Data fetched from curriculum.nsw.edu.au on 1 August 2026 | Not affiliated with or endorsed by NESA.
Curriculum Remix
HSIE

History 7–10 (2024)

Secondary (7–10) · Published 2024

View on curriculum.nsw.edu.au

Outcomes

Stage 4Years 7–8
HI4-SPE-01Depth study (core): Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

explains the key features of past societies, historical periods and events

HI4-CPP-01Depth study (core): Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

describes different contexts and perspectives of the past

HI4-IEP-01Depth study (core): Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

accounts for significant ideas and events that shaped the past

HI4-APP-01Depth study (core): Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

explains Aboriginal Peoples’ experiences and perspectives of colonisation

HI4-SOU-01Depth study (core): Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

uses evidence from sources to support historical accounts and explanations about the past

HI4-INQ-01Depth study (core): Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

explains the meaning and context of sources as part of a historical inquiry

HI4-COM-01Depth study (core): Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

communicates historical ideas using historical terms and concepts for a range of purposes, audiences and contexts

HILS-CON-01The past in the present

uses the language of time

HILS-CON-02The past in the present

sequences events in chronological order

HILS-CON-03The past in the present

recognises continuity and change

HILS-SOU-01The past in the present

locates and selects sources about people, places or events

HILS-SOU-02The past in the present

demonstrates safe practices when engaging with sources

HILS-INQ-01The past in the present

engages with the historical inquiry process

HILS-COM-01The past in the present

communicates ideas about the past using historical terms

HILS-CON-03Rights and freedoms of Australian women (c. 1945 – c. 2012)

recognises continuity and change

HILS-SPE-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Rights and freedoms of Australian women (c. 1945 – c. 2012)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

identifies different contexts and perspectives of the past

HILS-IEP-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

locates and selects sources about people, places or events

HILS-SOU-02Rights and freedoms of Australian women (c. 1945 – c. 2012)

demonstrates safe practices when engaging with sources

HILS-INQ-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

engages with the historical inquiry process

HILS-COM-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

communicates ideas about the past using historical terms

HILS-CIV-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

demonstrates understanding of civic participation

HILS-LNI-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

identifies ways to engage with local and national issues

HILS-CON-02Australia at war – WWII (1939– c.1945)

sequences events in chronological order

HILS-SPE-01Australia at war – WWII (1939– c.1945)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Australia at war – WWII (1939– c.1945)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Australia at war – WWII (1939– c.1945)

identifies different contexts and perspectives of the past

HILS-IEP-01Australia at war – WWII (1939– c.1945)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01Australia at war – WWII (1939– c.1945)

locates and selects sources about people, places or events

HILS-SOU-02Australia at war – WWII (1939– c.1945)

demonstrates safe practices when engaging with sources

HILS-INQ-01Australia at war – WWII (1939– c.1945)

engages with the historical inquiry process

HILS-COM-01Australia at war – WWII (1939– c.1945)

communicates ideas about the past using historical terms

HILS-CIV-01Australia at war – WWII (1939– c.1945)

demonstrates understanding of civic participation

HILS-CON-02Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

sequences events in chronological order

HILS-CON-03Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

recognises continuity and change

HILS-SPE-01Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

identifies different contexts and perspectives of the past

HILS-IEP-01Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-EPC-01Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

identifies Aboriginal Peoples’ experiences of colonisation

HILS-SOU-01Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

locates and selects sources about people, places or events

HILS-SOU-02Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

demonstrates safe practices when engaging with sources

HILS-INQ-01Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

engages with the historical inquiry process

HILS-COM-01Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

communicates ideas about the past using historical terms

HILS-CON-01The medieval world (c. 500 – c. 1600)

uses the language of time

HILS-CON-02The medieval world (c. 500 – c. 1600)

sequences events in chronological order

HILS-CON-03The medieval world (c. 500 – c. 1600)

recognises continuity and change

HILS-SPE-01The medieval world (c. 500 – c. 1600)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02The medieval world (c. 500 – c. 1600)

identifies the key features of past societies, historical periods or events

HILS-CPP-01The medieval world (c. 500 – c. 1600)

identifies different contexts and perspectives of the past

HILS-IEP-01The medieval world (c. 500 – c. 1600)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01The medieval world (c. 500 – c. 1600)

locates and selects sources about people, places or events

HILS-SOU-02The medieval world (c. 500 – c. 1600)

demonstrates safe practices when engaging with sources

HILS-INQ-01The medieval world (c. 500 – c. 1600)

engages with the historical inquiry process

HILS-COM-01The medieval world (c. 500 – c. 1600)

communicates ideas about the past using historical terms

HILS-CON-03Human rights and freedoms (c. 1938 – c. 2017)

recognises continuity and change

HILS-SPE-01Human rights and freedoms (c. 1938 – c. 2017)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Human rights and freedoms (c. 1938 – c. 2017)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Human rights and freedoms (c. 1938 – c. 2017)

identifies different contexts and perspectives of the past

HILS-IEP-01Human rights and freedoms (c. 1938 – c. 2017)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-EPC-02Human rights and freedoms (c. 1938 – c. 2017)

identifies aspects of Aboriginal Peoples’ struggle for rights and freedoms

HILS-SOU-01Human rights and freedoms (c. 1938 – c. 2017)

locates and selects sources about people, places or events

HILS-SOU-02Human rights and freedoms (c. 1938 – c. 2017)

demonstrates safe practices when engaging with sources

HILS-INQ-01Human rights and freedoms (c. 1938 – c. 2017)

engages with the historical inquiry process

HILS-COM-01Human rights and freedoms (c. 1938 – c. 2017)

communicates ideas about the past using historical terms

HILS-CIV-01Human rights and freedoms (c. 1938 – c. 2017)

demonstrates understanding of civic participation

HILS-LNI-01Human rights and freedoms (c. 1938 – c. 2017)

identifies ways to engage with local and national issues

HILS-CON-03The Industrial Revolution (1750–1850)

recognises continuity and change

HILS-SPE-01The Industrial Revolution (1750–1850)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02The Industrial Revolution (1750–1850)

identifies the key features of past societies, historical periods or events

HILS-CPP-01The Industrial Revolution (1750–1850)

identifies different contexts and perspectives of the past

HILS-IEP-01The Industrial Revolution (1750–1850)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01The Industrial Revolution (1750–1850)

locates and selects sources about people, places or events

HILS-SOU-02The Industrial Revolution (1750–1850)

demonstrates safe practices when engaging with sources

HILS-INQ-01The Industrial Revolution (1750–1850)

engages with the historical inquiry process

HILS-COM-01The Industrial Revolution (1750–1850)

communicates ideas about the past using historical terms

HI4-CON-01Historical context 3 (core): The era of colonisation

describes continuity and change over a period of time in relation to a historical context

