Ccgs Humanities Curriculum Overview

CCGS Humanities Domain-level Curriculum Overview
CCGS HUMANITIES CURRICULUM OVERVIEW: PREP

ACHIEVEMENT STANDARD (REPORT OUTCOMES):
OUTCOMES):
By the end of Prep:
History
Geography
Students identify important events in their own lives.
They identify how they, their families and friends know about their past and commemorate events
Students sequence familiar events in order.
They respond to questions about their own past.
Students relate a story about their past using a range of texts.
that are important to them.
Students describe the features of familiar places and recognise why some places are special to
people.
They recognise that places can be represented on maps and a globe and why places are important
Students observe the familiar features of places and represent these features and their location on
They share and compare observations in a range of texts and use everyday language to describe
Students reflect on their learning to suggest ways they can care for a familiar place.
to people.
pictorial maps and models.
direction and location.
TEACHING AND LEARNING SEQUENCE, UNITS AND CONTENT DESCRIPTORS

AUSTRALIAN
CURRICULUM CONTENT
SEMESTER 1
SEMESTER 2
DESCRIPTORS AND
HISTORY
GEOGRAPHY
TEACHING UNITS
Inquiry Questions
What is my history and how do I know?
What are places like?
What stories do other people tell about the past?
What makes a place special?
How can stories of the past be told and shared?
How can we look after the places we live in?

The Aboriginal or
Torres Strait
How the stories of families

Who the people in their
Humanities Knowledge
and Understanding
Content Descriptors
family are, where they were

born and raised and how
they are related to each
How they, their family and

friends commemorate past
and the past can be

communicated, for example,
of the location of
through photographs,
places and their
artefacts, books, oral
features on simple
histories, digital media and
maps and models
museums
(ACHASSK014)
events that are important to

them
other
(ACHASSK012)
(ACHASSK011)
The representation
Content
(ACHASSK013)
The places people

live in and belong
to, their familiar
features and why
they are important
to people
(ACHASSK015)
Islander
Country/Place on
The reasons why
which the school is
some places are
located and
special to people,
why Country/Place is
and how they can
important to
be looked after
Aboriginal and
(ACHASSK017)
Torres Strait
Islander Peoples
(ACHASSK016)
My family tree
Australias first people
My family tree
Atlas pg. 46
Atlas pg. 44
Atlas pg. 46
Professional Support
Book pg. 24
Book pg. 23
Book pg. 24
Map Skills
Natural
Atlas pg. 422
environments
Resources
Places from the past
people
Atlas pg. 42
Atlas pg. 28
Atlas pg. 44
Professional
Professional
Oxford Australian
Curriculum ATLAS F-12
Australias first
Professional
Support Book
Support Book
Support Book
pg. 22
pg. 15
pg. 23
Houses of different
Houses of different
materials
materials
Atlas pg. 48
Professional
Atlas pg. 48
Professional
Support Book
Support Book
pg. 25
pg. 25
Compiled by Brendon Peisley 2015
Page 1 of 23

Remember the past
My family
RIC Australian
Curriculum
History/Geography
Resources
pg. 2-13
Family structures
pg. 14-33
pg. 34-53
Stories from the past
pg. 54-73
Representing places
Places, their
Aboriginal and
Special
and their features
features and
Torres Strait
places/Looking after
pg. 2-21
importance
pg. 22-25
Islander
Countries/Places
places
pg. 54-81
pg. 46-57
Questioning
Pose questions about past
and present objects,
people, places and events
(ACHASSI001)
Researching
Collect data and
information from
observations and identify
information
and data from sources
provided
(ACHASSI002)
Sort and record
information and data,
including location, in
tables and on plans and
labelled maps
(ACHASSI003)
Inquiry and Skills
Sequence familiar objects

and events
(ACHASSI004)
Analysing
Explore a point of view
(ACHASSI005)
Compare objects from the
past with those from the
present and consider how
places have changed over
time
(ACHASSI006)
Interpret data and
information displayed in
pictures and texts and on
maps
(ACHASSI007)
Evaluating and Reflecting
Draw simple conclusions
based on discussions,
observations and
maps
(ACHASSI008)
Reflect on learning to
propose how to care for
places and sites that are
important or significant
Page 2 of 23

(ACHASSI009)
Communicating
Present narratives,
information and findings
in oral, graphic and
written forms using simple
terms to denote the
passing of time and to
describe direction and
location
(ACHASSI010)
Page 3 of 23
CCGS HUMANITIES CURRICULUM OVERVIEW: YEAR 1

By the end of Year 1:
Geography
History
Students identify and describe the natural, managed and constructed features of places at a local
Students identify and describe important dates and changes in their own lives.
scale and identify where features of places are located.
They explain how some aspects of daily life have changed over recent time while others have
Students sequence personal and family events in order, using everyday terms about the passing of
They recognise that people describe the features of places differently.
Students identify changes in features and describe how to care for places.
remained the same.
Students respond to questions about familiar and unfamiliar places by locating and interpreting
information from sources provided.
They respond to questions about the past using sources provided.
They represent the location of different places and their features on labelled maps and present
Students relate stories about life in the past, using a range of texts.
time.
findings in a range of texts and use everyday language to describe direction and location.
They reflect on their learning to suggest ways that places can be cared for.

