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In the Australian Curriculum: Humanities and Social Sciences, students develop literacy by building knowledge related to historical, geographical, civic, and economic information through various texts and modes. They learn to use stories, reports, explanations, arguments, and other forms supported by primary and secondary sources. As students progress, they make sophisticated language choices, understanding that language varies with context. They use language features and text structures to create cohesive texts, employing topic-specific vocabulary, appropriate tenses, and complex sentences. Students recognise how language and images can shape meaning and evaluate texts critically. This development enhances their ability to participate in debates, discussions, and communicate effectively (ACARA, 2024).

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The SAMR framework is a model designed to help educators integrate technology into teaching and learning. Developed by Dr. Ruben Puentedura, SAMR stands for Substitution, Augmentation, Modification, and Redefinition. Each level represents a different degree of technology integration, ranging from basic substitution to transformative practices that redefine learning tasks. Here's a detailed explanation of each level within the SAMR framework and its relevance to ICT.

1. Substitution

Definition: At this level, technology acts as a direct substitute for traditional tools, with no significant change in the function or process.

Example: Using a Microsoft Word instead of pen and paper to write an essay.

ICT Skills: Basic computer literacy, typing, saving and retrieving files.

2. Augmentation

Definition: Technology still substitutes traditional tools, but with added functionalities that enhance the task.

Example: Using a word processor with spell-check and grammar suggestions to improve writing quality.

ICT Skills: Proficiency in using software features, basic troubleshooting, understanding of digital tools to enhance productivity.

3. Modification

Definition: Technology allows for significant task redesign, changing how the task is completed and enabling new types of learning experiences.

Example: Students collaborate on a shared document using cloud-based tools like Google Docs, providing real-time feedback and peer editing.

ICT Skills: Collaborative tools proficiency, advanced software features, understanding cloud computing, digital communication etiquette.

4. Redefinition

Definition: Technology allows for the creation of new tasks that were previously inconceivable without it.

Example: Students create and publish a multimedia project that includes video, audio, and interactive elements, sharing it with a global audience through a blog or social media platform.

ICT Skills: Multimedia creation and editing, online publishing, understanding digital citizenship, leveraging global communication platforms.

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Many schools are grappling with developing the ICT skills of their staff as well as implementing the Digital Technologies curriculum.

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Bloom’s Taxonomy was originally developed by educational psychologist Benjamin Bloom and colleagues in 1956, with a major revision by David Krathwohl in 2002. It organises educational learning goals into hierarchies according to the cognitive, affective, and psychomotor domains.

Bloom's Taxonomy provides a structured approach to designing learning activities that can be effectively enhanced through the use of digital technologies. Here’s how ICT can be integrated at each level of the cognitive domain:

1. Remembering

Objective: Students recall information such as facts, terms, and basic concepts.

ICT Tools: Digital flashcards (Quizlet), online quizzes (Kahoot!), educational videos (YouTube)

Implementation: Use interactive quizzes and flashcards to help students memorise key concepts. Videos can provide visual and auditory reinforcement.

2. Understanding

Objective: Students explain ideas or concepts in their own words.

ICT Tools: Concept mapping tools, discussion forums (Google Classroom, Padlet, Teams), interactive presentations (Prezi).

Implementation: Students create mind maps to visualise relationships between concepts and participate in online discussions to deepen their understanding.

3. Applying

Objective: Students use information in new situations.

ICT Tools: Simulation software, educational apps, project management tools (Trello, Asana).

Implementation: Students engage in simulations or use specific educational apps to apply their knowledge to solve real-world problems.

4. Analysing

Objective: Students draw connections among ideas and break information into parts.

ICT Tools: Data analysis software (Excel, Google Sheets), collaborative documents (Google Docs), mind mapping tools.

Implementation: Assign projects where students analyse data sets or deconstruct case studies using collaborative tools.

5. Evaluating

Objective: Students justify decisions or opinions.