HI4-CPP-01Historical context 3 (core): The era of colonisation

describes different contexts and perspectives of the past

HI4-INQ-01Historical context 3 (core): The era of colonisation

explains the meaning and context of sources as part of a historical inquiry

HILS-CON-03The movement of peoples (1750–1901)

recognises continuity and change

HILS-SPE-01The movement of peoples (1750–1901)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02The movement of peoples (1750–1901)

identifies the key features of past societies, historical periods or events

HILS-CPP-01The movement of peoples (1750–1901)

identifies different contexts and perspectives of the past

HILS-IEP-01The movement of peoples (1750–1901)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01The movement of peoples (1750–1901)

locates and selects sources about people, places or events

HILS-SOU-02The movement of peoples (1750–1901)

demonstrates safe practices when engaging with sources

HILS-INQ-01The movement of peoples (1750–1901)

engages with the historical inquiry process

HILS-COM-01The movement of peoples (1750–1901)

communicates ideas about the past using historical terms

HILS-CIV-01The movement of peoples (1750–1901)

demonstrates understanding of civic participation

HI4-CON-01Historical context 2 (core): The medieval world (c. 500 – c. 1600)

describes continuity and change over a period of time in relation to a historical context

HI4-CPP-01Historical context 2 (core): The medieval world (c. 500 – c. 1600)

describes different contexts and perspectives of the past

HI4-INQ-01Historical context 2 (core): The medieval world (c. 500 – c. 1600)

explains the meaning and context of sources as part of a historical inquiry

HILS-CON-03Migration experiences (1945 – c. 2016)

recognises continuity and change

HILS-SPE-01Migration experiences (1945 – c. 2016)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Migration experiences (1945 – c. 2016)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Migration experiences (1945 – c. 2016)

identifies different contexts and perspectives of the past

HILS-IEP-01Migration experiences (1945 – c. 2016)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01Migration experiences (1945 – c. 2016)

locates and selects sources about people, places or events

HILS-SOU-02Migration experiences (1945 – c. 2016)

demonstrates safe practices when engaging with sources

HILS-INQ-01Migration experiences (1945 – c. 2016)

engages with the historical inquiry process

HILS-COM-01Migration experiences (1945 – c. 2016)

communicates ideas about the past using historical terms

HILS-CIV-01Migration experiences (1945 – c. 2016)

demonstrates understanding of civic participation

HILS-LNI-01Migration experiences (1945 – c. 2016)

identifies ways to engage with local and national issues

HI4-CON-01Historical context 1 (core): The ancient past

describes continuity and change over a period of time in relation to a historical context

HI4-CPP-01Historical context 1 (core): The ancient past

describes different contexts and perspectives of the past

HI4-INQ-01Historical context 1 (core): The ancient past

explains the meaning and context of sources as part of a historical inquiry

HILS-CON-03The environmental movement (c. 1960 – c. 2015)

recognises continuity and change

HILS-SPE-01The environmental movement (c. 1960 – c. 2015)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02The environmental movement (c. 1960 – c. 2015)

identifies the key features of past societies, historical periods or events

HILS-CPP-01The environmental movement (c. 1960 – c. 2015)

identifies different contexts and perspectives of the past

HILS-IEP-01The environmental movement (c. 1960 – c. 2015)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01The environmental movement (c. 1960 – c. 2015)

locates and selects sources about people, places or events

HILS-SOU-02The environmental movement (c. 1960 – c. 2015)

demonstrates safe practices when engaging with sources

HILS-INQ-01The environmental movement (c. 1960 – c. 2015)

engages with the historical inquiry process

HILS-COM-01The environmental movement (c. 1960 – c. 2015)

communicates ideas about the past using historical terms

HILS-CIV-01The environmental movement (c. 1960 – c. 2015)

demonstrates understanding of civic participation

HILS-LNI-01The environmental movement (c. 1960 – c. 2015)

identifies ways to engage with local and national issues

HILS-CON-03School-developed option

recognises continuity and change

HILS-SPE-01School-developed option

investigates the ways people lived in past societies or historical periods

HILS-SPE-02School-developed option

identifies the key features of past societies, historical periods or events

HILS-CPP-01School-developed option

identifies different contexts and perspectives of the past

HILS-IEP-01School-developed option

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01School-developed option

locates and selects sources about people, places or events

HILS-SOU-02School-developed option

demonstrates safe practices when engaging with sources

HILS-INQ-01School-developed option

engages with the historical inquiry process

HILS-COM-01School-developed option

communicates ideas about the past using historical terms

HILS-CIV-01School-developed option

demonstrates understanding of civic participation

HILS-LNI-01School-developed option

identifies ways to engage with local and national issues

HILS-CON-02Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

sequences events in chronological order

HILS-CON-03Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

recognises continuity and change

HILS-SPE-01Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

identifies different contexts and perspectives of the past

HILS-IEP-01Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

locates and selects sources about people, places or events

HILS-SOU-02Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

demonstrates safe practices when engaging with sources

HILS-INQ-01Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

engages with the historical inquiry process

HILS-COM-01Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

communicates ideas about the past using historical terms

HILS-CIV-01Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

demonstrates understanding of civic participation

HILS-CON-03Key ideas and movements (1750–1918)

recognises continuity and change

HILS-SPE-01Key ideas and movements (1750–1918)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Key ideas and movements (1750–1918)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Key ideas and movements (1750–1918)

identifies different contexts and perspectives of the past

HILS-IEP-01Key ideas and movements (1750–1918)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01Key ideas and movements (1750–1918)

