, "markdown": "Explore names and places of local spaces and their Dreaming stories (VCGGK038)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3667, "sub_strand_id": 835, "markdown": "Connection of weather to seasons (VCGGK039)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3668, "sub_strand_id": 835, "markdown": "The major features of a place and its activities (VCGGK040)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3669, "sub_strand_id": 835, "markdown": "What I do in this space (VCGGK041)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3670, "sub_strand_id": 835, "markdown": "Places regularly used at school and the location, and activities undertaken (VCGGK042)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 836, "strand_id": 211, "header": "History", "position": 2, "textContents": [ { "id": 3671, "sub_strand_id": 836, "markdown": "Personal histories
\nWho the people in their family are (VCHHK032)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3672, "sub_strand_id": 836, "markdown": "The people and their name in the family (VCHHK033)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3673, "sub_strand_id": 836, "markdown": "Distinguish between events within the day and the past (VCHHK034)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3674, "sub_strand_id": 836, "markdown": "Similarities and differences in their daily life over time (VCHHK035)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3675, "sub_strand_id": 836, "markdown": "Community histories
\nHow events are celebrated and how to assist to prepare and participate in personal, school and community events (VCHHK036)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3676, "sub_strand_id": 836, "markdown": "Link significant local sites and people to events (VCHHK037)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3677, "sub_strand_id": 836, "markdown": "Link cultural or spiritual sites to their events or history (VCHHK038)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3678, "sub_strand_id": 836, "markdown": "Explore changes in technology and the difference between each (VCHHK039)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 212, "level_id": 95, "strand_name": "Humanities and Social Sciences skills", "subStrands": [ { "id": 837, "strand_id": 212, "header": "Geography", "position": 1, "textContents": [ { "id": 3679, "sub_strand_id": 837, "markdown": "Place, space and interconnection
\nIdentify a familiar place and present findings using locational vocabulary, photos and visuals (VCGGC029)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3680, "sub_strand_id": 837, "markdown": "Link activities to a location (VCGGC030)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3681, "sub_strand_id": 837, "markdown": "Link places to their related activities and special events (VCGGC031)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3682, "sub_strand_id": 837, "markdown": "Data and information
\nCollect geographical data and information (VCGGC032)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3683, "sub_strand_id": 837, "markdown": "Use images to match a familiar place to a significant feature (VCGGC033)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3684, "sub_strand_id": 837, "markdown": "Indicate how they use a space based on geographical information (VCGGC034)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 838, "strand_id": 212, "header": "History", "position": 2, "textContents": [ { "id": 3685, "sub_strand_id": 838, "markdown": "Chronology
\nSequence parts within a significant event (VCHHC027)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3686, "sub_strand_id": 838, "markdown": "Historical sources as evidence
\nExplore a range of sources that describe an event in the recent past (VCHHC028)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3687, "sub_strand_id": 838, "markdown": "Explore their perspective on how things have changed from past and present in their daily life (VCHHC029)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3688, "sub_strand_id": 838, "markdown": "Continuity and change
\nCompare features of objects from the recent past and present (VCHHC030)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3689, "sub_strand_id": 838, "markdown": "Historical significance
\nAssist to construct a narrative about a significant person or past event (VCHHC031)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] } ] }, { "id": 96, "title": "ABLEWA Stage D", "year": "d", "subject": "Humanities and Social Sciences", "descriptions": { "id": 96, "level_id": 96, "markdown": "The Stage D curriculum focuses on the features of places where students live focusing on developing student’s awareness, understanding and purpose of a place. Students are encouraged to be curious about a place and explore its local area. They use their senses to explore the tangible characteristics of a place such as the spaces, features and environmental and human characteristics.
\nLearning about a place and building a connection with it, contributes to the student’s sense of identify and awareness. They continue to develop a connection and understanding of significant places they are in and what it is they like. Students experience and develop their curiosity about different places and their purposes. The idea of a place, its purpose, features and location (a part of the concept of space) are explored through the use of multimodal texts, images, maps, photos and models.
\nThe emphasis in Stage D is on the significant places students regularly visit, their major characteristics, purpose and how students connect to each place. They also explore and how a place is affected by natural factors, and the environmental issues associated with the place.
\nThe key questions for Stage D are:
\nPersonal Past History
\nThe curriculum at Stages A to D provides a study of personal and family histories. Students learn about their own history and that of their family; this may include stories from different cultures and other parts of the world. As participants in their own history, students build on their knowledge and understanding of how the past is different from the present. At Stage D the focus is on present and past history.
\nKey questions:
\nBy the end Stage D, students label familiar routine places and some of their features and the related activities undertaken in these places. They recognise places can have a special purpose or connection for some people. Students reflect on their learning to suggest ways they can care for a familiar place.
\nStudents observe the familiar features of places and represent these features and their location on jointly constructed pictorial maps and models. They can identify how they travel to a place and one or two key features of the journey. They recognise that places can be represented by an image or on a map.
\nThey follow and use simple everyday language to describe direction and location to explain where a place is or to locate a place or object
\nBy the end of Stage D, students identify similarities and differences between families in their class. They identify many important family events and indicate how they were commemorated. Students use images to describe a significant family, personal event, site or person of significance.
\nStudents sequence their key milestones in order. They can sequence key events related to a significant person, building or site. They can sequence routine events. Students answer questions about their past by using a variety of sources provided. Students relate a narrative about their past using objects, images, and perspectives of other (parents and grandparents).
\n" }, "strands": [ { "id": 213, "level_id": 96, "strand_name": "Knowledge and understanding", "subStrands": [ { "id": 839, "strand_id": 213, "header": "Geography", "position": 1, "textContents": [ { "id": 3690, "sub_strand_id": 839, "markdown": "Places and our connections to them
\nLocating familiar places and label place and purpose (VCGGK049)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3691, "sub_strand_id": 839, "markdown": "How places can be defined at a variety of scales (VCGGK050)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3692, "sub_strand_id": 839, "markdown": "The connection of their school and local community to other places in Australia and across the world (VCGGK051)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3693, "sub_strand_id": 839, "markdown": "The Countries/Places that Aboriginal and Torres Strait Islander people belong to in the local area (VCGGK052)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3694, "sub_strand_id": 839, "markdown": "Ways weather and seasons are described (VCGGK053)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3695, "sub_strand_id": 839, "markdown": "The major features of a place and their location (VCGGK054)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3696, "sub_strand_id": 839, "markdown": "What people do in specific spaces (VCGGK055)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3697, "sub_strand_id": 839, "markdown": "Places used regularly in the community, their location, activities undertaken in this place and frequency of visits (VCGGK056)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 840, "strand_id": 213, "header": "History", "position": 2, "textContents": [ { "id": 3698, "sub_strand_id": 840, "markdown": "Personal histories
\nWho the people in their family are and how they are related to me (VCHHK045)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3699, "sub_strand_id": 840, "markdown": "The different family groups in my class and what they have in common (VCHHK046)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3700, "sub_strand_id": 840, "markdown": "Distinguish between 'today’, ‘tomorrow’ and ‘yesterday’ (VCHHK047)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3701, "sub_strand_id": 840, "markdown": "Similarities and differences between their life and the life of their parents and grandparents (VCHHK048)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3702, "sub_strand_id": 840, "markdown": "Community histories
\nHow they and their family celebrate past events that are important to them (VCHHK049)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3703, "sub_strand_id": 840, "markdown": "Explore and sequence the history of a significant place, person or building or site (VCHHK050)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3704, "sub_strand_id": 840, "markdown": "Explore the significance of cultural or spiritual places to us today and to people in the past (VCHHK051)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3705, "sub_strand_id": 840, "markdown": "Explore technologies of the past and today and what people like and why (VCHHK052)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] }, { "id": 214, "level_id": 96, "strand_name": "Humanities and Social Sciences skills", "subStrands": [ { "id": 841, "strand_id": 214, "header": "Geography", "position": 1, "textContents": [ { "id": 3706, "sub_strand_id": 841, "markdown": "Place, space and interconnection
\nIdentify familiar places and their features, using photos and locational vocabulary (VCGGC043)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3707, "sub_strand_id": 841, "markdown": "Describe the location of a familiar place and the related activities (VCGGC044)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3708, "sub_strand_id": 841, "markdown": "Identify personally significant places and their connection and importance (VCGGC045)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3709, "sub_strand_id": 841, "markdown": "Data and information
\nReconstruct geographical data and information (VCGGC046)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3710, "sub_strand_id": 841, "markdown": "Model or draw key features of a familiar place (VCGGC047)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3711, "sub_strand_id": 841, "markdown": "Answer yes/no questions about a place based on geographical observations and information (VCGGC048)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] }, { "id": 842, "strand_id": 214, "header": "History", "position": 2, "textContents": [ { "id": 3712, "sub_strand_id": 842, "markdown": "Chronology
\nSequence significant family milestones (VCHHC040)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3713, "sub_strand_id": 842, "markdown": "Historical sources as evidence
\nExplore a range of sources that describe families in the past (VCHHC041)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3714, "sub_strand_id": 842, "markdown": "Explore peoples perspectives about change to daily life (VCHHC042)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3715, "sub_strand_id": 842, "markdown": "Continuity and change
\nIdentify and compare features of objects used by the family from the past and present (VCHHC043)
\n", "wa_code": "", "examples": [], "genCaps": [] }, { "id": 3716, "sub_strand_id": 842, "markdown": "Historical significance
\nDevelop a narrative about a significant family member and/or place (VCHHC044)
\n", "wa_code": "", "examples": [], "genCaps": [] } ] } ] } ] }, { "id": 59, "title": "Pre-primary", "year": "pp", "subject": "Humanities and Social Sciences", "descriptions": { "id": 59, "level_id": 59, "markdown": "In the early childhood phase of schooling, learning, development and wellbeing are connected and learning builds on the Early Years Learning Framework and each child's funds of knowledge. A holistic curriculum that integrates knowledge, understandings, skills, values and attitudes across learning areas connects learning to children's lives and their natural curiosity about their world.
\nHumanities and Social Sciences provides opportunities for children to make sense of their world through experimentation and play.
\nIn Pre-primary, children explore, play, investigate, and communicate their understandings through a range of intentional learning experiences in creative ways. They have the opportunity to pose questions about, and respond to their natural curiosities. Children collect, sort, represent and record information into categories.
\nChildren gain a sense of location and learn about the globe, as a representation of the Earth, on which Australia and other countries can be located. There is a focus on fostering their interest in their personal world, with connections made between the early childhood setting and the local community. In the context of children developing a sense of identity and belonging, children investigate the features of familiar places, and explore what makes a place special, including its significance to Aboriginal and Torres Strait Islander peoples.
\nChildren engage in stories of families and the past, which may include stories from different cultures and other parts of the world. They perceive that the past is different from the present and understand the many ways in which stories may differ, depending on who is telling them. In the early years, children have the opportunity to explore family structures, their heritage, culture, backgrounds and traditions.
\n" }, "standards": { "id": 59, "level_id": 59, "markdown": "By the end of the year:
\nChildren pose and respond to questions, and recognise that there is a variety of sources from which information can be collected. They use simple categories to organise information and sequence familiar events. Children represent information in different ways and begin to draw simple conclusions. They share observations and ideas when participating in the decision-making process. Children develop simple oral texts, and reflect on what they have learnt using language, gesture and other non-verbal modes.
\nChildren recognise that countries, such as Australia, and familiar places, are represented on a globe or a map. They describe the features of places that are familiar to them. Children identify the interconnections that people have with familiar places and recognise why some places are special. They identify similarities between families and suggest ways that families communicate and commemorate significant stories and events from the past.
\n" }, "strands": [ { "id": 120, "level_id": 59, "strand_name": "Knowledge and understanding", "subStrands": [ { "id": 381, "strand_id": 120, "header": "Geography", "position": 1, "textContents": [ { "id": 22238, "sub_strand_id": 381, "markdown": "The globe as a representation of the Earth on which Australia and other countries can be located
\n", "wa_code": "WAPHAKUG1", "examples": [ { "id": 18703, "text_content_id": 22238, "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 22239, "sub_strand_id": 381, "markdown": "The location of familiar places on a map
\n", "wa_code": "WAPHAKUG2", "examples": [ { "id": 18704, "text_content_id": 22239, "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 22240, "sub_strand_id": 381, "markdown": "The places people live in and belong to, the reasons places are special or important to people and their significance to Aboriginal and Torres Strait Islander peoples
\n", "wa_code": "WAPHAKUG3", "examples": [ { "id": 18705, "text_content_id": 22240, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The different structures of families, the people in their family, their culture, where they were born and raised, and how they are connected to each other
\n", "wa_code": "WAPHAKUH1", "examples": [], "genCaps": [ { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 22242, "sub_strand_id": 382, "markdown": "The celebrations and commemorations of significant events shared with their families and others
\n", "wa_code": "WAPHAKUH2", "examples": [ { "id": 18706, "text_content_id": 22242, "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 22243, "sub_strand_id": 382, "markdown": "How the stories of families and the past can be communicated and passed down through generations and how the stories may differ, depending on who is telling them
\n", "wa_code": "WAPHAKUH3", "examples": [ { "id": 18707, "text_content_id": 22243, "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] } ] }, { "id": 121, "level_id": 59, "strand_name": "Humanities and Social Sciences skills", "subStrands": [ { "id": 383, "strand_id": 121, "header": "Questioning and researching", "position": 1, "textContents": [ { "id": 22244, "sub_strand_id": 383, "markdown": "Share prior knowledge about a topic
\n", "wa_code": "WAPHASKQ1", "examples": [ { "id": 18708, "text_content_id": 22244, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 22245, "sub_strand_id": 383, "markdown": "Pose and respond to natural curiosities about known objects, people, places and events
\n", "wa_code": "WAPHASKQ2", "examples": [ { "id": 18709, "text_content_id": 22245, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 22246, "sub_strand_id": 383, "markdown": "Sort and record information and/or data into simple categories
\n", "wa_code": "WAPHASKQ3", "examples": [ { "id": 18710, "text_content_id": 22246, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] } ] }, { "id": 384, "strand_id": 121, "header": "Analysing", "position": 2, "textContents": [ { "id": 22247, "sub_strand_id": 384, "markdown": "Explore points of view
\n", "wa_code": "WAPHASKA1", "examples": [ { "id": 18711, "text_content_id": 22247, "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 385, "strand_id": 121, "header": "Evaluating", "position": 3, "textContents": [ { "id": 22248, "sub_strand_id": 385, "markdown": "Draw conclusions based on discussions and/or observations
\n", "wa_code": "WAPHASKE1", "examples": [ { "id": 18712, "text_content_id": 22248, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 22249, "sub_strand_id": 385, "markdown": "Participate in decision making processes
\n", "wa_code": "WAPHASKE2", "examples": [ { "id": 18713, "text_content_id": 22249, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 386, "strand_id": 121, "header": "Communicating and reflecting", "position": 4, "textContents": [ { "id": 22250, "sub_strand_id": 386, "markdown": "Share observations and ideas, using everyday language
\n", "wa_code": "WAPHASKC1", "examples": [ { "id": 18714, "text_content_id": 22250, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 22251, "sub_strand_id": 386, "markdown": "Reflect on and assess learning and thinking
\n", "wa_code": "WAPHASKC2", "examples": [ { "id": 18715, "text_content_id": 22251, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] } ] } ] }, { "id": 60, "title": "Year 1", "year": "1", "subject": "Humanities and Social Sciences", "descriptions": { "id": 60, "level_id": 60, "markdown": "In the early childhood phase of schooling, learning, development and wellbeing are connected and learning experiences are informed by the Principles and Practices of the Early Years Learning Framework. A holistic curriculum that integrates knowledge, understandings, skills, values and attitudes across learning areas connects learning to children’s lives and their natural curiosity about their world.
\nHumanities and Social Sciences provides opportunities for children to make sense of their world through experimentation, exploration and play.
