Vous êtes sur la page 1sur 3

 

F-6/7 Humanities and Social Sciences: Key skills – Sub-strand illustrations

Skill History Geography Civics and citizenship Economics and business

Questioning Pose questions before, during and Pose questions before, during and Pose questions before, during and Pose questions before, during and
after an inquiry about the past and after an inquiry about geographical after an inquiry about civics and after an inquiry about economic or
how the past relates to the present phenomena and contemporary citizenship issues business issues or events
Develop questions that help identify geographical challenges Develop questions that help Develop questions that help
the concepts of historical thinking (for Develop questions that help identify identify the concepts of civics identify the concepts of economics
example, sources) the concepts of geographical thinking and citizenship and business (for example,
Develop questions to guide the stages (for example, place) (for example, democracy) consumer choices)
of a historical inquiry, using Develop questions to guide the stages Develop questions to guide the stages Develop questions to guide the stages
organisers (for example, five W’s + H of a geographical inquiry, using of an inquiry about civics and of an inquiry about economics and
– who, what, when, where, how and organisers (for example, five W’s + H citizenship, using organisers (for business, using organisers (for
why; KWL chart – what they know, – who, what, when, where, how and example, five W’s + H – who, what, example, five W’s + H – who, what,
what they want to know and what they why; KWL chart – what they know, when, where, how and why; KWL when, where, how and why; KWL
have learned) what they want to know and what they chart – what they know, what they chart – what they know, what they
Create questions appropriate to their have learned) want to know and what they want to know and what they
purpose (for example, open-ended Create questions appropriate to their have learned) have learned)
questions for interviews, critical purpose (for example, closed Create questions appropriate to their Create questions appropriate to their
questions about source reliability, questions for surveys, questions that purpose (for example, closed purpose (for example, closed
questions that follow cultural follow cultural protocols) questions for surveys, questions that questions for surveys, questions
protocols) are sensitive to diverse viewpoints, that are sensitive to diverse
questions for viewpoints, questions that
self-reflection) consider ethical choices)

Researching Identify and locate primary (sources Identify and locate primary sources Identify and locate primary sources Identify and collect information and/or
(from the time) and secondary (for example, interviews, navigation (for example, survey, interview, data using qualitative methods (for
  sources to support a historical inquiry journal, stories from Country/Place, photograph) and secondary example, photograph, survey) and
  Collect information, evidence and/or field sketches) and secondary sources (for example, electoral quantitative methods (for example,
  data using methods most suited to an sources (for example, maps, data, news article, diagram, report) to statistical data, advertisement) to
diagrams) to support a geographical answer questions about civics and explore economic and business
  historical inquiry (for example,
inquiry citizenship processes and phenomena
  interview, observation, digital
search tools) Use representations of place (for Collect information and/or data using Categorise and arrange data for
  example, map, globe, model, picture) a range of methods (for example, useful interpretation (for example,
Record, arrange and sort information
  about the past and how it relates to to gather geographical information interview, photograph, survey data) spreadsheet and database fields)
  the present in a range of forms (for Collect information and/or data using suited to civics and citizenship Record and represent economic and
example, concept map, object qualitative methods (for example, questions business information and/or data in
 
display, table) observation) and quantitative methods Record and represent civics and appropriate forms (for example,
  (for example, Google Earth, digital citizenship information and/or data in spreadsheet, model, graph, flowchart)
 

v8.1 Australian Curriculum www.australiancurriculum.com.au December 2015 Page 1


 

Skill History Geography Civics and citizenship Economics and business

Researching  Order information about lives, events image search) suited to the appropriate forms (for example,
(continued)  developments and phenomena over geographical inquiry diagram, graph, table)
time using sequences, timelines and Record, organise and represent
oral recounting geographical information and/or data
in appropriate forms (for example,
map, scattergram, model, diagram)

