Humanities

GOALS
The Humanities involve the study of human societies and environments, people and their cultures in the past and the present. This domain aims to develop in students the key ideas and concepts that enable them to understand the way in which people and societies have organised their world under particular conditions and made meaning of it.

CONTENT
Foundation – Level 2 The Humanities
Students are introduced to basic concepts related to history, geography and economics. These concepts are set out in discrete content descriptions and achievement standards for History and Geography (Australian Curriculum) and under the general umbrella of “The Humanities” for Economics (AusVELS)
Level 3-4 The Humanities
The Humanities at this level includes the History and Geography (Australian Curriculum) content descriptions and achievement standards. The learning focus and standards for Economics continue to be set out under the general umbrella of “The Humanities”. History and Humanities (this includes Geography and Economics) are reported on in midyear and end of year reports to parents.
Level 5-10 History, Geography, Economics
At this level the Humanities Domain is separated into History (Australian Curriculum), Geography (Australian Curriculum) and Economics (AusVELS). All are reported to parents and given an A-E rating.
Cross-curriculum priorities

The cross-curriculum priorities are embedded in the curriculum and will have a strong but varying presence depending on their relevance to each of the learning areas. There are three cross curriculum priorities in the Australian Curriculum:

  • Aboriginal and Torres Strait Islander histories and cultures
  • Asia and Australia’s engagement with Asia
  • Sustainability


HUMANITIES - HISTORY F-6
GOALS
The Australian Curriculum: History aims to ensure that students develop:

  • interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be informed and active citizens
  • knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society
  • understanding and use of historical concepts, such as evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability
  • capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in explanation and communication.

 

CONTENT AREAS
History is organised into two interrelated strands:

  • Historical knowledge and understanding
  • Historical skills

Each year level has a list of inquiry questions that provide a framework for developing students’ geographical understanding, and inquiry skills.

Year level descriptions provide a study of focus for each year level.

Content descriptions are included at each year level. These set out the knowledge, understanding and skills that teachers are expected to teach and students are expected to learn.

Content elaborations are provided for F-6 to illustrate and exemplify content and to assist teachers in developing a common understanding of the content descriptions.

Achievement standards describe expected student learning at each year level. They emphasise the depth of conceptual understanding, the sophistication of skills and the ability to apply essential knowledge expected of students.

Annotated student work samples are provided as support material that illustrates actual achievement in relation to the achievement standard (ACARA)
Scope and sequence chart (ACARA History) displays key inquiry questions and key concepts for each strand from Foundation to Year 10.

 

Scope and Sequence Chart

 

HUMANITIES - GEOGRAPHY F-6
GOALS
Geography aims to ensure that students develop:

  • A sense of wonder, curiosity and respect about places, people, cultures and environments throughout the world.
  • A deep geographical knowledge of their own locality, Australia, the Asia region and the world
  • The ability to think geographically, using geographical concepts
  • The capacity to be competent, critical and creative users of geographical inquiry methods and skills
  • As informed, responsible and active citizens who can contribute to the development of an environmentally and economically sustainable and socially just world.

 

The teaching of Geography aims to use an inquiry based approach which focuses on questions of what, where, how, why, what impact and what ought to be done.

 

CONTENT
Geography is organised into 2 dimensions

  • Geographical knowledge and understanding
  • Geospatial skills

 

Each year level has a list of inquiry questions that provide a framework for developing students’ geographical understanding, and inquiry skills.

Year level descriptions provide a study of focus for each year level.

Content descriptions are included at each year level. These set out the knowledge, understanding and skills that teachers are expected to teach and students are expected to learn.

Content elaborations are provided for F-6 to illustrate and exemplify content and to assist teachers in developing a common understanding of the content descriptions. They are not intended to be comprehensive content points that all students need to be taught.

Achievement standards describe expected student learning at each year level. They emphasise the depth of conceptual understanding, the sophistication of skills and the ability to apply essential knowledge expected of students.

Annotated student work samples are provided as support material that illustrates actual achievement in relation to the achievement standard.

Scope and sequence chart (ACARA Geography) displays key inquiry questions and key concepts for each strand from Foundation to Year 10.

 

Scope and Sequence Chart

 

HUMANITIES - ECONOMICS LEVEL 5-10
GOALS
Economics aims to ensure that students develop a better understanding of how wealth is generated and distributed, and to understand:

  • microeconomic concepts that explain how businesses and markets operate
  • macroeconomic concepts that help to explain how a nation’s economy works.

 

Economics aims to ensure that students develop a better understanding of the importance of entrepreneurship and enterprise in generating a healthy economy and understand:

  • act rationally and ethically when making economic and personal financial decisions
  • appreciate the complexity of economic decision making
  • understand the economic decisions made by others.

 

Not only can they manage their personal affairs better, they can be more effective and productive members of society as they are capable of making reasonable judgments on public policy issues that have a bearing on their personal prospects and those of the nation.

 

CONTENT
Levels P-4 Laying the Foundations
Introduction to basic concepts related to economics are covered in P-4 through relevant teaching and learning activities that support students to develop the concepts and skills (See Humanities curriculum AusVELS).
Level 5-6 Building breadth and depth
Standards are introduced to teach concepts and skills at this level (see Economics curriculum AusVELS). Economics is organised into two main dimensions, starting at Level 5.

  • Economic knowledge and understanding
  • Economic reasoning and interpretation

 

Economic reasoning and interpretation– Concepts and skills chart

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