\nIn Year 1, children have a natural curiosity about their physical, social and technological world. Children are provided with a holistic and integrated curriculum through which they build, design, problem-solve, represent and reflect on new learning in ways that are meaningful to them. Children have the opportunity to investigate different ways of collecting information and/or data through a range of intentional learning experiences, books, people and photos. They learn how narratives can be used to communicate and represent their changing understandings in multiple ways.
\nIn the early years, children have the opportunity to develop an appreciation for both natural and constructed environments as they understand how places are cared for by different groups, including Aboriginal and Torres Strait Islander peoples. Children’s understanding of place is further developed through investigating maps as a visual representation of Earth, as they begin to locate geographical divisions.
\nThe concept of continuity and change is extended through exploring how family life has changed or remained the same over time, and how the present is similar to, or different from, the past. The understanding of time as a sequence is developed in the context of the present, past and future.
\n" }, "standards": { "id": 60, "level_id": 60, "markdown": "By the end of the year:
\nChildren pose questions, locate, sort and record collected information and/or data from provided sources. They process relevant information and/or data by categorising, sequencing events and exploring points of view, and use this information to draw simple conclusions. They participate in decision-making processes by contributing to group discussions. Children share their findings in a range of ways, using some relevant terms. They reflect on what they have learnt using oral and/or written forms.
\nChildren categorise the natural, managed and constructed features of places. They describe how the features of places can be cared for and changed over time and they locate the Equator and the Northern and Southern Hemispheres. Children describe how families have changed or remained the same over time. They describe how daily lives change over generations, and consider the personal significance of events in the present, past and future.
\n" }, "strands": [ { "id": 122, "level_id": 60, "strand_name": "Knowledge and understanding", "subStrands": [ { "id": 387, "strand_id": 122, "header": "Geography", "position": 1, "textContents": [ { "id": 22494, "sub_strand_id": 387, "markdown": "The location of the equator and the northern and southern hemispheres, including the poles
\n", "wa_code": "WA1HAKUG1", "examples": [], "genCaps": [ { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 22495, "sub_strand_id": 387, "markdown": "The location of local places and their natural, managed and constructed features
\n", "wa_code": "WA1HAKUG2", "examples": [ { "id": 18927, "text_content_id": 22495, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 22496, "sub_strand_id": 387, "markdown": "How places change and how they can be cared for by different groups including Aboriginal and Torres Strait Islander peoples
\n", "wa_code": "WA1HAKUG3", "examples": [ { "id": 18928, "text_content_id": 22496, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 388, "strand_id": 122, "header": "History", "position": 2, "textContents": [ { "id": 22497, "sub_strand_id": 388, "markdown": "The diverse structures and sizes of families, the familial roles today and how these have changed or remained the same over time
\n", "wa_code": "WA1HAKUH1", "examples": [ { "id": 18929, "text_content_id": 22497, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 22498, "sub_strand_id": 388, "markdown": "How the present, past and future are represented by terms indicating time as well as by dates and changes that may have personal significance
\n", "wa_code": "WA1HAKUH2", "examples": [ { "id": 18930, "text_content_id": 22498, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 22499, "sub_strand_id": 388, "markdown": "The differences and similarities between children’s daily lives and life during their parents’ and grandparents’ childhoods and how daily lives have changed
\n", "wa_code": "WA1HAKUH3", "examples": [ { "id": 18931, "text_content_id": 22499, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] } ] }, { "id": 123, "level_id": 60, "strand_name": "Humanities and Social Sciences skills", "subStrands": [ { "id": 389, "strand_id": 123, "header": "Questioning and researching", "position": 1, "textContents": [ { "id": 22500, "sub_strand_id": 389, "markdown": "Reflect on current understanding of a topic
\n", "wa_code": "WA1HASKQ1", "examples": [ { "id": 18932, "text_content_id": 22500, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 22501, "sub_strand_id": 389, "markdown": "Pose and respond to reflective questions about objects, people, places and events in the past and present
\n", "wa_code": "WA1HASKQ2", "examples": [ { "id": 18933, "text_content_id": 22501, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 22502, "sub_strand_id": 389, "markdown": "Locate information from a variety of provided sources
\n", "wa_code": "WA1HASKQ3", "examples": [ { "id": 18934, "text_content_id": 22502, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 64, "gen_cap_id": 7, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 22503, "sub_strand_id": 389, "markdown": "Sort and record selected information and/or data
\n", "wa_code": "WA1HASKQ4", "examples": [ { "id": 18935, "text_content_id": 22503, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] } ] }, { "id": 390, "strand_id": 123, "header": "Analysing", "position": 2, "textContents": [ { "id": 22504, "sub_strand_id": 390, "markdown": "Process information and/or data collected
\n", "wa_code": "WA1HASKA1", "examples": [ { "id": 18936, "text_content_id": 22504, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 22505, "sub_strand_id": 390, "markdown": "Explore and discuss points of view
\n", "wa_code": "WA1HASKA2", "examples": [ { "id": 18937, "text_content_id": 22505, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] } ] }, { "id": 391, "strand_id": 123, "header": "Evaluating", "position": 3, "textContents": [ { "id": 22506, "sub_strand_id": 391, "markdown": "Draw conclusions based on information and/or data
\n", "wa_code": "WA1HASKE1", "examples": [ { "id": 18938, "text_content_id": 22506, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 22507, "sub_strand_id": 391, "markdown": "Participate in decision making processes
\n", "wa_code": "WA1HASKE2", "examples": [ { "id": 18939, "text_content_id": 22507, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 399, "strand_id": 123, "header": "Communicating and reflecting", "position": 4, "textContents": [ { "id": 22508, "sub_strand_id": 399, "markdown": "Present findings in a range of communication forms, using relevant terms
\n", "wa_code": "WA1HASKC1", "examples": [ { "id": 18940, "text_content_id": 22508, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 64, "gen_cap_id": 7, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 22509, "sub_strand_id": 399, "markdown": "Reflect on learning and respond to findings
\n", "wa_code": "WA1HASKC2", "examples": [ { "id": 18941, "text_content_id": 22509, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] } ] } ] }, { "id": 61, "title": "Year 2", "year": "2", "subject": "Humanities and Social Sciences", "descriptions": { "id": 61, "level_id": 61, "markdown": "In the early childhood phase of schooling, learning, development and wellbeing are connected and learning experiences are informed by the Principles and Practices of the Early Years Learning Framework. A holistic curriculum that integrates knowledge, understandings, skills, values and attitudes across learning areas connects learning to children's lives and their natural curiosity about their world.
\nHumanities and Social Sciences provides opportunities for children to make sense of their world through experimentation, exploration and play.
\nIn Year 2, children have a natural curiosity about their physical, social and technological world. Children are provided with a holistic and integrated curriculum through which they are able to build, design, problem-solve, represent and reflect on new learning in ways that are meaningful to them. Children engage in a range of intentional learning experiences to investigate different ways of collecting information and/or data from sources such as observations, books, people and photos. They learn how narratives can be used to communicate and represent their changing understandings in multiple ways.
\nThe concepts of place, space and interconnection are expanded through exploring the links with people and places. The ways that Aboriginal and Torres Strait Islander peoples maintain connections to Country/Place, and Australia's interconnections with Asia and the world, allow children to explore the hierarchy of geographical scale. They further develop a mental map of the world and of where they are located in relation to other places.
\nChildren are given the opportunity to develop their historical understanding through the key concepts of continuity and change, cause and effect, perspectives, empathy and significance. These concepts are investigated within the context of exploring the history of their local area and why the past is important to the local community, and therefore worthy of preservation.
\n" }, "standards": { "id": 61, "level_id": 61, "markdown": "By the end of the year:
\nChildren pose questions, locate, sort and record collected information and/or data from provided sources. They process relevant information and/or data by categorising, sequencing events and exploring points of view, and draw simple conclusions. They participate in decision-making processes by contributing to group discussions. Children share their findings in a range of ways using some relevant terms. They reflect on what they have learnt using oral and/or written forms.
\nChildren locate major geographical divisions of the world, and describe places at a variety of scales. They identify the factors that influence people's connections with others in different places, and describe the interconnections between people and places. Children identify people, sites and parts of the natural environment in their local community that reveal information about the past, and those that have significance today. They identify examples of how technology has changed and its impact on people's lives.
\n" }, "strands": [ { "id": 124, "level_id": 61, "strand_name": "Knowledge and understanding", "subStrands": [ { "id": 392, "strand_id": 124, "header": "Geography", "position": 1, "textContents": [ { "id": 24771, "sub_strand_id": 392, "markdown": "The location of the major geographical divisions of the world in relation to Australia
\n", "wa_code": "WA2HAKUG1", "examples": [ { "id": 20731, "text_content_id": 24771, "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 24772, "sub_strand_id": 392, "markdown": "How people and places interconnect across Australia, Asia and the world
\n", "wa_code": "WA2HAKUG2", "examples": [ { "id": 20732, "text_content_id": 24772, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The ways in which Aboriginal and Torres Strait Islander peoples maintain connections to Country/Place, the names and meanings given to local features and places
\n", "wa_code": "WA2HAKUG3", "examples": [ { "id": 20733, "text_content_id": 24773, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
How places can be defined on a variety of geographical scales
\n", "wa_code": "WA2HAKUG4", "examples": [ { "id": 20734, "text_content_id": 24774, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] } ] }, { "id": 393, "strand_id": 124, "header": "History", "position": 2, "textContents": [ { "id": 24775, "sub_strand_id": 393, "markdown": "The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past
\n", "wa_code": "WA2HAKUH1", "examples": [ { "id": 20735, "text_content_id": 24775, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The importance today of an historical site or place and why it has heritage significance and cultural values for present generations
\n", "wa_code": "WA2HAKUH2", "examples": [ { "id": 20736, "text_content_id": 24776, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The impact of changing technology on people’s lives and how the technology of the past differs from the technology used today
\n", "wa_code": "WA2HAKUH3", "examples": [ { "id": 20737, "text_content_id": 24777, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 64, "gen_cap_id": 7, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] } ] }, { "id": 125, "level_id": 61, "strand_name": "Humanities and Social Sciences skills", "subStrands": [ { "id": 394, "strand_id": 125, "header": "Questioning and researching", "position": 1, "textContents": [ { "id": 24778, "sub_strand_id": 394, "markdown": "Reflect on current understanding of a topic
\n", "wa_code": "WA2HASKQ1", "examples": [ { "id": 20738, "text_content_id": 24778, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 24779, "sub_strand_id": 394, "markdown": "Pose and respond to reflective questions about objects, people, places and events in the past and present
\n", "wa_code": "WA2HASKQ2", "examples": [ { "id": 20739, "text_content_id": 24779, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 24780, "sub_strand_id": 394, "markdown": "Locate information from a variety of provided sources
\n", "wa_code": "WA2HASKQ3", "examples": [ { "id": 20740, "text_content_id": 24780, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 64, "gen_cap_id": 7, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 24781, "sub_strand_id": 394, "markdown": "Sort and record selected information and/or data
\n", "wa_code": "WA2HASKQ4", "examples": [ { "id": 20741, "text_content_id": 24781, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] } ] }, { "id": 395, "strand_id": 125, "header": "Analysing", "position": 2, "textContents": [ { "id": 24782, "sub_strand_id": 395, "markdown": "Process information and/or data collected
\n", "wa_code": "WA2HASKA1", "examples": [ { "id": 20742, "text_content_id": 24782, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 24783, "sub_strand_id": 395, "markdown": "Explore and discuss points of view
\n", "wa_code": "WA2HASKA2", "examples": [ { "id": 20743, "text_content_id": 24783, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] } ] }, { "id": 396, "strand_id": 125, "header": "Evaluating", "position": 3, "textContents": [ { "id": 24784, "sub_strand_id": 396, "markdown": "Draw conclusions based on information and/or data
\n", "wa_code": "WA2HASKE1", "examples": [ { "id": 20744, "text_content_id": 24784, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 24785, "sub_strand_id": 396, "markdown": "Participate in decision-making processes
\n", "wa_code": "WA2HASKE2", "examples": [ { "id": 20745, "text_content_id": 24785, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 397, "strand_id": 125, "header": ": Communicating and reflecting", "position": 4, "textContents": [ { "id": 24786, "sub_strand_id": 397, "markdown": "Present findings in a range of communication forms, using relevant terms
\n", "wa_code": "WA2HASKC1", "examples": [ { "id": 20746, "text_content_id": 24786, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 64, "gen_cap_id": 7, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 24787, "sub_strand_id": 397, "markdown": "Reflect on learning and respond to findings
\n", "wa_code": "WA2HASKC2", "examples": [ { "id": 20747, "text_content_id": 24787, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] } ] } ] }, { "id": 62, "title": "Year 3", "year": "3", "subject": "Humanities and Social Sciences", "descriptions": { "id": 62, "level_id": 62, "markdown": "In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.
\nIn Humanities and Social Sciences, students develop their social skills and ability to work collaboratively. The ability of students to draw on a wider range of sources of information is enhanced by introducing them to experiences beyond their immediate environment, including those of people from other times, places and cultures.
\nIn Year 3, students develop their understanding and application of skills, including questioning and researching, analysing, evaluating, communicating and reflecting. They apply these skills to their daily learning experiences and to investigate events, developments, issues and phenomena, both historical and contemporary.
\nStudents build on their understanding of civics and citizenship through the concepts of democracy and participation. Using familiar contexts, they consider how and why community groups create rules and make decisions. Students consider their own participation in the local community and how this contributes to society.
\nThe concepts of place, space, environment and interconnection continue to be developed as a way of thinking. Students examine the similarities and differences between places, with the opportunity to inquire into the natural and human characteristics of places in various locations on the local, regional and national scale. The development of the students' mental map of the world is extended through a study of the location and characteristics of places in the Southern Hemisphere, including Australia and its near neighbours.
\nStudents develop their historical understanding through the key concepts of sources, continuity and change, cause and effect, perspectives, empathy and significance. These concepts are investigated within the context of exploring the historical features and diversity of their community as represented in symbols and emblems of significance, and celebrations and commemorations, both locally and in other places around the world.
\n" }, "standards": { "id": 62, "level_id": 62, "markdown": "By the end of the year:
\nStudents develop questions, locate and collect information and/or data from a variety of sources. They record their information and/or data in a range of formats and use some protocols when referring to the work of others. Students use given criteria to select relevant information, and they interpret information and/or data by sequencing events and identifying different points of view. Students use given decision-making processes to draw simple conclusions and provide explanations, based on information and/or data. They present findings using a range of communication forms appropriate to audience and purpose, using relevant terms, and reflect on these findings to propose an action.
\nStudents identify the importance of rules and the democratic processes that groups follow when making decisions. They describe how people participate in community groups and identify the benefits to both the individual and the community.
\nStudents map and locate various boundaries and natural features that define Australia. They describe the diverse characteristics of Australia's neighbouring countries, identify simple interconnections between people and places, and describe how people's perceptions of places are influenced.
\nStudents describe an example of continuity and change over time in a given area. They identify the contribution of different cultural groups on a community. Students identify the ways people in Australia, and around the world, acknowledge days and events that have historical significance.