AUSTRALIAN
CURRICULUM CONTENT
SEMESTER 1
SEMESTER 2
DESCRIPTORS AND
GEOGRAPHY
HISTORY
TEACHING UNITS
Inquiry Questions
What are the different features of places?
How has family life changed or remained the same over time?
How can we care for places?
How can we show that the present is different from or similar to the past?
How have the features of places changed?
How do we describe the sequence of time?

How the present, past and
The natural, managed and

and Understanding
they change and how they

can be cared for
Content
Content Descriptors
constructed features of
places, their location, how
(ACHASSK031)
The weather and seasons of
Differences in family
places and the ways in

which different cultural
Activities in the local place
groups, including Aboriginal
and reasons for their
and Torres Strait Islander
location (ACHASSK033)
structures and roles today,

and how these have
changed or remained the
same over time
Peoples, describe them
(ACHASSK028)
(ACHASSK032)
future are signified by terms

indicating time, as well as
by dates and changes that
may have personal
significance, such as
Differences and similarities

between students' daily lives
and life during their
parents and grandparents
childhoods
birthdays, celebrations and
(ACHASSK030)
seasons
(ACHASSK029)
Water on Earth
Seasons and weather
Oxford Australian
Atlas pg. 36
Atlas pg. 26
Curriculum ATLAS F-2
Resources
RIC Australian
Curriculum
History/Geography
Resources
Book pg. 19
Natural management and
constructed features
Map Skills
Atlas pg. 4-22
My family tree
Atlas pg. 46
Book pg. 14
pg. 42-57
N/A
Book pg. 24
Weather and seasons
N/A
Activities of places
pg. 2-51
pg. 58-69
Rearranging spaces
Family structures
Languages of time/Important
pg. 2-33
events
The present and past
pg. 62-73
pg. 34-61
pg. 70-81
Inquiry and Skills
Questioning
(ACHASSI018)
Researching
Collect data and
information from
information
Page 4 of 23

provided
(ACHASSI019)
Sort and record
labelled maps
(ACHASSI020)
and events
(ACHASSI021)
Analysing
(ACHASSI022)
time
(ACHASSI023)
Interpret data and
maps
(ACHASSI024)
observations and
maps
(ACHASSI025)
(ACHASSI026)
Communicating
Present narratives,
terms to denote the
location
(ACHASSI027)
Page 5 of 23

History
Geography
Students describe a person, site and/or event of significance in the local community.
They identify how and why the lives of people have changed over time while others have remained
the same.
Students recognise that the world can be divided into major geographical divisions.
Students sequence events in order, using a range of terms related to time.
They describe how people in different places are connected to each other and identify factors that
They pose questions about the past and use sources provided to answer these questions and to
identify a point of view.
They explain why places are important to people, recognising that places have meaning.
They compare objects from the past and present.
Students pose questions about familiar and unfamiliar places and answer them by locating
Students develop a narrative about the past using a range of texts.
Students identify the features that define places and recognise that places can be described at
different scales.
influence these connections.
information from observations and from sources provided.
They represent data and the location of places and their features in tables, plans and on labelled
They interpret geographical information to draw conclusions.
Students present findings in a range of texts and use simple geographical terms to describe the
They suggest action in response to the findings of their inquiry.
maps.
direction and location of places.

AUSTRALIAN
CURRICULUM CONTENT
SEMESTER 1
SEMESTER 2
DESCRIPTORS AND
HISTORY
GEOGRAPHY
TEACHING UNITS
Inquiry Questions
What aspects of the past can you see today? What do they tell us?
What is a place?
What remains of the past are important to the local community? Why?
How are people connected to their place and other places?
How have changes in technology shaped our daily life?
What factors affect my connection to places?
The way the