ICT Tools: Peer review platforms (Turnitin, Peergrade), digital portfolios (Seesaw), online surveys (Google Forms).

Implementation: Students participate in peer reviews, create digital portfolios showcasing their work, and conduct surveys to gather feedback.

6. Creating

Objective: Students produce new or original work.

ICT Tools: Multimedia creation tools (Canva, Adobe Spark), coding platforms (Scratch, Code.org), blogging platforms (WordPress, Blogger).

Implementation: Encourage students to create multimedia presentations, develop simple software applications, or write blogs to share their original ideas and projects.

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Bloom's Taxonomy

What is it?

Bloom's Taxonomy was originally developed by educational psychologist Benjamin Bloom (Bloom, et al 1956), with the first version published in the early 1950s and a major revision by David Krathwolh released in 2002.

The taxonomy organises educational learning goals into hierarchies according to what 'domain' the learner is using, along with how complex or specific a learning task is. The taxonomy divides learning objectives into groups, which target three main dimensions of learning:

1. cognitive domain, i.e. the intellectual/knowledge-oriented part of learning;

2. affective domain, i.e. learning which targets attitudes and emotions; and

3. psychomotor domain, i.e. action-based learning.

Source: Bloom's Revised Taxonomy, Vanderbilt University Center for Teaching, https://commons.wikimedia.org/wiki/File:Bloom%27s_Revised_Taxonomy.jpg
Why use it?

If you have ever taught or studied formally, you will very likely have encountered Bloom's Taxonomy. Bloom's Taxonomy is used extensively within educational settings worldwide and is a foundational theory in the Australian higher education system. Most learning objectives/outcomes and assessments are designed around the taxonomy. Therefore, it is important to have an understanding of what it is and its application.

How to use it?

Bloom's Taxonomy can be used to:

set learning goals and plans

create/revise learning objectives

match learning objectives to new or existing learning activities

build multi-layer learning activities

create assessments and assess their level of difficulty for learners

plan lessons/ develop online/face to face learning content

provide opportunities for learners and teachers to reflect on progress.

(Persaud, 2021)

Learning activities can be built based on how quickly learners can take up new concepts, when they should receive reinforcement of concepts, and when and how to test their learning. Bloom's taxonomy translates into a series of verbs used to design learning objectives/activities/assessments. For example, 'analyse quantitative and qualitative research data using appropriate software tools' or 'identify the most appropriate research methods and practices for specific research contexts'.

The taxonomy has some limitations. It is based on assumptions that:

learning is sequential (i.e. remembering comes before understanding),

hierarchical (evaluating is a higher order/more valuable skill than understanding) (Lawler, 2016), and

ordered by nature (i.e. there are clear distinctions between cognitive learning processes) (Fadul, 2009).

The way the taxonomy is implemented across different academic institutions also varies, so there are no consistent learning outcomes to map verbs.

Find out more

Bloom's taxonomy website - https://www.bloomstaxonomy.net Bloom's taxonomy free downloadable guide - https://tophat.com/blog/blooms-taxonomy Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company. Derek Box Center for Teaching and Learning, Harvard University, Taxonomies for learning Krathwohl, David R. (2002). "A revision of Bloom's taxonomy: An overview". Theory into Practice. Routledge. 41 (4): 212-218. doi:10.1207/s15430421tip4104_2. ISSN 0040-5841. S2CID 13116159. Persaud, C. (2021). Bloom's Taxonomy: The Ultimate Guide. Top Hat Blog. Retrieved from https://tophat.com/blog/blooms-taxonomy/ on 8 June, 2021. Lawler, S. (26 February 2016). "Identification of animals and plants is an essential skill set". The Conversation. Archived from the original on 17 November 2016. Retrieved 8 June 2021. Fadul, J. A. (2009). "Collective Learning: Applying distributed cognition for collective intelligence". The International Journal of Learning. 16 (4): 211-220. doi:10.18848/1447-9494/CGP/v16i04/46223. ISSN 1447-9494.

