History is organised by two strands: Historical Concepts and Skills and Historical Knowledge.
Historical Concepts and Skills are fundamental to the discipline of history and provide a structure for the development of historical understanding.
| Sub-strands |
|---|
| Chronology |
| Historical Sources as evidence |
| Continuity and change |
| Cause and effect (from Level 3) |
| Historical significance |
The Historical Knowledge strand provides the contexts through which particular concepts and skills are to be developed and applied.
| Level | Sub-strands |
|---|---|
|
Levels A – D |
Personal histories |
| Community histories | |
|
Foundation – Level 2 |
Personal histories |
| Community histories | |
| Levels 3 and 4 | Community, remembrance and celebrations |
| First contacts | |
| Levels 5 and 6 | The Australian colonies |
| Australia as a nation | |
| Levels 7 and 8 | Aboriginal and Torres Strait Islander peoples and cultures |
| Ancient world and early civilisations | |
| Middle Ages and early exploration | |
| Levels 9 and 10 | The making of the modern world |
| The modern world and Australia |
An annotated example of the History curriculum is available and is designed to assist teachers to understand the how to view the elaborations in Levels 7 and 8 and Levels 9 and 10.
In History, students progress along a curriculum continuum that provides the first achievement standard at Foundation–Level 2 and then at Levels 4, 6, 8 and 10.
A 'Towards Foundation Levels A to D' curriculum is provided for students with disabilities or additional learning needs in this curriculum area.