The history of a significant
person, building, site and/or
part of the natural
and Understanding
environment in the local
Content Descriptors
community and what it
The importance today of a

historical site of cultural or
spiritual significance in the
local area, and why it
should be preserved
Content
reveals about the past
(ACHASSK045)
(ACHASSK044)
How changing technology

affected peoples lives (at
home and in the ways they
worked, travelled,
communicated and played
in the past
(ACHASSK046)
world is
represented in
geographic
divisions and
the location of
Australia in
relation to these
divisions
(ACHASSK047)
Oxford Australian
Curriculum ATLAS
Resources
Oxford Australian
Oxford Australian
Curriculum History F-2:
Curriculum History F-2:
Atlas pg. 42
Atlas pg. 42
Book pg. 22
Book pg. 22
The World
Atlas pg. 72-90
Our Country
The idea that
The ways in
places are parts
which
of Earths
Aboriginal and
surface that
Torres Strait
have been
Islander Peoples
named by
maintain
people, and how
special
places can be
connections to
defined at a
particular
variety of scales
Country/Place
(ACHASSK048)
(ACHASSK049)
Map Skills
Australias first
Atlas pg.
4-22
people
Atlas pg. 52-70
N/A
of people in
Australia to
people in other
places in
Australia and
across the world
(ACHASSK050)
My family tree
Atlas pg.
Professio-
Atlas pg.
44
The connections
The influence
of purpose,
distance and
accessibility on
the frequency
with which
people visit
places
(ACHASSK051)
My family tree
Atlas pg.
Professio-
46
46
Professio-
nal
nal
nal
Support
Support
Support
Book pg.
Book pg.
Book pg.
24
24
23
Food from
different
cultures
Page 6 of 23
Atlas pg.
Professio-
50
nal
Support
Book pg.
26
Learning from the past
RIC Australian
Curriculum
History/Geography
Resources
pg. 2-29
Respecting the past
pg. 30-45
Technology through time
Divisions of the
Features and
Connection to
Australian
worlds
places
Country/Place
Connections
pg. 46-73
pg. 2-17
pg. 18-41
pg.
53
42-
pg.
Visiting places
pg. 66-81
54-
65
Questioning
(ACHASSI034)
Researching
Collect data and
information from
information
provided
(ACHASSI035)
Sort and record
Inquiry and Skills

labelled maps
(ACHASSI036)
and events
(ACHASSI037)
Analysing
(ACHASSI038)
time
(ACHASSI039)
Interpret data and
maps
(ACHASSI040)
observations and
Page 7 of 23

maps
(ACHASSI041)
(ACHASSI042)
Communicating
Present narratives,
terms to denote the
location
(ACHASSI043)
Page 8 of 23

Geography
History
Students describe the location of the states and territories of Australia, the location of selected
Students identify individuals, events and aspects of the past that have significance in the present.
Aboriginal and Torres Strait Islander Countries/Places and selected countries neighbouring Australia.
They identify and describe aspects of their community that have changed and remained the same
similarities and differences between the characteristics of these places.
They identify the importance of different celebrations and commemorations for different groups.
They identify connections between people and the characteristics of places and recognise that people
Students sequence information about events and the lives of individuals in chronological order.
have different perceptions of places.
They pose questions about the past and locate and collect information from sources (written,
Students pose geographical questions and locate and collect information from different sources to
answer these questions.
They analyse information to identify a point of view.
They record and represent data in tables and simple graphs and the location of places and their
Students develop texts, including narrative accounts, using terms denoting time.
They describe the characteristics of different places at local scales and identify and describe
over time.
physical, visual, oral) to answer these questions.
characteristics on labelled maps that use the cartographic conventions of legend, title and north
point.
They describe the location of places and their features using simple grid references and cardinal
Students interpret geographical data to identify and describe distributions and draw conclusions.
They present findings using simple geographical terminology in a range of texts.
They reflect on their learning to suggest individual action in response to a geographical challenge.
compass points.

AUSTRALIAN
CURRICULUM CONTENT
SEMESTER 1
SEMESTER 2
DESCRIPTORS AND
GEOGRAPHY
HISTORY
Content
TEACHING UNITS
Inquiry Questions
What are the main natural and human features of Australia?
How and why are places similar and different?
What would it be like to live in a neighbouring country?
Who lived here first and how do we know?
How has our community changed? What features have been lost and what features
have been retained?
the community?
What is the nature of the contribution made by different groups and individuals in
How and why do people choose to remember significant events of the past?
Page 9 of 23

Celebrations and
commemorations in
places around the
The similarities
The representation of
and differences
Australia as states
between places in
and territories and
The location of
The
Australias
main climate types
neighbouring
of the world and
countries and the
the similarities and
diverse
differences between
characteristics of
the climates of
their places
different places
(ACHASSK067)
(ACHASSK068)
as Countries/Places
and Understanding
Content Descriptors
of Aboriginal and
Torres Strait
Islander Peoples;
and major places in
Australia, both
natural and human
terms of their type

of settlement,
demographic
characteristics and
the lives of the
people who live
there, and peoples
perceptions of these
(ACHASSK066)
How the community