locates and selects sources about people, places or events

HILS-SOU-02Key ideas and movements (1750–1918)

demonstrates safe practices when engaging with sources

HILS-INQ-01Key ideas and movements (1750–1918)

engages with the historical inquiry process

HILS-COM-01Key ideas and movements (1750–1918)

communicates ideas about the past using historical terms

HILS-CIV-01Key ideas and movements (1750–1918)

demonstrates understanding of civic participation

HILS-CON-02Popular culture in Australia (1945 – c. 2010)

sequences events in chronological order

HILS-CON-03Popular culture in Australia (1945 – c. 2010)

recognises continuity and change

HILS-SPE-01Popular culture in Australia (1945 – c. 2010)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Popular culture in Australia (1945 – c. 2010)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Popular culture in Australia (1945 – c. 2010)

identifies different contexts and perspectives of the past

HILS-IEP-01Popular culture in Australia (1945 – c. 2010)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01Popular culture in Australia (1945 – c. 2010)

locates and selects sources about people, places or events

HILS-SOU-02Popular culture in Australia (1945 – c. 2010)

demonstrates safe practices when engaging with sources

HILS-INQ-01Popular culture in Australia (1945 – c. 2010)

engages with the historical inquiry process

HILS-COM-01Popular culture in Australia (1945 – c. 2010)

communicates ideas about the past using historical terms

HILS-CIV-01Popular culture in Australia (1945 – c. 2010)

demonstrates understanding of civic participation

HILS-LNI-01Popular culture in Australia (1945 – c. 2010)

identifies ways to engage with local and national issues

HILS-CON-03The Holocaust (1933–1945)

recognises continuity and change

HILS-SPE-01The Holocaust (1933–1945)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02The Holocaust (1933–1945)

identifies the key features of past societies, historical periods or events

HILS-CPP-01The Holocaust (1933–1945)

identifies different contexts and perspectives of the past

HILS-IEP-01The Holocaust (1933–1945)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01The Holocaust (1933–1945)

locates and selects sources about people, places or events

HILS-SOU-02The Holocaust (1933–1945)

demonstrates safe practices when engaging with sources

HILS-INQ-01The Holocaust (1933–1945)

engages with the historical inquiry process

HILS-COM-01The Holocaust (1933–1945)

communicates ideas about the past using historical terms

HILS-CIV-01The Holocaust (1933–1945)

demonstrates understanding of civic participation

HILS-LNI-01The Holocaust (1933–1945)

identifies ways to engage with local and national issues

HILS-CON-01The ancient world: ancient societies

uses the language of time

HILS-CON-03The ancient world: ancient societies

recognises continuity and change

HILS-SPE-01The ancient world: ancient societies

investigates the ways people lived in past societies or historical periods

HILS-SPE-02The ancient world: ancient societies

identifies the key features of past societies, historical periods or events

HILS-IEP-01The ancient world: ancient societies

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01The ancient world: ancient societies

locates and selects sources about people, places or events

HILS-SOU-02The ancient world: ancient societies

demonstrates safe practices when engaging with sources

HILS-INQ-01The ancient world: ancient societies

engages with the historical inquiry process

HILS-COM-01The ancient world: ancient societies

communicates ideas about the past using historical terms

HILS-CON-02Imperialism in Asia (1750–1918)

sequences events in chronological order

HILS-CON-03Imperialism in Asia (1750–1918)

recognises continuity and change

HILS-SPE-01Imperialism in Asia (1750–1918)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Imperialism in Asia (1750–1918)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Imperialism in Asia (1750–1918)

identifies different contexts and perspectives of the past

HILS-IEP-01Imperialism in Asia (1750–1918)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01Imperialism in Asia (1750–1918)

locates and selects sources about people, places or events

HILS-SOU-02Imperialism in Asia (1750–1918)

demonstrates safe practices when engaging with sources

HILS-INQ-01Imperialism in Asia (1750–1918)

engages with the historical inquiry process

HILS-COM-01Imperialism in Asia (1750–1918)

communicates ideas about the past using historical terms

Stage 5Years 9–10
HILS-CON-01The past in the present

uses the language of time

HILS-CON-02The past in the present

sequences events in chronological order

HILS-CON-03The past in the present

recognises continuity and change

HILS-SOU-01The past in the present

locates and selects sources about people, places or events

HILS-SOU-02The past in the present

demonstrates safe practices when engaging with sources

HILS-INQ-01The past in the present

engages with the historical inquiry process

HILS-COM-01The past in the present

communicates ideas about the past using historical terms

HILS-CON-03Rights and freedoms of Australian women (c. 1945 – c. 2012)

recognises continuity and change

HILS-SPE-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Rights and freedoms of Australian women (c. 1945 – c. 2012)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

identifies different contexts and perspectives of the past

HILS-IEP-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

locates and selects sources about people, places or events

HILS-SOU-02Rights and freedoms of Australian women (c. 1945 – c. 2012)

demonstrates safe practices when engaging with sources

HILS-INQ-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

engages with the historical inquiry process

HILS-COM-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

communicates ideas about the past using historical terms

HILS-CIV-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

demonstrates understanding of civic participation

HILS-LNI-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

identifies ways to engage with local and national issues

HILS-CON-02Australia at war – WWII (1939– c.1945)

sequences events in chronological order

HILS-SPE-01Australia at war – WWII (1939– c.1945)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Australia at war – WWII (1939– c.1945)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Australia at war – WWII (1939– c.1945)

identifies different contexts and perspectives of the past

HILS-IEP-01Australia at war – WWII (1939– c.1945)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01Australia at war – WWII (1939– c.1945)

locates and selects sources about people, places or events

HILS-SOU-02Australia at war – WWII (1939– c.1945)

demonstrates safe practices when engaging with sources

HILS-INQ-01Australia at war – WWII (1939– c.1945)

engages with the historical inquiry process

HILS-COM-01Australia at war – WWII (1939– c.1945)

communicates ideas about the past using historical terms

HILS-CIV-01Australia at war – WWII (1939– c.1945)

demonstrates understanding of civic participation

HI5-SPE-01Depth study (core) – Australia: making a nation – from Federation to WWI (1889 – c. 1919)

analyses the key features and structures of past societies, historical periods and events

