Years 7-10 Humanities and Social Sciences ~ Relating Curriculum General Capabilities to ICTs & Classroom Practices

In the Australian Curriculum: Humanities and Social Sciences, general capabilities are identified where they are developed or applied in the content de-
scriptions. They are also identified where they offer opportunities to add depth and richness to student learning via the content elaborations, which are
provided to give teachers ideas about how they might teach the content. Icons are used to indicate where general capabilities have been identified in
learning area content descriptions and elaborations (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2016).
Capability Description

In the Australian Curriculum: Humanities and Social Sciences, students develop literacy capability as they learn how to build knowledge in relation to historical, geo-
graphical, civic and economic information, concepts and ideas. Students progressively learn to use a wide range of informational, persuasive and imaginative texts in
multiple modes. These texts include stories, narrative recounts, reports, explanations, arguments, debates, timelines, maps, tables, graphs, images, often supported
by references from primary and secondary sources.
Students learn to make increasingly sophisticated language and text choices, understanding that language varies according to context, including the nature and stag-
es of their inquiry. They learn to use language features and text structures to comprehend and compose cohesive texts about places, people, events, processes, sys-
tems and perspectives of the past, present and future. These include topic-specific vocabulary; appropriate tense verbs; and complex sentences that describe sequen-
tial, cause-and-effect and comparative relationships. They recognise how language and images can be used to make and manipulate meaning and evaluate texts
for shades of meaning and opinion. Students also participate in debates and discussions, and develop a considered point of view when communicating conclusions

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Give clear direction and explicit Allow for a range of delivery methods. Verbal, written, dis- Guide students towards more complex sources to extend their
instruction on how to interpret cussion used in both presentation and assessment. reading and comprehension, leading to analysis and critical think-
and write text. Provide outlines but build in flexibility. Interpret a variety of ing.
Prescribe the format. sources images, text, narratives, charts, maps tangible Analyse sources for reliability (esp. historical) students under-
Provide information about pri- and intangible. stand how to be discerning when conducting research. Allow them
mary and secondary sources Analyse the differences between primary and secondary to find their own sources and if they make mistakes, explain rea-
give examples. sources find their own examples. sons or use examples for class discussions.
Embed reading materials in a Group and class discussions to evaluate meanings and raise Steer their inquiry to ensure they look at cross-cultural representa-
blog. Provide comparisons. new questions. Persuasion through written and oral tions.
Show cause and effect. presentations. Provide opportunities for students to develop their own communi-
Explicit instruction on how to Make comparisons, analyse cause and effect. cation methods using a variety of multi-media.
research. Allow students to gain a deeper level of knowledge by en- Through writing, students show how much they understand the
couraging them to conduct further research. subject.
Gives students practice at writing varying levels of interpre- Students should teach me something.
tive information (like a museum text panel), learning how
to be succinct and historically accurate.
Create a class blog for a range of audiences, allowing for debate and discussion.
Variety of ICTs to present information writing blogs improves literacy skills.
Blog elements can be creatively modified by some students who are given editorial rights.
Blogs themselves can be written, saved and edited, helping them find relevance and accuracy in their arguments.
ICT connections Tools/programs such as PowerPoint for embedding audio (verbal presentation).
Digital stories require understanding, remembering, analysis, critiquing.
Multi-media used to create and present.
Google scholar and other research tools determine reliability and significance.
Variety of digital presentation tools ThinkLink, PowerPoint, Prezi, Video, Publisher, etc
Class Weebly page and blog used for teacher notes, instructional materials, resources, class collaboration, global collaboration.
Writing, analysis, comparisons, create new inquiry questions, caus and effect
In my classroom mini-unit
Internet use of primary and secondary sources. Visual literacyimage analysis.
(add later) Multiliteraciesmultimodal presentation of digital stories. Word docs, Google Earth - create and present
Museum visitlearn about different sources of information
In the Australian Curriculum: Humanities and Social Sciences, students develop numeracy capability as they apply numeracy skills in relation to historical, geograph-
ical, civic and economic inquiries. Students count and measure data and information, construct and interpret tables and graphs, and calculate and interpret statis-
tics in their investigations. Students learn to use scaled timelines, including those involving negative and positive numbers, as well as calendars and dates, to recall
information on topics of historical significance and to illustrate the passing of time. They collect data through methods such as surveys and field tests, and construct
and interpret maps, models, diagrams and remotely sensed and satellite images, working with numerical concepts of grids, scale, distance, area and projections.