\n" }, "strands": [ { "id": 126, "level_id": 62, "strand_name": "Knowledge and understanding", "subStrands": [ { "id": 400, "strand_id": 126, "header": "Civics and Citizenship", "position": 1, "textContents": [ { "id": 22456, "sub_strand_id": 400, "markdown": "Who makes rules, why rules are important in the school and/or local community, and the consequences of rules not being followed
\n", "wa_code": "WA3HAKUC1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 22457, "sub_strand_id": 400, "markdown": "Why people participate in community groups, and how students can actively participate and contribute to their local community
\n", "wa_code": "WA3HAKUC2", "examples": [ { "id": 18893, "text_content_id": 22457, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 401, "strand_id": 126, "header": "Geography", "position": 2, "textContents": [ { "id": 22458, "sub_strand_id": 401, "markdown": "The location of Australian states, territories, capital cities and major regional centres of Western Australia
\n", "wa_code": "WA3HAKUG1", "examples": [], "genCaps": [ { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 22459, "sub_strand_id": 401, "markdown": "The location and identifying attributes of Australia’s major natural features
\n", "wa_code": "WA3HAKUG2", "examples": [ { "id": 18894, "text_content_id": 22459, "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 22460, "sub_strand_id": 401, "markdown": "How language groups of Australia’s Aboriginal and Torres Strait Islander peoples divide their Country/Place and how this compares to the surveyed boundaries of Australian states and territories
\n", "wa_code": "WA3HAKUG3", "examples": [], "genCaps": [ { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The location of Australia’s neighbouring countries and the similarities and differences in natural and human characteristics
\n", "wa_code": "WA3HAKUG4", "examples": [ { "id": 18895, "text_content_id": 22461, "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
One important example of change and one important example of continuity over time in the local community, region or state/territory
\n", "wa_code": "WA3HAKUH1", "examples": [ { "id": 18896, "text_content_id": 22462, "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 22463, "sub_strand_id": 402, "markdown": "The role that different cultural groups have played in the development and character of the local community compared with development in another community
\n", "wa_code": "WA3HAKUH2", "examples": [ { "id": 18897, "text_content_id": 22463, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 22464, "sub_strand_id": 402, "markdown": "Significant events, symbols and emblems that are important to Australia’s shared identity and diversity, and how they are celebrated, commemorated or recognised in Australia
\n", "wa_code": "WA3HAKUH3", "examples": [ { "id": 18898, "text_content_id": 22464, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
Identify current understanding of a topic
\n", "wa_code": "WA3HASKQ1", "examples": [ { "id": 18899, "text_content_id": 22465, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 22466, "sub_strand_id": 403, "markdown": "Develop a range of focus questions to investigate
\n", "wa_code": "WA3HASKQ2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 22467, "sub_strand_id": 403, "markdown": "Locate and collect information from a variety of sources
\n", "wa_code": "WA3HASKQ3", "examples": [ { "id": 18900, "text_content_id": 22467, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 64, "gen_cap_id": 7, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 22468, "sub_strand_id": 403, "markdown": "Record selected information and/or data
\n", "wa_code": "WA3HASKQ4", "examples": [ { "id": 18901, "text_content_id": 22468, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 22469, "sub_strand_id": 403, "markdown": "Recognise the ethical protocols that exist when gathering information and/or data
\n", "wa_code": "WA3HASKQ5", "examples": [ { "id": 18902, "text_content_id": 22469, "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 404, "strand_id": 127, "header": "Analysing", "position": 2, "textContents": [ { "id": 22470, "sub_strand_id": 404, "markdown": "Use criteria for selecting relevant information
\n", "wa_code": "WA3HASKA1", "examples": [ { "id": 18903, "text_content_id": 22470, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 22471, "sub_strand_id": 404, "markdown": "Interpret information and/or data collected
\n", "wa_code": "WA3HASKA2", "examples": [ { "id": 18904, "text_content_id": 22471, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 22472, "sub_strand_id": 404, "markdown": "Identify different points of view in information and/or data
\n", "wa_code": "WA3HASKA3", "examples": [ { "id": 18905, "text_content_id": 22472, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 405, "strand_id": 127, "header": "Evaluating", "position": 3, "textContents": [ { "id": 22473, "sub_strand_id": 405, "markdown": "Draw conclusions and give explanations, based on the information and/or data displayed in texts, tables, graphs and maps
\n", "wa_code": "WA3HASKE1", "examples": [ { "id": 18906, "text_content_id": 22473, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 22474, "sub_strand_id": 405, "markdown": "Use decision-making processes
\n", "wa_code": "WA3HASKE2", "examples": [ { "id": 18907, "text_content_id": 22474, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 406, "strand_id": 127, "header": "Communicating and reflecting", "position": 4, "textContents": [ { "id": 22475, "sub_strand_id": 406, "markdown": "Present findings and conclusions in a range of communication forms, appropriate to audience and purpose, using relevant terms
\n", "wa_code": "WA3HASKC1", "examples": [ { "id": 18908, "text_content_id": 22475, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 64, "gen_cap_id": 7, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 22476, "sub_strand_id": 406, "markdown": "Reflect on learning and act on findings in different ways
\n", "wa_code": "WA3HASKC2", "examples": [ { "id": 18909, "text_content_id": 22476, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] } ] } ] }, { "id": 63, "title": "Year 4", "year": "4", "subject": "Humanities and Social Sciences", "descriptions": { "id": 63, "level_id": 63, "markdown": "In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.
\nIn Humanities and Social Sciences, students develop their social skills and ability to work collaboratively. The ability of students to draw on a wider range of sources of information is enhanced by introducing them to experiences beyond their immediate environment, including those of people from other times, places and cultures.
\nIn Year 4, students develop their understanding and application of skills, including questioning and researching, analysing, evaluating, communicating and reflecting. They apply these skills to their daily learning experiences and to investigate events, developments, issues and phenomena, both historical and contemporary.
\nStudents continue to build on their understanding of civics and citizenship through the concepts of democratic values, rights and responsibilities, and participation. They explore the purpose and services of local government and how these contribute to community life. The notions of belonging and personal identity are further developed to encompass laws, the importance of laws in society and cultural diversity.
\nThe concepts of place, space, environment, interconnection and sustainability continue to be developed as a way of thinking. Students have the opportunity to inquire into how the environment supports the lives of people and all other living things; and that people have differing views on how sustainability can be achieved. The development of the students' mental map of the world is extended through a study of the location and characteristics of Africa and Europe.
\nStudents develop their historical understanding through the key concepts of sources, continuity and change, cause and effect, perspectives, empathy and significance. These concepts are investigated within the context of exploring the history of Aboriginal and Torres Strait Islander peoples before the arrival of Europeans, and European exploration and colonisation up to the early 1800s. They explore interactions between groups and determine how these experiences contributed to cultural diversity.
\n" }, "standards": { "id": 63, "level_id": 63, "markdown": "By the end of the year:
\nStudents develop questions, locate and collect information and/or data from a variety of sources. They record their information and/or data in a range of formats and use some protocols when referring to the work of others. Students use given criteria to select relevant information, and they interpret information and/or data by sequencing events and identifying different points of view. They use given decision-making processes to draw simple conclusions and provide explanations based on information and/or data. Students present findings using a range of communication forms appropriate to audience and purpose, using relevant terms. They reflect on findings to propose an action.
\nStudents identify the role of local government in the community, and recognise that people's identity can be shaped through participation in a community group. They distinguish between rules and laws and identify that rights and responsibilities are important in maintaining social cohesion.
\nStudents identify the location of Africa and Europe, and their major countries, in relation to Australia. They identify the main characteristics of their natural environments and describe the importance of the interconnections between people, plants and animals at the local to global scale. Students recognise that people have different views on the sustainable use of natural resources and describe how they can be managed and protected.
\nStudents describe the connection that Aboriginal and Torres Strait Islander peoples have to Country/Place and identify the impact of contact on the First Nations peoples of Australia, and around the world, as a result of exploration and colonisation. They identify the significance of past events in bringing about change and describe the experiences of an individual or a group over time. Students explain how and why life changed in the past and identify aspects of the past that have remained the same.
\n" }, "strands": [ { "id": 128, "level_id": 63, "strand_name": "Knowledge and understanding", "subStrands": [ { "id": 407, "strand_id": 128, "header": "Civics and Citizenship", "position": 1, "textContents": [ { "id": 28998, "sub_strand_id": 407, "markdown": "The roles of local government and how members of the community use and contribute to local services
\n", "wa_code": "WA4HAKUC1", "examples": [ { "id": 24740, "text_content_id": 28998, "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 28999, "sub_strand_id": 407, "markdown": "The differences between rules and laws and why laws are important
\n", "wa_code": "WA4HAKUC2", "examples": [], "genCaps": [ { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 29000, "sub_strand_id": 407, "markdown": "People belong to diverse groups, such as cultural, religious and/or social groups, and this can shape identity
\n", "wa_code": "WA4HAKUC3", "examples": [], "genCaps": [ { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 408, "strand_id": 128, "header": "Geography", "position": 2, "textContents": [ { "id": 29001, "sub_strand_id": 408, "markdown": "The main characteristics of the continents of Africa and Europe, and the location of their major countries in relation to Australia
\n", "wa_code": "WA4HAKUG1", "examples": [ { "id": 24741, "text_content_id": 29001, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 29002, "sub_strand_id": 408, "markdown": "The importance of environments to animals and people, and the different views on how they can be protected
\n", "wa_code": "WA4HAKUG2", "examples": [ { "id": 24742, "text_content_id": 29002, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 29003, "sub_strand_id": 408, "markdown": "Sustainable use and management of renewable and non-renewable resources
\n", "wa_code": "WA4HAKUG3", "examples": [ { "id": 24743, "text_content_id": 29003, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 409, "strand_id": 128, "header": "History", "position": 3, "textContents": [ { "id": 29004, "sub_strand_id": 409, "markdown": "The diversity and longevity of Australia’s first peoples and the ways they are connected to Country/Place and their pre-contact ways of life
\n", "wa_code": "WA4HAKUH1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival
\n", "wa_code": "WA4HAKUH2", "examples": [ { "id": 24744, "text_content_id": 29005, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The nature of contact between Aboriginal and Torres Strait Islander peoples and others and the impact that these interactions and colonisation had on the environment and people’s lives
\n", "wa_code": "WA4HAKUH3", "examples": [ { "id": 24745, "text_content_id": 29006, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The journey of one world navigator, explorer or trader up to the late 18th century, including their contacts and exchanges with societies in Africa, the Americas, Asia and Oceania
\n", "wa_code": "WA4HAKUH4", "examples": [ { "id": 24746, "text_content_id": 29007, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] } ] } ] }, { "id": 129, "level_id": 63, "strand_name": "Humanities and Social Sciences skills", "subStrands": [ { "id": 410, "strand_id": 129, "header": "Questioning and researching", "position": 1, "textContents": [ { "id": 29008, "sub_strand_id": 410, "markdown": "Identify current understanding of a topic
\n", "wa_code": "WA4HASKQ1", "examples": [ { "id": 24747, "text_content_id": 29008, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 29009, "sub_strand_id": 410, "markdown": "Develop a range of focus questions to investigate
\n", "wa_code": "WA4HASKQ2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 29010, "sub_strand_id": 410, "markdown": "Locate and collect information from a variety of sources
\n", "wa_code": "WA4HASKQ3", "examples": [ { "id": 24748, "text_content_id": 29010, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 64, "gen_cap_id": 7, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 29011, "sub_strand_id": 410, "markdown": "Record selected information and/or data
\n", "wa_code": "WA4HASKQ4", "examples": [ { "id": 24749, "text_content_id": 29011, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 29012, "sub_strand_id": 410, "markdown": "Recognise the ethical protocols that exist when gathering information and/or data
\n", "wa_code": "WA4HASKQ5", "examples": [ { "id": 24750, "text_content_id": 29012, "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 411, "strand_id": 129, "header": "Analysing", "position": 2, "textContents": [ { "id": 29013, "sub_strand_id": 411, "markdown": "Use criteria for selecting relevant information
\n", "wa_code": "WA4HASKA1", "examples": [ { "id": 24751, "text_content_id": 29013, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 29014, "sub_strand_id": 411, "markdown": "Interpret information and/or data collected
\n", "wa_code": "WA4HASKA2", "examples": [ { "id": 24752, "text_content_id": 29014, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 29015, "sub_strand_id": 411, "markdown": "Identify different points of view in information and/or data
\n", "wa_code": "WA4HASKA3", "examples": [ { "id": 24753, "text_content_id": 29015, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 412, "strand_id": 129, "header": "Evaluating", "position": 3, "textContents": [ { "id": 29016, "sub_strand_id": 412, "markdown": "Draw conclusions and give explanations, based on the information and/or data displayed in texts, tables, graphs and maps
\n", "wa_code": "WA4HASKE1", "examples": [ { "id": 24754, "text_content_id": 29016, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 29017, "sub_strand_id": 412, "markdown": "Use decision making processes
\n", "wa_code": "WA4HASKE2", "examples": [ { "id": 24755, "text_content_id": 29017, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 413, "strand_id": 129, "header": "Communicating and reflecting", "position": 4, "textContents": [ { "id": 29018, "sub_strand_id": 413, "markdown": "Present findings and conclusions in a range of communication forms, appropriate to audience and purpose, using relevant terms
\n", "wa_code": "WA4HASKC1", "examples": [ { "id": 24756, "text_content_id": 29018, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 64, "gen_cap_id": 7, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 29019, "sub_strand_id": 413, "markdown": "Reflect on learning and act on findings in different ways
\n", "wa_code": "WA4HASKC2", "examples": [ { "id": 24757, "text_content_id": 29019, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] } ] } ] }, { "id": 64, "title": "Year 5", "year": "5", "subject": "Humanities and Social Sciences", "descriptions": { "id": 64, "level_id": 64, "markdown": "In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.
\nIn Humanities and Social Sciences, students begin to understand and appreciate different points of view, develop the ability to think in more abstract terms and undertake sustained activities for longer periods of time. The investigation of their world becomes more refined and includes relationships, structures, systems and processes. Students' ability to draw on a wider range of sources of information is enhanced by introducing them to experiences beyond their immediate environment, including those of people from other times, places and cultures.
\nIn Year 5, students further develop their understanding and application of skills, including questioning and researching, analysing, evaluating, communicating and reflecting. They apply these skills to their daily learning experiences and to investigate events, developments, issues and phenomena, both historical and contemporary.
\nStudents continue to build on their understanding of the concepts of democratic values, justice and rights and responsibilities as they further develop their understanding of laws, including how they affect the lives of citizens. Students are introduced to the concept of the Westminster system as they explore the key features of Australia's electoral process.
\nThe importance of informed consumer decision‑making is introduced through the concept of making choices. Students focus on the factors that impact upon the allocation of resources, and this is underpinned by the concept of scarcity. They relate this to a personal or community context, questioning what influences their own decision-making.
\nThe concepts of place, space, environment, interconnection, sustainability and change continue to be developed as a way of thinking. Students have the opportunity to inquire into the connections between people and the environment, and how these interactions influence one another. The development of the students' mental map of the world is extended through a study of the location and characteristics of North America and South America.
\nStudents develop their historical understanding through the key concepts of sources, continuity and change, cause and effect, perspectives, empathy and significance. These concepts are investigated within the historical context of colonial Australia in the 1800s and the significant events and people who shaped the political and social structures at that time are considered.
\n" }, "standards": { "id": 64, "level_id": 64, "markdown": "By the end of the year:
\nStudents develop questions for a specific purpose. They locate and collect relevant information and/or data from primary and/or secondary sources, using appropriate methods to organise and record information. Students apply ethical protocols when collecting information. They use criteria to determine the relevance of information and/or data. Students interpret information and/or data, sequence information about events, identify different perspectives, and describe cause and effect. They draw conclusions from evidence in information and/or data. Students engage in a range of processes when making decisions in drawing conclusions. They consider audience and purpose when selecting appropriate communication forms, including some subject-specific terminology and concepts. Students reflect on findings to refine their learning.
\nStudents identify the key features of Australia's democracy, describe the electoral process, and explain the significance of laws. They describe how participation in groups can benefit the community.
\nStudents identify the imbalance between wants and resources, and the impact of scarcity on resource allocation.
\nStudents identify the location of North America and South America and their major countries, in relation to Australia. They describe the characteristics of places, and the interconnections between places, people and environments. Students identify the impact of these interconnections and how people manage and respond to a geographical challenge.