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Marzano's New Taxonomy

What is it?

Marzano's New Taxonomy characterises lower-order thinking skills as those for accessing and making sense of 'existing' knowledge. In contrast, higher-order thinking skills were involved in the eliciting and creation of 'new' knowledge (Dubas & Toledo, 2016).

Developed by educational researcher, Robert Marzano, Marzano's Taxonomy (2000) was a response to shortcomings he identified in the 'Bloom's taxonomy of learning'. Both taxonomies provide a structural hierarchy for lower-order 'surface learning' and higher-order 'deep learning' thinking.

However, Marzano states that his taxonomy outlines how the learner treats a task, in being:

1. a flow of processing and information, and

2. the level of consciousness required to control execution (Irvine, 2017).

Marzano's Taxonomy comprises three systems and a knowledge domain.

The three systems are the:

1. Self-system. The self-system considers the beliefs about the importance of knowledge, beliefs about efficacy, and emotions associated with knowledge.

2. Metacognitive system. The metacognitive system focuses on specifying learning goals, monitoring the execution of knowledge, monitoring clarity, and monitoring accuracy.

3. Cognitive system (which is somewhat similar to Bloom's lower and higher-order thinking framework). The cognitive system is broken down into four areas: knowledge retrieval, comprehension, analysis, and knowledge utilisation.

The knowledge domain addresses the areas of information, mental procedures, and physical procedures (Schoolnet.org, 2007).

Why use it?

Marzano's Taxonomy is considered to be a useful alternative framework to Bloom's Revised Taxonomy, to serve as a useful framework approach to course design for drafting student learning outcomes (SLOs), creating assessment, and for providing more targeted feedback. This Taxonomy helps us think more seriously about the cognitive demands we place on students when asking questions and building understanding; placing emphasis on the thought process rather than the task or question (Dubas & Toledo, 2016). Marzano's Taxonomy also considers how we may more appropriately scaffold instruction, to break up a task into smaller chunks to reduce cognitive load, and monitor information processing levels. It also addresses ways in which we can monitor a student's progress toward meeting their goals (Dubas & Toledo, 2016).

How to use it?

1. For designing Student Learning Objectives (SLOs)

In the course design process, Student Learning Outcomes (SLOs) for each predetermined content-based Knowledge-Focus (KF) area can be developed according to the cognitive level in Marzano's taxonomy. We do this by identifying the most appropriate cognitive level to target for each KF. This approach allows us to categorize and identify the types of thinking processes we want students to engage in in the transfer of knowledge and engagement in higher-order thinking; this is purely at the discretion of the instructor. This approach also allows us to think about scaffolding - if we are intentionally thinking about what students should know and the cognitive level required, then it enables us to think about the specific steps required in the process of instruction that is needed to have students reach the desired level of mastery for that KF area.

2. For use with learning task types such as multiple-choice questions

As Marzano's Taxonomy is a more comprehensive framework of lower and higher-order thinking skills, it is useful to utilise the wide range of thinking skills available for use with learning task types. For example, in a task that contains multiple-choice questions, it would be useful to address a specific thinking skill for use with each question.

3. To include and evaluate a student's ability to plan and think about their learning

Marzano's Taxonomy expands on Bloom's Taxonomy to address learner self-efficacy and the metacognitive system. The former could consider how the learner self-regulates and goes about prioritising information and tasks in the learning process. The metacognitive system includes specifying goals, process monitoring, and monitoring clarity and accuracy. These aspects can be incorporated in activity plans, that require the learner to plan their approach to undertaking a learning task, how they manage their understandings in the learning process (self-reflection and thinking deeply about their own learning), and their ability to check their own information accuracy in the process. This also helps learners to be involved in undertaking strategies that they can apply as skills in the future.

Find out more

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SOLO Taxonomy

What is it?