Students learn to analyse numerical data to make meaning of the past; to test relationships in patterns and between variables, such as the effects of location and
distance; and to draw conclusions. They make predictions and forecast outcomes based on civic, economic and business data and environmental and historical infor-
mation and represent their findings in numerical and graphical form. Students use numeracy to understand the principles of financial management, and to make
informed financial and business decisions. They appreciate the ways numeracy knowledge and skills are used in society and apply these to hypothetical and/or real-
life experiences (ACARA, 2016).
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Explicit modelling. Create their own models. Real-world applications make the use of numeracy relatable.
Provide timetable, charts and Devise their own timelines, charts etc. Promote higher-order thinking skills through learner-centred
timelines. Measure distance using a variety of methods plot the hands-on activities.
Give information. results, compare and analyse. Hands-on approach for history - measure objects like in a muse-
Mapping for geography multi-modal methods. um collection techniques applied to the real world.
Digital methods such as mind-mapping to evaluate signifi- Provide a variety of measurement tools.
cance of data.
Financial data is examined, evaluated and created.
Use digital resources to develop timelines.
Go on a virtual field trip. Look at 3D environmental modelling platforms Google Earth data?
Create charts and mind maps. Timeline creator.
ICT connections Measure distance on Google and world tours.
Economic resources online currency exchange.
Authentic learning achieved by making activities relevant to personal situations
Google Earthlocations, scale, time, distance. Historical sequencing of events.
In my classroom mini-unit

In the Australian Curriculum: Humanities and Social Sciences, students develop ICT capability when they locate, process, analyse, evaluate and communicate histori-
cal, geographic, civic and economic information using digital technologies. Students access and use digital technologies, including spatial technologies, as an investi-
gative and creative tool. They seek a range of digital sources of information to resolve inquiry questions or challenges of historical, geographic, civic and economic
relevance, being aware of intellectual property. They critically analyse evidence and trends and critique source reliability. Using digital technologies, students pre-
sent and represent their learning; and collaborate, discuss and debate to co-construct their knowledge. They plan, organise, create, display and communicate data
and information digitally using multimodal elements for a variety of reasons
and audiences.
Students enhance their understanding of ICT by exploring the increasing use of technology and the effects of technologies on people, places and civic and economic
activity over time and place. They learn about and have opportunities to use social media to collaborate, communicate, and share information, and build consensus
on issues of social, civic, economic and environmental significance, whilst using an awareness of personal security protocols and ethical responsibilities (ACARA,

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Upload a class calendar. Set re- Allow students to design and create new tasks. Student- Ensure safe, ethical practices: QCAA Links for cybersafety, social
minders for assignments. centred learning and problem-solving. media rules, digital technology security. ThinkUKnow.
Provide information to parents Multi-modal presentations develop high order thinking Links to sites could lead the students down alternative paths (so I
about what students are doing skills. would need to ensure the first link sites are trustworthy).
in class. Design tasks with specific outcomes, but allow students to Visible, tangible evidence of technology use.
Use as a reporting tool, letting evaluate the appropriate task for their topic give flexibil- Provide challenging authentic learning experiences.
students and parents know ity for using presentation tools. Largely shaped by SAMR and digital Blooms taxonomy.
about the student's progress. Expand learning outcomes in stages. Employ ICT in the classroom to enhance learning.
Students get practice with word Video/YouTube clips relating to history or the environment Students use technology at the higher levels meaningful and en-
processing by copying and leads to analysis and further investigation. gaging = authentic learning.
pasting information. Visual tools will help engage them with a subject that usual- Present opportunities for students to use their own creative skills
Upload assessment topics rather ly involves a lot of reading and may encourage them to assist and guide others who have difficulty so that they can devel-
than writing them on the board explore, new tools and sources look for hidden meanings. op better skills.
or handing out task sheets. Guide students towards more complex use of ICTs goal Encourage participation from all students inclusive, yet individu-
Upload a sound clip of my voice setting. alised.
at key points, giving directions Different learning styles will lead to use of different re- Use ICTs as an evaluation tool to see if students are engaging with
for certain tasks. sources exposure and access. the material encourage and participate in online collaboration.
Students can be directed to Encourage collaboration in a digital space. Adding media, such as video or soundscapes, creates a new level of
download information. Embrace global citizenship actively participate in world interaction and the experience becomes more intense.
