HUMANITIES AND SOCIAL SCIENCES: SKILLS
The Humanities and Social Sciences subjects include a range of skills that can be represented broadly as questioning and researching, analysing, evaluating and communicating and reflecting.
Students apply these skills to their everyday learning activities and to investigate historical and contemporary events, developments, issues, and/or phenomena. The Humanities and Social
Sciences skills are applied across the learning area from Pre-primary to Year 10 and need to be taught explicitly.
Civics and Citizenship
 Questions about society (government,
law and citizenship) and the way it
operates
 Questions that help students identify the
civics and citizenship concepts
(democracy; democratic values; the
Westminster system; justice; active
participation; rights and responsibilities)
Questioning and relevant to their learning
researching
Information and ideas from primary and
Develop questions secondary sources:
about events,
developments, issues  Primary sources are unprocessed, original
and/or phenomena; materials collected by the student (e.g.
collect and organise surveys, interviews, photographs,
information, evidence conducting an opinion poll using
information technologies)
and/or data, from
primary and
 Secondary sources are collected,
secondary sources.
processed, interpreted and published by
others (e.g. electoral data, news articles,
graphs, charts, diagrams, reports)
 Developing categories and sorting
information and/or data from a range of
sources (e.g. surveys, statistics)
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Economics and Business
 Questions about economic or business
issues or events
 Questions that help students identify the
economic and business concepts
(scarcity; making choices; specialisation
and trade; interdependence; allocation
and markets; economic performance and
living standards) relevant to their learning
Qualitative and quantitative data,
evidence and information from primary
and secondary sources:
 Primary sources are unprocessed, original
materials collected by the student (e.g.
surveys, interviews, photographs)
 Secondary sources are collected,
processed, interpreted and published by
others (e.g. statistical data, financial
reports, news reports, graphs, charts,
models, diagrams)
 Sorting and summarising information
and/or data into graphic forms
(e.g. graphs, tables)
Geography
 Questions about geographical
phenomena and contemporary
geographical challenges
 Questions that help students identify the
geographical concepts (place, space,
environment, interconnection,
sustainability, scale, change) relevant to
their learning
Qualitative and quantitative data, evidence
and information from primary and
secondary sources:
 Primary sources are unprocessed, original
materials collected by the student,
including fieldwork
(e.g. field sketches, photographs,
measurements, graphs, charts, diagrams,
maps, surveys, interviews)
 Secondary sources are collected,
processed, interpreted and published by
others (e.g. satellite images, maps,
globes, models, graphs, diagrams)
 Represent the spatial distribution of
different types of geographical
phenomena by constructing appropriate
maps at different scales that conform to
cartographic conventions, using spatial
technologies as appropriate
History
 Questions about the past and how the
past relates to the present
 Questions that help students identify the
concepts of historical thinking (sources;
evidence; continuity and change; cause
and effect; significance; perspectives;
empathy; contestability) relevant to their
learning
Evidence and information from primary and
secondary sources:
 Primary sources are objects and
documents created or written at the time
being investigated
(e.g. artefacts, inscriptions, photographs,
eyewitness accounts, oral histories)
 Secondary sources are accounts about
the past that were created after the time
being investigated
(e.g. history texts, documentaries,
museum exhibitions)
 Creating categories with which to
organise information obtained from
sources (e.g. chronology)
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 Civics and Citizenship Economics and Business Geography History

