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Curriculum links

Australia 1913 weaves together a series of connected, thematic topics. For each topic we provide an overarching question to directly connect the topic to the Australian Curriculum for History – both for year 6 and 9 – through key areas of knowledge and the development of core skills. Just as in the curriculum, this question provides the framework for developing students’ historical knowledge, understanding and skills. 

Beyond the overarching question, four activities for each theme help to build student understanding of the content in a varied and increasingly complex way. The teacher activities of the supplement target the historical skills strand of the Curriculum. In particular, ‘The use of ICT, museums and online collections’ which is emphasised for every year level as an important and valid approach to locating sources. The activities address the framework of essential skills covered in the National Curriculum and cover the following key areas:  

  • Chronology, terms and concepts
  • Historical questions and research
  • Analysis and use of sources
  • Perspectives and interpretations
  • Explanation and communication

Historical inquiry and research shapes each topic. The wide range of relevant and varied sources found in the supplement also provide a focus on source analysis.  Each activity refers directly to the source material. Students locate and interpret these sources, compare information and directly develop the skills necessary to analyse and synthesise evidence.

Sequence of activities

The aim of the activities is to provide the teacher with options. The work can be completed individually, in groups or as a class. The activities follow the same sequence:
  1. Overarching question – invites students to consider the type of country Australia was building towards if not for the disastrous advent of the First World War. This question underpins all the activities and reinforces the importance of questions and hypothesis to the study of history.
  2. Read – directs students to read source material from the supplement, both written and visual. It develops an understanding of language in context and the ability to use historical terms and concepts related to the content. The focus of the READ task is on developing sound comprehension of the source material and its purpose.
  3. Boost – extends the material beyond the supplement to extra sources. These are accessed through a trigger and use a smart phone or tablet device.
  4. Create – focuses on the way students respond to the material and aims to develop skills of explanation and communication. Students are encouraged to develop narratives and descriptions with a focus on empathy and developing points of view.
  5. Investigate – requires students to research topics in more depth, using the supplement material as the starting point of the investigation.

The table below provides more specific detail between the activities and the National Curriculum. 

Year 9

The content of Australia 1913 directly connects with the Australian Curriculum: History for Year 9, The Making of the Modern World. It relates specifically to the Depth Study, Making a Nation, which directly refers to the ‘Living and working conditions in Australia around the turn of the twentieth century’ (ACDSEH090) including ‘identifying the main features of housing, sanitation, transport, education and industry that influenced living and working conditions in Australia’. 

Chronology, terms and concepts

  • Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164) including the elaboration-  representing the relationship between events in different times and places
  • Use historical terms and concepts (ACHHS165) including the elaboration - discussing the contestability of particular historical terms such as 'settlement', 'invasion' and 'colonisation' in the context of Australia’s history. AND - Defining and using concepts such as ‘imperialism’, ‘nationalism’, ‘evolution’, ‘evidence’

Historical questions and research

  • Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS166) including the elaboration- developing questions about aspects of the past that require historical argument
  • Identify and locate relevant sources, using ICT and other methods (ACHHS168) including the elaboration- locating historical sources from archives, museums and online collections

Analysis and use of sources 

  • Identify the origin, purpose and context of primary and secondary sources (ACHHS169) including the elaboration- explaining the contextual significance of a source, such as Frank Hurley’s World War I photos, and identifying the purpose of Hurley’s creation of composite photos
  • Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS170) including the elaboration- graphing historical data to identify past trends and to draw conclusions about their significance

Perspectives and interpretations

  • Identify and analyse the perspectives of people from the past (ACHHS172) including the elaboration-investigating the role of human agency in historical events and developments AND analysing the accounts of poets and novelists as sources of information.
  • Identify and analyse different historical interpretations (including their own) (ACHHS173)

Explanation and communication

  • Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174) including the elaboration- developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view with consistent reference to the evidence available.

  • Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175) including the elaboration- using online conferencing and other forms of ICT to discuss historical questions and issues 

Year 6  

For primary school students the content of the exhibition directly connects with the Australian Curriculum: History for Year 6, Australia as a Nation. This topic moves from colonial Australia to the development of Australia as a nation, particularly after 1900. Students study the ‘Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women, and children.’ (ACHHK114) Australia 1913 makes particular reference to the suffragette movement and Australia’s British heritage.

Chronology, terms and concepts

  • Sequence historical people and events (ACHHS117) including the elaboration-  placing key events, ideas, movements and people of the twentieth century in chronological sequence
  • Use historical terms and concepts (ACHHS118) ) including the elaboration-  using historical terms and concepts related to the content such as democracy’, ‘federation’, ‘empire’, ‘immigration’, ‘heritage’, ‘diversity’, ‘enfranchisement’, ‘suffrage’  

Historical questions and research

  • Identify questions to inform an historical inquiry(ACHHS119) including the elaboration -developing key questions about the birth of Australian democracy and the experiences of citizenship for women, migrants and Aboriginal and Torres Strait Islander people
  • Identify and locate a range of relevant sources (ACHHS120) including the elaboration - using internet search engines, museums, library catalogues and indexes to find material relevant to an inquiry    

Analysis and use of sources

  • Locate information related to inquiry questions in a range of sources. (ACHHS121) ) including the elaboration -finding relevant historical information in primary and secondary sources (for example related to the rights and status of women as well as Aboriginal and Torres Strait Islander peoples)
  • Compare information from a range of sources. (ACHHS122) including the elaboration - examining a range of sources of evidence to identify similarities and/or differences and describing what they reveal about the past.

Perspectives and interpretations

  • Identify points of view in the past and present (ACHHS123) including the elaboration - analysing the language used in sources to identify values and attitudes  

Explanation and communication

  • Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124) including the elaboration - developing narratives based on information identified from a range of sources (using some of the language devices of narratives, evocative vocabulary, and literary sentence structures but using real characters and events to tell their story) AND composing historical texts (for example information reports, expository texts, persuasive texts, recounts, biographies)
  • Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125) including the elaboration - developing charts, graphs, tables, digital presentations, written and oral presentations to explain the past using ICTs.