Features of the Syllabus

Perspectives

A perspective is defined in this syllabus as a point of view or standpoint from which historical events, problems and issues can be analysed.

Perspectives are included in the syllabus to address bias in the curriculum. One way in which bias may develop is the adoption of a narrow topic focus, eg looking at an event such as the Vietnam War solely from the point of view of Australia’s involvement as a nation without looking at the international context or the impact of involvement at the local level.

Another way bias may develop in curriculum is the presentation of knowledge from the point of view of a dominant group or groups only, without providing the viewpoints of other, often disempowered, groups. If this type of bias occurs, students may believe there is one way only of viewing a historical person, issue or event and may fail to appreciate the diversity of views held by a range of groups. Articulating the points of view of historically marginalised groups through the study of history benefits students in a number of ways. It sharpens their critical thinking skills and helps them to question the values underlying purportedly ‘neutral’ and ‘objective’ knowledge. Furthermore, these perspectives enrich students’ understanding of the subject itself and contribute towards the syllabus aim of developing informed and active citizens with a commitment to democratic and just principles.

The perspectives specifically identified in the syllabus for analysis are: Aboriginal; gender; local, national and international; multicultural; socioeconomic; and religious.

Civics and Citizenship Education

Civics and citizenship education is not a separate entity within the syllabus but flows from the study of key features of Australia’s political, social and cultural history. The citizenship education terms and concepts outlined in the Board of Studies Citizenship Education Framework for K–12 are embedded in the syllabus content. Through the syllabus focus on the human story, students consider how we govern ourselves and what role they can play as active citizens in a democracy. Through the study of history, students explore people’s experiences, using the past to inform and reflect on the present and how they may take an active role in shaping a more equitable society.

Key Competencies

History provides a powerful context within which to develop general competencies considered essential for the acquisition of effective, higher-order thinking skills necessary for further education, work and everyday life.

Key competencies are embedded in the History Stages 4–5 Syllabus to enhance student learning. The key competencies of Collecting, analysing and organising information and Communicating ideas and information reflect core processes of historical inquiry and are explicit in the objectives and outcomes of the syllabus. The other key competencies are developed through the methodologies of the syllabus and through classroom pedagogy. Students work as individuals and as members of groups to conduct historical investigations, and through this, the key competencies Planning and organising activities and Working with others and in teams are developed. When students construct timelines or analyse statistical evidence, they are developing the key competency Using mathematical ideas and techniques. During investigations, students will need to use appropriate information technologies and so develop the key competency of Using technology. Finally, the exploration of issues and investigation of the nature of historical problems contributes to students’ development of the key competency Solving problems.

Literacy in History

Literacy skills in reading, writing, talking, listening and viewing are essential to the acquisition of History skills and knowledge. In this syllabus, the areas of research and communication provide the explicit links to the development of literacy skills. Research draws on reading, listening to and viewing a range of historical sources; communication requires students to present information using a variety of oral, written and nonverbal text types. Further, these two skill areas, and the literacy skills inherent in them, link directly to the development of the competencies of Collecting, analysing and organising information and Comminicating ideas and information.

Texts Students should have experience in interpreting and creating and critically analysing the texts below. Teachers would use variations and combinations of these texts.	Forms Different written, oral and visual forms in which these texts may be explored:	Tasks Tasks in which these texts may be put into practice:
Texts that: retell history describe history explain history argue, challenge and discuss history.	multimedia video audio tape performance two- or three-dimensional model photography cartoon textbook first-hand account painting newspaper interview debate discussion database.	timelines paragraphs mind maps diagrams, charts and graphs maps reports source-based studies research oral tasks locating note-taking formal essays structured essays.

Site Studies in History

Site studies enable students to understand their historical environment and the nature of historical inquiry. They offer a means to interpret various aspects of the past, recognise how occupation has changed over time and gain understanding about the context in which the changes occurred. As well, they provide an enjoyable and innovative means to understand citizenship and how this, too, has changed over time.

Site studies should be embedded within the course as a means through which students acquire knowledge and skills. They can be used to lead into the study of focus issues, topics and areas of study, or as a means to highlight and emphasise them.