Places and our connections to them

Experience the distance and location of familiar places (VCGGK007)

Experience personal places and their features represented on large-scale maps and models (VCGGK008)

Experience their connection to a place in Australia and across the world (VCGGK009)

Experience local area dreaming stories and country/places (VCGGK010)

Experience weather and seasons (VCGGK011)

Experience and react to the sensory elements of a places (VCGGK012)

Experience the purpose of or the special event/s of a space (VCGGK013)

React to features and activities of a familiar place (VCGGK014)

Personal histories

Who they are and what they look like (VCHHK006)

The people in their family (VCHHK007)

Indicate what event was first in a routine daily event (VCHHK008)

Similarities and differences within their daily life (VCHHK009)

Community histories

Commemorate significant events (VCHHK010)

Experience significant places and sites (VCHHK011)

Exposure to the cultural or spiritual importance of significant places and sites (VCHHK012)

Experience the use of technology in their lives (VCHHK013)

Place, space and interconnection

Experience and react to a place and its features (VCGGC001)

React to familiar places and activities (VCGGC002)

Experience places that are important for specific people and related activities (VCGGC003)

Data and information

Experience geographical information by using their senses (VCGGC004)

React to images or sensory elements which represent preferred personally significant places (VCGGC005)

React to an element of a place (VCGGC006)

Chronology

Recognise personally significant objects from childhood and now (VCHHC001)

Historical sources as evidence

Explore a source that describes a person (VCHHC002)

Explore their own perspective on events in their routine daily life (VCHHC003)

Continuity and change

Explore objects from the past and present (VCHHC004)

Historical significance

Experience narratives about a person or the past (VCHHC005)

Places and our connections to them

Moving to different places and recognising some features/places on the way (VCGGK021)

Familiar places identified through images at a variety of scales (VCGGK022)

The connection of self to other places in Australia and across the world (VCGGK023)

Experience dreaming stories of the local country/places and their features (VCGGK024)

Observe and identify major weather type (VCGGK025)

The major features of a place (VCGGK026)

Experience specific activities in a place (VCGGK027)

Places used regularly at school and activities I do there (VCGGK028)

Personal histories

Who the people in their immediate family are (VCHHK019)

The structure of their immediate family (VCHHK020)

Indicate the events at the beginning of the day, at midday and evening (VCHHK021)

Similarities and differences within their daily life from day to day (VCHHK022)

Community histories

Awareness of significant commemorative events and ways they can assist with preparation (VCHHK023)

Explore significant places and site, and events associated with them (VCHHK024)

Participate in celebrations and special events of a cultural or spiritual place or site (VCHHK025)

Explore different technologies used to make their daily life better (VCHHK026)

Place, space and interconnection

Explore the features of a place and demonstrate a preference for certain features (VCGGC015)

Explore the location of regular places and activities in school (VCGGC016)

Explore the importance of places and participate in special events related to specific places (VCGGC017)

Data and information

Assist to collect geographical data and information (VCGGC018)

Use images to identify a familiar place (VCGGC019)

Respond to elements of a space using positive and negative response (VCGGC020)

Chronology

Recognise significant events during their lifetime (VCHHC014)

Historical sources as evidence

Explore a range of sources that show families over time (VCHHC015)

Explore peoples perspective to events within their daily life (VCHHC016)

Continuity and change

Explore features of objects from the past and present (VCHHC017)

Historical significance

Assist to construct a narrative about a person or a shared past event (VCHHC018)

Places and our connections to them

Recognising and labelling familiar places in the school using a jointly constructed map (VCGGK035)

Places are represented at a variety of scales (VCGGK036)

The connection of their family and peers to other places in Australia and across the world (VCGGK037)

Explore names and places of local spaces and their Dreaming stories (VCGGK038)

Connection of weather to seasons (VCGGK039)

The major features of a place and its activities (VCGGK040)

What I do in this space (VCGGK041)

Places regularly used at school and the location, and activities undertaken (VCGGK042)

Personal histories

Who the people in their family are (VCHHK032)

The people and their name in the family (VCHHK033)

Distinguish between events within the day and the past (VCHHK034)

Similarities and differences in their daily life over time (VCHHK035)

Community histories

How events are celebrated and how to assist to prepare and participate in personal, school and community events (VCHHK036)

Link significant local sites and people to events (VCHHK037)

Link cultural or spiritual sites to their events or history (VCHHK038)

Explore changes in technology and the difference between each (VCHHK039)

Place, space and interconnection

Identify a familiar place and present findings using locational vocabulary, photos and visuals (VCGGC029)

Link activities to a location (VCGGC030)

Link places to their related activities and special events (VCGGC031)

Data and information

Collect geographical data and information (VCGGC032)

Use images to match a familiar place to a significant feature (VCGGC033)

Indicate how they use a space based on geographical information (VCGGC034)

Chronology

Sequence parts within a significant event (VCHHC027)

Historical sources as evidence

Explore a range of sources that describe an event in the recent past (VCHHC028)

Explore their perspective on how things have changed from past and present in their daily life (VCHHC029)

Continuity and change

Compare features of objects from the recent past and present (VCHHC030)

Historical significance

Assist to construct a narrative about a significant person or past event (VCHHC031)

Places and our connections to them

Locating familiar places and label place and purpose (VCGGK049)

How places can be defined at a variety of scales (VCGGK050)

The connection of their school and local community to other places in Australia and across the world (VCGGK051)

The Countries/Places that Aboriginal and Torres Strait Islander people belong to in the local area (VCGGK052)

Ways weather and seasons are described (VCGGK053)

The major features of a place and their location (VCGGK054)

What people do in specific spaces (VCGGK055)

Places used regularly in the community, their location, activities undertaken in this place and frequency of visits (VCGGK056)

Personal histories

Who the people in their family are and how they are related to me (VCHHK045)

The different family groups in my class and what they have in common (VCHHK046)

Distinguish between 'today’, ‘tomorrow’ and ‘yesterday’ (VCHHK047)

Similarities and differences between their life and the life of their parents and grandparents (VCHHK048)

Community histories

How they and their family celebrate past events that are important to them (VCHHK049)

Explore and sequence the history of a significant place, person or building or site (VCHHK050)

Explore the significance of cultural or spiritual places to us today and to people in the past (VCHHK051)

Explore technologies of the past and today and what people like and why (VCHHK052)

Place, space and interconnection

Identify familiar places and their features, using photos and locational vocabulary (VCGGC043)

Describe the location of a familiar place and the related activities (VCGGC044)

Identify personally significant places and their connection and importance (VCGGC045)

Data and information

Reconstruct geographical data and information (VCGGC046)

Model or draw key features of a familiar place (VCGGC047)

Answer yes/no questions about a place based on geographical observations and information (VCGGC048)

Chronology

Sequence significant family milestones (VCHHC040)