Explicitly teach cybersafety and studies. Providing an emotional connection to a subject will assist students
awareness of digital footprints. Social media or blogs with their learning process.
Provide rules and guidelines for - comments can be invited and received from a global audi- Transform learning through increasingly more complex use of ICTs.
use of materials. ence. ICTs provide opportunity for individualised learning students can
- Students can share their knowledge and receive feedback progress at their own pace.
from their peers. Students could upload photos of their own artefacts from home
- students can show they are thinking in different ways, and discuss them online and in class.
referencing or embedding links in their own comments.
Social media such as twitter. Collaborative sites such as blogs and wikispaces.
Virtual museum or historical site tours, environmental field trips could be undertaken.
Could connect via a live link with museum curators, environmental or financial experts around the world (Live Feed).
ICT connections PowerPoint virtual museum, World Museums, Google Earth, Tour Builder
Other presentation tools. Video, soundscapes interactive tools authentic learning.
Links to historical/ research sources.
Vimeo, Prezi, Audacity, Windows Movie Maker, ThingLink.
Use Weebly and blogs for collaboration and evaluation.
Quizlet for evaluation. Skype link with another country.
Google Earth tour builder, Google Mapsauthentic learning. Growth mindsetencourage learning new skills.
Use the resources for creating, rather than just viewing.
In my classroom mini-unit Model how to use resources, but allow for students to evaluate and explore for themselves.
Problem-solving required.
Research and download historical information from a variety of web-based sources.
Audio, video, image creation and embedding
Options for differentiated learning.
In the Australian Curriculum: Humanities and Social Sciences, students develop critical and creative thinking as they investigate historical, geographic, civic and eco-
nomic concepts and ideas through inquiry-based learning. Students develop critical thinking by learning to develop and clarify investigative questions, and to ques-
tion sources and assess reliability when selecting information from sources. Students learn discipline-specific ways of thinking, including interpreting the past from
incomplete documentation, developing an argument using evidence, interpreting and analysing economic data and/or information, and systems thinking to inform
predictions and propose solutions. They learn to think logically when evaluating and using evidence, testing explanations, analysing arguments and making deci-
sions, and when thinking deeply about questions that do not have straightforward answers.
Students learn the value and process of developing creative questions and the importance of speculation. They apply concepts and skills to new contexts and learn to
develop new interpretations to explain aspects of the past and present that are contested or not well understood. They are encouraged to be curious and imaginative
in investigations and fieldwork, and to consider multiple perspectives about issues and events. They imagine alternative futures in response to social, environmental,
civic and economic challenges that require problem solving and innovative solutions, proposing appropriate and alternative courses of action and considering the
effects on their own lives and the lives of others. In so doing, students develop enterprising behaviours and capabilities and learn to apply decision-making processes

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Provide step-by-step instructions Guide the students thinking lead them from lower to Explicit instructions for assessment tasks and expected outcome
on how to write an assignment higher. with flexibility for extended outcomes and due dates when re-
so that ideas progress towards a Allow students to solve problems with guidance no quired.
prescribed conclusion. straightforward answers. Problem-solving leads to further Higher order thinking (what extra work could they do let them
Teach how to investigate, ana- inquiry. Discuss and create their own questions. uncover hidden skills).
lyse and evaluate problems - Collaboration enhances communication and forms new Encourage discussion throughout. Dialogue leads to
present possible answers. ideas and paths of inquiry. better understanding and by giving everyone the freedom to par-
Prepare and present quizzes for Show students a variety of media for collecting data pro- ticipate.
them. vide choices and allow them to discover and use new me- Using visuals to stimulate discussion leads to further inquiry.
Model alternatives. dia. Use ICTs to construct visuals of alternative futures.
Show students how to take Guidelines for expected outcomes can be extended to Use of humour to enliven responses.
notes and what is expected to develop higher order thinking. Present information in a creative manner, then point students in
be written down (copy from the Allow students to develop their own conclusions. the direction where they can learn more allow them to follow
board). Theorise alternatives build their own models. alternative (safe) paths.
Explain research/sources relia- Students reflect on their learning and results critically Apply knowledge real world issues citizens of the 21st Century.
bility - give examples. examine reasons for successful outcomes and ways to im- Oral history tasks presented using digital tools audio, video,
Provide critical thinking tasks prove their own work and enhance learning (what worked etc.
with defined outcomes. and what didnt). Adapt to suit different levels of learners find the methods that
Teach theories and model how Encourage students to examine, argue and critically evalu- work best - individualise.
to evaluate the relevance of ate their own theories. Ask questions that require creative thinking encourage students
different research methods. View history from multiple perspectives - cross-cultural and to think of new solutions for old problems.
diverse tangible and intangible. Present information so students may scrutinise the relevance.