HI5-CPP-01Depth study (core) – Australia: making a nation – from Federation to WWI (1889 – c. 1919)

accounts for different contexts and perspectives of the past

HI5-IEP-01Depth study (core) – Australia: making a nation – from Federation to WWI (1889 – c. 1919)

explains how significant ideas and events have shaped the past

HI5-SOU-01Depth study (core) – Australia: making a nation – from Federation to WWI (1889 – c. 1919)

integrates evidence from sources to develop historical accounts, explanations and arguments about the past

HI5-INQ-01Depth study (core) – Australia: making a nation – from Federation to WWI (1889 – c. 1919)

assesses the value and limitations of sources as part of a historical inquiry

HI5-COM-01Depth study (core) – Australia: making a nation – from Federation to WWI (1889 – c. 1919)

communicates historical arguments using historical terms and concepts for a range of purposes, audiences and contexts

HILS-CON-02Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

sequences events in chronological order

HILS-CON-03Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

recognises continuity and change

HILS-SPE-01Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

identifies different contexts and perspectives of the past

HILS-IEP-01Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-EPC-01Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

identifies Aboriginal Peoples’ experiences of colonisation

HILS-SOU-01Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

locates and selects sources about people, places or events

HILS-SOU-02Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

demonstrates safe practices when engaging with sources

HILS-INQ-01Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

engages with the historical inquiry process

HILS-COM-01Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

communicates ideas about the past using historical terms

HILS-CON-01The medieval world (c. 500 – c. 1600)

uses the language of time

HILS-CON-02The medieval world (c. 500 – c. 1600)

sequences events in chronological order

HILS-CON-03The medieval world (c. 500 – c. 1600)

recognises continuity and change

HILS-SPE-01The medieval world (c. 500 – c. 1600)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02The medieval world (c. 500 – c. 1600)

identifies the key features of past societies, historical periods or events

HILS-CPP-01The medieval world (c. 500 – c. 1600)

identifies different contexts and perspectives of the past

HILS-IEP-01The medieval world (c. 500 – c. 1600)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01The medieval world (c. 500 – c. 1600)

locates and selects sources about people, places or events

HILS-SOU-02The medieval world (c. 500 – c. 1600)

demonstrates safe practices when engaging with sources

HILS-INQ-01The medieval world (c. 500 – c. 1600)

engages with the historical inquiry process

HILS-COM-01The medieval world (c. 500 – c. 1600)

communicates ideas about the past using historical terms

HILS-CON-03Human rights and freedoms (c. 1938 – c. 2017)

recognises continuity and change

HILS-SPE-01Human rights and freedoms (c. 1938 – c. 2017)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Human rights and freedoms (c. 1938 – c. 2017)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Human rights and freedoms (c. 1938 – c. 2017)

identifies different contexts and perspectives of the past

HILS-IEP-01Human rights and freedoms (c. 1938 – c. 2017)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-EPC-02Human rights and freedoms (c. 1938 – c. 2017)

identifies aspects of Aboriginal Peoples’ struggle for rights and freedoms

HILS-SOU-01Human rights and freedoms (c. 1938 – c. 2017)

locates and selects sources about people, places or events

HILS-SOU-02Human rights and freedoms (c. 1938 – c. 2017)

demonstrates safe practices when engaging with sources

HILS-INQ-01Human rights and freedoms (c. 1938 – c. 2017)

engages with the historical inquiry process

HILS-COM-01Human rights and freedoms (c. 1938 – c. 2017)

communicates ideas about the past using historical terms

HILS-CIV-01Human rights and freedoms (c. 1938 – c. 2017)

demonstrates understanding of civic participation

HILS-LNI-01Human rights and freedoms (c. 1938 – c. 2017)

identifies ways to engage with local and national issues

HILS-CON-03The Industrial Revolution (1750–1850)

recognises continuity and change

HILS-SPE-01The Industrial Revolution (1750–1850)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02The Industrial Revolution (1750–1850)

identifies the key features of past societies, historical periods or events

HILS-CPP-01The Industrial Revolution (1750–1850)

identifies different contexts and perspectives of the past

HILS-IEP-01The Industrial Revolution (1750–1850)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01The Industrial Revolution (1750–1850)

locates and selects sources about people, places or events

HILS-SOU-02The Industrial Revolution (1750–1850)

demonstrates safe practices when engaging with sources

HILS-INQ-01The Industrial Revolution (1750–1850)

engages with the historical inquiry process

HILS-COM-01The Industrial Revolution (1750–1850)

communicates ideas about the past using historical terms

HILS-CON-03The movement of peoples (1750–1901)

recognises continuity and change

HILS-SPE-01The movement of peoples (1750–1901)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02The movement of peoples (1750–1901)

identifies the key features of past societies, historical periods or events

HILS-CPP-01The movement of peoples (1750–1901)

identifies different contexts and perspectives of the past

HILS-IEP-01The movement of peoples (1750–1901)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01The movement of peoples (1750–1901)

locates and selects sources about people, places or events

HILS-SOU-02The movement of peoples (1750–1901)

demonstrates safe practices when engaging with sources

HILS-INQ-01The movement of peoples (1750–1901)

engages with the historical inquiry process

HILS-COM-01The movement of peoples (1750–1901)

communicates ideas about the past using historical terms

HILS-CIV-01The movement of peoples (1750–1901)

demonstrates understanding of civic participation

HILS-CON-03Migration experiences (1945 – c. 2016)

recognises continuity and change

HILS-SPE-01Migration experiences (1945 – c. 2016)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Migration experiences (1945 – c. 2016)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Migration experiences (1945 – c. 2016)

identifies different contexts and perspectives of the past

HILS-IEP-01Migration experiences (1945 – c. 2016)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01Migration experiences (1945 – c. 2016)

locates and selects sources about people, places or events

HILS-SOU-02Migration experiences (1945 – c. 2016)

demonstrates safe practices when engaging with sources

HILS-INQ-01Migration experiences (1945 – c. 2016)

engages with the historical inquiry process

HILS-COM-01Migration experiences (1945 – c. 2016)

communicates ideas about the past using historical terms

HILS-CIV-01Migration experiences (1945 – c. 2016)

demonstrates understanding of civic participation

HILS-LNI-01Migration experiences (1945 – c. 2016)

identifies ways to engage with local and national issues

HI5-SPE-01Depth study (core): Human rights and freedoms (c. 1938 – c. 2017)

analyses the key features and structures of past societies, historical periods and events