Historical sources as evidence

Explore a range of sources that describe families in the past (VCHHC041)

Explore peoples perspectives about change to daily life (VCHHC042)

Continuity and change

Identify and compare features of objects used by the family from the past and present (VCHHC043)

Historical significance

Develop a narrative about a significant family member and/or place (VCHHC044)

People live in places

The globe as a representation of the Earth on which Australia and other familiar countries can be located (ACHASSK014)

The representation of familiar places, such as schools, parks and lakes on a pictorial map (ACHASSK014)

The places people live in and belong to (e.g. neighbourhood, suburb, town, rural locality), the familiar features in the local area and why places are important to people (e.g. provides basic needs) (ACHASSK015)

The reasons some places are special to people and how they can be looked after, including Aboriginal and Torres Strait Islander Peoples' places of significance (ACHASSK017)(ACHASSK016)

Personal and family histories

Who the people in their family are, where they were born and raised and showing how they are related to each other, using simple family trees (ACHASSK011)

The different structures of families and family groups today (e.g. nuclear, only child, large, single parent, extended, blended, adoptive parent, grandparent) and what they have in common (ACHASSK011)

How they, their family and friends commemorate past events that are important to them (e.g. birthdays, religious festivals, family reunions, community commemorations) (ACHASSK012)

How the stories of families and the past can be communicated and passed down from generation to generation (e.g. photographs, artefacts, books, oral histories, digital media, museums) and how the stories may differ, depending on who is telling them (ACHASSK013)

Identify prior knowledge about a topic (e.g. shared discussion, think-pair-share) (WAHASS01)

Pose and respond to questions about the familiar (WAHASS02)

Explore a range of sources (e.g. observations, interviews, photographs, print texts, digital sources) (WAHASS03)

Sort and record information and/or data into simple categories (e.g. use graphic organisers, drawings) (WAHASS04)

Process information and/or data collected (e.g. sequence familiar events, answer questions, discuss observations) (WAHASS05)

Explore points of view (e.g. understand that their point of view may differ from others) (WAHASS06)

Represent information gathered in different formats (e.g. drawings, diagrams, story maps, role-plays) (WAHASS07)

Draw conclusions based on discussions of observations (e.g. answer questions, contribute to guided discussions) (WAHASS08)

Participate in decision-making processes (e.g. engage in group discussions, make shared decisions) (WAHASS09)

Share observations and ideas, using everyday language (e.g. oral retell, drawing, role-play) (WAHASS10)

Develop texts (e.g. retell, describe personal stories) (WAHASS11)

Reflect on learning (e.g. drawings, discussions) (WAHASS12)

Places have distinctive features

The location of the equator and the northern and southern hemispheres, including the poles (ACHASSK031)

The natural, managed and constructed features of places, their location on a pictorial map, how they may change over time (e.g. erosion, revegetated areas, planted crops, new buildings) and how they can be cared for (ACHASSK031)

How weather (e.g. rainfall, temperature, sunshine, wind) and seasons vary between places, and the terms used to describe them (ACHASSK032)

The activities (e.g. retailing, recreational, farming, manufacturing, medical, policing, educational, religious) that take place in the local community which create its distinctive features (ACHASSK033)

Present and past family life

Differences in family sizes, structures and roles today (e.g. work outside the home, domestic chores, child care), and how these have changed or remained the same over time (ACHASSK028)

How the present, past and future are signified by terms indicating time (e.g. 'a long time ago'; 'then and now'; 'now and then'; 'old and new'; 'tomorrow') as well as by dates and changes that may have personal significance (e.g. birthdays, holidays, celebrations, seasons) (ACHASSK029)

The differences and similarities between students' daily lives and life during their parents' and grandparents' childhoods (e.g. family traditions, leisure time, communications) and how daily lives have changed (ACHASSK030)

Reflect on current understanding of a topic (e.g. think-pair-share, brainstorm) (WAHASS13)

Pose questions about the familiar and unfamiliar (WAHASS14)

Locate information from a variety of provided sources (e.g. books, television, people, images, plans, internet) (WAHASS15)

Sort and record selected information and/or data (e.g. use graphic organisers, take keywords) (WAHASS16)

Identify relevant information (WAHASS17)

Process information and/or data collected (e.g. sequence information or events, categorise information, combine information from different sources) (WAHASS18)

Explore points of view (e.g. understand that stories can be told from different perspectives) (WAHASS19)

Represent collected information and/or data in to different formats (e.g. tables, maps, plans) (WAHASS20)

Draw conclusions based on information and/or data displayed in pictures, texts and maps (e.g. form categories, make generalisations based on patterns) (WAHASS21)

Participate in decision-making processes (e.g. engage in group discussions, make shared decisions, share views) (WAHASS22)

Present findings in a range of communication forms, using relevant terms (e.g. written, oral, digital, role-play, graphic) (WAHASS23)

Develop texts, including narratives, that describes an event or place (WAHASS24)

Reflect on learning and respond to findings (e.g. discussing what they have learned) (WAHASS25)

People are connected to many places

The location of the major geographical divisions of the world (e.g. continents, oceans) in relation to Australia (ACHASSK047)

Local features and places are given names, which have meaning to people, and these places can be defined on a variety of scales, including personal (e.g. home), local (e.g. street, suburb or town), regional (e.g. state) and national (e.g. country) (ACHASSK048)

The ways in which Aboriginal and Torres Strait Islander Peoples maintain connections to their Country/Place (ACHASSK049)

The connections of people in Australia to other places in Australia, in the Asia region, and across the world (e.g. family connections, trade, travel, special events, natural disasters) (ACHASSK050)

The influence of purpose (e.g. shopping, recreation), distance (e.g. location) and accessibility (e.g. technology, transport) on the frequency with which people visit places (ACHASSK051)

The past in the present

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 (ACHASSK044)

The importance today of an historical site (e.g. community building, landmark, war memorial, rock painting, engraving) and why it has heritage significance and cultural value for present generations (e.g. a record of a significant historical event, aesthetic value, reflects the community's identity) (ACHASSK045)

The impact of changing technology on people's lives (e.g. at home, work, travel, communication, leisure, toys) and how the technology of the past differs from what is used today (ACHASSK046)

Reflect on current understanding of a topic (e.g. think-pair-share, brainstorm) (WAHASS13)

Pose questions about the familiar and unfamiliar (WAHASS14)

Locate information from a variety of provided sources (e.g. books, television, people, images, plans, internet) (WAHASS15)

Sort and record selected information and/or data (e.g. use graphic organisers, take keywords) (WAHASS16)

Identify relevant information (WAHASS17)

Process information and/or data collected (e.g. sequence information or events, categorise information, combine information from different sources) (WAHASS18)

Explore points of view (e.g. understand that stories can be told from different perspectives) (WAHASS19)

