Teacher Guide Curriculum links
Getting it Together contains teaching and learning investigations for the middle years classroom. The curriculum links demonstrate how Getting it Together can assist teachers to meet mandated teaching and learning outcomes for students in the Studies of Society and Environment and History curriculums, or their equivalents, in their jurisdiction. The student learning outcomes nominated for each jurisdiction are for the year levels that correspond to the upper primary and lower secondary years of schooling in the stated education system.
Australian Capital Territory
Getting it Together assists teachers to meet Essential Learning Achievements (ELA) in the Early Adolescence Band of Development in the Every Chance to Learn Curriculum Framework for ACT Schools.
- Curriculum document: Every Chance to Learn Curriculum Framework for ACT Schools.
- Key learning area: social sciences.
- Year level/s: Year 6 to Year 8 (Early Adolescent Band).
ELA 21 – the student understands about Australia and Australians
In the early adolescence band of development, students have opportunities to understand and learn about the following areas.
History
21.EA.4: Past and contemporary people, movements, events and ideas, which shaped Australia as a nation with a sense of Australian identity (e.g. Federation, stories of the bush, ANZAC legend, the Great Depression, sporting heroes, role of women, mateship, larrikinism, ‘White Australia’ policy, migration and multiculturalism, 1967 referendum).
Contemporary society
21.EA.6: The factors that can influence, change, standardise and perpetuate identity (e.g. media, stereotypes, symbols and global trends).
21.EA.7: The values reflected in national celebrations and commemorations, what these represent to diverse people and groups and how these have changed over time (e.g. Australia Day, ANZAC Day).
Additional
21.EA.10: Sequence key historical events to create a narrative of a key period in Australian history.
21.EA.11: Find out about, discuss and evaluate historical events using appropriate genres, sources and evidence.
ELA 22 – the student understands and values what it means to be a citizen within a democracy
Democratic features
In the early adolescence band of development, students have opportunities to understand and learn about the following areas.
22.EA.2: Features of Australia’s representative democracy, including the purpose of the Australian Constitution, how the differences between parliaments and governments, elections, how governments are formed, roles of elected representatives, functions and services provided by the three levels of government and the roles of courts.
22.EA.4: Key events and ideas in the development of Australian self-government and democracy (e.g. governors representing the British monarchy, representative democracy).
Democratic principles
22.EA.7: The principles and institutions that underpin Australia’s representative democracy and civil society (e.g. parliament, free and fair elections, political parties, secret ballot, head of state).
Active citizenship
22.EA.9: Ways in which individuals and non-government organisations can contribute to and influence representative bodies, including government.
Additional
In the early adolescent band of development, students have the opportunities to learn to:
22.EA.14: Investigate the contributions of people and groups who have helped achieve civil and political rights in Australia through historical and contemporary examples (e.g. Alfred Deakin, William Spence, Vida Goldstein, Pearl Gibbs).
ELA 23 – the student understands world issues and events
Historical and cultural context
23.EA.7: The roles of women in different societies and periods of time relating to world issues or events.
Additional
23.EA.12: Engage in ‘what if’ discussions about how an issue or event might have unfolded differently if people had chosen a different course of action.
New South Wales
Getting it Together assists teachers to meet student learning outcomes in the New South Wales Human Society and its Environment, and History Syllabuses, at Stage 3 and Stage 4, respectively.
- Curriculum document: New South Wales Syllabuses – Board of Studies, New South Wales.
- Key learning area: Human Society and Its Environment and History.
- Year level/s: Years 5 and 6 (Stage 3); and Years 7 and 8 (Stage 4).
Human society and its environment: stage 3
Change and continuity
CCS3.1: Explains the significance of particular people, groups, places, actions and events in the past in developing Australian identities and heritage.
CCS3.2: Explains the development of the principles of Australian Democracy.
Cultures
CUS3.3: Describes different cultural influences and their contribution to Australian identities.
CUS3.4: Examines how cultures change through interactions with other cultures and the environment.
Social Systems and Structures
SSS3.8: Explains the structures, roles, responsibilities and decision-making processes of State and federal governments and explains why Australians value fairness and socially just principles.
History
Getting it Together affords students at Stage 4, in the History Syllabus, the opportunity to demonstrate the following learning outcomes. A student:
- 4.1 describes and explains the nature of history, the main features of past societies and periods and their legacy
- 4.4 identifies major periods of historical time and sequences people and events within specific periods of time;
- 4.5 identifies the meaning, purpose and context of historical sources;
- 4.6 draws conclusions about the usefulness of sources as evidence in an inquiry;
- 4.7 identifies different contexts, perspectives and interpretations of the past;
- 4.8 locates, selects and organises relevant information from a number of sources, including ICT, to conduct basic historical research;
- 4.9 uses historical terms and concepts in appropriate contexts; and
- 4.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past.