The importance
of Country/Place to
Aboriginal and/or
Torres Strait
Islander Peoples who
belong to a local
area
(ACHASSK062)
has changed and

remained the same
over time and the role
that people of diverse
backgrounds have
played in
the development and
character of the local
community
places
(ACHASSK063)
world (for example,

Days and weeks
Chinese New Year in
celebrated or
countries of the
commemorated in
Asia region, Bastille
Australia (including
Day in France,
Australia Day, Anzac
Independence Day in
Day, and National
the USA), including
Sorry Day) and the
those that are
importance of
observed in Australia
symbols and emblems
(for example,
(ACHASSK064)
Christmas Day,
Diwali, Easter,
(ACHASSK069)
Hanukkah, the Moon

Festival and
Ramadan)
(ACHASSK065)
Discovering map
Communities
skills
around the world
Atlas pg. 2-12
Discovering our
Atlas pg. 6682
Atlas pg. 60
Remembering the
Multicultural
ANZACX
Australia
Atlas pg. 58
Atlas pg. 52
Professional
Atlas pg. 62
Atlas pg. 60
Professional
Professional
Support
Professional
Professional
Support Book
pg. 25
Support
pg. 35
pg. 34
Support Book
pg. 34
OzBox
OzBox
OzBox
Book
pg.31
Book
Book
Support
pg. 36
OzBox
OzBox
Support
OzBox
Book
pg. 35
OzBox
Multicultural
Australia
Curriculum ATLAS 3-4
Professional
Atlas pg. 60
Professional
Support Book
Book
pg. 35
OzBox
OzBox
Multicultural Australia
Support Book
Atlas pg. 58
people
Professional
pg. 34
Australias first
Atlas pg. 58
Oxford Australian
Support
Communities
around the world
Professional
Resources
Atlas pg. 40
Australias first
people
country
Heating and cooling
The British arrive in

Australia
Atlas pg. 56
Professional
Support
Book
pg. 33
OzBox
Australian states
Australias
Different climates
Feelings and ideas
Importance of
Change and
and territories and
Neighbours
of the world
about places
Country and Place
continuity
natural features
RIC Australian
Curriculum
History/Geography
pg. 2-17
Aboriginal and
Torres Strait
Resources
pg. 26-45
pg. 46-53
pg. 54-65
pg. 2-9
pg. 10-33
Similar and
Cultural groups in
different places
Australia
pg. 66-81
Celebrate Australia
pg. 34-57
Celebrations from
around the world
pg. 58-73
pg. 18-33
Islander
Countries/Places
pg. 18-25
Page 10 of 23

Questioning
Pose questions to
investigate people, events,
places and issues
(ACHASSI052)
Researching
Locate and collect
information and data
from different sources,
including observations
(ACHASSI053)
Record, sort and
represent data and the
location of places and
their characteristics in
different formats,
including simple graphs,
tables and maps, using
discipline-appropriate
conventions
(ACHASSI054)
Sequence information
Inquiry and Skills
about peoples lives and

events
(ACHASSI055)
Analysing
Examine information to
identify different points
of view and distinguish
facts from opinions
(ACHASSI056)
Interpret data and
different formats, to
identify and describe
distributions and simple
patterns
(ACHASSI057)
Evaluating and
Reflecting
based on analysis of
(ACHASSI058)
Interact with others with
respect to share points of
view
(ACHASSI059)
propose actions in
response to an issue or
challenge and consider
possible effects of
proposed actions
(ACHASSI060)
Page 11 of 23

Communicating
Present ideas, findings
and conclusions in texts
and modes that
incorporate digital and
non-digital
representations and
discipline-specific terms
(ACHASSI061)
Page 12 of 23

History
Geography
Students recognise the significance of events in bringing about change.
Students describe the location of selected countries using compass direction.
They explain how and why life changed in the past and identify aspects of the past that have
They describe and compare the characteristics of places in different locations at local to national
They describe the experiences of an individual or group in the past.
They identify the interconnections between components of the environment and between people and
Students sequence information about events and the lives of individuals in chronological order with
They develop questions about the past and locate, collect and sort information from different
remained the same.
scales.
the environment. Students recognise the importance of the environment and identify different
reference to key dates.
possible responses to a geographical challenge.
sources to answer these questions.
Students develop geographical questions to investigate and locate, collect and sort information and
data from different sources to answer these questions.
They analyse sources to detect points of view.
Students develop and present texts, including narrative recounts, using historical terms.
They record and represent data and the location of places and their characteristics in simple
graphic forms, including large-scale maps that use the cartographic conventions of scale, legend,
title and north point.
They describe the location of places and their features using grid references and compass direction.
Students interpret geographical data to identify spatial distributions and simple patterns and
draw conclusions.
They present findings using geographical terminology in a range of texts.
They propose individual action in response to a local geographical challenge and identify some
possible effects of their proposed action.