Represent collected information and/or data in to different formats (e.g. tables, maps, plans) (WAHASS20)

Draw conclusions based on information and/or data displayed in pictures, texts and maps (e.g. form categories, make generalisations based on patterns) (WAHASS21)

Participate in decision-making processes (e.g. engage in group discussions, make shared decisions, share views) (WAHASS22)

Present findings in a range of communication forms, using relevant terms (e.g. written, oral, digital, role-play, graphic) (WAHASS23)

Develop texts, including narratives, that describe an event or place (WAHASS24)

Reflect on learning and respond to findings (e.g. discussing what they have learned) (WAHASS25)

Communities

Communities make decisions in different ways and voting is a way that groups make decisions democratically (ACHASSK070)

Who makes rules, why rules are important and the consequences of rules not being followed (ACHASSK071)

Why people participate in community groups, such as a school or community project, and how students can actively participate and contribute to their local community (ACHASSK072)

Places are both similar and different

The location of Australian states, territories, capital cities and major regional centres of Western Australia and the location and identifying attributes of Australia's major natural features (e.g. rivers, deserts, rainforests, the Great Dividing Range, the Great Barrier Reef) (ACHASSK066)

Language groups of Australia's Aboriginal and Torres Strait Islander Peoples divides their Country/Place and differs from the surveyed boundaries of Australian states and territories (ACHASSK066)

The location of Australia's neighbouring countries and their diverse natural characteristics and human characteristics (ACHASSK067)

The difference between climate and weather, the main climatic zones of the world (e.g. equatorial, tropical, arid, temperate) and the similarities and differences between the climates of different places (ACHASSK068)

The similarities and differences between places in terms of their type of settlement, the diversity of people (e.g. age, birthplace, language, family composition), the lives of the people who live there, and feelings and perceptions about places (ACHASSK069)

Communities and remembrance

One important example of change and one important example of continuity over time in the local community, region or state/territory (e.g. in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life) (ACHASSK062)

The role that different cultural groups have played in the development and character of the local community (e.g. as reflected in architecture, commercial outlets, religious buildings), compared with development in another community (ACHASSK063)

The historical origins and significance of the days and weeks celebrated or commemorated in Australia (e.g. Australia Day, ANZAC Day, National Sorry Day) and the importance of symbols and emblems (ACHASSK064)

The historical origins and significance of celebrations and commemorations in other places around the world (e.g. Bastille Day in France, Independence Day in the USA; and those observed in Australia, such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival, Ramadan) (ACHASSK065)

Identify current understanding of a topic (e.g. brainstorm, KWL chart) (WAHASS26)

Develop a range of focus questions to investigate (WAHASS27)

Locate and collect information from a variety of sources (e.g. photographs, maps, books, interviews, internet) (WAHASS28)

Record selected information and/or data (e.g. use graphic organisers, develop note-taking strategies) (WAHASS29)

Recognise the ethical protocols that exist when gathering information and/or data (e.g. respecting others' work) (WAHASS30)

Develop criteria for selecting relevant information (e.g. accuracy, reliability, usefulness) (WAHASS31)

Interpret information and/or data collected (e.g. sequence events in chronological order, identify patterns and trends, make connections between old and new information) (WAHASS32)

Identify different points of view/perspectives in information and/or data (e.g. distinguish fact from opinion, explore different stories on the same topic) (WAHASS33)

Translate collected information and/or data into different formats (e.g. create a timeline, change data in to a table and/or graph) (WAHASS34)

Draw conclusions and give explanations, based on the information and/or data displayed in texts, tables, graphs and maps (e.g. show similarities and differences) (WAHASS35)

Use decision-making processes (e.g. share views, recognise different points of view, identify issues, identify possible solutions, plan for action in groups) (WAHASS36)

Present findings and conclusions in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic), appropriate to audience and purpose, using relevant terms (WAHASS37)

Develop texts, including narratives and biographies, that use researched facts, events and experiences (WAHASS38)

Reflect on learning, identify new understandings and act on findings in different ways (e.g. complete a KWL chart, propose action in response to new knowledge) (WAHASS39)

Government and society

The purpose of government and some familiar services provided by local government (e.g. libraries, health, arts, parks, environment and waste, pools and sporting facilities, pet management) (ACHASSK091)

The differences between 'rules' and 'laws' (ACHASSK092)

The importance and purpose of laws (e.g. to maintain social cohesion, to reflect society's values) (ACHASSK092)

People belong to diverse groups, such as cultural, religious and/or social groups, and this can shape identity (ACHASSK093)

The Earth's environment sustains all life

The main characteristics (e.g. climate, natural vegetation, landforms, native animals) of the continents of Africa and Europe, and the location of their major countries in relation to Australia (ACHASSK087)

The importance of environments to animals and people, and different views on how they can be protected (ACHASSK088)

Aboriginal and Torres Strait Islander Peoples' ways of living were adapted to available resources and their connection to Country/Place has influenced their views on the sustainable use of these resources, before and after colonisation (ACHASSK089)

The natural resources (e.g. water, timber, minerals) provided by the environment and different views on how they can be used sustainably (ACHASSK090)

First contacts

The diversity and longevity of Australia's first peoples and the ways they are connected to Country/Place (e.g. land, sea, waterways, skies) and their pre-contact ways of life (ACHASSK083)

The journey(s) of at least one world navigator, explorer or trader up to the late 18th century (e.g. Christopher Columbus, Vasco da Gama, Ferdinand Magellan), including their contacts and exchanges with societies in Africa, the Americas, Asia and Oceania, and the impact on one society (ACHASSK084)

Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (e.g. treatment of convicts, daily lives, social order) (ACHASSK085)

The nature of contact between Aboriginal and/or Torres Strait Islander Peoples and others (e.g. the Macassans, Europeans) and the impact that these interactions and colonisation had on the environment and people's lives (e.g. dispossession, dislocation, the loss of lives through conflict, disease, loss of food sources and medicines) (ACHASSK086)

Identify current understanding of a topic (e.g. brainstorm, KWL chart) (WAHASS26)

Develop a range of focus questions to investigate (WAHASS27)

Locate and collect information from a variety of sources (e.g. photographs, maps, books, interviews, internet) (WAHASS28)

Record selected information and/or data (e.g. use graphic organisers, develop note-taking strategies) (WAHASS29)

Recognise the ethical protocols that exist when gathering information and/or data (e.g. respecting others' work) (WAHASS30)

Develop criteria for selecting relevant information (e.g. accuracy, reliability, usefulness) (WAHASS31)

Interpret information and/or data collected (e.g. sequence events in chronological order, identify patterns and trends, make connections between old and new information) (WAHASS32)

Identify different points of view/perspectives in information and/or data (e.g. distinguish fact from opinion, explore different stories on the same topic) (WAHASS33)