HI5-CPP-01Depth study (core): Human rights and freedoms (c. 1938 – c. 2017)

accounts for different contexts and perspectives of the past

HI5-IEP-01Depth study (core): Human rights and freedoms (c. 1938 – c. 2017)

explains how significant ideas and events have shaped the past

HI5-SOU-01Depth study (core): Human rights and freedoms (c. 1938 – c. 2017)

integrates evidence from sources to develop historical accounts, explanations and arguments about the past

HI5-APP-01Depth study (core): Human rights and freedoms (c. 1938 – c. 2017)

explains Aboriginal Peoples’ experiences and perspectives related to their struggle for rights and freedoms

HI5-INQ-01Depth study (core): Human rights and freedoms (c. 1938 – c. 2017)

assesses the value and limitations of sources as part of a historical inquiry

HI5-COM-01Depth study (core): Human rights and freedoms (c. 1938 – c. 2017)

communicates historical arguments using historical terms and concepts for a range of purposes, audiences and contexts

HILS-CON-03The environmental movement (c. 1960 – c. 2015)

recognises continuity and change

HILS-SPE-01The environmental movement (c. 1960 – c. 2015)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02The environmental movement (c. 1960 – c. 2015)

identifies the key features of past societies, historical periods or events

HILS-CPP-01The environmental movement (c. 1960 – c. 2015)

identifies different contexts and perspectives of the past

HILS-IEP-01The environmental movement (c. 1960 – c. 2015)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01The environmental movement (c. 1960 – c. 2015)

locates and selects sources about people, places or events

HILS-SOU-02The environmental movement (c. 1960 – c. 2015)

demonstrates safe practices when engaging with sources

HILS-INQ-01The environmental movement (c. 1960 – c. 2015)

engages with the historical inquiry process

HILS-COM-01The environmental movement (c. 1960 – c. 2015)

communicates ideas about the past using historical terms

HILS-CIV-01The environmental movement (c. 1960 – c. 2015)

demonstrates understanding of civic participation

HILS-LNI-01The environmental movement (c. 1960 – c. 2015)

identifies ways to engage with local and national issues

HILS-CON-03School-developed option

recognises continuity and change

HILS-SPE-01School-developed option

investigates the ways people lived in past societies or historical periods

HILS-SPE-02School-developed option

identifies the key features of past societies, historical periods or events

HILS-CPP-01School-developed option

identifies different contexts and perspectives of the past

HILS-IEP-01School-developed option

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01School-developed option

locates and selects sources about people, places or events

HILS-SOU-02School-developed option

demonstrates safe practices when engaging with sources

HILS-INQ-01School-developed option

engages with the historical inquiry process

HILS-COM-01School-developed option

communicates ideas about the past using historical terms

HILS-CIV-01School-developed option

demonstrates understanding of civic participation

HILS-LNI-01School-developed option

identifies ways to engage with local and national issues

HILS-CON-02Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

sequences events in chronological order

HILS-CON-03Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

recognises continuity and change

HILS-SPE-01Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

identifies different contexts and perspectives of the past

HILS-IEP-01Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

locates and selects sources about people, places or events

HILS-SOU-02Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

demonstrates safe practices when engaging with sources

HILS-INQ-01Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

engages with the historical inquiry process

HILS-COM-01Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

communicates ideas about the past using historical terms

HILS-CIV-01Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

demonstrates understanding of civic participation

HILS-CON-03Key ideas and movements (1750–1918)

recognises continuity and change

HILS-SPE-01Key ideas and movements (1750–1918)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Key ideas and movements (1750–1918)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Key ideas and movements (1750–1918)

identifies different contexts and perspectives of the past

HILS-IEP-01Key ideas and movements (1750–1918)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01Key ideas and movements (1750–1918)

locates and selects sources about people, places or events

HILS-SOU-02Key ideas and movements (1750–1918)

demonstrates safe practices when engaging with sources

HILS-INQ-01Key ideas and movements (1750–1918)

engages with the historical inquiry process

HILS-COM-01Key ideas and movements (1750–1918)

communicates ideas about the past using historical terms

HILS-CIV-01Key ideas and movements (1750–1918)

demonstrates understanding of civic participation

HILS-CON-02Popular culture in Australia (1945 – c. 2010)

sequences events in chronological order

HILS-CON-03Popular culture in Australia (1945 – c. 2010)

recognises continuity and change

HILS-SPE-01Popular culture in Australia (1945 – c. 2010)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Popular culture in Australia (1945 – c. 2010)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Popular culture in Australia (1945 – c. 2010)

identifies different contexts and perspectives of the past

HILS-IEP-01Popular culture in Australia (1945 – c. 2010)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01Popular culture in Australia (1945 – c. 2010)

locates and selects sources about people, places or events

HILS-SOU-02Popular culture in Australia (1945 – c. 2010)

demonstrates safe practices when engaging with sources

HILS-INQ-01Popular culture in Australia (1945 – c. 2010)

engages with the historical inquiry process

HILS-COM-01Popular culture in Australia (1945 – c. 2010)

communicates ideas about the past using historical terms

HILS-CIV-01Popular culture in Australia (1945 – c. 2010)

demonstrates understanding of civic participation

HILS-LNI-01Popular culture in Australia (1945 – c. 2010)

identifies ways to engage with local and national issues

HILS-CON-03The Holocaust (1933–1945)

recognises continuity and change

HILS-SPE-01The Holocaust (1933–1945)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02The Holocaust (1933–1945)

identifies the key features of past societies, historical periods or events

HILS-CPP-01The Holocaust (1933–1945)

identifies different contexts and perspectives of the past

HILS-IEP-01The Holocaust (1933–1945)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01The Holocaust (1933–1945)

