– 6 Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Knowledge and understanding Civics and Citizenship Communities Communities make decisions in different ways and voting is a way that groups make decisions democratically Who makes rules, why rules are important and the consequences of rules not being followed 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 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) The differences between ‘rules’ and ‘laws’ The importance and purpose of laws (e.g. to maintain social cohesion, to reflect society’s values) People belong to diverse groups, such as cultural, religious and/or social groups, and this can shape identity Roles, responsibilities and participation The key values that underpin Australia’s democracy, including freedom, equality, fairness and justice 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 The key features of the electoral process in Australia, such as compulsory voting, secret ballot, preferential voting How regulations and laws affect the lives of citizens (e.g. the different types of laws, how laws protect human rights) 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 The roles and responsibilities of the three levels of government, including the shared roles and responsibilities within Australia’s federal system How laws are initiated and passed through the Federal parliament Who can be an Australian citizen, the formal rights and responsibilities, and shared values of Australian citizenship Humanities and Social Sciences – Pre-primary to Year 6 scope and sequence
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) CCT, PSC, EU The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign (ACDSEH095) N, CCT, PSC, EU, IU 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) CCT, PSC, EU The commemoration of World War I, including debates about the nature and of the ANZAC legend (ACDSEH097) CCT, PSC, EU Achievement Standard At Standard, students 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. Students describe some ways individuals and political parties participate within the electoral system in Australia’s democracy. They describe Australia’s court system and how the courts resolve disputes. Students identify the principles of justice and the threats to these principles. Students 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. Students describe innovations and changes in business, and the implications for the current and future work environment.
Analysing Interpret information, evidence and/or data to identify key points or ideas, points of view, perceptions and interpretations; identify the purpose of sources and determine their accuracy and reliability. Applying the relevant concepts to learning (democracy; democratic values; the Westminster system; justice; active participation; rights and responsibilities) Analysing information and ideas from a range of sources to identify and evaluate different interpretations and points of view Analysing how information can be used selectively to persuade citizens (e.g. a debate about a suggested constitutional change) Exploring texts for stereotype, and misrepresentation (e.g. the representation of cultural groups in the media) Distinguish between facts and opinions when discussing a civics and citizenship issue Applying the relevant concepts to learning (scarcity; making choices; specialisation and trade; interdependence; allocation and markets; economic performance and living standards) Analysing data in charts, graphs, diagrams and tables using statistical methods to identify and explain relationships, trends and alternative perspectives Applying the relevant concepts of geographical thinking to learning (place, space, environment, interconnection, sustainability, scale, change) Analysing information and data in charts, graphs, diagrams, tables and maps using qualitative and statistical methods, and digital and spatial technologies Analysing data to identify and explain spatial patterns, trends, relationships and anomalies Applying the relevant concepts of historical thinking to learning (sources; evidence; continuity and change; cause and effect; significance; perspectives; empathy; contestability) Analysing information and evidence in primary and secondary sources to identify perspectives of people from the past and examining different historical interpretations, including their own Processing and synthesising information from a range of sources for use as in an historical argument Identifying the possible meaning of images and symbols in primary sources Sequencing historical events, developments and periods