Translate collected information and/or data into different formats (e.g. create a timeline, change data into a table and/or graph) (WAHASS34)

Draw conclusions and give explanations, based on the information and/or data displayed in texts, tables, graphs and maps (e.g. show similarities and differences) (WAHASS35)

Use decision-making processes (e.g. share views, recognise different points of view, identify issues, identify possible solutions, plan for action in groups) (WAHASS36)

Present findings and conclusions in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic), appropriate to audience and purpose, using relevant terms (WAHASS37)

Develop texts, including narratives and biographies, that use researched facts, events and experiences (WAHASS38)

Reflect on learning, identify new understandings and act on findings in different ways (e.g. complete a KWL chart, propose action in response to new knowledge) (WAHASS39)

Roles, responsibilities and participation

The key values that underpin Australia's democracy, including freedom, equality, fairness and justice (ACHASSK115)

The roles and responsibilities of electors (e.g. enrolling to vote, being informed) and representatives (e.g. representing their electorate's interests, participating in the parliamentary process) in Australia's democracy (ACHASSK116)

The key features of the electoral process in Australia, such as compulsory voting, secret ballot, preferential voting (ACHASSK116)

How regulations and laws affect the lives of citizens (e.g. the different types of laws, how laws protect human rights) (ACHASSK117)

The roles and responsibilities of key personnel in law enforcement (e.g. customs officials, police) and in the legal system (e.g. lawyers, judges) (ACHASSK117)

Why people work in groups to achieve their aims and functions, and exercise influence, such as volunteers who work in community groups (e.g. rural fire services, emergency services, youth groups) (ACHASSK118)

Wants, resources and choices

The difference between needs and wants, and how they may differ between individuals (ACHASSK119)

Resources can be natural (e.g. oil), human (e.g. workers), or capital (e.g. machinery), and how these are used to make goods and services to satisfy the needs and wants of present and future generations (ACHASSK120)

Due to scarcity, choices need to be made about how limited resources are used (e.g. using the land to grow crops or to graze cattle) (ACHASSK119)

The factors that influence purchase decisions (e.g. age, gender, advertising, price) and how these decisions affect resource use (ACHASSK121)

Strategies for making informed consumer and financial decisions (e.g. budgeting, comparing prices, saving for the future) (ACHASSK121)

Factors that shape the environmental characteristics of places

The main characteristics (e.g. climate, natural vegetation, landforms, native animals) of the continents of South America and North America, and the location of their major countries in relation to Australia (ACHASSK111)

The way people alter the environmental characteristics of Australian places (e.g. vegetation clearance, fencing, urban development, drainage, irrigation, farming, forest plantations, mining) (ACHASSK112)

Features of environments (e.g. climate, landforms, vegetation) influence human activities and the built features of places (ACHASSK113)

The impact of bushfires or floods on environments and communities, and how people can respond (ACHASSK114)

The Australian colonies

The economic, political and social reasons for establishing British colonies in Australia after 1800 (e.g. the establishment of penal colonies) (ACHASSK106)

The patterns of colonial development and settlement (e.g. geographical features, climate, water resources, transport, discovery of gold) and how this impacted upon the environment (e.g. introduced species) and the daily lives of the different inhabitants (e.g. convicts, free settlers, Aboriginal and Torres Strait Islander Peoples) (ACHASSK107)

The economic, social and political impact of one significant development or event on a colony and the potential outcomes created by 'what if…?' scenarios (e.g. frontier conflict; the gold rushes; the Eureka Stockade; the Pinjarra Massacre; the advent of rail; the expansion of farming; drought) (ACHASSK107)

The contribution or significance of one individual or group in shaping the Swan River Colony, including their motivations and actions (e.g. groups such as explorers, farmers, pastoralists, convicts or individuals such as James Stirling, John Septimus Roe, Thomas Peel) (ACHASSK110)

Identify current understandings, consider possible misconceptions and identify personal views on a topic (e.g. KWL chart, concept map) (WAHASS50)

Develop and refine a range of questions required to plan an inquiry (WAHASS51)

Locate and collect information and/or data from a range of appropriate primary sources and secondary sources (e.g. museums, media, library catalogues, interviews, internet) (WAHASS52)

Record selected information and/or data using a variety of methods (e.g. use graphic organisers, paraphrase, summarise) (WAHASS53)

Use ethical protocols when gathering information and/or data (e.g. acknowledge the work of others, reference work appropriately, obtain permission to use photographs and interviews) (WAHASS54)

Use criteria to determine the relevancy of information (e.g. consider accuracy, reliability, publication date, usefulness to the question) (WAHASS55)

Interpret information and/or data collected (e.g. sequence events in chronological order, identify cause and effect, make connections with prior knowledge) (WAHASS56)

Identify different points of view/perspectives in information and/or data (e.g. analyse language, identify motives) (WAHASS57)

Translate collected information and/or data to a variety of different formats (e.g. create a timeline, draw maps, convert a table of statistics into a graph) (WAHASS58)

Draw and justify conclusions, and give explanations, based on the information and/or data in texts, tables, graphs and maps (e.g. identify patterns, infer relationships) (WAHASS59)

Use decision-making processes (e.g. share opinions and personal perspectives, consider different points of view, identify issues, develop possible solutions, plan for action, identify advantages and disadvantages of different options) (WAHASS60)

Present findings, conclusions and/or arguments, appropriate to audience and purpose, in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic, maps) and using subject-specific terminology and concepts (WAHASS61)

Develop a variety of texts, including narratives, descriptions, biographies and persuasive texts, based on information collected from source materials (WAHASS62)

Reflect on learning, identify new understandings and act on findings in different ways (e.g. suggest additional questions to be investigated, propose a course of action on an issue that is significant to them) (WAHASS63)

Australia's system of government and citizenship

The key institutions of Australia's democratic system of government based on the Westminster system, including the monarchy, parliaments and courts (ACHASSK143)

The roles and responsibilities of the three levels of government, including the shared roles and responsibilities within Australia's federal system (ACHASSK144)

How laws are initiated and passed through the federal parliament (ACHASSK146)

Who can be an Australian citizen, the formal rights and responsibilities, and shared values of Australian citizenship (ACHASSK147)

Trade-offs and impacts of consumer and financial decisions

Choices about the use of resources result from the imbalance of limited resources and unlimited wants (i.e. the concept of scarcity) (ACHASSK149)

Decisions about the alternative use of resources result in the need to consider trade-offs (e.g. using the land to grow crops or to graze cattle) (ACHASSK149)

The impact consumer purchasing decisions can have on a family, the broader community (e.g. purchasing from the local growers' market or a supermarket chain) and the environment (e.g. pollution, waste) (ACHASSK150)

Businesses provide goods and services in different ways (e.g. shopping centres, local markets, online stores, small independent stores, remote community stores) to earn revenue (ACHASSK151)