Northern Territory
Getting it Together assists teachers to meet Essential Learnings in Bands 3 and 4 in the Northern Territory Curriculum Framework.
- Curriculum document: Northern Territory Curriculum Framework – Essential Learnings.
- Key learning area: Studies of Society and Environment.
- Year level/s: Year 6 to Year 8 (Bands 3 and 4).
Social systems and structures
Time, continuity and change
Soc 3.1 investigate the past and how events have impacted on individuals and groups.
Soc 4.1 analyse significant ideas, people and movements that have shaped societies.
Civics, governance and social justice
Soc 3.3 research and describe features, such as decision making, of familiar political and law systems and analyse how choices, opportunities and conflict affect people’s life chances.
Soc 4.3 explain the roles, rights and responsibilities of citizens on the existing structure of Australia’s political and legal systems, and their formation; evaluate how these structures protect the rights of individuals and societies.
Queensland
Getting it Together assists teachers to meet student learning outcomes by the end of Year 7 in the Knowledge and Understanding section of the Queensland Studies of Society and Environment curriculum, under the organisers Time, Continuity and Change, Culture and Identity, and Political and Economic Systems.
- Curriculum document: Queensland Curriculum, Assessment and Reporting Framework.
- Key learning area: Studies of Society and Environment.
- Year level/s: Essential Learnings by the end of Year 7.
Time, continuity and change
- Events from pre-colonisation to Federation, including Indigenous heritages, European colonisation, frontier conflicts, the development of the economy, and the Federation movement, have established the Australian nation and contributed to Australian identities.
- Australia’s relationship with its Asian and Pacific neighbours is linked to events over a range of time periods, including events associated with the ‘White Australia’ policy, refugees and immigration, free-trade agreements and military alliances.
- National traditions, celebrations and commemorations have evolved to reflect public sentiment and the perspectives, values and interpretations of different groups.
Culture and identity
- Material and non-material elements influence personal identity and sense of belonging to groups.
- Perceptions of different cultures and groups are influenced by personal identity and sense of belonging of groups.
Political and economic systems
- Australia’s government systems are characterised by principles including civil society and representative democracy, processes including free and fair elections, institutions including parliaments and political parties, and instruments including the Australian Constitution.
South Australia
Getting it Together assists teachers to meet student learning outcomes at Standards 3 and 4 in the South Australian Studies of Society and Environment curriculum in the Time, Continuity and Change, Societies and Culture, and Social Systems strands.
- Curriculum document: South Australian Curriculum Standards and Accountability Framework.
- Key learning area: Studies of Society and Environment.
- Year level/s: Year 6 (Standard 3) and Year 8 (Standard 4).
Time, continuity and change
3.1: Identifies and explains sequences of change that have occurred in Australia over time, and recognises various perspectives on events.
3.2: Researches and discusses the importance of understanding events and ways of life of some past periods, using primary and secondary sources.
3.3: Explains why local and international communities have changed and are likely to change in the future.
4.2: Recognises diversity within and between primary and secondary sources, and critically analyses why and how sources can be interpreted differently.
4.3: Interprets people’s motives and actions from perspectives of power, and relates this to future possibilities, using a historical or contemporary event or issue.
Societies and culture
3.7: Considers factors that contribute to personal and group identity and social cohesion, and valuing cultural diversity within and outside Australia.
(Analyses influences that contribute to their personal identities, including perceptions about being Australian.)
Social systems
3.10: Describes examples of forms and structures of Australian and other governments over time in terms of how they impact on people’s lives.
(Describes how democracy operates in Australia and how it is similar to, or differs from, how democracy operates in another country in relation to people’s participation in government.)
3.12: Recognises that individuals, groups or systems hold different views, values and beliefs, and identifies those which contribute to the common good.
Tasmania
Getting it Together assists teachers to meet performance criteria for standards 3 and 4 in the Society and History K–10 syllabus of the Tasmanian Curriculum.
- Curriculum document: Tasmanian Curriculum.
- Key learning area: Society and History.
- Year level/s: Years 5–8 (Standards 3 and 4).
Students can achieve learning outcomes in the following performance criteria for standards 3 and 4 in the Society and History K–10 syllabus.
Identity relationships and culture
- Understand how culture and community shape identity and relationships.
Democratic values and processes
- Understand democratic values and processes in society, government and law.
Responsible citizenship
- Understand how individuals and groups take action to positively influence change.
Historical inquiry
- Undertake historical inquiries in relation to continuity and change in society.
Philosophical inquiry
- Undertake philosophical inquiries into issues and beliefs in society.
Communication
- Acquire, critically examine and communicate information.