\nStudents identify the cause and effect of change on Australia's colonies, and describe aspects of the past that have remained the same. They describe the different experiences of people in the past. Students recognise the significance of a group, individual, event or development in bringing about change in the Swan River Colony.
\n" }, "strands": [ { "id": 130, "level_id": 64, "strand_name": "Knowledge and understanding", "subStrands": [ { "id": 414, "strand_id": 130, "header": "Civics and Citizenship", "position": 1, "textContents": [ { "id": 23019, "sub_strand_id": 414, "markdown": "The key values and features of Australia’s democracy and the electoral process
\n", "wa_code": "WA5HAKUC1", "examples": [ { "id": 19296, "text_content_id": 23019, "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 23020, "sub_strand_id": 414, "markdown": "The roles and responsibilities of electors and representatives
\n", "wa_code": "WA5HAKUC2", "examples": [ { "id": 19297, "text_content_id": 23020, "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 23021, "sub_strand_id": 414, "markdown": "How regulations and laws affect the lives of citizens
\n", "wa_code": "WA5HAKUC3", "examples": [ { "id": 19298, "text_content_id": 23021, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 23022, "sub_strand_id": 414, "markdown": "How citizens with shared beliefs and values work together to achieve a civic goal
\n", "wa_code": "WA5HAKUC4", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 415, "strand_id": 130, "header": "Economics and Business", "position": 2, "textContents": [ { "id": 23023, "sub_strand_id": 415, "markdown": "The difference between needs and wants, and how they may differ between individuals
\n", "wa_code": "WA5HAKUE1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } } ] }, { "id": 23024, "sub_strand_id": 415, "markdown": "Resources can be natural, human, or capital, and how these are used sustainably to make goods and services to satisfy the needs and wants of present and future generations
\n", "wa_code": "WA5HAKUE2", "examples": [ { "id": 19299, "text_content_id": 23024, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } } ] }, { "id": 23025, "sub_strand_id": 415, "markdown": "Due to scarcity, choices need to be made about the use of limited resources and how the alternative use of resources result in the need to consider trade-offs
\n", "wa_code": "WA5HAKUE3", "examples": [ { "id": 19300, "text_content_id": 23025, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } } ] } ] }, { "id": 416, "strand_id": 130, "header": "Geography", "position": 3, "textContents": [ { "id": 23026, "sub_strand_id": 416, "markdown": "The main characteristics of the continents of South America and North America, and the location of their major countries in relation to Australia
\n", "wa_code": "WA5HAKUG1", "examples": [ { "id": 19301, "text_content_id": 23026, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 23027, "sub_strand_id": 416, "markdown": "The way people alter the environmental characteristics of Australian places
\n", "wa_code": "WA5HAKUG2", "examples": [ { "id": 19302, "text_content_id": 23027, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The impact of bushfires, droughts, cyclones, floods or other weather events on environments and communities, and how people can respond
\n", "wa_code": "WA5HAKUG3", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 417, "strand_id": 130, "header": "History", "position": 4, "textContents": [ { "id": 23029, "sub_strand_id": 417, "markdown": "The economic, political and social reasons for establishing British colonies in Australia after 1800
\n", "wa_code": "WA5HAKUH1", "examples": [ { "id": 19303, "text_content_id": 23029, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } } ] }, { "id": 23030, "sub_strand_id": 417, "markdown": "The patterns of colonial development and settlement and how this impacted upon the environment and the daily lives of the different inhabitants
\n", "wa_code": "WA5HAKUH2", "examples": [ { "id": 19304, "text_content_id": 23030, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The contribution or significance of one individual or group in shaping the Swan River Colony, including their motivations and actions
\n", "wa_code": "WA5HAKUH3", "examples": [ { "id": 19305, "text_content_id": 23031, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
Identify current understandings, consider possible misconceptions and identify personal views on a topic
\n", "wa_code": "WA5HASKQ1", "examples": [ { "id": 19306, "text_content_id": 23032, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 23033, "sub_strand_id": 418, "markdown": "Develop and refine a range of questions required to plan an inquiry
\n", "wa_code": "WA5HASKQ2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 23034, "sub_strand_id": 418, "markdown": "Locate and collect information and/or data from a range of appropriate primary sources and secondary sources
\n", "wa_code": "WA5HASKQ3", "examples": [ { "id": 19307, "text_content_id": 23034, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 64, "gen_cap_id": 7, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 23035, "sub_strand_id": 418, "markdown": "Record selected information and/or data using a variety of methods
\n", "wa_code": "WA5HASKQ4", "examples": [ { "id": 19308, "text_content_id": 23035, "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 23036, "sub_strand_id": 418, "markdown": "Use ethical protocols when gathering information and/or data
\n", "wa_code": "WA5HASKQ5", "examples": [ { "id": 19309, "text_content_id": 23036, "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 419, "strand_id": 131, "header": "Analysing", "position": 2, "textContents": [ { "id": 23037, "sub_strand_id": 419, "markdown": "Develop and use criteria to determine the relevancy of information
\n", "wa_code": "WA5HASKA1", "examples": [ { "id": 19310, "text_content_id": 23037, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 23038, "sub_strand_id": 419, "markdown": "Analyse information and/or data collected
\n", "wa_code": "WA5HASKA2", "examples": [ { "id": 19311, "text_content_id": 23038, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 23039, "sub_strand_id": 419, "markdown": "Identify different perspectives in information and/or data
\n", "wa_code": "WA5HASKA3", "examples": [ { "id": 19312, "text_content_id": 23039, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 420, "strand_id": 131, "header": "Evaluating", "position": 3, "textContents": [ { "id": 23040, "sub_strand_id": 420, "markdown": "Draw and justify conclusions, and give explanations, based on the information and/or data displayed in texts, tables, graphs and maps
\n", "wa_code": "WA5HASKE1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 23041, "sub_strand_id": 420, "markdown": "Use decision making processes including the use of criteria to assess the possible effects
\n", "wa_code": "WA5HASKE2", "examples": [ { "id": 19313, "text_content_id": 23041, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 421, "strand_id": 131, "header": "Communicating and reflecting", "position": 4, "textContents": [ { "id": 23042, "sub_strand_id": 421, "markdown": "Present findings, conclusions and/or arguments, appropriate to audience and purpose, in a range of communication forms and using subject-specific terminology and concepts
\n", "wa_code": "WA5HASKC1", "examples": [ { "id": 19314, "text_content_id": 23042, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 64, "gen_cap_id": 7, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 23043, "sub_strand_id": 421, "markdown": "Reflect on learning, identify new understandings and act on findings in different ways
\n", "wa_code": "WA5HASKC2", "examples": [ { "id": 19315, "text_content_id": 23043, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] } ] } ] }, { "id": 71, "title": "Year 6", "year": "6", "subject": "Humanities and Social Sciences", "descriptions": { "id": 71, "level_id": 71, "markdown": "In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.
\nIn Humanities and Social Sciences, students begin to understand and appreciate different points of view, develop the ability to think in more abstract terms and undertake sustained activities for longer periods of time. The investigation of their world becomes more refined and includes relationships, structures, systems and processes. Students' ability to draw on a wider range of sources of information is enhanced by introducing them to experiences beyond their immediate environment, including those of people from other times, places and cultures.
\nIn Year 6, students further develop their understanding and application of skills, including questioning and researching, analysing, evaluating, communicating and reflecting. They apply these skills to their daily learning experiences and to investigate events, developments, issues and phenomena, both historical and contemporary.
\nStudents continue building on their understanding of the concepts of justice, rights and responsibilities, and the Westminster system. They investigate Australia's democratic system of government, including state/territory and federal parliaments, and the court system.
\nStudents further develop their understanding of economics and business concepts, such as scarcity and making choices, as they explore the ways resources are allocated to meet needs and wants in their community. They consider the effect of consumer and financial decisions on individuals, the community and the environment. Students focus on community or regional issues, with opportunities for concepts to also be considered in national or global contexts where appropriate.
\nThe concepts of place, space, environment, interconnection, sustainability and change continue to be developed as a way of thinking. Students inquire into the factors that shape the diverse characteristics of different places and how people, places and environments are interconnected, including a study of the world's cultural, economic, demographic and social diversity. The development of the students' mental map of the world is extended through a study of the location of countries in the Asia region.
\nStudents develop their historical understanding through the key concepts of sources, continuity and change, cause and effect, perspectives, empathy and significance. These concepts are investigated within the historical context of the development of Australia as a nation, particularly after 1900; the factors that led to Federation; and how Australian society changed throughout the 20th century.
\n" }, "standards": { "id": 71, "level_id": 71, "markdown": "By the end of the year:
\nStudents develop questions for a specific purpose. They locate and collect relevant information and/or data from primary and/or secondary sources, using appropriate methods to organise and record information. Students apply ethical protocols when collecting information. They use criteria to determine the relevance of information and/or data. Students interpret information and/or data, sequence information about events, identify different perspectives, and describe cause and effect. Students engage in a range of processes when making decisions in drawing conclusions. They consider audience and purpose when selecting appropriate communication forms, including some subject-specific terminology and concepts. They reflect on findings to refine their learning.
\nStudents recognise that Australia's democracy is based on the Westminster system, and describe the roles and responsibilities of each level of government and how laws are made.
\nStudents identify the different ways businesses organise the provision of goods and services. They identify the factors that influence consumer decisions when making choices, and the consequences of those choices for businesses and the consumer.
\nStudents identify the location of Asia and its major countries, in relation to Australia. They recognise the geographical and cultural diversity of places, by describing the physical and human characteristics of specific places, at the local to global scale. Students identify that people, places and environments are interconnected and describe how these interconnections lead to change.
\nStudents explain the significance of an individual, group or event on the Federation of Australia, and identify ideas and/or influences of other systems on the development of Australia as a nation. They describe continuity and change in relation to Australia's democracy and citizenship. Students compare experiences of migration and describe the cause and effect of change on society.
\n" }, "strands": [ { "id": 144, "level_id": 71, "strand_name": "Knowledge and understanding", "subStrands": [ { "id": 468, "strand_id": 144, "header": "Civics and Citizenship", "position": 1, "textContents": [ { "id": 28388, "sub_strand_id": 468, "markdown": "The key institutions of Australia’s democratic system of government based on the Westminster system, including the monarchy, parliaments and courts
\n", "wa_code": "WA6HAKUC1", "examples": [], "genCaps": [ { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 28389, "sub_strand_id": 468, "markdown": "The roles and responsibilities of the three levels of government
\n", "wa_code": "WA6HAKUC2", "examples": [ { "id": 24156, "text_content_id": 28389, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } } ] }, { "id": 28390, "sub_strand_id": 468, "markdown": "How laws are initiated and passed through the federal parliament
\n", "wa_code": "WA6HAKUC3", "examples": [], "genCaps": [ { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 469, "strand_id": 144, "header": "Economics and Business", "position": 2, "textContents": [ { "id": 28391, "sub_strand_id": 469, "markdown": "The impact consumer purchasing decisions can have on a family, the broader community and the environment
\n", "wa_code": "WA6HAKUE1", "examples": [ { "id": 24157, "text_content_id": 28391, "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 28392, "sub_strand_id": 469, "markdown": "Businesses provide goods and services in different ways to earn revenue
\n", "wa_code": "WA6HAKUE2", "examples": [ { "id": 24158, "text_content_id": 28392, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } } ] }, { "id": 28393, "sub_strand_id": 469, "markdown": "Influences on consumer choices and strategies that can be used to help make informed personal consumer and financial choices
\n", "wa_code": "WA6HAKUE3", "examples": [ { "id": 24159, "text_content_id": 28393, "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] } ] }, { "id": 470, "strand_id": 144, "header": "Geography", "position": 3, "textContents": [ { "id": 28394, "sub_strand_id": 470, "markdown": "The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region
\n", "wa_code": "WA6HAKUG1", "examples": [ { "id": 24160, "text_content_id": 28394, "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The world’s cultural diversity, including that of its First Nations peoples who live in different regions in the world
\n", "wa_code": "WA6HAKUG2", "examples": [ { "id": 24161, "text_content_id": 28395, "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 28396, "sub_strand_id": 470, "markdown": "Australia’s connection with countries and how these connections change people and places
\n", "wa_code": "WA6HAKUG3", "examples": [ { "id": 24162, "text_content_id": 28396, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
Key figures, ideas and events that led to Australia’s Federation and Constitution, including British and American influences on Australia’s system of law and government
\n", "wa_code": "WA6HAKUH1", "examples": [ { "id": 24163, "text_content_id": 28397, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } } ] }, { "id": 28398, "sub_strand_id": 471, "markdown": "Changes in Australia’s political system and to Australian citizenship after Federation and throughout the 20th century that impacted Aboriginal and Torres Strait Islander peoples, migrants, women and children
\n", "wa_code": "WA6HAKUH2", "examples": [ { "id": 24164, "text_content_id": 28398, "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
Stories of groups of people who migrated to Australia, including from one Asian country, the reasons they migrated and their contributions to society
\n", "wa_code": "WA6HAKUH3", "examples": [ { "id": 24165, "text_content_id": 28399, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } } ] } ] } ] }, { "id": 145, "level_id": 71, "strand_name": "Humanities and Social Sciences skills", "subStrands": [ { "id": 472, "strand_id": 145, "header": "Questioning and researching", "position": 1, "textContents": [ { "id": 28400, "sub_strand_id": 472, "markdown": "Identify current understandings, consider possible misconceptions and identify personal views on a topic
\n", "wa_code": "WA6HASKQ1", "examples": [ { "id": 24166, "text_content_id": 28400, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 28401, "sub_strand_id": 472, "markdown": "Develop and refine a range of questions required to plan an inquiry
\n", "wa_code": "WA6HASKQ2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 28402, "sub_strand_id": 472, "markdown": "Locate and collect information and/or data from a range of appropriate primary sources and secondary sources
\n", "wa_code": "WA6HASKQ3", "examples": [ { "id": 24167, "text_content_id": 28402, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 64, "gen_cap_id": 7, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 28403, "sub_strand_id": 472, "markdown": "Record selected information and/or data using a variety of methods
\n", "wa_code": "WA6HASKQ4", "examples": [ { "id": 24168, "text_content_id": 28403, "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28404, "sub_strand_id": 472, "markdown": "Use ethical protocols when gathering information and/or data
\n", "wa_code": "WA6HASKQ5", "examples": [ { "id": 24169, "text_content_id": 28404, "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 473, "strand_id": 145, "header": "Analysing", "position": 2, "textContents": [ { "id": 28405, "sub_strand_id": 473, "markdown": "Develop and use criteria to determine the relevancy of information
\n", "wa_code": "WA6HASKA1", "examples": [ { "id": 24170, "text_content_id": 28405, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 28406, "sub_strand_id": 473, "markdown": "Analyse information and/or data collected
\n", "wa_code": "WA6HASKA2", "examples": [ { "id": 24171, "text_content_id": 28406, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28407, "sub_strand_id": 473, "markdown": "Identify different perspectives in information and/or data
\n", "wa_code": "WA6HASKA3", "examples": [ { "id": 24172, "text_content_id": 28407, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 474, "strand_id": 145, "header": "Evaluating", "position": 3, "textContents": [ { "id": 28408, "sub_strand_id": 474, "markdown": "Draw and justify conclusions, and give explanations, based on the information and/or data displayed in texts, tables, graphs and maps
\n", "wa_code": "WA6HASKE1", "examples": [ { "id": 24173, "text_content_id": 28408, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28409, "sub_strand_id": 474, "markdown": "Use decision-making processes including the use of criteria to assess the possible effects
\n", "wa_code": "WA6HASKE2", "examples": [ { "id": 24174, "text_content_id": 28409, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 475, "strand_id": 145, "header": "Communicating and reflecting", "position": 4, "textContents": [ { "id": 28410, "sub_strand_id": 475, "markdown": "Present findings, conclusions and/or arguments, appropriate to audience and purpose, in a range of communication forms and using subject-specific terminology and concepts
\n", "wa_code": "WA6HASKC1", "examples": [ { "id": 24175, "text_content_id": 28410, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 64, "gen_cap_id": 7, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 28411, "sub_strand_id": 475, "markdown": "Reflect on learning, identify new understandings and act on findings in different ways
\n", "wa_code": "WA6HASKC2", "examples": [ { "id": 24176, "text_content_id": 28411, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] } ] } ] }, { "id": 73, "title": "Year 7", "year": "7", "subject": "Humanities and Social Sciences", "descriptions": { "id": 73, "level_id": 73, "markdown": "In the early adolescence phase of schooling, students align with their peer group and begin to question established conventions, practices and values. Learning and teaching programs assist students to develop a broader and more comprehensive understanding of the contexts of their lives and the world in which they live.