A diverse and connected world

The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHASSK138)

Differences in the economic characteristics (e.g. per capita income, energy consumption), demographic characteristics (e.g. population size, density) and social characteristics (e.g. life expectancy, education) of a selection of countries across the world (ACHASSK139)

The world's cultural diversity, including that of its indigenous peoples who live in different regions in the world, such as the Maori of Aotearoa (New Zealand), and the Orang Asli of Malaysia and Indonesia (ACHASSK140)

Australia's connections with countries (e.g. trade, migration, tourism, aid, education, defence, sport) and how these connections change people and places (ACHASSK141)

Australia as a nation

Key figures (e.g. Henry Parkes, Edmund Barton, George Reid, John Quick), ideas and events (e.g. the Tenterfield Oration, the Corowa Conference, the referendums) that led to Australia's Federation and Constitution, including British and American influences on Australia's system of law and government (e.g. Magna Carta, federalism, constitutional monarchy, the Westminster system, the Houses of Parliament) (ACHASSK134)

Experiences of Australia's democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islander Peoples, migrants, women and children (ACHASSK135)

Stories of groups of people who migrated to Australia (including from one Asian country), the reasons they migrated (e.g. push–pull factors) and their contributions to society (ACHASSK136)(ACHASSK137)

Identify current understandings, consider possible misconceptions and identify personal views on a topic (e.g. KWL chart, concept map) (WAHASS50)

Develop and refine a range of questions required to plan an inquiry (WAHASS51)

Locate and collect information and/or data from a range of appropriate primary sources and secondary sources (e.g. museums, media, library catalogues, interviews, internet) (WAHASS52)

Record selected information and/or data using a variety of methods (e.g. use graphic organisers, paraphrase, summarise) (WAHASS53)

Use ethical protocols when gathering information and/or data (e.g. acknowledge the work of others, reference work appropriately, obtain permission to use photographs and interviews) (WAHASS54)

Use criteria to determine the relevancy of information (e.g. consider accuracy, reliability, publication date, usefulness to the question) (WAHASS55)

Interpret information and/or data collected (e.g. sequence events in chronological order, identify cause and effect, make connections with prior knowledge) (WAHASS56)

Identify different points of view/perspectives in information and/or data (e.g. analyse language, identify motives) (WAHASS57)

Translate collected information and/or data to a variety of different formats (e.g. create a timeline, draw maps, convert a table of statistics into a graph) (WAHASS58)

Draw and justify conclusions, and give explanations, based on the information and/or data in texts, tables, graphs and maps (e.g. identify patterns, infer relationships) (WAHASS59)

Use decision-making processes (e.g. share opinions and personal perspectives, consider different points of view, identify issues, develop possible solutions, plan for action, identify advantages and disadvantages of different options) (WAHASS60)

Present findings, conclusions and/or arguments, appropriate to audience and purpose, in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic, maps) and using subject-specific terminology and concepts (WAHASS61)

Develop a variety of texts, including narratives, descriptions, biographies and persuasive texts, based on information collected from source materials (WAHASS62)

Reflect on learning, identify new understandings and act on findings in different ways (e.g. suggest additional questions to be investigated, propose a course of action on an issue that is significant to them) (WAHASS63)

Designing our political and legal system

The purpose and value of the Australian Constitution (ACHCK048)

The concept of the separation of powers between the legislature, executive and judiciary and how it seeks to prevent the excessive concentration of power (ACHCK048)

The division of powers between state/territory and federal levels of government in Australia (ACHCK048)

The different roles of the House of Representatives and the Senate in Australia's bicameral parliament (ACHCK048)

The process for constitutional change through a referendum and examples of attempts to change the Australian Constitution by referendum, such as the successful vote on the Constitution Alteration (Aboriginals) 1967 or the unsuccessful vote on the Constitution Alteration (Establishment of Republic) 1999 (ACHCK049)

How Australia's legal system aims to provide justice, including through the rule of law, presumption of innocence, burden of proof, right to a fair trial, and right to legal representation (ACHCK050)

How citizens participate in providing justice through their roles as witnesses and jurors (ACHCK050)

Producing and consuming

How consumers rely on businesses to meet their needs and wants (ACHEK017)

How businesses respond to the demands of consumers (e.g. responding to preference for healthy options, environmentally friendly products and packaging, organic food) (ACHEK017)

Why businesses might set a certain price for a product and how they might adjust the price according to demand (ACHEK017)

Characteristics of entrepreneurs, including the behaviours and skills they bring to their businesses (e.g. establishing a shared vision; and demonstrating initiative, innovation and enterprise (ACHEK019)

Why individuals work (e.g. earning an income, contributing to an individual's self-esteem, material and non-material living standards, happiness) (ACHEK020)

Different types of work (e.g. full-time, part-time, casual, at home, paid, unpaid, volunteer) (ACHEK020)

How people derive an income and alternative sources of income (e.g. owning a business, being a shareholder, owning a rental service) (ACHEK020)

The ways people who have retired from employment earn an income (e.g. age pension, superannuation, private savings) (ACHEK020)

Water in the world

The classification of environmental resources (renewable and non-renewable) (ACHGK037)

The quantity and variability of Australia's water resources compared with those in other continents (ACHGK039)

Water scarcity and what causes it, why it is a problem and ways of overcoming water scarcity (e.g. recycling, stormwater harvesting and reuse, desalination, inter-regional transfer of water, reducing water consumption) including studies drawn from Australia, and one from West Asia or North Africa (ACHGK040)

Place and liveability

The factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHGK043)

The influence of accessibility to services and facilities on the liveability of places (ACHGK044)

The influence of environmental quality on the liveability of places (ACHGK045)

The strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe (ACHGK047)

The ancient world (Egypt, Greece, Rome, India, China)

Overview: 

• The location of the ancient civilisations 
• The timeframe of the ancient civilisations

Depth study 1: Investigating the ancient past

How historians and archaeologists investigate history, including excavation and archival research (ACDSEH001)

The range of sources that can be used in an historical investigation, including archaeological and written sources (ACDSEH029)

The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples (ACDSEH148)

Depth study 2: Investigating one ancient society (Egypt, Greece, Rome, India, China)

The physical features and how they influenced the civilisation that developed there (ACDSEH002; ACDSEH003; ACDSEH004; ACDSEH005; ACDSEH006)

Roles of key groups in the ancient society, and the influence of law and religion (ACDSEH032; ACDSEH035; ACDSEH038; ACDSEH041; ACDSEH042)

The significant beliefs, values and practices of the ancient society, with a particular emphasis on one of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH033; ACDSEH036; ACDSEH039; ACDSEH042; ACDSEH045)

The role of a significant individual in the ancient society's history (ACDSEH129; ACDSEH130; ACDSEH131; ACDSEH132; ACDSEH133)