Victoria
Getting it Together assists teachers to meet the standards of the Victorian Essential Learning Standards at Levels 4 and 5 in the Civics and Citizenship domain and the History domain of the Humanities discipline.
- Curriculum document: Victorian Essential Learning Standards.
- Key learning area: Civics and Citizenship; Humanities – History.
- Year level/s: Years 5–8 (Levels 4 and 5).
Level 4: civics and citizenship
Civic knowledge and understanding
At Level 4, students describe the nature of Australia’s democracy that developed as a result of Federation. They describe the three levels of government and some of the key functions of each level. They explain the basic elements of Australia’s Federal Parliamentary system and key democratic principles and values such as freedom of speech and equality before the law.
Humanities – history
Historical knowledge and understanding
At Level 4, students demonstrate their knowledge and understanding of significant events in Australian history, including Aboriginal and Torres Strait Islander history, European settlement, the development of the colonies, the development of the wool industry, the 1850s gold rushes; the moves to self-government, Federation; and World War I.
Historical reasoning and interpretation
At Level 4 students use a range of primary and secondary sources to investigate the past. With support, they frame research questions and plan their own inquiries. They comprehend and question sources and make judgments about the views being expressed, the completeness of the evidence, and the values represented. They use appropriate historical language and concepts to develop historical explanations. They present their understandings in a range of forms.
Level 5: civics and citizenship
Civic knowledge and understanding
At Level 5, students explain the origins and features of representative government. They identify significant developments in the governance and achievement of political rights in Australia. They explain key features of Australian Government, including the responsibilities of the levels of government, the houses of parliament... They identify and question the features and values of Australia’s political and legal systems. They identify and discuss the qualities of leadership through historical and contemporary examples.
Humanities – history
Historical reasoning and interpretation
At Level 5, students frame key research questions, plan their investigations, and report on their findings. They use a range of primary and secondary sources, including visual sources that record features of the societies in their investigations. They identify the content, origin, purpose and context of historical sources. They evaluate historical sources for meaning, point of view, values and attitudes, and identify some of the strengths and limitations of historical documents. They use relevant historical evidence, concepts and historical conventions such as bibliographies to present a point of view. Students use a variety of forms to present their understanding.
Western Australia
Getting it Together assists teachers to meet the learning outcomes of the Western Australian Curriculum Framework and K–10 Syllabuses for the Studies of Society and Environment in the Middle Childhood and Early Adolescent phases of development.
- Curriculum document: Western Australian Curriculum Framework and K–10 Syllabuses.
- Key learning area: Studies of Society and Environment.
- Year level/s: Years 5–8 (Middle Childhood and Early Adolescent phases of development).
Time, continuity and change
Students understand that people’s actions and values are shaped by their understanding and interpretation of the past.
Understanding the past
Methods for sequencing the past: Year 5–6
- How sequencing chronologically helps to identify relationships between people, events and ideas.
Methods for sequencing the past: Year 6–7
- How events and ideas can be compared and contrasted between different time periods in history.
Methods for sequencing the past: Year 8
- Turning points are created by significant events.
- People, events and ideas are linked to historical time periods.
The interrelationship between people, events and ideas: Year 8
- Significant people, events and ideas from the past have shaped present communities by contributing to or resisting change.
Continuity and change
That continuity and heritage are features of all societies: Year 5–6
- How heritage is reflected in community life through rituals, symbols and buildings.
That continuity and heritage are features of all societies: Year 6–7
- How heritage is reflected in the political, social and economic life of a community.
- How, over time, significant people, events and ideas have influenced the beliefs and traditions of a community.
That continuity and heritage are features of all societies: Year 8
- A sense of heritage can result from continuity of people’s actions, beliefs, values and ideas.
- Continuity can have positive and negative impacts.
Natural and social systems
- Students understand that systems provide order to the dynamic natural and social relationships occurring in the world.
Political and legal systems
The elements and processes of government and governance: Year 5–6
- How Australia’s representative system of government works.
- How State and Federal members of Parliament are elected.
- The principles of democratic decision-making.
The elements and processes of government and governance: Year 6–7
- About the development and evolution of the principles of democracy.
- How notions of citizenship have been influenced by key civic documents.
- What the key features of Australian democracy are.
- How the federal system of government developed in Australia.
- How representation and decision-making operate in the Australian democracy.
The elements and processes of government and governance: Year 8
- Australian democracy has evolved from a range of political activity.
- The Australian constitution outlines the powers, responsibilities, structures and processes of parliament and the federal legal system.
- How Australia seeks to balance majority rule and respect for minorities in civic decision-making.
The elements and processes of law-making and law enforcement: Year 5–6
- That a constitution is an agreed set of rules or guidelines for an organisation.
The elements and processes of law-making and law enforcement: Year 6–7
- That the Australian constitution is the legal framework for governance in Australia.