\nIn Humanities and Social Sciences, students assume increased responsibility and engage in important decision making within the class and school to support their growing independence and collaborative skills. Exploration of alternative ideas, perspectives and world views allows students to see themselves as active participants in their own continuing development and that of their society.
\nIn Year 7, students develop increasing independence in critical thinking and skill application, which includes questioning, researching, analysing, evaluating, communicating and reflecting. They apply these skills to investigate events, developments, issues, and phenomena, both historical and contemporary.
\nStudents continue to build on their understanding of the concepts of the Westminster system and democracy by examining the key features of Australia's democracy, and how it is shaped through the Australian Constitution and constitutional change. The concepts of justice, rights and responsibilities are further developed through a focus on Australia's legal system.
\nAn understanding of the concepts of making choices and allocation is further developed through a focus on the interdependence of consumers and producers in the market, and the characteristics of successful businesses, including how innovation and entrepreneurial behaviour contribute to business success.
\nThe concepts of place, space, environment, interconnection, sustainability and change continue to be developed as a way of thinking and enable students to inquire into the nature of water as a natural resource. The concept of place is expanded through students' investigation of the liveability of their own locality. They apply this understanding to a wide range of places and environments on the full range of scales, from local to global, and in a range of locations.
\nStudents develop their historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts are investigated within the historical context of how we know about the Deep Time History of Australia and the world's oldest continuous cultures, and the development of ancient societies.
\n" }, "standards": { "id": 73, "level_id": 73, "markdown": "By the end of the year:
\nStudents construct a range of questions and use a variety of methods to select, collect and organise information and/or data from appropriate sources. They develop criteria to determine the usefulness of primary and/or secondary sources for a purpose. When interpreting sources, students identify their origin and purpose, and distinguish between fact and opinion. They interpret information and/or data to identify points of view/perspectives, relationships and/or trends, and to sequence events and developments. Students apply subject-specific skills to translate information and/or data from one format to another, in both familiar and unfamiliar situations. They draw simple evidence-based conclusions in a range of contexts. Students represent information and/or data in appropriate formats to suit audience and purpose. They develop texts using appropriate subject-specific terminology and concepts. Students use evidence to support findings and acknowledge sources of information.
\nStudents describe how democracy in Australia is shaped by the Commonwealth Constitution. They describe the operation of Australia's federal structure of government and the role of parliament, within the Westminster system. Students identify rights and responsibilities of being a participant in the legal system and describe how the legal system aims to provide justice.
\nStudents describe how the price of goods and services results from interdependence between consumers and businesses, as a consequence of making choices. They describe how innovation and entrepreneurial behaviour provide benefits to individuals and the wider community.
\nStudents describe the changes caused by interconnections between people, places and natural environments, and the alternative strategies used to manage the changes. They describe the features of liveable places, and how and/or why places are perceived and valued differently.
\nStudents describe the ways that history can be examined, through archaeological, historical, and cultural evidence. They identify past events and developments that have been interpreted in different ways, and suggest reasons for change and continuity over time.
\n" }, "strands": [ { "id": 148, "level_id": 73, "strand_name": "Knowledge and understanding", "subStrands": [ { "id": 486, "strand_id": 148, "header": "Civics and Citizenship", "position": 1, "textContents": [ { "id": 28082, "sub_strand_id": 486, "markdown": "Australian Constitution
The purpose and value of the Australian Constitution
In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 28083, "sub_strand_id": 486, "markdown": "The three branches of government including the legislature, the executive and the judiciary
\n", "wa_code": "WA7HAKUC2", "examples": [], "genCaps": [ { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 28084, "sub_strand_id": 486, "markdown": "The different roles of the House of Representatives and the Senate in Australia’s bicameral parliament
\n", "wa_code": "WA7HAKUC3", "examples": [ { "id": 23904, "text_content_id": 28084, "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 28085, "sub_strand_id": 486, "markdown": "The process for constitutional change through a referendum and examples of attempts to change the Australian Constitution by referendum
\n", "wa_code": "WA7HAKUC4", "examples": [ { "id": 23905, "text_content_id": 28085, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 28086, "sub_strand_id": 486, "markdown": "Australia’s legal system
\nHow Australia’s legal system aims to provide justice, including through the rule of law, presumption of innocence, burden of proof and right to a fair trial
In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 28087, "sub_strand_id": 486, "markdown": "The role of courts, judges, lawyers and court officials in trials
\n", "wa_code": "WA7HAKUC6", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 28088, "sub_strand_id": 486, "markdown": "How citizens participate in providing justice through their roles as witnesses and jurors
\n", "wa_code": "WA7HAKUC7", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 487, "strand_id": 148, "header": "Economics and Business", "position": 2, "textContents": [ { "id": 28089, "sub_strand_id": 487, "markdown": "Consumers and businesses
\nWhy opportunity cost exists when decisions are made to allocate limited resources to meet unlimited needs and wants
In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28090, "sub_strand_id": 487, "markdown": "The interdependence between households and businesses using the two-sector circular flow model
\n", "wa_code": "WA7HAKUE2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28091, "sub_strand_id": 487, "markdown": "How businesses respond to the changing tastes and preferences of consumers
\n", "wa_code": "WA7HAKUE3", "examples": [ { "id": 23906, "text_content_id": 28091, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } } ] }, { "id": 28092, "sub_strand_id": 487, "markdown": "How businesses set prices for a product and how they might adjust the price according to changes in demand
\n", "wa_code": "WA7HAKUE4", "examples": [ { "id": 23907, "text_content_id": 28092, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28093, "sub_strand_id": 487, "markdown": "Innovation and enterprise
\nDifferent types of business ownership
The concept of innovation and the ways businesses identify and respond to business opportunities
\n", "wa_code": "WA7HAKUE6", "examples": [ { "id": 23909, "text_content_id": 28094, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } } ] }, { "id": 28095, "sub_strand_id": 487, "markdown": "The characteristics of entrepreneurs, including the behaviours and skills they bring to their businesses
\n", "wa_code": "WA7HAKUE7", "examples": [ { "id": 23910, "text_content_id": 28095, "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 488, "strand_id": 148, "header": "Geography", "position": 3, "textContents": [ { "id": 28096, "sub_strand_id": 488, "markdown": "Water in Australia
\nThe classification of environmental resources as renewable or non-renewable
In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28097, "sub_strand_id": 488, "markdown": "The location, distribution and variability of Australia’s water resources
\n", "wa_code": "WA7HAKUG2", "examples": [ { "id": 23911, "text_content_id": 28097, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28098, "sub_strand_id": 488, "markdown": "Water scarcity and what causes it; why it is a problem; and ways of overcoming water scarcity
\n", "wa_code": "WA7HAKUG3", "examples": [ { "id": 23912, "text_content_id": 28098, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28099, "sub_strand_id": 488, "markdown": "Place and liveability
\nThe factors that influence the decisions people make about where to live and their perceptions of the liveability of places
In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } } ] }, { "id": 28100, "sub_strand_id": 488, "markdown": "The influence of accessibility to services and facilities on the liveability of places
\n", "wa_code": "WA7HAKUG5", "examples": [ { "id": 23914, "text_content_id": 28100, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } } ] }, { "id": 28101, "sub_strand_id": 488, "markdown": "The influence of environmental quality on the liveability of places
\n", "wa_code": "WA7HAKUG6", "examples": [ { "id": 23915, "text_content_id": 28101, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28102, "sub_strand_id": 488, "markdown": "The strategies used to enhance the liveability of places for different groups in society
\n", "wa_code": "WA7HAKUG7", "examples": [ { "id": 23916, "text_content_id": 28102, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 489, "strand_id": 148, "header": "History", "position": 4, "textContents": [ { "id": 28103, "sub_strand_id": 489, "markdown": "Deep Time History of Australia
\nMajor time periods in history, including Deep Time History of Australia
In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28104, "sub_strand_id": 489, "markdown": "How Aboriginal and Torres Strait Islander peoples are the world’s oldest continuing cultures, displaying evidence of both continuity and change over Deep Time
\n", "wa_code": "WA7HAKUH2", "examples": [ { "id": 23918, "text_content_id": 28104, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The development of early innovative technologies by Aboriginal and Torres Strait Islander peoples and how they were developed in different places
\n", "wa_code": "WA7HAKUH3", "examples": [ { "id": 23919, "text_content_id": 28105, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The importance of conserving cultural heritage in collaboration with Aboriginal and Torres Strait Islander peoples
\n", "wa_code": "WA7HAKUH4", "examples": [ { "id": 23920, "text_content_id": 28106, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The ancient world (Egypt, Greece, Rome, India or China)
\nTime frame and location of the ancient civilisation
In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28108, "sub_strand_id": 489, "markdown": "How the physical environment influenced the development of the ancient society
\n", "wa_code": "WA7HAKUH6", "examples": [ { "id": 23921, "text_content_id": 28108, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The significant beliefs, values and practices of the ancient society in at least one of the following areas: everyday life, warfare, religion, death and funerary customs
\n", "wa_code": "WA7HAKUH7", "examples": [ { "id": 23922, "text_content_id": 28109, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The role of a significant individual in the ancient society's history
\n", "wa_code": "WA7HAKUH8", "examples": [ { "id": 23923, "text_content_id": 28110, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } } ] } ] } ] }, { "id": 149, "level_id": 73, "strand_name": "Humanities and Social Sciences skills", "subStrands": [ { "id": 490, "strand_id": 149, "header": "Questioning and researching", "position": 1, "textContents": [ { "id": 28111, "sub_strand_id": 490, "markdown": "Identify current understandings to consider possible gaps and/or misconceptions, new knowledge needed and challenges to personal perspectives
\n", "wa_code": "WA7HASKQ1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 28112, "sub_strand_id": 490, "markdown": "Construct a range of questions, propositions and/or hypotheses
\n", "wa_code": "WA7HASKQ2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 28113, "sub_strand_id": 490, "markdown": "Use a variety of methods to collect relevant information and/or data from a range of appropriate sources, such as print, digital, audio, visual and fieldwork
\n", "wa_code": "WA7HASKQ3", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 64, "gen_cap_id": 7, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28114, "sub_strand_id": 490, "markdown": "Select the best method for recording selected information and/or data
\n", "wa_code": "WA7HASKQ4", "examples": [ { "id": 23924, "text_content_id": 28114, "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28115, "sub_strand_id": 490, "markdown": "Identify differences in terms of origin and purpose between primary sources and secondary sources
\n", "wa_code": "WA7HASKQ5", "examples": [ { "id": 23925, "text_content_id": 28115, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 28116, "sub_strand_id": 490, "markdown": "Use appropriate ethical protocols to plan and conduct an inquiry
\n", "wa_code": "WA7HASKQ6", "examples": [ { "id": 23926, "text_content_id": 28116, "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 491, "strand_id": 149, "header": "Analysing", "position": 2, "textContents": [ { "id": 28117, "sub_strand_id": 491, "markdown": "Use criteria to select relevant information and/or data such as accuracy, reliability, currency and usefulness to the question
\n", "wa_code": "WA7HASKA1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 28118, "sub_strand_id": 491, "markdown": "Interpret information and/or data to identify key relationships and/or trends displayed in various formats
\n", "wa_code": "WA7HASKA2", "examples": [ { "id": 23927, "text_content_id": 28118, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28119, "sub_strand_id": 491, "markdown": "Identify points of view and perspectives, attitudes and/or values in information and/or data
\n", "wa_code": "WA7HASKA3", "examples": [ { "id": 23928, "text_content_id": 28119, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28120, "sub_strand_id": 491, "markdown": "Translate information and/or data from one format to another
\n", "wa_code": "WA7HASKA4", "examples": [ { "id": 23929, "text_content_id": 28120, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28121, "sub_strand_id": 491, "markdown": "Apply subject-specific skills and concepts in familiar and new situations
\n", "wa_code": "WA7HASKA5", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] } ] }, { "id": 492, "strand_id": 149, "header": "Evaluating", "position": 3, "textContents": [ { "id": 28122, "sub_strand_id": 492, "markdown": "Draw evidence-based conclusions by evaluating information and/or data to generate a range of alternatives and plan for action in response to contemporary events, challenges, developments, issues, problems and/or phenomena; make comparisons; evaluate costs (disadvantages) and benefits (advantages); and infer relationships
\n", "wa_code": "WA7HASKE1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] } ] }, { "id": 493, "strand_id": 149, "header": "Communicating and reflecting", "position": 4, "textContents": [ { "id": 28123, "sub_strand_id": 493, "markdown": "Represent information and/or data using appropriate formats to suit audience and purpose
\n", "wa_code": "WA7HASKC1", "examples": [ { "id": 23930, "text_content_id": 28123, "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28124, "sub_strand_id": 493, "markdown": "Develop texts, particularly descriptions and explanations, using appropriate subject-specific terminology and concepts that use evidence to support findings, conclusions and/or arguments, from a range of sources
\n", "wa_code": "WA7HASKC2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 28125, "sub_strand_id": 493, "markdown": "Reflect on learning to review original understandings and/or determine actions in response to events, challenges, developments, issues, problems and/or phenomena
\n", "wa_code": "WA7HASKC3", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } } ] } ] } ] } ] }, { "id": 74, "title": "Year 8", "year": "8", "subject": "Humanities and Social Sciences", "descriptions": { "id": 74, "level_id": 74, "markdown": "In the early adolescence phase of schooling, students align with their peer group and begin to question established conventions, practices and values. Learning and teaching programs assist students to develop a broader and more comprehensive understanding of the contexts of their lives and the world in which they live.
\nIn Humanities and Social Sciences, students assume increased responsibility and engage in important decision-making within the class and school to support their growing independence and collaborative skills. Exploration of alternative ideas, perspectives and world views allows students to see themselves as active participants in their own continuing development and that of their society.
\nIn Year 8, students develop increasing independence in critical thinking and skill application, which includes questioning, researching, analysing, evaluating, communicating and reflecting. They apply these skills to investigate events, developments, issues, and phenomena, both historical and contemporary.
\nStudents continue to build on their understanding of the concepts of the Westminster system, democracy and participation. They investigate the types of law in Australia and how they are made. They consider the responsibilities and freedoms of citizens, and how Australians can actively participate in their democracy, including the election process.
\nThe concept of markets is introduced to further develop students' understanding of the concepts of interdependence, making choices and allocation. They consider how markets work and the rights, responsibilities and opportunities that arise for businesses, consumers and governments. Students consider the influences on the way people work and explore the factors that influence people's financial decision-making.
\nThe concepts of place, space, environment, interconnection, sustainability and change continue to be developed as a way of thinking and provide students with the opportunity to inquire into the significance of landscapes to people and the spatial change in the distribution of populations. They apply this understanding to a wide range of places and environments at the full range of scales, from local to global, and in a range of locations.
\nStudents develop their historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts are investigated within the historical context of the medieval period into the modern period. They consider how societies changed, what key beliefs and values emerged, and the causes and effects of conflict, revolution and technological advancement.