locates and selects sources about people, places or events

HILS-SOU-02The Holocaust (1933–1945)

demonstrates safe practices when engaging with sources

HILS-INQ-01The Holocaust (1933–1945)

engages with the historical inquiry process

HILS-COM-01The Holocaust (1933–1945)

communicates ideas about the past using historical terms

HILS-CIV-01The Holocaust (1933–1945)

demonstrates understanding of civic participation

HILS-LNI-01The Holocaust (1933–1945)

identifies ways to engage with local and national issues

HILS-CON-01The ancient world: ancient societies

uses the language of time

HILS-CON-03The ancient world: ancient societies

recognises continuity and change

HILS-SPE-01The ancient world: ancient societies

investigates the ways people lived in past societies or historical periods

HILS-SPE-02The ancient world: ancient societies

identifies the key features of past societies, historical periods or events

HILS-IEP-01The ancient world: ancient societies

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01The ancient world: ancient societies

locates and selects sources about people, places or events

HILS-SOU-02The ancient world: ancient societies

demonstrates safe practices when engaging with sources

HILS-INQ-01The ancient world: ancient societies

engages with the historical inquiry process

HILS-COM-01The ancient world: ancient societies

communicates ideas about the past using historical terms

HI5-CON-01Historical context 5 (core): The modern world

accounts for continuity and change over a period of time in relation to a historical context

HI5-CPP-01Historical context 5 (core): The modern world

accounts for different contexts and perspectives of the past

HI5-INQ-01Historical context 5 (core): The modern world

assesses the value and limitations of sources as part of a historical inquiry

HI5-SPE-01Depth study (core): Australia at war – WWII (1939 – c. 1945)

analyses the key features and structures of past societies, historical periods and events

HI5-CPP-01Depth study (core): Australia at war – WWII (1939 – c. 1945)

accounts for different contexts and perspectives of the past

HI5-IEP-01Depth study (core): Australia at war – WWII (1939 – c. 1945)

explains how significant ideas and events have shaped the past

HI5-SOU-01Depth study (core): Australia at war – WWII (1939 – c. 1945)

integrates evidence from sources to develop historical accounts, explanations and arguments about the past

HI5-INQ-01Depth study (core): Australia at war – WWII (1939 – c. 1945)

assesses the value and limitations of sources as part of a historical inquiry

HI5-COM-01Depth study (core): Australia at war – WWII (1939 – c. 1945)

communicates historical arguments using historical terms and concepts for a range of purposes, audiences and contexts

HI5-CON-01Historical context 4 (core): The making of the modern world (1750–c. 1945)

accounts for continuity and change over a period of time in relation to a historical context

HI5-CPP-01Historical context 4 (core): The making of the modern world (1750–c. 1945)

accounts for different contexts and perspectives of the past

HI5-INQ-01Historical context 4 (core): The making of the modern world (1750–c. 1945)

assesses the value and limitations of sources as part of a historical inquiry

HILS-CON-02Imperialism in Asia (1750–1918)

sequences events in chronological order

HILS-CON-03Imperialism in Asia (1750–1918)

recognises continuity and change

HILS-SPE-01Imperialism in Asia (1750–1918)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Imperialism in Asia (1750–1918)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Imperialism in Asia (1750–1918)

identifies different contexts and perspectives of the past

HILS-IEP-01Imperialism in Asia (1750–1918)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01Imperialism in Asia (1750–1918)

locates and selects sources about people, places or events

HILS-SOU-02Imperialism in Asia (1750–1918)

demonstrates safe practices when engaging with sources

HILS-INQ-01Imperialism in Asia (1750–1918)

engages with the historical inquiry process

HILS-COM-01Imperialism in Asia (1750–1918)

communicates ideas about the past using historical terms

Life SkillsYears 7–10
HILS-CON-01The past in the present

uses the language of time

HILS-CON-02The past in the present

sequences events in chronological order

HILS-CON-03The past in the present

recognises continuity and change

HILS-SOU-01The past in the present

locates and selects sources about people, places or events

HILS-SOU-02The past in the present

demonstrates safe practices when engaging with sources

HILS-INQ-01The past in the present

engages with the historical inquiry process

HILS-COM-01The past in the present

communicates ideas about the past using historical terms

HILS-CON-01The ancient world: ancient societies

uses the language of time

HILS-CON-03The ancient world: ancient societies

recognises continuity and change

HILS-SPE-01The ancient world: ancient societies

investigates the ways people lived in past societies or historical periods

HILS-SPE-02The ancient world: ancient societies

identifies the key features of past societies, historical periods or events

HILS-IEP-01The ancient world: ancient societies

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01The ancient world: ancient societies

locates and selects sources about people, places or events

HILS-SOU-02The ancient world: ancient societies

demonstrates safe practices when engaging with sources

HILS-INQ-01The ancient world: ancient societies

engages with the historical inquiry process

HILS-COM-01The ancient world: ancient societies

communicates ideas about the past using historical terms

HILS-CON-01The medieval world (c. 500 – c. 1600)

uses the language of time

HILS-CON-02The medieval world (c. 500 – c. 1600)

sequences events in chronological order

HILS-CON-03The medieval world (c. 500 – c. 1600)

recognises continuity and change

HILS-SPE-01The medieval world (c. 500 – c. 1600)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02The medieval world (c. 500 – c. 1600)

identifies the key features of past societies, historical periods or events

HILS-CPP-01The medieval world (c. 500 – c. 1600)

identifies different contexts and perspectives of the past

HILS-IEP-01The medieval world (c. 500 – c. 1600)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01The medieval world (c. 500 – c. 1600)

locates and selects sources about people, places or events

HILS-SOU-02The medieval world (c. 500 – c. 1600)

demonstrates safe practices when engaging with sources

HILS-INQ-01The medieval world (c. 500 – c. 1600)

engages with the historical inquiry process

HILS-COM-01The medieval world (c. 500 – c. 1600)

communicates ideas about the past using historical terms

HILS-CON-02Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

sequences events in chronological order

HILS-CON-03Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

recognises continuity and change

HILS-SPE-01Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

identifies different contexts and perspectives of the past

HILS-IEP-01Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-EPC-01Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