Biggs and Collins (1982) developed the SOLO (Structure of Observed Learning Outcomes) Taxonomy as a systematic way of describing how a learner's performance grows in complexity when mastering tasks. Performance levels of learners range from the lower end (Pre-structural) to the higher end (Extended abstract) as shown in the diagram below.

Diagram: SOLO Taxonomy (Biggs: 2003: 48)

Pre-structural level

The student does not have any kind of understanding, uses irrelevant information and/or misses the point altogether

Uni-structural level

The student can deal with one single aspect and make obvious connections. The student can use terminology, recite (remember things), perform simple instructions/algorithms, paraphrase, identify, name or count.

Multi-structural level

The student can deal with several aspects but these are disconnected. He/she is able to enumerate, describe, classify, combine, apply methods, structure, execute procedures, etc.

Relational level

The student may understand relations between several aspects and how they might fit together to form a whole. The understanding forms a structure and may thus have the competence to compare, relate, analyse, apply theory, explain in terms of cause and effect.

Extended abstract level

The student may generalise structure beyond what was given, may perceive structure from many different perspectives and transfer ideas to new areas. He/she may have the competence to generalise, hypothesise, criticise or theorise.

How to use it

SOLO can be applied during the course design process when you're articulating your Intended Learning Outcomes and mapping these to the assessment items and course learning activities.

The following table provides examples of the measurable, active verbs you can use to describe performance at SOLO levels 2-5.

The following is an example of the Intended Learning Outcomes (ILOs) written for a biology class using the SOLO taxonomy. (Note: the term Intended Learning Outcomes is interchangeable with the terms Learning Outcomes and Learning Objectives).
At the end of the course, the student is expected to be able to:

calculate (SOLO 2) recombination frequencies, segregation ratios, inbreeding coefficients, Hardy- Weinberg frequencies, evolutionary equilibria, heritabilities, etc.

explain (SOLO 4) and apply (SOLO 3) linkage analysis, including mapping of genes on chromosomes - describe (SOLO 3) and analyse (SOLO 4) simple patterns of inheritance (i.e. through analysis of pedigrees)

describe (SOLO 3) and explain (SOLO 4) the concepts of genetic variation, mutation, inbreeding, genetic drift, and natural selection

describe (SOLO 3) and explain (SOLO 4) evolutionary processes

analyse (SOLO 4) the inheritance at several genes simultaneously

explain (SOLO 4) how inbreeding and population mixture influence genetic structure.

(Adapted from Brabrand & Dahl, 2009).

Considerations

While the SOLO taxonomy can help identify levels of progression with learning, Biggs (1999) also identifies characteristics of students that signal whether they are adopting a deep or surface-level approach to learning. The document: Characteristics of Deep and Surface Approaches to Learning from the University of New South Wales may be helpful in deciding deep or surface-level approaches.

Find out more

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Bloom's Taxonomy was originally developed by educational psychologist Benjamin Bloom (Bloom, et al 1956), with the first version published in the early 1950s and a major revision by David Krathwolh released in 2002. The taxonomy organises educational learning goals into hierarchies according to what 'domain' the learner is using, along with how complex or specific a learning task is.

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By the end of Year 9, students will articulate the historical significance of the early modern world up to 1918. They will analyse the causes and effects of key events, developments, turning points, and movements both globally and within Australia, with a particular focus on the First World War and Asian contexts. They will describe the social, cultural, economic, and political dimensions associated with the changes and continuities of this period. Additionally, students will explain the roles and impacts of significant ideas, individuals, groups, and institutions that shaped the historical events of this era.