Look at different ways of solving problems developing high- Engage the class in debate/discussion to stimulate new thought
er order thinking. processes.
Students compare different resources present their own Provide interesting and engaging content using multi-modal meth-
arguments. ods.
Students design and create their own quizzes critically
evaluate their usefulness.
Blogs and wikis encourage students to share their historical knowledge and use critical thinking skills to comment on other posts.
By making history visible, the students are engaged and blogs/wikis can be used as transformational technology, holding value at
the Redefinition level when students are required to use high order thinking skills for participation.
The creative aspect of blogging makes it an engaging way to share and discover information, cultivating global connections.
Virtual reality/tours. Interview professionals from different disciplines in varied locations.
ICT connections Games and quizzes - ThingLink , Kahoot, Quizlet.
PowerPoint hyperlinking, audio embedding.
Image creation and critical evaluation Publisher.
Video creation.
Authentic learning achieved by making activities relevant to personal situations
Develop own inquiry questions to solve a problemhow to tell someone elses story from a historical perspective.
Blogs and wikis encourage students to share their historical knowledge and use critical thinking skills to comment on other posts.
By making history visible, the students are engaged and blogs/wikis can be used as transformational technology, holding value at
the Redefinition level when students are required to use high order thinking skills for participation.
Google Earth requires complex and critical thinking skills to navigate and create a virtual tour.
In my classroom mini-unit Digital storytelling using investigative skills and factual informationhow to make the story come alive.
Options for differention using prior knowledge., addressing a more complex problem.
Video creation, audio creationcombination of many resources in a multimodal presentation.
Museum visit allows for an authentic experiencefurther enhanced through blog collaboration.
Museum & Google Earth together help make the topic relatable and allow for comparisons between and evaluation of historical
events and the real world.
In the Australian Curriculum: Humanities and Social Sciences, students personal and social capability is enhanced as they gain understanding about people, places,
processes and phenomena. Through historical, geographic, civic and economic inquiry, collaboration and reflective practice, students develop an appreciation of the
insights and perspectives of others, past and present; and an understanding of what informs their personal identity and sense of belonging, including place and
their cultural and national heritage. Inquiry-based learning assists students to develop their capacity for self-management, directing their own learning and provid-
ing opportunities to express and reflect on their opinions, beliefs, values and questions appropriately.
As students work independently and collaboratively, they are encouraged to develop personal and interpersonal skills, behaviours and dispositions that enable com-
munication, empathy, teamwork, negotiation and conflict resolution to maintain positive relationships. They learn and apply enterprising behaviours and capabilities
such as leadership, resilience, goal-setting and advocacy skills and informed, responsible decision-making. In turn, students develop the capacity to achieve desired
outcomes peacefully and to make a contribution to their communities and society more broadly (ACARA, 2016).
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Conflict resolution explicitly Students examine their own neighbourhood and broader Create an inclusive environment. Emotional learning.
taught and modelled a range community to apply environmental concepts, understand- Discover each student and who they are engage with them.
of strategies presented. ing their place in the world. Communicate the differences Promote cross-cultural understanding.
Relate historical events to peo- to better understand diversity group discussions. Who are they? What are their backgrounds? Where do they live?
ple and places. Task students with exploring different cultures reaching What are their families and communities like? What prior
Explain the relationship to the out to the community to develop high order thinking and knowledge can be harnessed? What are their strengths?
modern world. foster positive relationship valuable in the real world. Differentiated teaching methods developed to suit different stu-
Provide opportunities for large Students develop their own personal beliefs and create dents and circumstances.
and small group work. their own appropriate boundaries (carefully guided and Who works well together? Who would benefit from group activi-
Develop a series of tasks and monitored), respecting the opinions and values of others. ties? Who needs to have their social skills developed further? Work
explicitly outline the expecta- They question the world around them to better understand on inclusive methods.
tions. their own place and position. Be wary of public scrutiny. Embrace new ideas view different
Tasks address various cultures Develop their own models what life skills will be required perspectives.
and social situations. when they leave school. What skills would be required in Environment, kinship, society, religion, culture, beliefs, traditions,
Set groups and roles within the their chosen fields? socio-economic situations all play a part in personal life and soci-
groups provide communication Allow students to take over the design of their groups and ety.
guidelines. what roles they will take developing teamwork and lead- Linking areas leads to broader understanding.