AUSTRALIAN
CURRICULUM CONTENT
SEMESTER 1
SEMESTER 2
DESCRIPTORS AND
HISTORY
GEOGRAPHY
TEACHING UNITS
Why did the great journeys of exploration occur?
What was life like for Aboriginal and Torres Strait Islander Peoples before the
How does the environment support the lives of people and other living things?
arrival of the Europeans?
How do different views about the environment influence approaches to
Inquiry Questions
sustainability?
Why did the Europeans settle in Australia?
What was the nature and consequence of contact between Aboriginal and Torres
How can people use environments more sustainably?
Strait Islander Peoples and early traders, explorers and settlers?

The nature of
Content
The diversity of
Australia's first
peoples and the long
and continuous
and Understanding
Content Descriptors
connection of
Aboriginal and
Torres Strait
Islander People to
Country/Place (land,
sea, waterways and
skies)
(ACHASSK083)
The journey(s) of AT
LEAST ONE world
navigator, explorer
or trader up to the
late eighteenth
century, including
their contacts with
other societies and
any impacts
(ACHASSK084)
contact between
Stories of the First
Aboriginal and
The main
Fleet, including
Torres Strait
characteristics of
reasons for the
Islander Peoples
the continents of
journey, who
and others, for
Africa and South
travelled to
example, the
America and the
Australia, and their
Macassans and the
location of their
experiences following
Europeans, and the
major countries in
arrival
effects of these
relation to Australia
(ACHASSK085)
interactions on, for
(ACHASSK087)
The custodial
The importance of
environments,
including natural
vegetation, to
animals and people
(ACHASSK088)
responsibility Aboriginal
and Torres Strait
Islander Peoples have
for Country/Place, and
how this influences
views about
sustainability
(ACHASSK089)
The use and

management of
natural
resources and waste,
and the different
views on how to do
this sustainably
(ACHASSK090)
example, people and

environments
(ACHASSK086)
Page 13 of 23

Australias first
people
Exploration
Atlas pg. 54
Professional
Atlas pg. 52
Professional
Support
Support
pg. 32
Book
pg.31
Exploration
OzBox
Atlas pg. 54
Book
OzBox
Discovering map
Humans change the
Australia
skills
land
Professional
Atlas pg. 56
Support
Professional
Book
pg. 32
Support
OzBox
pg. 33
Book
OzBox
Australia
Oxford Australian
Atlas pg. 56
Professional
Support
Resources
Professional
Support
Support
pg.31
Support
OzBox
pg. 18
Book
pg. 18
Book
OzBox
Atlas pg. 26
Professional
Australias natural
Australia
resources
Professional
Atlas pg. 28
Atlas pg. 30
Support
Professional
Professional
Book
pg. 34
Support
Book
Support
pg. 19
OzBox
Extinct animals
Using our natural
Atlas pg. 36
Professional
Atlas pg. 32
Support
Professional
resources
Book
pg. 23
Support
OzBox
pg. 21
RIC Australian
Curriculum
History/Geography
Resources
Early world
The first fleet
exploration
pg. 2-21
pg. 22-45
Early contacts in
Australia, Africa
Australia
and South America
pg. 46-61
pg. 62-81
Natural vegetation
pg. 22-23
Book
OzBox
people
Book
pg. 20
OzBox
Australias first
Book
OzBox
Habitats in
132
OzBox
Professional
land
12
Atlas pg. 86-
Book
Humans change the
Atlas pg. 26
countries
pg. 33
Atlas pg. 52
continents and
Atlas pg. 2-
Discovering
Curriculum ATLAS
Australias first people
Protecting environments
Sustainable use of
pg. 34-45
natural resources
pg. 2-21
Traditional
management of land
pg. 46-57
pg. 58-69
Sustainable waste
management
pg. 70-81
Questioning
Pose questions to
investigate people, events,
places and issues
(ACHASSI073)
Researching
Locate and collect
Inquiry and Skills

from different sources,
including observations
(ACHASSI074)
Record, sort and
represent data and the
location of places and
their characteristics in
different formats,
including simple graphs,
tables and maps, using
conventions
(ACHASSI075)
about peoples lives and
events
(ACHASSI076)
Page 14 of 23

Analysing
Examine information to
identify different points
of view and distinguish
facts from opinions
(ACHASSI077)
Interpret data and
different formats, to
identify and describe
distributions and simple
patterns
(ACHASSI078)
Evaluating and
Reflecting
based on analysis of
(ACHASSI079)
Interact with others with
respect to share points of
view
(ACHASSI080)
propose actions in
challenge and consider
possible effects of
proposed actions
(ACHASSI081)
Communicating
Present ideas, findings
and conclusions in texts
and modes that
incorporate digital and
non-digital
representations and
(ACHASSI082)
Page 15 of 23

