Students will benefit from the source-based nature of the Memorial Boxes. The real and replica uniforms, equipment, and artefacts can provide a starting point for students to develop skills in source analysis.
*HASS refers to humanities and social sciences
|
Year |
HASS knowledge and understanding (History) |
HASS inquiry and skills |
HASS knowledge and understanding (Civics and Citizenship) |
|
4 |
The diversity of Australia’s first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander peoples to Country/Place (land, sea, waterways, and skies) (ACHASSK083 – Scootle) |
Pose questions to investigate people, events, places, and issues (ACHASSI073 – Scootle)
|
The differences between “rules” and “laws”, why laws are important, and how they affect the lives of people, including experiences of Aboriginal and Torres Strait Islander peoples (ACHASSK092 – Scootle) |
|
4 |
|
Locate and collect information and data from different sources, including observations (ACHASSI074 – Scootle) |
|
|
4 |
|
Sequence information about people’s lives and events (ACHASSI076 – Scootle) |
|
|
4 |
|
Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077 – Scootle) |
|
|
4 |
|
Draw simple conclusions based on analysis of information and data (ACHASSI079 – Scootle ) |
|
Senior primary and early secondary
Students will benefit from the source-based nature of the Memorial Boxes. The real and replica uniforms, equipment, and artefacts can provide a starting point for students to develop skills in source analysis.
|
Year |
HASS inquiry and skills |
HASS knowledge and understanding (Civics and Citizenship) |
|
5 |
Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095 – Scootle) |
How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118 – Scootle) |
|
5 |
Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI097 – Scootle) |
|
|
5 |
Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI098 – Scootle) |
|
|
5 |
Examine different viewpoints on actions, events, issues, and phenomena in the past and present (ACHASSI099 – Scootle) |
|
|
5 |
Evaluate evidence to draw conclusions (ACHASSI101 – Scootle) |
|
|
5 |
Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103 – Scootle) |
|
|
Year |
HASS knowledge and understanding (History) |
HASS inquiry and skills |
HASS knowledge and understanding (Civics and Citizenship) |
|
6 |
Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander peoples, migrants, women, and children (ACHASSK135 – Scootle) |
Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI123 – Scootle)
|
The shared values of Australian citizenship and the formal rights and responsibilities of Australian citizens (ACHASSK147 – Scootle) |
|
6 |
The contribution of individuals and groups to the development of Australian society since Federation (ACHASSK137 – Scootle) |
Sequence information about people’s lives, events, developments, and phenomena using a variety of methods including timelines (ACHASSI125 – Scootle) |
The obligations citizens may consider they have beyond their own national borders as active and informed global citizens (ACHASSK148 - Scootle) |
|
6 |
|
Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI126 - Scootle) |
|
|
6 |
|
Examine different viewpoints on actions, events, issues, and phenomena in the past and present (ACHASSI127 - Scootle) |
|
|
6 |
|
Evaluate evidence to draw conclusions (ACHASSI129 – Scootle) |
|
|
6 |
|
Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131 – Scootle) |
|