Students participate in team- ership skills. Build positive relationships with students to engage them.
work to build social skills. Pairs What do lessons about the past teach us about today Encourage positive relationships within the classroom lead by
for interpersonal skills. how can we learn from this? Students develop their own example.
inquiry from remembering, understanding and evaluating. Make school enjoyable to increase attendance and attentiveness.
Pace and sequence lessons well interactive environment.
Change activities and adopt technology to support diverse learn-
ers.
Create a range of activities requiring working as individuals, in pairs
and as part of a group the whole class becomes a team.
Activities are learner centred and may be group or individual reducing issues about shyness.
ICTs support differentiation - allowing self-paced learning
Discussion via blogs, social media foster teamwork, collaboration and respect for different opinions.
Reaching out to a wider audience, global opinions may be sought and better understood.
Opinions are sought and valued.
Individual ICT use allows students to create their own space can visualise results of their work.
ICT connections Kahoot, Quizlet group or individual participation.
Google docs shared resources, group work.
Fairness using ICTs opinions and beliefs may be expressed without having to present the information to the whole class or com-
pete with stronger-headed students.
Live links with prospective employers diverse range from professional to trades.
Student progress can be monitored to assess areas where they may need more assistance or extension.
Museum visitpublic interaction, group participation.
Large and small groupsteamwork and collaboration.
In my classroom mini-unit Develop own inquiry questions relating topic to the real world.
ICTs support differentiation
Discussion via blogsreaching out to wider audience. Opinions sought and valued via class and group discussion.
In the Australian Curriculum: Humanities and Social Sciences, students capacity for ethical understanding is enhanced by the unique contexts offered through histori-
cal, geographical, civic and economic inquiry. Students investigate the ways that diverse values and principles have influenced human activity and recognise that
examining the nature of evidence deepens their understanding of ethical issues. Students learn about ethical procedures for investigating and working with people
and places, including with Aboriginal and Torres Strait Islander Peoples. Students critically explore ethical behaviour of people of different times and places that
may be the result of differing standards and expectations and changing societal attitudes. They evaluate their findings about consumer choices, and about current
geographical issues against the criteria of environmental protection, economic prosperity and social advancement, raising ethical questions about human rights and
citizenship. Students discuss and apply ethical concepts such as equality, respect and fairness, and examine shared beliefs and values which support Australian de-
mocracy and citizenship.
As students develop informed, ethical values and attitudes as they explore different perspectives, ambiguities and ethical considerations related to social and environ-
mental issues, they become aware of their own roles, rights and responsibilities as participants in their social, economic and natural world. They consider the conse-
quences of personal and civic decisions, for individuals, society and other forms of life that share the environment (ACARA, 2016).
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Ethical values and attitudes are Students explore human rights issues through a critical lens Understand that different students backgrounds will result in
explicitly taught and modelled. to promote high thinking. different communication and learning methods.
Human rights group and indi- Examining varying beliefs and attitudes of the past and the Develop fluid methods of assessment equity for all learners.
vidual are explained. effect on contemporary society and laws, students can Special needs students included and allowances made for learning
Policies are defined. evaluate concepts of equality and fairness. styles and capabilities.
Cultural differences are outlined. Learner-centre tasks promote awareness of students own Understand the students community and backgrounds what
Historical effects of past laws are ideologies and encourages them to think beyond what they standards have been set at home?
explicitly taught. knew to look at what change they may enact. Make learning relevant to society what ethical standards do em-
Australian and global perspec- Students explore the various environments and propose ployers expect?
tives defined. new inquiry regarding sharing their environment with other Embrace the whole community to better understand the individu-
Discuss Aboriginal and Torres people and life forms. al.
Strait Islander cultures and his- Explore the impact of their decisions and actions on others. Be mindful of other opinions guide students down a fair and ethi-
tories to better understand their Examine the ethics behind laws made in Australias past cal path.
perspectives. and how they affect people from these cultures how Be respectful and model appropriate ethical practices.
Present class standards of be- could things have been done differently? Students investi- Ask myself and the students whether activities are inclusive.
haviour. gate new avenues of inquiry for high order thinking. Embrace other cultural beliefs when explaining societal attitudes.