Identify current understandings to consider possible gaps and/or misconceptions, new knowledge needed and challenges to personal perspectives (WAHASS64)

Construct a range of questions, propositions and/or hypotheses (WAHASS65)

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 (WAHASS66)

Select the best method for recording selected information and/or data (e.g. graphic organisers, such as structured overviews for classifying; mind maps, for identifying relationships and overviews; fieldwork, which may require sketch drawings, a list of observable features and photographs) (WAHASS67)

Identify differences in terms of origin and purpose between primary sources (e.g. a cartoon, speech, artefact) and secondary sources (e.g. reference books, such as a dictionary or encyclopedia) (WAHASS68)

Use appropriate ethical protocols to plan and conduct an inquiry (e.g. seek permission to use personal photos, seek permission when planning a visit to Aboriginal cultural land, use specific formats for acknowledging other people's information) (WAHASS69)

Use criteria to select relevant information and/or data such as accuracy, reliability, currency and usefulness to the question (WAHASS70)

Interpret information and/or data to identify key relationships and/or trends displayed in various formats (e.g. change over time in a series of images, identify spatial distributions from a map) (WAHASS71)

Identify points of view/perspectives, attitudes and/or values in information and/or data (e.g. from tables, statistics, graphs, models, cartoons, maps, timelines) (WAHASS72)

Translate information and/or data from one format to another (e.g. from a table to a graph) (WAHASS73)

Apply subject-specific skills and concepts in familiar and new situations (WAHASS74)

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 (WAHASS75)

Represent information and/or data using appropriate formats to suit audience and purpose (e.g. tables/graphs, visual displays, models, timelines, maps, other graphic organisers) (WAHASS76)

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 (WAHASS77)

Reflect on learning to review original understandings and/or determine actions in response to events, challenges, developments, issues, problems and/or phenomena (WAHASS78)

Democracy and law in action

The freedoms that enable active participation in Australia's democracy within the bounds of law, including freedom of speech, association, assembly, religion and movement (ACHCK061)

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 (ACHCK062)

How laws are made in Australia through parliaments (statutory law) (ACHCK063)

How laws are made in Australia through the courts (common law) (ACHCK063)

The types of law in Australia, including criminal law, civil law and the place of Aboriginal and Torres Strait Islander customary law (ACHCK064)

Different perspectives about Australia's national identity, including Aboriginal and Torres Strait Islander perspectives and what it means to be Australian (ACHCK066)

Participation and influences in the marketplace

The way markets operate in Australia and how the interaction between buyers and sellers influences prices and how markets enable the allocation of resources (how businesses answer the questions of what to produce, how to produce and for whom to produce) (ACHEK027)

How the government is involved in the market, such as providing some types of goods and services that are not being provided for sufficiently by the market (e.g. healthcare) (ACHEK027)

The rights and responsibilities of consumers and businesses in Australia (ACHEK029)

Types of businesses (e.g. sole trader, partnership, corporation, cooperative, franchise) and the ways that businesses respond to opportunities in Australia (ACHEK030)

Influences on the ways people work (e.g. technological change, outsourced labour in the global economy, rapid communication changes and factors that might affect work in the future) (ACHEK031)

Landforms and landscapes

The different types of landscapes in Australia and their distinctive landform features (e.g. coastal, riverine, arid, mountain, karst) (ACHGK048)

The spiritual, cultural and aesthetic value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples (ACHGK049)

The geographical processes that produce landforms, including a case study of one type of landform, such as mountains, volcanoes, riverine or coastal landforms (ACHGK050)

The causes, spatial distribution, impacts and responses to a geomorphic hazard (e.g. volcanic eruption, earthquake, tsunami, landslide, avalanche) (ACHGK053)

How the effects caused by geomorphic hazards are influenced by social, cultural and economic factors (e.g. where people choose to live, poverty, the available infrastructure and resources to prepare and respond to a hazard) (ACHGK053)

How the application of principles of prevention, mitigation and preparedness minimises the harmful effects of geomorphic hazards (ACHGK053)

Changing nations

The causes and consequences of urbanisation in Australia and one other country from the Asia region (ACHGK054)

The reasons for, and effects of, internal migration in Australia (ACHGK056)

The reasons for, and effects of, international migration in Australia (ACHGK058)

The ancient to the modern world

Overview

• Key features of the medieval world (feudalism, trade routes, voyages of discovery, contact and conflict) (ACOKH009)

Depth study 1: Investigating medieval Europe (c. 590 – c. 1500)

The way of life in medieval Europe (e.g. social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH008)

Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture, medieval manuscripts and music (ACDSEH050)

Continuity and change in society in one of the following areas: crime and punishment; military and defence systems; towns, cities and commerce (ACDSEH051)

The role of significant individuals in the medieval period (e.g. Charlemagne) (ACDSEH052)

Depth study 2: Investigating the Black Death in Asia, Europe and Africa (14th century plague)

Living conditions and religious beliefs in the 14th century, including life expectancy, medical knowledge and beliefs about the power of God (ACDSEH015)

The role of expanding trade between Europe and Asia during the Black Death, including the origin and spread of the disease (ACDSEH069)

The causes and symptoms of the Black Death and the responses of different groups in society to the spread of the disease, such as the flagellants and monasteries (ACDSEH070)

The effects of the Black Death on Asian, European and African populations, and conflicting theories about the impact of the plague (ACDSEH071)

Identify current understandings to consider possible gaps and/or misconceptions, new knowledge needed and challenges to personal perspectives (WAHASS64)

Construct a range of questions, propositions and/or hypotheses (WAHASS65)

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 (WAHASS66)

Select the best method for recording selected information and/or data (e.g. graphic organisers, such as structured overviews for classifying; mind maps, for identifying relationships and overviews; fieldwork, which may require sketch drawings, a list of observable features and photographs) (WAHASS67)

Identify differences in terms of origin and purpose between primary sources (e.g. a cartoon, speech, artefact) and secondary sources (e.g. reference books, such as a dictionary or encyclopedia) (WAHASS68)

Use appropriate ethical protocols to plan and conduct an inquiry (e.g. seek permission to use personal photos, seek permission when planning a visit to Aboriginal cultural land, use specific formats for acknowledging other people's information) (WAHASS69)

Use criteria to select relevant information and/or data such as accuracy, reliability, currency and usefulness to the question (WAHASS70)

Interpret information and/or data to identify key relationships and/or trends displayed in various formats (e.g. change over time in a series of images, identify spatial distributions from a map) (WAHASS71)

Identify points of view/perspectives, attitudes and/or values in information and/or data (e.g. from tables, statistics, graphs, models, cartoons, maps, timelines) (WAHASS72)

Translate information and/or data from one format to another (e.g. from a table to a graph) (WAHASS73)