identifies Aboriginal Peoples’ experiences of colonisation

HILS-SOU-01Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

locates and selects sources about people, places or events

HILS-SOU-02Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

demonstrates safe practices when engaging with sources

HILS-INQ-01Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

engages with the historical inquiry process

HILS-COM-01Aboriginal Peoples’ experiences of colonisation in Australia (1788 – c. 1901)

communicates ideas about the past using historical terms

HILS-CON-02Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

sequences events in chronological order

HILS-CON-03Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

recognises continuity and change

HILS-SPE-01Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

identifies different contexts and perspectives of the past

HILS-IEP-01Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

locates and selects sources about people, places or events

HILS-SOU-02Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

demonstrates safe practices when engaging with sources

HILS-INQ-01Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

engages with the historical inquiry process

HILS-COM-01Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

communicates ideas about the past using historical terms

HILS-CIV-01Australia: Making a nation – from Federation to WWI (1889 – c. 1919)

demonstrates understanding of civic participation

HILS-CON-03The Industrial Revolution (1750–1850)

recognises continuity and change

HILS-SPE-01The Industrial Revolution (1750–1850)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02The Industrial Revolution (1750–1850)

identifies the key features of past societies, historical periods or events

HILS-CPP-01The Industrial Revolution (1750–1850)

identifies different contexts and perspectives of the past

HILS-IEP-01The Industrial Revolution (1750–1850)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01The Industrial Revolution (1750–1850)

locates and selects sources about people, places or events

HILS-SOU-02The Industrial Revolution (1750–1850)

demonstrates safe practices when engaging with sources

HILS-INQ-01The Industrial Revolution (1750–1850)

engages with the historical inquiry process

HILS-COM-01The Industrial Revolution (1750–1850)

communicates ideas about the past using historical terms

HILS-CON-03The movement of peoples (1750–1901)

recognises continuity and change

HILS-SPE-01The movement of peoples (1750–1901)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02The movement of peoples (1750–1901)

identifies the key features of past societies, historical periods or events

HILS-CPP-01The movement of peoples (1750–1901)

identifies different contexts and perspectives of the past

HILS-IEP-01The movement of peoples (1750–1901)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01The movement of peoples (1750–1901)

locates and selects sources about people, places or events

HILS-SOU-02The movement of peoples (1750–1901)

demonstrates safe practices when engaging with sources

HILS-INQ-01The movement of peoples (1750–1901)

engages with the historical inquiry process

HILS-COM-01The movement of peoples (1750–1901)

communicates ideas about the past using historical terms

HILS-CIV-01The movement of peoples (1750–1901)

demonstrates understanding of civic participation

HILS-CON-02Imperialism in Asia (1750–1918)

sequences events in chronological order

HILS-CON-03Imperialism in Asia (1750–1918)

recognises continuity and change

HILS-SPE-01Imperialism in Asia (1750–1918)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Imperialism in Asia (1750–1918)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Imperialism in Asia (1750–1918)

identifies different contexts and perspectives of the past

HILS-IEP-01Imperialism in Asia (1750–1918)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01Imperialism in Asia (1750–1918)

locates and selects sources about people, places or events

HILS-SOU-02Imperialism in Asia (1750–1918)

demonstrates safe practices when engaging with sources

HILS-INQ-01Imperialism in Asia (1750–1918)

engages with the historical inquiry process

HILS-COM-01Imperialism in Asia (1750–1918)

communicates ideas about the past using historical terms

HILS-CON-03Key ideas and movements (1750–1918)

recognises continuity and change

HILS-SPE-01Key ideas and movements (1750–1918)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Key ideas and movements (1750–1918)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Key ideas and movements (1750–1918)

identifies different contexts and perspectives of the past

HILS-IEP-01Key ideas and movements (1750–1918)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01Key ideas and movements (1750–1918)

locates and selects sources about people, places or events

HILS-SOU-02Key ideas and movements (1750–1918)

demonstrates safe practices when engaging with sources

HILS-INQ-01Key ideas and movements (1750–1918)

engages with the historical inquiry process

HILS-COM-01Key ideas and movements (1750–1918)

communicates ideas about the past using historical terms

HILS-CIV-01Key ideas and movements (1750–1918)

demonstrates understanding of civic participation

HILS-CON-02Australia at war – WWII (1939– c.1945)

sequences events in chronological order

HILS-SPE-01Australia at war – WWII (1939– c.1945)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Australia at war – WWII (1939– c.1945)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Australia at war – WWII (1939– c.1945)

identifies different contexts and perspectives of the past

HILS-IEP-01Australia at war – WWII (1939– c.1945)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01Australia at war – WWII (1939– c.1945)

locates and selects sources about people, places or events

HILS-SOU-02Australia at war – WWII (1939– c.1945)

demonstrates safe practices when engaging with sources

HILS-INQ-01Australia at war – WWII (1939– c.1945)

engages with the historical inquiry process

HILS-COM-01Australia at war – WWII (1939– c.1945)

communicates ideas about the past using historical terms

HILS-CIV-01Australia at war – WWII (1939– c.1945)

demonstrates understanding of civic participation

HILS-CON-03The Holocaust (1933–1945)

recognises continuity and change

HILS-SPE-01The Holocaust (1933–1945)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02The Holocaust (1933–1945)

identifies the key features of past societies, historical periods or events

HILS-CPP-01The Holocaust (1933–1945)

identifies different contexts and perspectives of the past

HILS-IEP-01The Holocaust (1933–1945)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01The Holocaust (1933–1945)

locates and selects sources about people, places or events

HILS-SOU-02The Holocaust (1933–1945)

demonstrates safe practices when engaging with sources

HILS-INQ-01The Holocaust (1933–1945)

engages with the historical inquiry process

HILS-COM-01The Holocaust (1933–1945)

communicates ideas about the past using historical terms

HILS-CIV-01The Holocaust (1933–1945)

demonstrates understanding of civic participation

HILS-LNI-01The Holocaust (1933–1945)

identifies ways to engage with local and national issues

HILS-CON-03Human rights and freedoms (c. 1938 – c. 2017)