\n" }, "standards": { "id": 74, "level_id": 74, "markdown": "By the end of the year:
\nStudents construct a range of questions and use a variety of methods to select, collect and organise information and/or data from appropriate sources. They develop criteria to determine the usefulness of primary and/or secondary sources for a purpose. When interpreting sources, students identify their origin and purpose, and distinguish between fact and opinion. They interpret information and/or data to identify points of view/perspectives, relationships and/or trends, and to sequence events and developments. Students apply subject-specific skills to translate information and/or data from one format to another, in both familiar and unfamiliar situations. They draw simple evidence-based conclusions in a range of contexts. Students represent information and/or data in appropriate formats to suit audience and purpose. They develop texts using appropriate subject-specific terminology and concepts. Students use evidence to support findings and acknowledge sources of information.
\nStudents explain the types of laws and how laws are made within the Westminster system. They apply aspects of democracy, describe the rights and responsibilities of participants in the process, and explain the freedoms that underpin Australia's democratic values.
\nStudents explain how markets allocate resources in Australia and describe the interdependence of consumers, businesses and the government as a result of their involvement in the market. They identify how consumers and businesses influence and respond to each other in the market. They identify how individuals earn an income, and methods used to achieve financial goals.
\nStudents describe different landforms and landscapes, and explain how places are perceived and valued differently. They consider the environmental and human characteristics of places to compare strategies for responding to a geomorphic challenge that takes into account environmental, economic and social factors. Students describe the interconnections within environments, and between people and places, to explain the movement of people at a local, national and global scale.
\nStudents explain the feudal system in Medieval Europe and describe patterns of change and continuity over the time period. They explain the significance of individuals, groups, events and developments, and how they were influenced by the beliefs and values of the time period. They explain the factors that led to the Industrial Revolution and the effects that this had on Europe and the world.
\n" }, "strands": [ { "id": 150, "level_id": 74, "strand_name": "Knowledge and understanding", "subStrands": [ { "id": 494, "strand_id": 150, "header": "Civics and Citizenship", "position": 1, "textContents": [ { "id": 23783, "sub_strand_id": 494, "markdown": "Freedom and democracy
\nThe freedoms that enable active participation in Australia’s democracy within the bounds of the law, including freedom of speech, association, assembly, religion and movement
In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 23784, "sub_strand_id": 494, "markdown": "The election process and how government is formed
\n", "wa_code": "WA8HAKUC2", "examples": [ { "id": 19796, "text_content_id": 23784, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 23785, "sub_strand_id": 494, "markdown": "How citizens can participate in Australia’s democracy, including use of the electoral system, contact with their elected representatives, use of lobby groups and direct action
\n", "wa_code": "WA8HAKUC3", "examples": [ { "id": 19797, "text_content_id": 23785, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 23786, "sub_strand_id": 494, "markdown": "Law and order
\nHow statute law is made in Australia through parliaments
In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } } ] }, { "id": 23787, "sub_strand_id": 494, "markdown": "How common law is made in Australia through the courts
\n", "wa_code": "WA8HAKUC5", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } } ] }, { "id": 23788, "sub_strand_id": 494, "markdown": "The types of law in Australia, including criminal law and civil law, and the place of Aboriginal and Torres Strait Islander peoples’ customary law
\n", "wa_code": "WA8HAKUC6", "examples": [], "genCaps": [ { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
Young people’s rights and responsibilities when interacting with law enforcement
\n", "wa_code": "WA8HAKUC7", "examples": [ { "id": 19798, "text_content_id": 23789, "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 495, "strand_id": 150, "header": "Economics and Business", "position": 2, "textContents": [ { "id": 23790, "sub_strand_id": 495, "markdown": "Australia’s mixed market economy
\nThe way markets in Australia influence decisions about the allocation of resources to the production of goods and services
In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } } ] }, { "id": 23791, "sub_strand_id": 495, "markdown": "How the demand and supply model shows the interactions between consumers and businesses
\n", "wa_code": "WA8HAKUE2", "examples": [ { "id": 19800, "text_content_id": 23791, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 23792, "sub_strand_id": 495, "markdown": "Australia’s system of taxation and why the government collects taxation revenue
\n", "wa_code": "WA8HAKUE3", "examples": [ { "id": 19801, "text_content_id": 23792, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 23793, "sub_strand_id": 495, "markdown": "How the government is involved in the market by providing some types of goods and services that are not sufficiently supplied by the market
\n", "wa_code": "WA8HAKUE4", "examples": [ { "id": 19802, "text_content_id": 23793, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } } ] }, { "id": 23794, "sub_strand_id": 495, "markdown": "Work and financial decision-making
\nThe reasons individuals work; the types of work they are involved in; and how they may derive an income
In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 23795, "sub_strand_id": 495, "markdown": "Factors that influence major consumer and financial decisions
\n", "wa_code": "WA8HAKUE6", "examples": [ { "id": 19804, "text_content_id": 23795, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 23796, "sub_strand_id": 495, "markdown": "Ways that individuals plan and budget to achieve short-term and long-term financial goals
\n", "wa_code": "WA8HAKUE7", "examples": [ { "id": 19805, "text_content_id": 23796, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 23797, "sub_strand_id": 495, "markdown": "The rights and responsibilities of consumers and businesses in Australia
\n", "wa_code": "WA8HAKUE8", "examples": [ { "id": 19806, "text_content_id": 23797, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } } ] } ] }, { "id": 496, "strand_id": 150, "header": "Geography", "position": 3, "textContents": [ { "id": 23798, "sub_strand_id": 496, "markdown": "Landforms, landscapes and hazards
\nThe different types and spatial distribution of Australia’s distinctive landscapes and significant landforms
In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 23799, "sub_strand_id": 496, "markdown": "The spiritual, cultural and aesthetic value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander peoples
\n", "wa_code": "WA8HAKUG2", "examples": [ { "id": 19808, "text_content_id": 23799, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The causes, spatial distribution, impacts and responses to a geomorphic hazard
\n", "wa_code": "WA8HAKUG3", "examples": [ { "id": 19809, "text_content_id": 23800, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 23801, "sub_strand_id": 496, "markdown": "How the impacts of a geomorphic hazard are influenced by social, cultural and economic factors
\n", "wa_code": "WA8HAKUG4", "examples": [ { "id": 19810, "text_content_id": 23801, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } } ] }, { "id": 23802, "sub_strand_id": 496, "markdown": "The causes and consequences of urbanisation in Australia and one other country from the Asia region
\n", "wa_code": "WA8HAKUG5", "examples": [ { "id": 19811, "text_content_id": 23802, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } } ] }, { "id": 23803, "sub_strand_id": 496, "markdown": "The reasons for, and effects of, internal migration in Australia
\n", "wa_code": "WA8HAKUG6", "examples": [ { "id": 19812, "text_content_id": 23803, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } } ] }, { "id": 23804, "sub_strand_id": 496, "markdown": "The reasons for, and effects of, international migration in Australia
\n", "wa_code": "WA8HAKUG7", "examples": [ { "id": 19813, "text_content_id": 23804, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } } ] } ] }, { "id": 497, "strand_id": 150, "header": "History", "position": 4, "textContents": [ { "id": 23805, "sub_strand_id": 497, "markdown": "Investigating medieval Europe
\nThe way of life in a feudal society and the roles and relationships of different groups in society
In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
Continuity and change in society in at least one of the following areas: crime and punishment; military and defence systems; towns, cities and commerce
\n", "wa_code": "WA8HAKUH2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
A significant individual, event or development in the medieval period
\n", "wa_code": "WA8HAKUH3", "examples": [ { "id": 19815, "text_content_id": 23807, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The transformation of the medieval world to the early modern world, including the causes, impacts and significance of at least one of the following on European society: the Black Death, scientific advancement, cultural and intellectual revival
\n", "wa_code": "WA8HAKUH4", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
Industrial Revolution (1750–1914)
\nThe social, economic, political, technological and/or environmental causes of the Industrial Revolution in Europe in the late 18th and 19th century
In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The different experiences of men, women and/or children during the Industrial Revolution
\n", "wa_code": "WA8HAKUH6", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 23811, "sub_strand_id": 497, "markdown": "The short- and long-term effects of the Industrial Revolution
\n", "wa_code": "WA8HAKUH7", "examples": [ { "id": 19817, "text_content_id": 23811, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
Identify current understandings to consider possible gaps and/or misconceptions, new knowledge needed and challenges to personal perspectives
\n", "wa_code": "WA8HASKQ1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 23813, "sub_strand_id": 498, "markdown": "Construct a range of questions, propositions and/or hypotheses
\n", "wa_code": "WA8HASKQ2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 23814, "sub_strand_id": 498, "markdown": "Use a variety of methods to collect relevant information and/or data from a range of appropriate sources, such as print, digital, audio, visual and fieldwork
\n", "wa_code": "WA8HASKQ3", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 64, "gen_cap_id": 7, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 23815, "sub_strand_id": 498, "markdown": "Select the best method for recording selected information and/or data
\n", "wa_code": "WA8HASKQ4", "examples": [ { "id": 19818, "text_content_id": 23815, "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 23816, "sub_strand_id": 498, "markdown": "Identify differences in terms of origin and purpose between primary sources and secondary sources
\n", "wa_code": "WA8HASKQ5", "examples": [ { "id": 19819, "text_content_id": 23816, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 23817, "sub_strand_id": 498, "markdown": "Use appropriate ethical protocols to plan and conduct an inquiry
\n", "wa_code": "WA8HASKQ6", "examples": [ { "id": 19820, "text_content_id": 23817, "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 499, "strand_id": 151, "header": "Analysing", "position": 2, "textContents": [ { "id": 23818, "sub_strand_id": 499, "markdown": "Use criteria to select relevant information and/or data such as accuracy, reliability, currency and usefulness to the question
\n", "wa_code": "WA8HASKA1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 23819, "sub_strand_id": 499, "markdown": "Interpret information and/or data to identify key relationships and/or trends displayed in various formats
\n", "wa_code": "WA8HASKA2", "examples": [ { "id": 19821, "text_content_id": 23819, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 23820, "sub_strand_id": 499, "markdown": "Identify points of view and perspectives, attitudes and/or values in information and/or data
\n", "wa_code": "WA8HASKA3", "examples": [ { "id": 19822, "text_content_id": 23820, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 23821, "sub_strand_id": 499, "markdown": "Translate information and/or data from one format to another
\n", "wa_code": "WA8HASKA4", "examples": [ { "id": 19823, "text_content_id": 23821, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 23822, "sub_strand_id": 499, "markdown": "Apply subject-specific skills and concepts in familiar and new situations
\n", "wa_code": "WA8HASKA5", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] } ] }, { "id": 500, "strand_id": 151, "header": "Evaluating", "position": 3, "textContents": [ { "id": 23823, "sub_strand_id": 500, "markdown": "Draw evidence-based conclusions by evaluating information and/or data to generate a range of alternatives and plan for action in response to contemporary events, challenges, developments, issues, problems and/or phenomena; make comparisons; evaluate costs (disadvantages) and benefits (advantages); and infer relationships
\n", "wa_code": "WA8HASKE1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] } ] }, { "id": 501, "strand_id": 151, "header": "Communicating and reflecting", "position": 4, "textContents": [ { "id": 23824, "sub_strand_id": 501, "markdown": "Represent information and/or data using appropriate formats to suit audience and purpose
\n", "wa_code": "WA8HASKC1", "examples": [ { "id": 19824, "text_content_id": 23824, "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 23825, "sub_strand_id": 501, "markdown": "Develop texts, particularly descriptions and explanations, using appropriate subject-specific terminology and concepts that use evidence to support findings, conclusions and/or arguments, from a range of sources
\n", "wa_code": "WA8HASKC2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 23826, "sub_strand_id": 501, "markdown": "Reflect on learning to review original understandings and/or determine actions in response to events, challenges, developments, issues, problems and/or phenomena
\n", "wa_code": "WA8HASKC3", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } } ] } ] } ] } ] }, { "id": 76, "title": "Year 9", "year": "9", "subject": "Humanities and Social Sciences", "descriptions": { "id": 76, "level_id": 76, "markdown": "In the middle adolescence phase of schooling, teaching and learning programs encourage students to develop an open and questioning view of themselves as active participants in their society and the world.
\nIn Humanities and Social Sciences students, build on their understanding of important concepts and continue to develop their awareness of the complexity of the natural environment, social issues and the impact of technological advances. Students consider how the relationship between knowledge, technology and values influences their own role within society.
\nIn Year 9, students develop increasing independence in critical thinking and skill application, which includes questioning, researching, analysing, evaluating, communicating and reflecting. They apply these skills to investigate events, developments, issues and phenomena, both historical and contemporary.
\nStudents continue to build on their understanding of the concepts of the Westminster system, democracy, democratic values, justice and participation. They examine the role of political parties and independent representatives, and the way citizens' decisions are shaped during an election campaign. Students investigate how Australia's court system works in support of a democratic and just society.
\nStudents are introduced to the concepts of specialisation and trade while continuing to further their understanding of the key concepts of scarcity, making choices, interdependence, and allocation and markets. They examine the connections between households and businesses, and the financial, government and overseas sectors through the flow of goods, services and resources in a global economy. Students develop an understanding of the risks and rewards involved in investing money and explore ways to practise financial management.
\nThe concepts of place, space, environment, interconnection, sustainability and change continue to be developed as a way of thinking, which enable students to inquire into the production of food and fibre, the role of the biotic environment and to explore how people, through their choices and actions, are connected to places in a variety of ways. Students apply this understanding to a wide range of places and environments at a range of scales, from local to global, and in a range of locations.
\nStudents develop their historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts are investigated within the historical context of Australia's colonial history and World War I. They consider how the experiences of people and groups reflected the attitudes of these time periods, and the significance of both colonisation and World War I.
\n" }, "standards": { "id": 76, "level_id": 76, "markdown": "By the end of the year:
\nStudents construct a range of questions and hypotheses involving cause and effect, patterns and trends, and different perspectives. They use a range of methods to select, record and organise relevant information and/or data from multiple sources. When interpreting sources, students identify their origin and purpose, and draw conclusions about their usefulness. They examine sources to compare different points of view/perspectives and describe different interpretations. Students analyse information and/or data to identify simple patterns, trends, relationships and/or change over time. They draw evidence-based conclusions, using information and/or data to consider multiple perspectives and/or to propose action in response to contemporary challenges. Students develop a range of texts appropriate to the type of discussion and/or explanation required. They use subject-specific terminology and concepts, and provide evidence from a range of sources to support conclusions, and acknowledge these sources.
\nStudents describe some ways individuals and political parties participate within the electoral system in Australia's democracy and how their voting preferences can be shaped by external influences. They describe Australia's court system and how the courts resolve disputes. Students identify the principles of justice and the threats to these principles.
\nStudents explain the interdependence between Australia and other economies by identifying Australia's trading partners and describe how specialisation results in the exchange of goods and services between countries. They describe the risks and rewards that result from making consumer and financial choices.
\nStudents explain the spatial variation and characteristics of biomes and the interconnections between people, places and environments. They identify the cause and effect of these interconnections, and predict possible implications for people, places and natural environments, now and in the future. Students make inferences about the spatial outcomes of the interconnections between people, places and environments.
\nStudents explain the different experiences of Australia's colonial history, and the causes and effects of World War I over both the short and long term, including its significance. Students use evidence to explain patterns of change and continuity over time and identify the motives and actions of the individuals and groups at that time.
