Self-Audit tool
Step 1: Understanding the cu
iculum context
1. Australian Cu
iculum: History
Using the Australian Cu
iculum: History for Years 7 – 10, develop a course of study for Years 7-10 as it relates to selection of depth studies (you could use the Australian cu
iculum website for this).Use the table below to guide this process.
Yea
Level
Sequence of Depth Studies
Rationale – explain and justify the na
ative underlying the depth study sequence (identify whether you can explain why we teach students the particular depth study sequence)
7
8
9
10
2. Australian Cu
iculum: Geography
Using the Australian Cu
iculum: Geography for Years 7 – 10, develop a course of study for Years 7-10 as it relates to the sequence of units. (you could use the Australian cu
iculum website for this). Use the table below to guide this process.
Yea
Level
Sequence of Units
Rationale – explain and justify the underlying purpose for the sequence of units
7
8
9
10
3. Australian Cu
iculum: Civics & Citizenship
Using the Australian Cu
iculum: Civics & Citizenship for Years 7 – 10, develop a course of study for Years 7-10 as it relates to the sequence of units. (you could use the Australian cu
iculum website for this). Use the table below to guide this process.
Yea
Level
Sequence of Units
Rationale – explain and justify the underlying purpose for the sequence of units
7
8
9
10
4. Australian Cu
iculum: Economics & Business
Using the Australian Cu
iculum: Economics & Business for Years 7 – 10, develop a course of study for Years 7-10 as it relates to the sequence of units. (You could use the Australian cu
iculum website for this). Use the table below to guide this process.
Yea
Level
Sequence of Units
Rationale – explain and justify the underlying purpose of the sequence of units
7
8
9
10
Step 2: Content knowledge
1. Australian Cu
iculum: History
The
eadth of the Australian Cu
iculum: History requires teachers to have a
oad historical knowledge.
a) Below is a list of Year 7-10 content knowledge for Australian Cu
iculum: History (options for each level included). For each depth study, rate your depth of knowledge and understanding.
Depth Studies
Strong
Adequate
Little/None
Aboriginal and To
es Strait and Islander Peoples and Cultures
(Ancient history focus)
Ancient Greece XXXXXXXXXXBCE – c.650 CE)
Ancient Rome XXXXXXXXXXBCE – c.650 CE)
Ancient Egypt XXXXXXXXXXBCE – c.650 CE)
Ancient India XXXXXXXXXXBCE – c.650 CE)
Ancient China XXXXXXXXXXBCE – c.650 CE)
Medieval Europe (c.590 – c.1500)
The Vikings (c.790 – c.1066)
The Ottoman Empire (c.1299 – c.1683)
Angko
Khmer Empire (c.802 – c.1431)
Mongol Expansion (c.1206 – c.1368)
Japan under the Shoguns (c.794 – 1867)
The Polynesian expansion across the Pacific (c.700 – 1756)
Renaissance Italy (c.1400 – c.1600)
The Spanish Conquest of the Americas (c.1492 – c.1572)
Industrial Revolution (1750 – 1914)
Australia and/or an Asian society in the period 1750 – 1918
Australia at War: WWI
Australia at War: WWII
Rights and Freedoms (1945-present)
Globalising world: Popular Culture (1945-present)
Globalising world: Environment Movement (1945-present)
Globalising world: Migration Experiences (1945-present)
Globalising world: Political Crisis (1945-present)
2. Australian Cu
iculum: Geography
The
eadth of the Australian Cu
iculum: Geography requires teachers to have a
oad geographical knowledge.
) Below is a list of Year 7-10 content knowledge for Australian Cu
iculum: Geography. For each unit, rate your depth of knowledge and understanding.
Depth Studies
Strong
Adequate
Little/None
Year 7: Water in the world focuses on water as an example of a renewable environmental resource. This unit examines the many uses of water, the ways it is perceived and valued, its different forms as a resource, the ways it connects places as it moves through the environment, its varying availability in time and across space, and its scarcity. Water in the world develops students’ understanding of the concept of environment, including the ideas that the environment is the product of a variety of processes, that it supports and enriches human and other life, that people value the environment in different ways and that the environment has its specific hazards. Water is investigated using studies drawn from Australia, countries of the Asia region, and countries from West Asia and/or North Africa.
Year 7: Place and liveability focuses on the concept of place through an investigation of liveability. This unit examines factors that influence liveability and how it is perceived, the idea that places provide us with the services and facilities needed to support and enhance our lives, and that spaces are planned and managed by people. It develops students’ ability to evaluate the liveability of their own place and to investigate whether it can be improved through planning. The liveability of places is investigated using studies drawn from Australia and Europe.