Apply subject-specific skills and concepts in familiar and new situations (WAHASS74)

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 (WAHASS75)

Represent information and/or data using appropriate formats to suit audience and purpose (e.g. tables/graphs, visual displays, models, timelines, maps, other graphic organisers) (WAHASS76)

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 (WAHASS77)

Reflect on learning to review original understandings and/or determine actions in response to events, challenges, developments, issues, problems and/or phenomena (WAHASS78)

Our democratic rights

The role of political parties, and independent representatives in Australia's system of government, including the formation of governments (ACHCK075)

How citizens' choices are shaped at election time (e.g. public debate, media, opinion polls, advertising, interest groups, political party campaigns) (ACHCK076)

How social media is used to influence people's understanding of issues (ACHCK076)

The key features of Australia's court system and the role of a particular court (e.g. a supreme court, a magistrates' court, the Family Court of Australia) and the types of cases different courts hear (ACHCK077)

How courts apply and interpret the law, resolve disputes, and make law through judgments (e.g. the role of precedents) (ACHCK077)

The key principles of Australia's justice system, including equality before the law, independent judiciary, and right of appeal (ACHCK078)

The factors that can undermine the application of the principles of justice (e.g. bribery, coercion of witnesses, trial by media, court delays) (ACHCK078)

Australia and the global economy

The role of the key participants in the Australian economy, such as consumers, producers, workers and the government (ACHEK038)

Australia's interdependence with other economies, such as trade and tourism, trade links with partners in the Asia region, and the goods and services traded (ACHEK038)

Why and how participants in the global economy are dependent on each other, including the activities of transnational corporations in the supply chains and the impact of global events on the Australian economy (ACHEK039)

Why and how people manage financial risks and rewards in the current Australian and global financial landscape, such as the use of differing investment types (ACHEK040)

The ways consumers can protect themselves from risks, such as debt, scams and identity theft (ACHEK040)

The nature of innovation and how businesses seek to create and maintain a competitive advantage in the market, including the global market (ACHEK041)

The way the work environment is changing in contemporary Australia and the implication for current and future work (ACHEK042)

Biomes and food security

The distribution and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity (ACHGK060)

The ways that humans in the production of food and fibre have altered some biomes (e.g. through vegetation clearance, drainage, terracing, irrigation) (ACHGK061)

The environmental, economic and technological factors that influence crop yields in Australia and across the world (e.g. climate, soils, landforms, water resources, irrigation, accessibility, labour supply, agricultural technologies) (ACHGK062)

The challenges to food production, including land and water degradation, shortage of fresh water, competing land uses, and climate change for Australia and the world (ACHGK063)

The effects of anticipated future population growth on global food production and security; the capacity for Australia and the world to achieve food security; the implications for agriculture, agricultural innovation and environmental sustainability (ACHGK064)

Geographies of interconnections

The perceptions people have of place, and how this influences their connections to different places (ACHGK065)

The way transportation, and information and communication technologies are used to connect people to services, information and people in other places (ACHGK066)

The ways that places and people are interconnected with other places through trade in goods and services, at all scales (ACHGK067)

The effects of people's travel, recreational, cultural or leisure choices on places, and the implications for the future of these places (ACHGK069)

The making of the modern world 

Overview:

• The important features of the modern period  (1750–1918) including technological change, Imperialism and Nationalism

Depth study 1: Investigating the Industrial Revolution (1750–1914)

The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of Britain (e.g. the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport system, and expanding empire) and of Australia (ACDSEH017)

The population movements and changing settlement patterns during the Industrial Revolution (ACDSEH080)

The experiences of men, women and children during the Industrial Revolution, and their changing way of life (ACDSEH081)

The short-term and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport and communication (ACDSEH082)

Depth study 2: Investigating World War I (1914–1918)

The causes of World War I and the reasons that men enlisted to fight in the war (ACDSEH021)

The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign (ACDSEH095)

The impact of World War I, with a particular emphasis on Australia, such as the use of propaganda to influence the civilian population, the changing role of women and the conscription debate (ACDSEH096)

The commemoration of World War I, including debates about the nature and significance of the ANZAC legend (ACDSEH097)

Identify current personal knowledge, gaps, misconceptions, currency of information, personal perspective and possible perspectives of others (WAHASS79)

Construct, select and evaluate a range of questions and hypotheses involving cause and effect, patterns and trends, and different perspectives (WAHASS80)

Analyse and clarify the purpose of an inquiry using appropriate methodologies, ethical protocols and concepts to plan for, and inform, an investigation (WAHASS81)

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 (e.g. questionnaires, surveys, emails, discussion lists, tables, field sketches, annotated diagrams), with and without the use of digital and spatial technologies (WAHASS82)

Identify the origin, purpose and context of primary sources and/or secondary sources (WAHASS83)

Use appropriate ethical protocols, including specific formats for acknowledging other people's information and understand that these formats vary between organisations (WAHASS84)

Use criteria to analyse the reliability, bias, usefulness and currency of primary sources and/or secondary sources (WAHASS85)

Analyse information and/or data in different formats (e.g. to explain cause and effect relationships, comparisons, categories and subcategories, change over time) (WAHASS86)

Account for different interpretations and points of view/perspectives in information and/or data (e.g. from tables, statistics, graphs, models, cartoons, maps, timelines, newspapers) (WAHASS87)

Analyse the 'big picture' (e.g. put information and/or data into different contexts, reconstruct information by identifying new relationships, identify missing viewpoints or gaps in knowledge) (WAHASS88)

Apply subject-specific skills and concepts in familiar, new and hypothetical situations (WAHASS89)

Draw evidence-based conclusions by evaluating information and/or data, taking into account ambiguities and multiple perspectives; to negotiate and resolve contentious issues; to propose individual and collective action in response to contemporary events, challenges, developments, issues, problems and/or phenomena (WAHASS90)

Critically evaluate information and/or data and ideas from a range of sources to make generalisations and inferences; propose explanations for patterns, trends, relationships and anomalies; predict outcomes (WAHASS91)

Select a range of appropriate formats based on their effectiveness to suit audience and purpose, using relevant digital technologies as appropriate (WAHASS92)

Develop texts, particularly explanations and discussions, using evidence from a range of sources to support conclusions and/or arguments (WAHASS93)

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 (WAHASS94)

Compare evidence to substantiate judgements (e.g. use information and/or data from different places or times; use tables, graphs, models, theories) (WAHASS95)

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 (WAHASS96)

Reflect on why all findings are tentative (e.g. the changing nature of knowledge, changes in circumstances, changes in values) (WAHASS97)

Justice at home and overseas

The key features and values of Australia's system of government (e.g. democratic elections, the separation of powers) compared with one other system of government in the Asia region, such as China, Japan, India or Indonesia (ACHCK090)

