Year+7+History+Scope+and+Sequence+Part+1

Year 7 - The Ancient World



**Understanding** || **Historical Skills** || **Achievement Stan** ||
 * **Description** || **Key Inquiry Questions** || **Historical Knowledge and**
 * The Year 7 curriculum provides a study of history from the time of the earliest human communities to the end of the [|ancient] period (approximately 60 000 [|BCE] – c.650 [|CE]).

It was a period defined by the development of cultural practices and organised societies.

The study of the [|ancient] world includes the discoveries (the remains of the past and what we know) and the mysteries (what we do not know) about this period of history, in a range of societies including Australia, Egypt, Greece, Rome, China and In || How do we know about the ancient past?

Why and where did the earliest societies develop?

What emerged as the defining characteristics of ancient societies?

What have been the legacies of ancient societies? || ===== **__Overview__:** 10% of year =====

** Includes the following: **
emergence and establishment of ncient societies (including art, iconography, writing tools and pottery) key features of ancient societies (farming, trade, social classes, religion, rule of law || ===== __Chronology, terms and concepts__ ===== Sequence historical events and periods  Use historical [|terms] and  [|concepts]
 * 1) ===== the theory that people moved out of Africa around 60000 BCE and migrated to other parts of the world, including Australia. =====
 * 2) ===== the evidence for the =====

__Historical questions and research__
Identify a range of questions about the past to inform a [|historical inquiry] Identify and locate relevant sources, using ICT and other methods

__Analysis and use of sources__
Identify the origin and purpose of primary and [|secondary sources] Locate, select and use information from a range of sources as [|evidence] Draw conclusions about the usefulness of sources || By the end of Year 7, students sequence some of the main events, people and societies they have studied. They categorise time into periods, and interpret timelines. When researching, students develop historical questions, plan an inquiry and identify relevant historical sources. They locate information from a range of sources and use it as [|evidence] to answer inquiry questions. Students select and categorise relevant historical information from a range of sources. ||