Year 8: Landforms and landscapes focuses on investigating geomorphology through a study of landscapes and their landforms. This unit examines the processes that shape individual landforms, the values and meanings placed on landforms and landscapes by diverse cultures, hazards associated with landscapes, and management of landscapes. Landforms and landscapes develops students’ understanding of the concept of environment and enables them to explore the significance of landscapes to people, including Aboriginal and To
es Strait Islander Peoples. These distinctive aspects of landforms and landscapes are investigated using studies drawn from Australia and throughout the world.
Year 8: Changing nations investigates the changing human geography of countries, as revealed by shifts in population distribution. The spatial distribution of population is a sensitive indicator of economic and social change, and has significant environmental, economic and social effects, both negative and positive. The unit explores the process of u
anisation and draws on a study of a country of the Asia region to show how u
anisation changes the economies and societies of low and middle-income countries. It investigates the reasons for the high level of u
an concentration in Australia, one of the distinctive features of Australia’s human geography, and compares Australia with the United States of America. The redistribution of population resulting from internal migration is examined through case studies of Australia and China, and is contrasted with the way international migration reinforces u
an concentration in Australia. The unit then examines issues related to the management and future of Australia’s u
an areas.
Year 9: Biomes and food security focuses on investigating the role of the biotic environment and its role in food and fi
e production. This unit examines the biomes of the world, their alteration and significance as a source of food and fi
e, and the environmental challenges and constraints on expanding food production in the future. These distinctive aspects of biomes, food production and food security are investigated using studies drawn from Australia and across the world.
Year 9: Geographies of interconnections focuses on investigating how people, through their choices and actions, are connected to places throughout the world in a wide variety of ways, and how these connections help to make and change places and their environments. This unit examines the interconnections between people and places through the products people buy and the effects of their production on the places that make them. Students examine the ways that transport and information and communication technologies have made it possible for an increasing range of services to be provided internationally, and for people in isolated rural areas to connect to information, services and people in other places. These distinctive aspects of interconnection are investigated using studies drawn from Australia and across the world.
Year 10: Environmental change and management focuses on investigating environmental geography through an in-depth study of a specific environment. The unit begins with an overview of the environmental functions that support all life, the major challenges to their sustainability, and the environmental worldviews — including those of Aboriginal and To
es Strait Islander Peoples — that influence how people perceive and respond to these challenges. Students investigate a specific type of environment and environmental change in Australia and one other country. They apply human-environment systems thinking to understand the causes and consequences of the change and geographical concepts and methods to evaluate and select strategies to manage the change.
Year 10: Geographies of human wellbeing focuses on investigating global, national and local differences in human wellbeing between places. This unit examines the different concepts and measures of human wellbeing, and the causes of global differences in these measures between countries. Students explore spatial differences in wellbeing within and between countries, and evaluate the differences from a variety of perspectives. They explore programs designed to reduce the gap between differences in wellbeing. These distinctive aspects of human wellbeing are investigated using studies drawn from Australia, India and across the world as appropriate.
3. Australian Cu
iculum: Civics & Citizenship
The
eadth of the Australian Cu
iculum: Civics & Citizenship requires teachers to have a
oad civics and citizenship knowledge.
c) Below is a list of Year 7-10 content knowledge for Australian Cu
iculum: Civics & Citizenship. For each unit, rate your depth of knowledge and understanding.
Civics & Citizenship Units
Strong
Adequate
Little/None
The Year 7 cu
iculum provides a study of the key features of Australia’s system of government and explores how this system aims to protect all Australians. Students examine the Australian Constitution and how its features, principles and values shape Australia’s democracy. They look at how the rights of individuals are protected through the justice system. Students also explore how Australia’s secular system of government supports a diverse society with shared values.
The Year 8 cu
iculum provides a study of the responsibilities and freedoms of citizens and how Australians can actively participate in their democracy. Students consider how laws are made and the types of laws used in Australia. Students also examine what it means to be Australian by identifying the reasons for and influences that shape national identity.
The Year 9 cu
iculum builds students’ understanding of Australia’s political system and how it enables change. Students examine the ways political parties, interest groups, media and individuals influence government and decision-making processes. They investigate the features and principles of Australia’s court system, including its role in applying and interpreting Australian law. Students also examine global connectedness and how this is shaping contemporary Australian society.
The Year 10 cu
iculum develops student understanding of Australia’s system of government through comparison with another system of government in