\n" }, "strands": [ { "id": 155, "level_id": 76, "strand_name": "Knowledge and understanding", "subStrands": [ { "id": 521, "strand_id": 155, "header": "Civics and Citizenship", "position": 1, "textContents": [ { "id": 28949, "sub_strand_id": 521, "markdown": "The role of political parties and independent representatives in Australia’s system of government
\n", "wa_code": "WA9HAKUC1", "examples": [ { "id": 24709, "text_content_id": 28949, "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 28950, "sub_strand_id": 521, "markdown": "How citizens’ choices are shaped at election time
\n", "wa_code": "WA9HAKUC2", "examples": [ { "id": 24710, "text_content_id": 28950, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 28951, "sub_strand_id": 521, "markdown": "How social media and other emerging technologies are used to influence people’s understanding of political issues
\n", "wa_code": "WA9HAKUC3", "examples": [ { "id": 24711, "text_content_id": 28951, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 28952, "sub_strand_id": 521, "markdown": "How young people can participate in and contribute to civic life in Australia and as a global citizen
\n", "wa_code": "WA9HAKUC4", "examples": [ { "id": 24712, "text_content_id": 28952, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 28953, "sub_strand_id": 521, "markdown": "Australian court system
\nThe key features and jurisdictions of Australia’s court system, and the operations of courts
In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } } ] }, { "id": 28954, "sub_strand_id": 521, "markdown": "The key principles of Australia’s justice system, including equality before the law, independent judiciary and right of appeal
\n", "wa_code": "WA9HAKUC6", "examples": [], "genCaps": [ { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } } ] }, { "id": 28955, "sub_strand_id": 521, "markdown": "The factors that can undermine the application of the principles of justice
\n", "wa_code": "WA9HAKUC7", "examples": [ { "id": 24714, "text_content_id": 28955, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } } ] } ] }, { "id": 522, "strand_id": 155, "header": "Economics and Business", "position": 2, "textContents": [ { "id": 28956, "sub_strand_id": 522, "markdown": "Australia in the global economy
\nThe interdependence of households, businesses, and the financial, government and overseas sectors using the five-sector circular flow model
In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28957, "sub_strand_id": 522, "markdown": "Who Australia trades with; what they trade; and the reasons for this trade, including specialisation
\n", "wa_code": "WA9HAKUE2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28958, "sub_strand_id": 522, "markdown": "Why and how participants in the global economy are dependent on each other; the effects of globalisation; and the impacts of global events on Australian consumers and businesses
\n", "wa_code": "WA9HAKUE3", "examples": [ { "id": 24716, "text_content_id": 28958, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } } ] }, { "id": 28959, "sub_strand_id": 522, "markdown": "Opportunities, risks and rewards
\nHow businesses seek to create and maintain a competitive advantage in a global and/or domestic market
In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 28960, "sub_strand_id": 522, "markdown": "How Aboriginal and Torres Strait Islander businesses develop opportunities in the market
\n", "wa_code": "WA9HAKUE5", "examples": [ { "id": 24718, "text_content_id": 28960, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 28961, "sub_strand_id": 522, "markdown": "Why and how individuals manage financial investment risks and rewards
\n", "wa_code": "WA9HAKUE6", "examples": [ { "id": 24719, "text_content_id": 28961, "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 28962, "sub_strand_id": 522, "markdown": "The ways consumers can practise personal financial safety
\n", "wa_code": "WA9HAKUE7", "examples": [ { "id": 24720, "text_content_id": 28962, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 523, "strand_id": 155, "header": "Geography", "position": 3, "textContents": [ { "id": 28963, "sub_strand_id": 523, "markdown": "Biomes and food security
\nThe characteristics and spatial distribution of biomes as regions with distinctive climates, soils and vegetation
In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28964, "sub_strand_id": 523, "markdown": "The ways that humans in the production of food and fibre have altered some biomes
\n", "wa_code": "WA9HAKUG2", "examples": [ { "id": 24722, "text_content_id": 28964, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } } ] }, { "id": 28965, "sub_strand_id": 523, "markdown": "The challenges to food production, including climate change and at least one other of the following: land and water degradation, shortage of fresh water, competing land uses in Australia and the world
\n", "wa_code": "WA9HAKUG3", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28966, "sub_strand_id": 523, "markdown": "The effects of world population growth on global food security; the solutions for Australia and the world to achieve food security; and the implications for environmental sustainability
\n", "wa_code": "WA9HAKUG4", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28967, "sub_strand_id": 523, "markdown": "Geographies of interconnections
\nThe perceptions people have of place, and how this influences their connections to different places
In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The ways transportation, and information and communication technologies (ICT) are used to connect people to services, information and people in other places
\n", "wa_code": "WA9HAKUG6", "examples": [ { "id": 24724, "text_content_id": 28968, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 64, "gen_cap_id": 7, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } } ] }, { "id": 28969, "sub_strand_id": 523, "markdown": "The ways that places and people are interconnected with other places through trade in goods and services, at different scales
\n", "wa_code": "WA9HAKUG7", "examples": [ { "id": 24725, "text_content_id": 28969, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28970, "sub_strand_id": 523, "markdown": "The effects of people’s travel, recreation, cultural or leisure choices on places, and the implications for the sustainability of these places
\n", "wa_code": "WA9HAKUG8", "examples": [ { "id": 24726, "text_content_id": 28970, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } } ] } ] }, { "id": 524, "strand_id": 155, "header": "History", "position": 4, "textContents": [ { "id": 28971, "sub_strand_id": 524, "markdown": "Australian history (1750–1914)
\nThe causes of European imperial expansion and the movement of peoples in the late 18th and early 19th centuries
In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The effects of colonisation on Aboriginal and Torres Strait Islander peoples
\n", "wa_code": "WA9HAKUH2", "examples": [ { "id": 24728, "text_content_id": 28972, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
Significant individuals and events in the development of Australian society during the time period
\n", "wa_code": "WA9HAKUH3", "examples": [ { "id": 24729, "text_content_id": 28973, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
Different experiences of Aboriginal and Torres Strait Islander peoples, colonisers and non-European settlers
\n", "wa_code": "WA9HAKUH4", "examples": [ { "id": 24730, "text_content_id": 28974, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
Investigating World War I
\nThe causes of World War I and the reasons why people enlisted to fight in the war for Australia
In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The places where people from Australia fought, including Gallipoli and the Western Front, and the types of warfare during World War I
\n", "wa_code": "WA9HAKUH6", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } } ] }, { "id": 28977, "sub_strand_id": 524, "markdown": "The impacts of World War I on the Home Front including at least two of the following: the use of propaganda, the role of women, political debates about conscription, relationships with the British Empire, the experiences of returned soldiers including Aboriginal and Torres Strait Islander peoples
\n", "wa_code": "WA9HAKUH7", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } } ] }, { "id": 28978, "sub_strand_id": 524, "markdown": "The commemoration of World War I, including debates about the nature and significance of the Anzac legend
\n", "wa_code": "WA9HAKUH8", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
Identify current personal knowledge, gaps, misconceptions, currency of information, personal perspective and possible perspectives of others
\n", "wa_code": "WA9HASKQ1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28980, "sub_strand_id": 525, "markdown": "Construct, select and evaluate a range of questions and hypotheses involving cause and effect, patterns and trends, and different perspectives
\n", "wa_code": "WA9HASKQ2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28981, "sub_strand_id": 525, "markdown": "Analyse and clarify the purpose of an inquiry using appropriate methodologies, ethical protocols and concepts to plan for, and inform, an investigation
\n", "wa_code": "WA9HASKQ3", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 28982, "sub_strand_id": 525, "markdown": "Use a range of methods to collect, select, record and organise relevant and reliable information and/or data from multiple sources that reflects the type of analysis of information that is needed with and without the use of digital and spatial technologies
\n", "wa_code": "WA9HASKQ4", "examples": [ { "id": 24732, "text_content_id": 28982, "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28983, "sub_strand_id": 525, "markdown": "Identify the origin, purpose and context of primary sources and/or secondary sources
\n", "wa_code": "WA9HASKQ5", "examples": [ { "id": 24733, "text_content_id": 28983, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 28984, "sub_strand_id": 525, "markdown": "Use appropriate ethical protocols, including specific formats for acknowledging information produced by others and understand that these formats vary between organisations
\n", "wa_code": "WA9HASKQ6", "examples": [], "genCaps": [ { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 526, "strand_id": 156, "header": "Analysing", "position": 2, "textContents": [ { "id": 28985, "sub_strand_id": 526, "markdown": "Use criteria to analyse the reliability, bias, usefulness and currency of primary sources and/or secondary sources
\n", "wa_code": "WA9HASKA1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 28986, "sub_strand_id": 526, "markdown": "Analyse information and/or data in different formats
\n", "wa_code": "WA9HASKA2", "examples": [ { "id": 24734, "text_content_id": 28986, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28987, "sub_strand_id": 526, "markdown": "Account for different interpretations and points of view/perspectives in information and/or data
\n", "wa_code": "WA9HASKA3", "examples": [ { "id": 24735, "text_content_id": 28987, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28988, "sub_strand_id": 526, "markdown": "Analyse the ‘big picture’
\n", "wa_code": "WA9HASKA4", "examples": [ { "id": 24736, "text_content_id": 28988, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 28989, "sub_strand_id": 526, "markdown": "Apply subject-specific skills and concepts in familiar, new and hypothetical situations
\n", "wa_code": "WA9HASKA5", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] } ] }, { "id": 527, "strand_id": 156, "header": "Evaluating", "position": 3, "textContents": [ { "id": 28990, "sub_strand_id": 527, "markdown": "Draw evidence-based conclusions by evaluating information and/or data, taking into account ambiguities and multiple perspectives; negotiate and resolve contentious issues; propose individual and collective action in response to contemporary events, challenges, developments, issues, problems and/or phenomena
\n", "wa_code": "WA9HASKE1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28991, "sub_strand_id": 527, "markdown": "Critically evaluate information and/or data and ideas from a range of sources
\n", "wa_code": "WA9HASKE2", "examples": [ { "id": 24737, "text_content_id": 28991, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] } ] }, { "id": 528, "strand_id": 156, "header": "Communicating and reflecting", "position": 4, "textContents": [ { "id": 28992, "sub_strand_id": 528, "markdown": "Select a range of appropriate formats based on their effectiveness to suit audience and purpose, using relevant digital technologies as appropriate
\n", "wa_code": "WA9HASKC1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 64, "gen_cap_id": 7, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 28993, "sub_strand_id": 528, "markdown": "Reflect on why all findings are tentative
\n", "wa_code": "WA9HASKC2", "examples": [ { "id": 24738, "text_content_id": 28993, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 28994, "sub_strand_id": 528, "markdown": "Develop texts, particularly explanations and discussions, using evidence from a range of sources to support conclusions and/or arguments
\n", "wa_code": "WA9HASKC3", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28995, "sub_strand_id": 528, "markdown": "Deconstruct and reconstruct the collected information and/or data into a form that identifies the relationship between the information and the hypothesis, using subject-specific conventions, terminology and concepts
\n", "wa_code": "WA9HASKC4", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 28996, "sub_strand_id": 528, "markdown": "Compare evidence to substantiate judgements
\n", "wa_code": "WA9HASKC5", "examples": [ { "id": 24739, "text_content_id": 28996, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 28997, "sub_strand_id": 528, "markdown": "Generate a range of viable options in response to an issue or event to recommend and justify a course of action, and predict the potential consequences of the proposed action
\n", "wa_code": "WA9HASKC6", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] } ] } ] }, { "id": 77, "title": "Year 10", "year": "10", "subject": "Humanities and Social Sciences", "descriptions": { "id": 77, "level_id": 77, "markdown": "In the middle adolescence phase of schooling, teaching and learning programs encourage students to develop an open and questioning view of themselves as active participants in their society and the world.
\nIn Humanities and Social Sciences, students build on their understanding of important concepts and continue to develop their awareness of the complexity of the natural environment, social issues and the impact of technological advances. Students consider how the relationship between knowledge, technology and values influences their own role within society.
\nIn Year 10, students develop increasing independence in critical thinking and skill application, which includes questioning, researching, analysing, evaluating, communicating and reflecting. They apply these skills to investigate events, developments, issues and phenomena, both historical and contemporary.
\nStudents continue to build on their understanding of the concepts of democracy, democratic values, justice, and rights and responsibilities by exploring Australia's roles and responsibilities at a global level and its international legal obligations. They inquire into the values and practices that enable a resilient democracy to be sustained.
\nStudents are introduced to the concept of economic performance and living standards while continuing to further their understanding of the concepts of making choices, interdependence, specialisation, and allocation and markets through examining contemporary issues, events and/or case studies. They explore the nature of externalities and investigate the role of governments in managing economic performance to improve living standards. They inquire into the ways businesses can manage their workforces to improve productivity and adapt to future conditions.
\nThe concepts of place, space, environment, interconnection, sustainability and change continue to be developed as a way of thinking, through an applied focus on the management of environmental change on the full range of scales, from local to global and in a range of locations. The geography of human wellbeing is investigated through comparison between Australia and less economically developed countries.
\nStudents develop their historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts are investigated within the historical context of the modern world and Australia from the lead up to World War II to the present, with an emphasis on Australia in its global context. They consider the impacts of world events on human rights and freedom of different groups of people.
\n" }, "standards": { "id": 77, "level_id": 77, "markdown": "By the end of the year:
\nStudents construct a range of questions and hypotheses involving cause and effect, patterns and trends, and different perspectives. They use a range of methods to select, record and organise relevant information and/or data from multiple sources. When interpreting sources, students identify their origin and purpose, and draw conclusions about their usefulness. They examine sources to compare different points of view/perspectives and describe different interpretations. Students analyse information and/or data to identify simple patterns, trends, relationships and/or change over time. They draw evidence-based conclusions, using information and/or data to consider multiple perspectives and/or to propose action in response to contemporary challenges. Students develop a range of texts appropriate to the type of discussion and/or explanation required. They use subject-specific terminology and concepts, and provide evidence from a range of sources to support conclusions, and acknowledge these sources.
\nStudents describe key features of the Westminster system and Australia's democratic values. They make comparisons between Australia's democracy and the political system of one other country. Students identify the international agreements Australia has ratified, and make connections between these agreements and the rights and responsibilities of citizens. They explain how Australia's democracy, and other democracies, may be undermined, and identify the safeguards that protect Australia's democratic system.
\nStudents use economic indicators to analyse the economic performance of the Australian economy. They describe how government policy is used to manage the economy and improve economic performance and living standards, including the redistribution of income and wealth. Students describe how businesses respond to changing economic conditions, and the processes that businesses can use to improve productivity. They explain the challenges of ethical decision-making in business, and the future implications of changes to the working environment.
\nStudents describe how the places in which people live influence their wellbeing and opportunities. They describe the interconnections between people and natural environments, and compare how the characteristics of places and natural environments can be influenced, changed and managed by people over time. Students predict the consequences of the changes, and describe the alternate views on strategies to sustainably manage a geographical challenge.
\nStudents identify the causes and effects of World War II and the development of people's rights and freedoms, describing their significance from a range of perspectives. They refer to key events, the actions of individuals and groups, and beliefs and values, to explain patterns of change and continuity over time. Students describe different interpretations of the past, and identify the evidence used to support these interpretations.