Geography
History
Students describe the location of selected countries in relative terms.
Students describe the significance of people and events/developments in bringing about change.
They explain the characteristics of places in different locations at local to national scales.
They identify the causes and effects of change on particular communities and describe aspects of
They identify and describe the interconnections between people and the human and environmental
characteristics of places, and between components of environments.
They describe the experiences of different people in the past.
They identify the effects of these interconnections on the characteristics of places and
Students sequence information about events and the lives of individuals in chronological order using
They identify and describe different possible responses to a geographical challenge.
When researching, students develop questions for a historical inquiry.
Students develop appropriate geographical questions for an investigation.
They identify a range of sources and locate, collect and organise information related to this
They locate, collect and organise data and information from a range of sources to answer inquiry
questions.
They analyse sources to determine their origin and purpose and to identify different viewpoints.
They represent data and the location of places and their characteristics in graphic forms, including
Students develop, organise and present their texts, particularly narrative recounts and descriptions,
the past that have remained the same.
environments.
timelines.
inquiry.
large-scale and small-scale maps that use the cartographic conventions of border, scale, legend,
using historical terms and concepts.
title and north point.
They describe the location of places and their characteristics using compass direction and distance.
Students interpret maps, geographical data and other information to identify and describe spatial
They present findings and ideas using geographical terminology in a range of communication forms.
They propose action in response to a geographical challenge and identify the possible effects of
distributions, simple patterns and trends, and suggest conclusions.
their proposed action.

AUSTRALIAN CURRICULUM
CONTENT DESCRIPTORS AND
TEACHING UNITS
SEMESTER 1
SEMESTER 2
GEOGRAPHY
HISTORY
How do people and environments influence one another?
How do people influence the human characteristics of places and the
Inquiry Questions
know?
management of spaces within them?
What do we know about the lives of people in Australias colonial past and how do we
How can the impact of bushfires or floods on people and places be

reduced?
How did an Australian colony develop over time and why?
How did colonial settlement change the environment?
What were the significant events and who were the significant people that shaped
Australian colonies?
The nature of
convict or
Content
The influence of
people on the
environmental
characteristics of
Humanities Knowledge and
places in Europe
Understanding Content
and North America
Descriptors
and the location of

their major
countries in relation
to Australia
(ACHASSK111)
The influence of
The
colonial
environmental
presence,
people, including
and human
Aboriginal and
influences on the
Torres Strait
location and
Islander Peoples,
characteristics of
on the
a place and the
environmental
management of
characteristics of
spaces within
Australian places
them
(ACHASSK112)
(ACHASSK113)
The impact of
Reasons
bushfires or
(economic,
floods on
political and
environments and
social) for the
communities, and
establishment of
how people can
British colonies
respond
in Australia
(ACHASSK114)
after 1800
(ACHASSK106)
The reasons
including the
The impact of a
people migrated
factors that
significant
to Australia and
influenced
development
the experiences
patterns
or event on an
and contributions
of development,
Australian
of a particular
aspects of the
colony
migrant group
daily life of the
(ACHASSK108)
within a colony
inhabitants
The role that a

significant
individual or
group played in
shaping a colony
(ACHASSK110)
(ACHASSK109)
(including
Aboriginal
Peoples and
Torres Strait
Page 16 of 23

Islander Peoples)
and how
the environment
changed
(ACHASSK107)
Exploring map skills
How have places
People adapting
Managing natural
First Australian
Colonial
grown?
to environments
disasters
Colonies
settlement
Atlas pg. 2-
16
Atlas
pg.
Atlas
pg.
Atlas
pg.
Atlas
Professiona
Professiona
Professiona
Profession
46
OzBox
Europe
Atlas
OzBox
pg.
pg.
OzBox
24
Support
Book
26
148-154
pg.
Caring for places
Support
OzBox
in Australia
Atlas
pg.
Atlas
pg.
Atlas
Professiona
Professiona
Professiona
50
l
Book
pg.
Oxford Australian Curriculum
Colonial
ATLAS 5-6 Resources
settlement
al Support
al Support
al Support
Book
Book
Book
39
pg.
pg.
38
OzBox
Atlas
pg.
pg.
Atlas
Profession
al Support
al Support
Book
Book
40
78
Profession
Exploration
pg.
Profession
pg.
42
OzBox
74
pg.
OzBox
OzBox
pg.
Support
OzBox
First Australian
colonies
Atlas
pg.
Atlas
Professiona
Professiona
70
pg.
68
Support
Book
pg.
Support
Book
38
pg.
37
OzBox
Profession
72
migration
OzBox
Population and
pg.
Book pg. 16
pg.
25
OzBox
Support
Book
28
pg.
70
OzBox
Atlas
26
44
Support
Atlas
37
Natural disasters
Where do we live?
68
Book pg. 15
OzBox
pg.
22
OzBox
North America
Atlas
Support
Book
130-136
38
pg.
Gold rush
OzBox
Living in
communities
Atlas
pg.
48
Professiona
Support
Book
pg.
27
OzBox
RIC Australian Curriculum