Students reflect on the conse- Students take responsibility for their own actions and imag-
quences of their actions and ine alternative consequences for positive and negative be-
what future employers may ex- haviour both in school and in the wider community.
pect. Model employer expecta-
tions.
Access, use and acknowledge appropriate sources awareness of copyright and intellectual property.
Reword.it tool (tool to eliminate online bullying Headspace certified) makes students think carefully about their choice of words
ICT connections and how they affect others teaching ethical practices helping to make collaboration more equitable.
Different perspectives may be accessed and given via ICTs.
Understanding different perspectives via group work and leading inquiry questions.
Exploration of various environments via Google Earth and historical inquiry.
In my classroom mini-unit Students use safe and ethical procedures using blogs , downloading information and creating presentation.
Differentiated assessment methods.
In the Australian Curriculum: Humanities and Social Sciences, students develop intercultural understanding as they learn about the diversity of the worlds places,
peoples and their lives, cultural practices, values, beliefs and ways of knowing. Students learn the importance of understanding their own and others' histories, rec-
ognising the significance of Aboriginal and Torres Strait Islander peoples histories and cultures and the contribution of Australian migrants. They have opportuni-
ties to learn about the historic benefits and challenges of interacting with other countries and cultural groups over time, and come to understand the nature, causes
and consequences of cultural interdependence, dispossession and conflict. They learn of Australias economic and political relationship with other countries and the
role of intercultural understanding for the present and future.
As students investigate the interconnections between people and the significance that places hold, they learn how various cultural identities, including their own, are
shaped. Students come to see the critical role of shared beliefs and values in an evolving Australian identity. They reflect on their own intercultural experiences and
explore how people interact across cultural boundaries, considering how factors such as group membership, traditions, customs and religious and cultural practices
impact on civic life. They recognise similarities as well as differences within and across cultural groups, recognising the importance of practising empathy and learning
to challenge stereotypical or prejudiced representations of social and cultural groups where they exist. They demonstrate respect for cultural diversity and the hu-

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Explicitly teach multi-cultural
practices.
Teach Australian history whole
picture.
Causes and consequences of
historical events for all involved
both sides of the story so-to-
speak.
Examine shared beliefs and cus-
toms.
Define differences as not some-
thing to fear, but embrace.
Teach human rights principles
and law.
Look at contributions from
different cultures to todays soci-
ety food, customs, festivals,
etc.
ICT connections
In my classroom mini-unit
References
Students examine cultural differences through study and Embrace student diversity prior knowledge, past experiences,
amongst themselves. cultural differences. How does each student learn best? Provide
Understanding diversity question origins and meanings. opportunities for them to build on their own skills and develop
Analyse the causes and effects of historical events the new ones.
cultural and religious differences that have caused wars. Allow opportunities for their own experiences to be brought into
Students evaluate the significance of these events to to- the classroom clothing, food, objects, dance, ritual, community
days society. participation?
Analyse how Aboriginal and Torres Strait Islander people Make everyone feel welcome and included.
cared for the environment. Examine their connection to Ask for contributions from all students.
place to understand and evaluate the reasons for their en- Take an anthropological perspective remove knowing and em-
vironmental and cultural practices. brace learning about people. Foster understanding and acceptance
Look at customs from different cultures, leading to further of all cultures.
inquiry about the political and economic practices around Make students feel comfortable value the contributions of oth-
the world develop reasoning skills about how their own ers. Value diversity.
lives are affected. Be prepared for discussions to take us down unexpected paths.
Students seek new information about cultures of interest Flexibility in delivery methods.
or expand on concepts they have learned.
Encourage deeper inquiry for high order thinking.
Challenge current and past beliefs and practices remem-
bering and evaluating.
Online tools reach a wider audience people from all cultures and backgrounds may access and participate.
Students can learn about different cultures and different countries via direct links and collaboration.
Different perspectives are more accessible on the internet.
Ethical issues are directly explored by selecting appropriate communication methods.
Explore other cultural beliefs and perspectives through historical inquiry questions.
The creative aspect of blogging makes it an engaging way to share and discover information, cultivating global connections.
Diversity embracedopportunities to engage with people from different countriesSkype with Belgium
Evaluate significance of events to todays society.
Explore Aboriginal and Torres Strait Islander perspectives, history and culture.

Australian Curriculum, Assessment and Reporting Authority. (2016). General Capabilities in the Australian Curriculum: Humanities and Social Sciences. Retrieved from https://
acaraweb.blob.core.windows.net/resources/HASS_-_GC_learning_area.pdf