Australia's roles and responsibilities at a global level (e.g. provision of foreign aid, peacekeeping, participation in international organisations, such as the United Nations) (ACHCK091)

The role of the High Court, including interpreting the Constitution (ACHCK092)

The international agreements Australia has ratified and examples of how they shape government policies and laws (e.g. the protection of World Heritage areas, the International Convention on the Elimination of All Forms of Racial Discrimination, the Convention on the Rights of the Child, the Declaration on the Rights of Indigenous Peoples) (ACHCK093)

The threats to Australia's democracy and other democracies, such as the influence of vested interests, organised crime, corruption and lawlessness (ACHCK094)

The safeguards that protect Australia's democratic system and society, including shared values and the right to dissent within the bounds of the law (ACHCK094)

Economic performance and living standards

Indicators of economic performance (e.g. economic growth rates, unemployment trends, inflation rates, human development index, quality of life index, sustainability indexes) and how Australia's economy is performing (ACHEK050)

The links between economic performance and living standards, the variations that exist within and between economies and the possible causes (e.g. foreign investment, employment rates and levels of debt) (ACHEK051)

The distribution of income and wealth in the economy and the ways in which governments can redistribute income (e.g. through taxation, social welfare payments) (ACHEK051)

The ways that governments manage the economy to improve economic performance and living standards (e.g. productivity policy, training and workforce development policy, migration), and to minimise the effects of externalities (e.g. regulation) (ACHEK052)

Factors that influence major consumer financial decisions (e.g. price, availability and cost of finance, marketing of products, age and gender of consumers, convenience, ethical and environmental considerations) and the short-term and long-term consequences of these decisions (ACHEK053)

The ways businesses organise themselves to improve productivity (e.g. provision of training, investment in applications of technology, use of just-in-time inventory systems) (ACHEK054)

Ways that businesses respond to improved economic conditions (e.g. increasing their research and development funding to create innovative products, adjusting marketing strategies to expand their market share) (ACHEK054)

Environmental change and management

The human-induced environmental changes that challenge sustainability (e.g. water and atmospheric pollution, degradation of land, inland and coastal aquatic environments) (ACHGK070)

The environmental worldviews of people and their implications for environmental management (ACHGK071)

Select one of the following types of environments as the context for a comparative study of an environmental change for Australia and one other country:

• land 
• inland water 
• coast 
• marine 
• urban 

The causes and likely consequences of environmental change being investigated (ACHGK073)

The strategies to manage the environmental change being investigated (ACHGK074)

The application of environmental, economic and social criteria in evaluating management responses to the change being investigated (ACHGK075)

Geographies of human wellbeing

The different ways of measuring and mapping human wellbeing and development, and how these can be applied to measure differences between places (ACHGK076)

The reasons for spatial variations between countries in selected indicators of human wellbeing (ACHGK077)

The issues affecting the development of places and their impact on human wellbeing, drawing on a study from a developing country or region in Africa, South America or the Pacific Islands (ACHGK078)

The role of international and national government and non-government organisations' initiatives in improving human wellbeing in Australia and other countries (ACHGK081)

The modern world and Australia

Overview:

• The inter-war years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression (ACOKFH018)

Depth study 1: Investigating World War II (1939–1945)

The causes and course of World War II (ACDSEH024)

The experiences of Australians during World War II, such as prisoners of war (POWs), the Battle of Britain, Kokoda and the fall of Singapore (ACDSEH108)

The impact of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls (e.g. conscription, manpower controls, rationing, censorship) (ACDSEH109)

An examination of significant events of World War II, including the Holocaust and use of the atomic bomb (ACDSEH107)

Depth study 2: Investigating rights and freedoms (1945–the present)

The origins and significance of the Universal Declaration of Human Rights, including Australia's involvement in the development of the declaration (ACDSEH023)

The background to the struggle of Aboriginal and Torres Strait Islander Peoples for rights and freedoms before 1965, including the 1938 Day of Mourning and the Stolen Generations (ACDSEH104)

The US civil rights movement and its influence on Australia (ACDSEH105)

The significance of one of the following for the civil rights of Aboriginal and Torres Strait Islander Peoples: 1962 right to vote federally; 1967 referendum; reconciliation; Mabo decision; Bringing Them Home Report (the Stolen Generations); the Apology (ACDSEH106)

Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander Peoples, and the role of one individual or group in the struggle (ACDSEH134)

Identify current personal knowledge, gaps, misconceptions, currency of information, personal perspective and possible perspectives of others (WAHASS79)

Construct, select and evaluate a range of questions and hypotheses involving cause and effect, patterns and trends, and different perspectives (WAHASS80)

Analyse and clarify the purpose of an inquiry using appropriate methodologies, ethical protocols and concepts to plan for, and inform, an investigation (WAHASS81)

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 (e.g. questionnaires, surveys, emails, discussion lists, tables, field sketches, annotated diagrams), with and without the use of digital and spatial technologies (WAHASS82)

Identify the origin, purpose and context of primary sources and/or secondary sources (WAHASS83)

Use appropriate ethical protocols, including specific formats for acknowledging other  people's information and understand that these  formats vary between organisations (WAHASS84)

Draw evidence-based conclusions by evaluating information and/or data, taking into account ambiguities and multiple perspectives; to negotiate and resolve contentious issues; to propose individual and collective action in response to contemporary events, challenges, developments, issues, problems and/or phenomena (WAHASS90)

Critically evaluate information and/or data and ideas from a range of sources to make generalisations and inferences; propose explanations for patterns, trends, relationships and anomalies; predict outcomes (WAHASS91)

Select a range of appropriate formats based on their effectiveness to suit audience and purpose, using relevant digital technologies as appropriate (WAHASS92)

Develop texts, particularly explanations and discussions, using evidence from a range of sources to support conclusions and/or arguments (WAHASS93)

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 (WAHASS94)

Compare evidence to substantiate judgements (e.g. use information and/or data from different places or times; use tables, graphs, models, theories) (WAHASS95)

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 (WAHASS96)

Reflect on why all findings are tentative (e.g. the changing nature of knowledge, changes in circumstances, changes in values) (WAHASS97)

Use criteria to analyse the reliability, bias, usefulness and currency of primary sources and/or secondary sources (WAHASS85)

Analyse information and/or data in different formats (e.g. to explain cause and effect relationships, comparisons, categories and subcategories, change over time) (WAHASS86)

Account for different interpretations and points of view/perspectives in information and/or data (e.g. from tables, statistics, graphs, models, cartoons, maps, timelines, newspapers) (WAHASS87)

Analyse the 'big picture' (e.g. put information and/or data into different contexts, reconstruct information by identifying new relationships, identify missing viewpoints or gaps in knowledge) (WAHASS88)

Apply subject-specific skills and concepts in familiar, new and hypothetical situations (WAHASS89)