History/Geography Resources
North America,
Aboriginal, Torres
Environment
Bushfires and
Why colonies
Convict and
The impact of
Workers from
Europe and
Strait Islander
affecting peoples
floods
were established
colonial life
major events
overseas
Australia
people and others
places
pg. 2-17
pg. 18-33
pg. 66-81
pg. 2-13
pg. 14-33
pg. 34-49
pg. 50-61
Shaping the
colony
pg. 62-81
pg. 34-49
Management of
places and spaces
pg. 50-65
Page 17 of 23

Questioning
Develop appropriate questions to
guide an inquiry about people,
events, developments, places,
systems and challenges
(ACHASSI094)
Researching
Locate and collect relevant
information and data from
primary and secondary
sources
(ACHASSI095)
Organise and represent data in
a range of formats including
tables, graphs and large- and
small-scale maps, using
conventions
(ACHASSI096)
Sequence information about
peoples lives, events,
developments and phenomena
using a variety of methods
including timelines
Inquiry and Skills
(ACHASSI097)
Analysing
Examine primary and secondary
sources to determine their origin
and purpose
(ACHASSI098)
Examine different viewpoints on
actions, events, issues and
phenomena in the past and
present
(ACHASSI099)
Interpret data and information
displayed in a range of formats
to identify, describe and
compare distributions, patterns
and trends, and to infer
relationships
(ACHASSI100)
Evaluate evidence to draw
conclusions
(ACHASSI101)
Work in groups to generate
responses to issues and
challenges
(ACHASSI102)
Use criteria to make decisions
and judgements and consider
advantages and disadvantages
of preferring one decision over
others
(ACHASSI103)
Page 18 of 23
Reflect on learning to propose

personal and/or collective action
in response to an issue or
challenge, and predict the
probable effects
(ACHASSI104)
Communicating
Present ideas, findings,
viewpoints and conclusions in a
range of texts and modes that
incorporate source materials,
digital and non-digital
representations and disciplinespecific terms and conventions
(ACHASSI105)
Page 19 of 23

History
Geography
Students explain the significance of an event/development, an individual or group.
Students describe the location of places in selected countries in absolute and relative terms.
They identify and describe continuities and changes for different groups in the past.
They describe and explain the diverse characteristics of places in different locations from local to
They describe the causes and effects of change on society.
global scales. They describe the interconnections between people in different places, identify factors
They compare the experiences of different people in the past.
that influence these interconnections and describe how interconnections change places and affect
Students sequence information about events and the lives of individuals in chronological order
people.
and represent time by creating timelines.
They identify and compare different possible responses to a geographical challenge.
When researching, students develop appropriate questions to frame a historical inquiry.
Students develop appropriate geographical questions to frame an inquiry.
They identify a range of primary and secondary sources and locate, collect, organise and categorise
They locate, collect and organise useful data and information from primary and secondary sources.
relevant information to answer inquiry questions.
They record and represent data and the location of places and their characteristics in different
They analyse information or sources for evidence to determine their origin and purpose and
graphic forms, including large-scale and small-scale maps that use cartographic conventions of
Students develop texts, particularly narrative recounts and descriptions.
In developing these texts and organising and presenting their information, they use historical terms
to identify different perspectives.
border, source, scale, legend, title and north point.
Students interpret maps, data and other information to identify, describe and compare spatial
distributions, patterns and trends, to infer relationships and to draw conclusions.
and concepts, and incorporate relevant sources.
They present findings and ideas using geographical terminology and digital technologies in a range
They propose action in response to a geographical challenge and describe the probable effects of
of communication forms.
their proposal.

AUSTRALIAN
CURRICULUM CONTENT
SEMESTER 1
SEMESTER 2
DESCRIPTORS AND
HISTORY
GEOGRAPHY
TEACHING UNITS
Inquiry Questions
Why and how did Australia become a nation?
How did Australian society change throughout the twentieth century?
How do places, people and cultures differ across the world?
Who were the people who came to Australia? Why did they come?
What are Australias global connections between people and places?
What contribution have significant individuals and groups made to the
How do peoples connections to places affect their perception of them?
development of Australian society?