\n" }, "strands": [ { "id": 157, "level_id": 77, "strand_name": "Knowledge and understanding", "subStrands": [ { "id": 529, "strand_id": 157, "header": "Civics and Citizenship", "position": 1, "textContents": [ { "id": 64473, "sub_strand_id": 529, "markdown": "Protecting democracy
\nThe key features and values of Australia’s system of government compared with another system of government in the Asia–Pacific region
In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The threats to Australia’s democracy and other democracies
\n", "wa_code": "WA10HAKUC2", "examples": [ { "id": 54307, "text_content_id": 64474, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The safeguards that protect Australia’s democratic system and society, including shared values and the right to dissent within the bounds of the law
\n", "wa_code": "WA10HAKUC3", "examples": [ { "id": 54308, "text_content_id": 64475, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 64476, "sub_strand_id": 529, "markdown": "The role of the High Court, including interpreting the Constitution
\n", "wa_code": "WA10HAKUC4", "examples": [ { "id": 54309, "text_content_id": 64476, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 64477, "sub_strand_id": 529, "markdown": "Australia as a global citizen
\nAustralia’s roles and responsibilities at a global level
In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The international agreements the Australian Government has ratified and how they shape policies and laws, including their response to the United Nations Declaration on the Rights of Indigenous Peoples
\n", "wa_code": "WA10HAKUC6", "examples": [ { "id": 54311, "text_content_id": 64478, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
Economic performance and living standards
\nHow the business cycle model shows changes in economic activity over time
In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 64480, "sub_strand_id": 530, "markdown": "Indicators of economic performance and how Australia’s economy is performing including the economic growth rate, unemployment rate and inflation rate
\n", "wa_code": "WA10HAKUE2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 64481, "sub_strand_id": 530, "markdown": "The links between economic performance and living standards and the variations that exist within Australia
\n", "wa_code": "WA10HAKUE3", "examples": [ { "id": 54312, "text_content_id": 64481, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 64482, "sub_strand_id": 530, "markdown": "The distribution of income and wealth in the economy and the ways in which governments can redistribute income
\n", "wa_code": "WA10HAKUE4", "examples": [ { "id": 54313, "text_content_id": 64482, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 64483, "sub_strand_id": 530, "markdown": "The ways that governments influence the economy to improve economic performance and living standards, and to manage the effects of externalities
\n", "wa_code": "WA10HAKUE5", "examples": [ { "id": 54314, "text_content_id": 64483, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } } ] }, { "id": 64484, "sub_strand_id": 530, "markdown": "The changing world of business
\nWays that businesses respond to changing economic conditions
In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } } ] }, { "id": 64485, "sub_strand_id": 530, "markdown": "Processes that businesses use to improve productivity
\n", "wa_code": "WA10HAKUE7", "examples": [ { "id": 54316, "text_content_id": 64485, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } } ] }, { "id": 64486, "sub_strand_id": 530, "markdown": "The role of ethical decision-making in production and consumption
\n", "wa_code": "WA10HAKUE8", "examples": [ { "id": 54317, "text_content_id": 64486, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 64487, "sub_strand_id": 530, "markdown": "The way the work environment is changing in Australia and the implications for current and future work
\n", "wa_code": "WA10HAKUE9", "examples": [ { "id": 54318, "text_content_id": 64487, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } } ] } ] }, { "id": 531, "strand_id": 157, "header": "Geography", "position": 3, "textContents": [ { "id": 64488, "sub_strand_id": 531, "markdown": "Environmental change and management
\nThe human-induced changes that challenge the sustainability of natural environments
In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } } ] }, { "id": 64489, "sub_strand_id": 531, "markdown": "The environmental world views of people, including Aboriginal and Torres Strait Islander peoples' approaches to custodial responsibilities, and their implications for environmental management
\n", "wa_code": "WA10HAKUG2", "examples": [ { "id": 54320, "text_content_id": 64489, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The causes and consequences of one environmental change at a local, national or global scale
\n", "wa_code": "WA10HAKUG3", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } } ] }, { "id": 64491, "sub_strand_id": 531, "markdown": "The responses to manage the environmental change and the application of environmental, economic and social criteria in evaluating these management responses
\n", "wa_code": "WA10HAKUG4", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 64492, "sub_strand_id": 531, "markdown": "Geographies of human wellbeing
\nThe methods used to measure spatial variations in human wellbeing and development
In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 64493, "sub_strand_id": 531, "markdown": "The reasons for spatial variations between Australia and one less economically developed country in selected indicators of human wellbeing
\n", "wa_code": "WA10HAKUG6", "examples": [ { "id": 54322, "text_content_id": 64493, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The issues affecting human wellbeing and development in Australia and one less economically developed country
\n", "wa_code": "WA10HAKUG7", "examples": [ { "id": 54323, "text_content_id": 64494, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The role of international and national government and non-government organisations' initiatives in improving human wellbeing in Australia and other countries
\n", "wa_code": "WA10HAKUG8", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
Investigating World War II
\nThe causes of World War II
In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } } ] }, { "id": 64497, "sub_strand_id": 532, "markdown": "The experiences of service personnel from Australia during World War II, including at least one of the following: prisoners of war, the North Africa Campaign, Kokoda, the fall of Singapore
\n", "wa_code": "WA10HAKUH2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 64498, "sub_strand_id": 532, "markdown": "The impact of World War II on the Home Front, including at least one of the following: the bombing of Darwin, the changing roles of women, the use of wartime government controls
\n", "wa_code": "WA10HAKUH3", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 64499, "sub_strand_id": 532, "markdown": "Significant events of World War II, including the Holocaust and use of the atomic bomb
\n", "wa_code": "WA10HAKUH4", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
Investigating rights and freedoms
\nThe origins and significance of the Universal Declaration of Human Rights, including Australia’s involvement in the development of the declaration
In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The background to Aboriginal and Torres Strait Islander peoples’ campaigns for rights and freedoms before 1965
\n", "wa_code": "WA10HAKUH6", "examples": [ { "id": 54325, "text_content_id": 64501, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The significant events in the movement for the civil rights of Aboriginal and Torres Strait Islander peoples and the extent to which they contributed to change
\n", "wa_code": "WA10HAKUH7", "examples": [ { "id": 54326, "text_content_id": 64502, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
The continuing efforts to create change in the rights and freedoms in Australia for Aboriginal and Torres Strait Islander peoples, and one other group
\n", "wa_code": "WA10HAKUH8", "examples": [ { "id": 54327, "text_content_id": 64503, "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] } ] }, { "id": 158, "level_id": 77, "strand_name": "Humanities and Social Sciences skills", "subStrands": [ { "id": 533, "strand_id": 158, "header": "Questioning and researching", "position": 1, "textContents": [ { "id": 64504, "sub_strand_id": 533, "markdown": "Identify current personal knowledge, gaps, misconceptions, currency of information, personal perspective and possible perspectives of others
\n", "wa_code": "WA10HASKQ1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 64505, "sub_strand_id": 533, "markdown": "Construct, select and evaluate a range of questions and hypotheses involving cause and effect, patterns and trends, and different perspectives
\n", "wa_code": "WA10HASKQ2", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 64506, "sub_strand_id": 533, "markdown": "Analyse and clarify the purpose of an inquiry using appropriate methodologies, ethical protocols and concepts to plan for, and inform, an investigation
\n", "wa_code": "WA10HASKQ3", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 64507, "sub_strand_id": 533, "markdown": "Use a range of methods to collect, select, record and organise relevant and reliable information and/or data from multiple sources that reflects the type of analysis of information that is needed with and without the use of digital and spatial technologies
\n", "wa_code": "WA10HASKQ4", "examples": [ { "id": 54328, "text_content_id": 64507, "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 64508, "sub_strand_id": 533, "markdown": "Identify the origin, purpose and context of primary sources and/or secondary sources
\n", "wa_code": "WA10HASKQ5", "examples": [ { "id": 54329, "text_content_id": 64508, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 64509, "sub_strand_id": 533, "markdown": "Use appropriate ethical protocols, including specific formats for acknowledging information produced by others and understand that these formats vary between organisations
\n", "wa_code": "WA10HASKQ6", "examples": [], "genCaps": [ { "id": 5, "gen_cap_name": "Ethical understanding", "svg_code": "eu", "paragraph": { "id": 21, "gen_cap_id": 5, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop ethical understanding as they investigate the ways that diverse values and principles have influenced human activity. As students develop informed, ethical values and attitudes, they explore different perspectives, ambiguities and ethical considerations related to social and environmental issues. They discuss and apply ethical concepts, such as equality, respect and fairness, examine shared beliefs and values that support Australian democracy and citizenship, and become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] }, { "id": 534, "strand_id": 158, "header": "Analysing", "position": 2, "textContents": [ { "id": 64510, "sub_strand_id": 534, "markdown": "Use criteria to analyse the reliability, bias, usefulness and currency of primary sources and/or secondary sources
\n", "wa_code": "WA10HASKA1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 6, "gen_cap_name": "Intercultural understanding", "svg_code": "iu", "paragraph": { "id": 22, "gen_cap_id": 6, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop intercultural understanding as they learn about the diversity of the world's places and peoples, and people's lives, cultural practices, values, beliefs and ways of knowing. They learn the importance of understanding their own and others' histories, recognising the significance of the histories and cultures of Aboriginal and Torres Strait Islander peoples, and the contributions of Australian migrants. They demonstrate respect for cultural diversity and the human rights of all people.
Students learn of Australia's economic and political relationships with other countries and the role of intercultural understanding for the present and future. As they investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are shaped. They reflect on their own intercultural experiences and explore how people interact across cultural boundaries, considering how factors, such as group membership, traditions, customs, and religious and cultural practices impact on civic life.
In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 64511, "sub_strand_id": 534, "markdown": "Analyse information and/or data in different formats
\n", "wa_code": "WA10HASKA2", "examples": [ { "id": 54330, "text_content_id": 64511, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 64512, "sub_strand_id": 534, "markdown": "Account for different interpretations and points of view/perspectives in information and/or data
\n", "wa_code": "WA10HASKA3", "examples": [ { "id": 54331, "text_content_id": 64512, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 64513, "sub_strand_id": 534, "markdown": "Analyse the ‘big picture’
\n", "wa_code": "WA10HASKA4", "examples": [ { "id": 54332, "text_content_id": 64513, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 64514, "sub_strand_id": 534, "markdown": "Apply subject-specific skills and concepts in familiar, new and hypothetical situations
\n", "wa_code": "WA10HASKA5", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] } ] }, { "id": 535, "strand_id": 158, "header": "Evaluating", "position": 3, "textContents": [ { "id": 64515, "sub_strand_id": 535, "markdown": "Draw evidence-based conclusions by evaluating information and/or data, taking into account ambiguities and multiple perspectives; negotiate and resolve contentious issues; propose individual and collective action in response to contemporary events, challenges, developments, issues, problems and/or phenomena
\n", "wa_code": "WA10HASKE1", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 64516, "sub_strand_id": 535, "markdown": "Critically evaluate information and/or data and ideas from a range of sources
\n", "wa_code": "WA10HASKE2", "examples": [ { "id": 54333, "text_content_id": 64516, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] } ] }, { "id": 536, "strand_id": 158, "header": "Communicating and reflecting", "position": 4, "textContents": [ { "id": 64517, "sub_strand_id": 536, "markdown": "Select a range of appropriate formats based on their effectiveness to suit audience and purpose, using relevant digital technologies as appropriate
\n", "wa_code": "WA10HASKC1", "examples": [], "genCaps": [ { "id": 7, "gen_cap_name": "Digital literacy", "svg_code": "ict", "paragraph": { "id": 64, "gen_cap_id": 7, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop digital literacy when they locate, process, analyse, evaluate and communicate civics and citizenship, economic and business, geography and history information. Students access and use digital literacy, including spatial technologies, as an investigative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic, economic and business relevance, being aware of intellectual property. They critically analyse evidence and trends, and critique source reliability. Using digital literacy, students present and represent their learning, and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data and information digitally, using multimodal elements for a variety of reasons and audiences.
\nStudents enhance their digital literacy by exploring the increasing use of technology and the effects of technologies on people and places, and civic, economic and business activity. They learn about social media as a tool to collaborate, communicate and share information, and build consensus on issues of social, civic, economic, business and environmental significance, while using an awareness of personal security protocols and ethical responsibilities.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 64518, "sub_strand_id": 536, "markdown": "Reflect on why all findings are tentative
\n", "wa_code": "WA10HASKC2", "examples": [ { "id": 54334, "text_content_id": 64518, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] }, { "id": 64519, "sub_strand_id": 536, "markdown": "Develop texts, particularly explanations and discussions, using evidence from a range of sources to support conclusions and/or arguments
\n", "wa_code": "WA10HASKC3", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 64520, "sub_strand_id": 536, "markdown": "Deconstruct and reconstruct the collected information and/or data into a form that identifies the relationship between the information and the hypothesis, using subject-specific conventions, terminology and concepts
\n", "wa_code": "WA10HASKC4", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 2, "gen_cap_name": "Numeracy", "svg_code": "num", "paragraph": { "id": 61, "gen_cap_id": 2, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop numeracy capability as they apply numeracy skills in relation to civics and citizenship, economic and business, geography and history inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statistics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests. They construct and interpret maps, models, diagrams, and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
\nStudents learn to analyse numerical data to make meaning of the past, to test relationships in patterns and between variables, such as the effects of location and distance, and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data, and environmental and historical information, and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make informed consumer, financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and real-life experiences.
\n" } } ] }, { "id": 64521, "sub_strand_id": 536, "markdown": "Compare evidence to substantiate judgements
\n", "wa_code": "WA10HASKC5", "examples": [ { "id": 54335, "text_content_id": 64521, "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } } ] }, { "id": 64522, "sub_strand_id": 536, "markdown": "Generate a range of viable options in response to an issue or event to recommend and justify a course of action, and predict the potential consequences of the proposed action
\n", "wa_code": "WA10HASKC6", "examples": [], "genCaps": [ { "id": 3, "gen_cap_name": "Critical and creative thinking", "svg_code": "cct", "paragraph": { "id": 62, "gen_cap_id": 3, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop their critical and creative thinking as they investigate civics and citizenship, economic and business, geography and history information concepts and ideas through inquiry-based learning. The effective development of critical and creative thinking in Humanities and Social Sciences enables students to learn to apply concepts and skills to new contexts and endeavours. Students build their inquiry skills as they learn to develop and clarify investigative questions, and to assess reliability when selecting information from diverse sources. Students develop analytical skills by using evidence to support an argument or position on a social, cultural or political issue. They interpret and analyse economic data and information and apply discipline-specific knowledge and understandings as they draw conclusions and propose solutions to complex problems.
\nStudents develop creative thinking dispositions when they are encouraged to be curious and imaginative in investigations and field work, when considering multiple perspectives about issues and events, and when thinking deeply about questions that do not have straightforward answers. They imagine alternative futures in response to social, environmental, civic, economic and business challenges that require problem-solving and innovative solutions. They propose appropriate and alternative courses of action and consider the effects on their own lives and the lives of others.
\n" } }, { "id": 1, "gen_cap_name": "Literacy", "svg_code": "lit", "paragraph": { "id": 60, "gen_cap_id": 1, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop literacy capability as they learn how to build knowledge in relation to civics and citizenship, economic and business, geography and history information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs and images, often supported by references from primary and secondary sources.
\nStudents learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, which reflect the nature and stages of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, systems and perspectives of the past, present and future. These include topic-specific vocabulary, appropriate verb tenses, and complex sentences that describe sequential, cause-and-effect and comparative relationships. Students recognise how language and images can be used to make and manipulate meaning. They evaluate texts for shades of meaning and opinion. Students also participate in debates and discussions and develop a considered point of view when communicating conclusions and preferred social and environmental futures to a range of audiences.
\n" } }, { "id": 4, "gen_cap_name": "Personal and social capability", "svg_code": "psu", "paragraph": { "id": 63, "gen_cap_id": 4, "subject": "Humanities and Social Sciences", "markdown": "In the Humanities and Social Sciences curriculum, students develop personal and social capability (self and social awareness) as they gain an understanding of people and places through civics and citizenship, economic and business, geography and history inquiry. Through learning experiences that enhance reflective practice, students develop an appreciation of the insights and perspectives of others. They develop understanding of what informs their personal identity and sense of belonging, including concepts of place, and their cultural and national heritage.
\nLearning through inquiry enables students to develop self-management skills by directing their own learning and providing opportunities to express and reflect on their opinions, beliefs, values and questions. Social management skills are developed as students collaborate with others to make informed decisions, show leadership and demonstrate advocacy skills to achieve desired outcomes, and contribute to their communities and society more broadly.
\n" } } ] } ] } ] } ] } ]