Year+6+History+Scope+and+Sequence

Year 6 - Australia as a Nation




 * **Description** || **Key Inquiry Questions** || **Historical Knowledge and Understanding** || **Historical Skills** || **Achievement Standard** ||
 * The Year 6 curriculum moves from colonial Australia to the development of Australia as a nation, particularly after 1900.

Students explore the factors that led to Federation and experiences of democracy and citizenship over time.

Students understand the [|significance] of Australia’s British heritage, the Westminster system, and other models that influenced the development of Australia’s system of government.

Students learn about the way of life of people who migrated to Australia and their contributions to Australia’s economic and social development. || Why and how did Australia become a nation?

How did Australian society change throughout the twentieth century?

Who were the people who came to Australia? Why did they come?

What contribution have significant individuals and groups made to the development of Australian society? || Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government.

Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait slanders, migrants, and women.

Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war.

The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport || **__Chronology, Terms and Concepts__** Sequence historical people and events Use historical terms and concepts

Identify questions to form an historical inquiry Identify and locate a range of relevant sources
 * __Historical questions and research__**

Locate information related to inquiry questions in a range of sources. Compare information from a range of sources
 * __Analysis and use of Sources__**

Identify points of view from the past and present
 * __Perspectives and Interpretations__**

Develop historical texts, particularly narratives and descriptions, which incorporate source material Use a range of communication forms (oral, written, graphic) and digital technologies || By the end of Year 6, students place key people, events and ideas they have studied in chronological sequence and create timelines with annotations referring to events and changes.
 * __Explanation and Communication__**

When researching, students develop a focused inquiry question for investigation.

They identify a range of sources and locate relevant information and [|evidence] related to their inquiry.

Students compare and record relevant historical information and ideas from a range of sources.

They examine sources to identify the views being expressed and the attitudes and values represented.

Students identify and describe [|cause and effect] and significant changes and continuities over time.

They identify motivations for the actions of past individuals and groups and the historical [|significance] of an individual, group or event.

Students compose historical texts, such as narratives and descriptions, which incorporate a range of relevant and supporting [|source] materials.

When composing their texts they use appropriate historical [|terms] and [|concepts].

Students present their information and findings using combinations of written and spoken text, graphics and pictures and in a range of communication forms including digital ||