The effects that
Experiences
of Australian
Content
democracy
Key figures, events
and citizenship,
and ideas that led
including the status
to Australias
and rights of
and Understanding
Content Descriptors
Federation
Aboriginal and
and Constitution
Torres Strait
(ACHASSK134)
Islander Peoples,
migrants, women
and children
people's
The
Stories of groups of
people who migrated
The contribution of
to Australia since
individuals and
Federation
groups to
(including from ONE
the development of
country of the Asia
Australian society
region) and reasons
since Federation
they migrated
(ACHASSK137)
(ACHASSK136)
geographical
Differences in
The worlds
diversity of
the economic,
cultural
the Asia
demographic
diversity,
region and the
and social
including that
location of its
characteristics
of its
major countries
of countries
indigenous
in relation to
across the world
peoples
Australia
(ACHASSK139)
(ACHASSK140)
connections
Australias
with, and
connections with
proximity to,
other countries
places
and how these
throughout the
change people
world have on
and places
shaping their
(ACHASSK141)
awareness and
opinion of those
(ACHASSK138)
places
(ACHASSK135)
Oxford Australian
Curriculum ATLAS
Resources
Federation
Atlas pg. 76
Professional
Support pg. 41
Indigenous rights
(ACHASSK142)
Population and
Atlas pg. 80
migration
Atlas pg. 78
Indigenous rights
Australia and
Atlas pg. 80
Asia
Atlas pg.
60
Managing
World population
People adapting
Australias
Atlas pg.
to environments
minerals and
natural
energy
disasters
62
Atlas pg.
38
Page 20 of 23

OzBox
Professional
Support
Professional
pg.
Support
43
OzBox
Professional
pg.
OzBox
Professio
nal
nal
nal
Support
Support
Support
OzBox
Book
Book
Book
pg.
Atlas pg. 82
Professional
Support
pg.
33
Government
Professio
43
Support
42
Professio
pg.
OzBox
Asia
Atlas pg.
44
118-128
OzBox
and 138
pg.
34
OzBox
Atlas pg.
Professio
pg.
Support
Book
pg.
29
Asia
pg.
nal
nal
Support
Book
OzBox
Book
36
pg.
33
Population and
Population and
Professio
migration
78
RIC Australian
pg. 42-61
Developing
Australian society
pg. 62-81
Asia
pg. 2-17
Resources
Professio
nal
nal
Support
OzBox
Support
Book
Book
42
pg.
pg.
OzBox
OzBox
Differences
Cultural
Australias
Awareness and
among nations
diversity
connections
opinions through
pg. 18-29
pg.
30-
45
Curriculum
History/Geography
78
36
42
Migrant groups
Atlas pg.
Professio
pg.
pg. 22-41
migration
Atlas pg.
pg.
OzBox
OzBox
Atlas pg.
Book
Democracy
Professio
Professio
Support
Support
66
35
nal
pg. 2-21
Atlas pg.
Atlas pg.
66
Federation
Refugees
60
Refugees
OzBox
Australia and
pg.
15
OzBox
Support
nal
Book
nal
24
Support
Professio
Professio
nal
64
22
Atlas pg.
Book
Atlas pg.
OzBox
Contrast in
52
living conditions
pg.
pg.
69
World events
58-
personal
connections
pg. 70-81
45-
57
Questioning
Develop appropriate
Inquiry and Skills
questions to guide an
inquiry about people,
events, developments,
places, systems and
challenges
(ACHASSI122)
Researching
Locate and collect
relevant information
and data from primary
and secondary
sources
(ACHASSI123)
Page 21 of 23

Organise and
represent data in a range
of formats including
tables, graphs and largeand small-scale maps,
using disciplineappropriate
conventions
(ACHASSI124)
about peoples lives,
events, developments and
phenomena using a
variety of methods
including timelines
(ACHASSI125)
Analysing
Examine primary
and secondary sources to
determine their origin
and purpose
(ACHASSI126)
Examine different
viewpoints on actions,
events, issues and
phenomena in the past
and present
(ACHASSI127)
Interpret data and
a range of formats to
identify, describe and
compare distributions,
patterns and trends, and
to infer relationships
(ACHASSI128)
Evaluate evidence to draw
conclusions
(ACHASSI129)
Work in groups to
generate responses to
issues and challenges
(ACHASSI130)
Use criteria to make
decisions and judgements
and consider advantages
and disadvantages of
preferring one decision
over others
(ACHASSI131)
propose personal and/or
collective action in
challenge, and predict
the probable effects
Page 22 of 23

(ACHASSI132)
Communicating
Present ideas, findings,
viewpoints and
conclusions in a range of
texts and modes that
incorporate source
materials, digital and
non-digital
representations and
and conventions
(ACHASSI133)
Page 23 of 23

Ccgs Humanities Curriculum Overview

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CCGS Humanities Domain-level Curriculum Overview