HISTORY
Students develop historical understanding through key concepts, including: evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts
may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries. The history content involves two strands: Historical
Knowledge and Understanding and Historical Skills. These strands are interrelated and are taught in an integrated way; and in ways that are appropriate to specific local contexts.
Year 7
Year 8
Year 9
The Ancient World
Year 7 curriculum provides students with the opportunity
to focus on history from the time of the earliest human
communities to the end of the ancient period
(approximately 60 000 BCE – c.650 CE); a period defined by
the development of cultural practices and organised
societies.
The Ancient to the Modern World
The Year 8 curriculum provides students with the
opportunity to study history from the end of the ancient
period to the beginning of the modern period, c.650 AD
(CE) – 1750. This was when major civilisations around the
world came into contact with each other.
The Making of the Modern World
1. Investigating the Ancient Past
[Term 3, 2015] 1. Medieval Europe
The first depth study includes an overview of the Ancient
World and also consolidates students understanding of
historical inquiry from previous years in depth, using a
range of sources for the study of the ancient past.
History
Assessment:
[Term 1, 2015]
The first depth study investigates the social, cultural,
economic and political features of Medieval Europe, with a
particular focus on the dominance of the Catholic Church
and the relationship between Islam and the West through
the Crusades.
Assessment:
Instrument #1: Research assignment
Instrument #1 Response to stimulus exam
2. The Mediterranean World (Rome) [Term 4, 2015]
The second depth study involves the investigation of a
Mediterranean society - Rome. This includes its physical
features, main groups in Roman society, significant beliefs,
values and practices in everyday life, contacts and conflicts
within societies and the role of a significant individual.
2. Shogunate Japan
[Term 2, 2015]
The second depth study investigate the way of life in
shogunate Japan including social, cultural, economic and
political features. In particular, the role of the Tokugawa
shogunate in imposing a feudal system and environmental
policies on Japan will be examined. Students will explore
theories about the decline of the shogunate.
Assessment:
Assessment:
Instrument # 1: Short response exam
Instrument #1: Research project - Emakimono
OR The Asian World (China)
[Term 4, 2015]
This depth study involves the investigation of an Asian
society - China. This will include: its physical features, main
groups in Chinese society, significant beliefs, values and
practices in everyday life or warfare, contacts and conflicts
with other societies, and the role of a significant individual
- Qin Shi Huang.
Assessment:
Instrument # 1: Short response exam
3. Spanish conquest of the Americas [Term 2, 2015]
The third depth study investigate and analyse the motives
of Spanish adventurers who explored and settled the
Americas. Students will consider the way of life for people
in the Americas before Columbus’ arrival, the nature of
the interaction between these people and the Spanish,
and the impacts of the Spanish conquest both in the
Americas and in Europe.
Assessment:
Instrument # 1: Response to stimulus exam
The Year 9 curriculum provides a study of the history of the
making of the modern world from 1750 to 1918. It was a period
of industrialisation and rapid change in the ways people lived,
worked and thought. It was an era of nationalism and imperialism,
and the colonisation of Australia was part of the expansion of
European power. The period culminated in World War I 19141918, the war to end all wars‘.
1. Industrial Revolution
[Term 3, 2015]
The first depth study investigates how life changed in the
period from 1750 to 1914 through the study of the
Industrial Revolution. The study includes the causes and
effects of the Industrial Revolution, and the Australian
experience.
Assessment:
Instrument #1: Research assignment
2. World War I
[Term 4, 2015]
The second depth study investigates the first major world
war, in which powerful nation-states vied with each other
for economic and political supremacy. The major short
and long term causes of the war will be investigated as well
as the impacts on the civilian population and the
conscription debate. The significance of the Anzac legend
will also be investigated.
Assessment:
Instrument #1 Response to stimulus exam
GEOGRAPHY
Junior Secondary students describe geographical processes that influence the characteristics of places and how places are perceived and valued differently. They explain
interconnections between people, places and environments and describe how they change places and environments. They propose simple explanations for spatial distributions and
patterns among phenomena. They describe alternative strategies to a geographical challenge and propose a response, taking into account environmental, economic and social factors.
Year 7
Year 7 Geography offers students the opportunity
to investigate two depth studies during Semester
One, 2015.
Geography
1. Water in the World
Year 8
Year 8 Geography offers students the opportunity
to investigate two depth studies during Semester
Two, 2015.
[Term 1, 2015] 1. Landforms and Landscapes
The first depth study focuses on water as an example of
a renewable environmental resource. Students will
examine the many uses of water, its different forms as a
resource, the ways it connects places as it moves through
the environment, its varying availability in time and
across space, and its scarcity.
Year 9
Year 9 Geography offers students the opportunity
to investigate two depth studies during Semester
One, 2015.
[Term 3, 2015] 1. Biomes and food security
The first depth study focuses on investigating
geomorphology through a study of landscapes and
their landforms. This unit examines the processes that
shape individual landforms, the values and meanings
placed on landforms and landscapes by diverse
cultures, hazards associated with landscapes and
management of landscapes.
[Terms 1/2, 2015]
The first depth study focuses on investigating the role
of the biotic environment and its role in food and fibre
production.
Assessment:
Assessment:
Assessment:
Instrument # 1. Short response exam
Instrument # 2. Response to stimulus exam
Instrument # 1: Short response exam
Instrument # 2: Response to stimulus exam
Instrument # 1: Short response exam
Instrument # 2: Response to stimulus exam
2. Place and Liveability
[Term 2, 2015]
The second depth study focuses on the concept of place
through an investigation of liveability. This unit examines
factors that influence liveability and how it is perceived,
the idea that places provide us with the services and
facilities needed to support and enhance our lives, and
that spaces are planned and managed by people.
2. Changing nations
[Term 4, 2015]
The second depth study investigates the changing
human geography of countries, as revealed by shifts in
population distribution. The unit explores the process
of urbanisation both in Australia and overseas and
examines issues related to the management and future
of Australia’s urban areas.
Assessment:
Assessment:
Instrument # 1. Research assignment - multimodal
Instrument # 1. Research assignment - multimodal
2. Geographies of interconnections
[Term 2/3, 2015]
The second depth study focuses on investigating how
people, through their choices and actions, are
connected to places throughout the world in a wide
variety of ways, and how these connections help to
make and change places and their environments.
Assessment:
Instrument # 1. Research assignment - multimodal