Analysing Apply relevant concepts of historical Apply relevant geographical concepts Apply relevant concepts of civics and Apply relevant concepts of economics
thinking (for example, cause and (for example, change) when citizenship (for example, identity) and business (for example, resource
effect) when interpreting information, interpreting information, evidence when interpreting information, allocation) when interpreting
evidence and/or data about people, and/or data in a geographical inquiry evidence and/or data information, evidence and/or data
events and phenomena over time Identify and compare information, in an inquiry in an inquiry
Identify and compare aspects of the evidence and/or data about places Identify and compare aspects of civics Identify and compare aspects of
past and present as represented in a (for example, features of places; and citizenship as represented in a economics and business as
range of sources, including facts and elements of environments; range of sources, including facts and represented in a range of sources,
opinions, and different historical perceptions, points of view and opinions, points of view and including persuasive language, points
interpretations, points of view perspectives about places) perspectives of view and perspectives
and perspectives Analyse information and data in Critique sources for their origin, Critique sources for their origin,
Critique sources for their origin, maps, charts, graphs, diagrams and purpose, reliability and usefulness purpose, reliability and usefulness
purpose, reliability and usefulness to tables to identify patterns, trends and when investigating civics and when examining economics and
support a historical inquiry anomalies and infer relationships citizenship issues and phenomena business issues and phenomena
Identify patterns and trends and infer Interpret information and/or data (for Interpret civic information and/or data Interpret economics and business
cause-effect and temporal example, map, diagram, picture, (for example, media report, voting information and/or data (for example,
relationships about people, events report) to identify elements and statistics, census data) to identify media reports, voting statistics,
and phenomena of the past and processes in simple systems and to distributions, patterns and trends and census data) to identify distributions,
present infer connections to infer correlations patterns and trends and to infer
and relationships correlations and relationships

Evaluating Apply relevant concepts of historical Apply relevant concepts of Apply relevant civics and citizenship Apply relevant economics and
and reflecting thinking (for example, significance) geographical thinking (for example, concepts (for example, government) business concepts (for example,
when proposing explanations, interconnections) when proposing when proposing explanations, opportunity-cost) when proposing
  evaluations and conclusions about the explanations, evaluations and evaluations and conclusions explanations, evaluations and
  past and how it relates to the present conclusions about places, in an inquiry conclusions in an inquiry
  Evaluate the usefulness of sources in environments and people’s Evaluate the usefulness of sources in Evaluate the usefulness of sources in
connections to them
  a historical inquiry and support an inquiry of civics or citizenship an economics and business inquiry
  conclusions with data and/or evidence Evaluate the usefulness of sources in issues and phenomena and and support conclusions with data
Listen to, share with and engage with a geographical inquiry and support support conclusions with data and/or and/or evidence
  others to generate responses to conclusions with data and/or evidence evidence

v8.1 Australian Curriculum www.australiancurriculum.com.au December 2015 Page 2


 

Skill History Geography Civics and citizenship Economics and business

Evaluating issues and challenges about historical Listen to, share with and engage with Use democratic processes to Listen to, share with and engage with
and reflecting phenomena, people and events others to generate responses to reach consensus on a course of others to generate responses to
(Continued) Reflect on learning about the past to geographical issues and challenges action relating to a civics or economics and business challenges
predict possible changes and Reflect on learning to predict the citizenship issue Reflect on learning to make decisions
continuities, consider effects of possible impact of a geographical Reflect on learning to consider and recommend a course of action
proposed actions, and imagine event, issue, phenomenon and/or multiple perspectives and ambiguities using cost-benefit analysis and
preferred futures proposed action on people and associated with a civics or citizenship criteria, and predict the potential
places, and imagine preferred futures issue, predict possible effects of a consequences of the proposed action
proposed action, and imagine
preferred futures

Communicating Compose appropriate text types (for Compose appropriate text types (for Compose appropriate text types (for Compose appropriate text types (for
example, narrative recount and example, description, report, example, report, argument, example, report, memo, plan, budget,
account, report, argument, argument) to convey findings, explanation) to convey findings, argument, explanation) to convey
biography) to convey findings, conclusions and understandings of a conclusions and understandings from findings, conclusions and
conclusions and understandings of a geographical inquiry a civics and citizenship inquiry understandings from an economics
historical inquiry Select appropriate representations Select appropriate representations to and business inquiry
Select appropriate representations to to suit and enhance their suit and enhance their communication Select appropriate representations to
suit and enhance their communication communication (for example, (for example, chart, diagram, suit and enhance their communication
(for example, timeline, photograph, map, diagram, field sketch) in photograph, audio file) in digital and (for example, flowchart, diagram,
picture) in digital and non-digital digital and non-digital modes non-digital modes categorised list) in digital and non-
modes Use accurate geographical terms Use accurate civics and citizenship digital modes
Use accurate historical terms and concepts terms and concepts Use accurate economic and business
and concepts terms and concepts
 

v8.1 Australian Curriculum www.australiancurriculum.com.au December 2015 Page 3

Vous aimerez peut-être aussi