 Applying the relevant concepts to  Applying the relevant concepts to  Applying the relevant concepts of  Applying the relevant concepts of
learning (democracy; democratic values; learning (scarcity; making choices; geographical thinking to learning (place, historical thinking to learning (sources;
the Westminster system; justice; active specialisation and trade; space, environment, interconnection, evidence; continuity and change; cause
participation; rights and responsibilities) interdependence; allocation and markets; sustainability, scale, change) and effect; significance; perspectives;
Analysing economic performance and living empathy; contestability)
 Analysing information and ideas from a standards)  Analysing information and data in charts,
Interpret information, range of sources to identify and evaluate graphs, diagrams, tables and maps using  Analysing information and evidence in
evidence and/or data different interpretations and points of  Analysing data in charts, graphs, diagrams qualitative and statistical methods, and primary and secondary sources to
to identify key points view and tables using statistical methods to digital and spatial technologies identify perspectives of people from the
or ideas, points of identify and explain relationships, trends past and examining different historical
view, perceptions and  Analysing how information can be used and alternative perspectives  Analysing data to identify and explain interpretations, including their own
interpretations; selectively to persuade citizens (e.g. a spatial patterns, trends, relationships and
identify the purpose debate about a suggested constitutional anomalies  Processing and synthesising information
of sources and change) from a range of sources for use as
determine their evidence in an historical argument
 Exploring texts for stereotype, over-
accuracy and generalisation and misrepresentation  Identifying the possible meaning of
reliability. (e.g. the representation of cultural groups images and symbols in primary sources
in the media)
 Sequencing historical events,
 Distinguish between facts and opinions developments and periods
when discussing a civics and citizenship
issue

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 Civics and Citizenship Economics and Business Geography History

 Considering multiple perspectives, and  Applying economic and business  Drawing conclusions and making  Proposing explanations and drawing
ambiguities, when negotiating and knowledge and skills to familiar and predictions about the impact of an event, conclusions about a historical event,
resolving contentious issues unfamiliar situations development, issue and/or phenomenon development or issue and its connections
on people and places with the present
Evaluating  Using democratic processes to reach  Making decisions and recommending a
consensus on a course of action relating course of action using cost-benefit  Proposing and justifying a course of  Assessing the usefulness of primary
Propose explanations to a civics or citizenship issue and analysis, criteria and/or predicting the action in response to a geographical sources to an understanding of a
for events, challenges, planning for action potential consequences of the proposed challenge significant person, event or development
developments, issues action
and/or phenomena;  Explaining the assumptions or missing  Reaching conclusions from an inquiry and
draw evidence-based information that may affect the reliability  Using data to make predictions about supporting these with data and/or
conclusions and of an opinion about an issue (e.g. future trends (e.g. shopping online, evidence
explanations; and commentary from a traditional form of working hours, types of work)
suggest courses of media)
action in response to  Identifying the costs (disadvantages) and
events, challenges, benefits (advantages) associated with
developments, issues alternatives
and/or problems.
 Applying enterprising behaviours to a
class activity (e.g. taking on a leadership
role in a project, establishing goals,
accepting responsibility, negotiating and
working with others during the
investigation)

 Presenting arguments and conclusions in  Presenting arguments and conclusions in  Presenting arguments and explanations  Presenting narratives, descriptions,
different formats (e.g. reports, graphic different formats (e.g. reports, business in different formats (e.g. graphic arguments, explanations and discussions
Communicating and displays, charts, debates) plans, memos, financial statements) representations, videos, fieldwork in different formats (e.g. photo stories,
reflecting reports) documentaries, reports, essays)
 Using civics and citizenship terminology  Using economics and business
Present findings in and concepts terminology and concepts  Presenting an oral report, supported by  Using historical terminology and concepts
appropriate forms for an audio-visual display, to communicate a
different audiences  Reflecting on citizenship in Australia  Constructing appropriate displays of reasoned argument, (e.g. advocate for  Developing texts, particularly descriptions
and purposes using information and data to show trends and actions to ensure that landscapes and and explanations that use evidence from
subject specific
 Reflecting on Australia’s democracy relationships (e.g. visual displays a range of sources that are acknowledged
seascapes can be managed sustainably
terminology; reflect including graphs, charts, web pages, for use by future generations)
on financial statements, spread sheets,  Developing a historical argument and
conclusions/findings reports as well as text to present findings  Using geographical terminology and identifying different interpretations and
and conclusions) concepts arguing a particular point of view
to consider
consequences.
 Discussing and reflecting on the  Reflecting on the role of personal values
outcomes of a decision and identifying and attitudes in influencing responses to
those that were intended or unintended situations including goals
(e.g. environmental protection)

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