recognises continuity and change

HILS-SPE-01Human rights and freedoms (c. 1938 – c. 2017)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Human rights and freedoms (c. 1938 – c. 2017)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Human rights and freedoms (c. 1938 – c. 2017)

identifies different contexts and perspectives of the past

HILS-IEP-01Human rights and freedoms (c. 1938 – c. 2017)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-EPC-02Human rights and freedoms (c. 1938 – c. 2017)

identifies aspects of Aboriginal Peoples’ struggle for rights and freedoms

HILS-SOU-01Human rights and freedoms (c. 1938 – c. 2017)

locates and selects sources about people, places or events

HILS-SOU-02Human rights and freedoms (c. 1938 – c. 2017)

demonstrates safe practices when engaging with sources

HILS-INQ-01Human rights and freedoms (c. 1938 – c. 2017)

engages with the historical inquiry process

HILS-COM-01Human rights and freedoms (c. 1938 – c. 2017)

communicates ideas about the past using historical terms

HILS-CIV-01Human rights and freedoms (c. 1938 – c. 2017)

demonstrates understanding of civic participation

HILS-LNI-01Human rights and freedoms (c. 1938 – c. 2017)

identifies ways to engage with local and national issues

HILS-CON-03Rights and freedoms of Australian women (c. 1945 – c. 2012)

recognises continuity and change

HILS-SPE-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Rights and freedoms of Australian women (c. 1945 – c. 2012)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

identifies different contexts and perspectives of the past

HILS-IEP-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

locates and selects sources about people, places or events

HILS-SOU-02Rights and freedoms of Australian women (c. 1945 – c. 2012)

demonstrates safe practices when engaging with sources

HILS-INQ-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

engages with the historical inquiry process

HILS-COM-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

communicates ideas about the past using historical terms

HILS-CIV-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

demonstrates understanding of civic participation

HILS-LNI-01Rights and freedoms of Australian women (c. 1945 – c. 2012)

identifies ways to engage with local and national issues

HILS-CON-03Migration experiences (1945 – c. 2016)

recognises continuity and change

HILS-SPE-01Migration experiences (1945 – c. 2016)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Migration experiences (1945 – c. 2016)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Migration experiences (1945 – c. 2016)

identifies different contexts and perspectives of the past

HILS-IEP-01Migration experiences (1945 – c. 2016)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01Migration experiences (1945 – c. 2016)

locates and selects sources about people, places or events

HILS-SOU-02Migration experiences (1945 – c. 2016)

demonstrates safe practices when engaging with sources

HILS-INQ-01Migration experiences (1945 – c. 2016)

engages with the historical inquiry process

HILS-COM-01Migration experiences (1945 – c. 2016)

communicates ideas about the past using historical terms

HILS-CIV-01Migration experiences (1945 – c. 2016)

demonstrates understanding of civic participation

HILS-LNI-01Migration experiences (1945 – c. 2016)

identifies ways to engage with local and national issues

HILS-CON-02Popular culture in Australia (1945 – c. 2010)

sequences events in chronological order

HILS-CON-03Popular culture in Australia (1945 – c. 2010)

recognises continuity and change

HILS-SPE-01Popular culture in Australia (1945 – c. 2010)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02Popular culture in Australia (1945 – c. 2010)

identifies the key features of past societies, historical periods or events

HILS-CPP-01Popular culture in Australia (1945 – c. 2010)

identifies different contexts and perspectives of the past

HILS-IEP-01Popular culture in Australia (1945 – c. 2010)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01Popular culture in Australia (1945 – c. 2010)

locates and selects sources about people, places or events

HILS-SOU-02Popular culture in Australia (1945 – c. 2010)

demonstrates safe practices when engaging with sources

HILS-INQ-01Popular culture in Australia (1945 – c. 2010)

engages with the historical inquiry process

HILS-COM-01Popular culture in Australia (1945 – c. 2010)

communicates ideas about the past using historical terms

HILS-CIV-01Popular culture in Australia (1945 – c. 2010)

demonstrates understanding of civic participation

HILS-LNI-01Popular culture in Australia (1945 – c. 2010)

identifies ways to engage with local and national issues

HILS-CON-03The environmental movement (c. 1960 – c. 2015)

recognises continuity and change

HILS-SPE-01The environmental movement (c. 1960 – c. 2015)

investigates the ways people lived in past societies or historical periods

HILS-SPE-02The environmental movement (c. 1960 – c. 2015)

identifies the key features of past societies, historical periods or events

HILS-CPP-01The environmental movement (c. 1960 – c. 2015)

identifies different contexts and perspectives of the past

HILS-IEP-01The environmental movement (c. 1960 – c. 2015)

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01The environmental movement (c. 1960 – c. 2015)

locates and selects sources about people, places or events

HILS-SOU-02The environmental movement (c. 1960 – c. 2015)

demonstrates safe practices when engaging with sources

HILS-INQ-01The environmental movement (c. 1960 – c. 2015)

engages with the historical inquiry process

HILS-COM-01The environmental movement (c. 1960 – c. 2015)

communicates ideas about the past using historical terms

HILS-CIV-01The environmental movement (c. 1960 – c. 2015)

demonstrates understanding of civic participation

HILS-LNI-01The environmental movement (c. 1960 – c. 2015)

identifies ways to engage with local and national issues

HILS-CON-03School-developed option

recognises continuity and change

HILS-SPE-01School-developed option

investigates the ways people lived in past societies or historical periods

HILS-SPE-02School-developed option

identifies the key features of past societies, historical periods or events

HILS-CPP-01School-developed option

identifies different contexts and perspectives of the past

HILS-IEP-01School-developed option

investigates the impact or legacy of a significant idea, event, individual or group from the past

HILS-SOU-01School-developed option

locates and selects sources about people, places or events

HILS-SOU-02School-developed option

demonstrates safe practices when engaging with sources

HILS-INQ-01School-developed option

engages with the historical inquiry process

HILS-COM-01School-developed option

communicates ideas about the past using historical terms

HILS-CIV-01School-developed option

demonstrates understanding of civic participation

HILS-LNI-01School-developed option

identifies ways to engage with local and national issues

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