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Achievement standard:  Year 9  Subject achievement standard By the end of Year 9, students explain the historical significance of the period of the early modern world up to 1918. They explain the causes and effects of events, developments, turning points or movements globally, in Australia and in relation to the First World War or in an Asian context. They describe the social, cultural, economic and/or political aspects related to the changes and continuities in a society or a historical period. Students explain the role of significant ideas, individuals, groups and institutions connected to the developments of this period and their influences on the historical events.  Students develop and modify questions about the past to inform historical inquiry. They locate, select and compare primary and secondary sources, and use information in sources as evidence in historical inquiry. They explain the origin, content, context and purpose of primary and secondary sources. Students compare sour

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Blooket is an interactive, game-based learning platform that engages students through educational games and quizzes. In a Year 9 History class, Blooket can significantly enhance learning by making historical content more engaging and interactive. It helps reinforce key historical facts, dates, and concepts through repetitive gameplay, aiding in memory retention. Additionally, Blooket can be used to assess students’ understanding of historical events, causes, and effects in real-time, providing immediate feedback. The platform also fosters collaboration and teamwork as students participate in team-based games, discussing and strategising answers together.

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Padlet is an online collaborative tool that allows students and teachers to create and share digital boards filled with various types of content, such as text, images, videos, and links. In a Year 9 History class, Padlet can enhance learning by enabling students to collaboratively research and present historical topics. It provides a dynamic platform for organising and displaying information about historical events, figures, and periods. Padlet can be used to facilitate group projects, where students contribute and discuss their findings in real-time, promoting deeper engagement and understanding of historical content. Additionally, Padlet supports interactive discussions and reflections, allowing students to connect historical concepts to contemporary issues.

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Office 365 has multiple productive tools that includes applications like Word, Excel, PowerPoint, OneNote, and Teams. In a Year 9 History class, Office 365 can significantly enhance learning by providing a versatile platform for creating, sharing, and collaborating on historical projects and assignments. Students can use Word to write essays on historical events, Excel to organise and analyse historical data, and PowerPoint to create engaging presentations. OneNote serves as a digital notebook for taking notes and compiling research, while Teams facilitates communication and collaboration through chat, video conferencing, and file sharing. Office 365's integrated tools support a seamless workflow, enabling students to collaborate in real-time, receive feedback from teachers, and stay organised throughout their historical studies.

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Roles and Impacts of Significant Ideas and Figures

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Roles and Impacts of Significant Ideas and Figures

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Objective: Explain the roles and impacts of significant ideas, individuals, groups, and institutions.

Description: Students will write essays on key historical figures or ideas, such as the impact of the Enlightenment or the role of key leaders during the First World War.

Tools: OneNote for organising research and drafting essays, Office 365 Word for final essay writing.

Outcome: Well-researched essays that articulate the contributions and impacts of significant historical figures and ideas.

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Kurzgesagt is a popular YouTube channel known for its visually engaging and scientifically accurate animated videos that explore complex topics in an accessible way. In a Year 9 History class, Kurzgesagt can enhance learning by providing visually captivating and informative videos that explain historical events, concepts, and figures in a clear and engaging manner. The channel's use of high-quality animations and concise explanations helps students better understand and retain complex historical information. Teachers can integrate Kurzgesagt videos into their lessons to spark interest, provide background knowledge, and stimulate discussions about historical topics. By leveraging the engaging content from Kurzgesagt, educators can make history lessons more dynamic and relatable for students.

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Microsoft Teams is a collaboration platform that combines chat, video meetings, file storage, and application integration. In a Year 9 History class, Teams enhances learning by facilitating seamless communication and collaboration among students and teachers. It allows for virtual class discussions, group projects, and real-time feedback on assignments. With its integrated tools, such as shared documents and digital notebooks, Teams helps students stay organised and engaged in their historical studies, making learning more interactive and accessible.

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Microsoft Teams, the hub for team collaboration in Microsoft 365, integrates the people, content, and tools your team needs to be more engaged and effective. Log in now.

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OneNote is a digital notebook that allows students to organise their notes, research, and multimedia content in one place. In a Year 9 History class, OneNote enhances learning by enabling students to create and categorise detailed notes on historical events, figures, and periods. It supports the inclusion of images, links, and handwritten annotations, making it easy for students to compile comprehensive and interactive historical research. Furthermore, Teachers can use OneNote to distribute materials, provide feedback, and track student progress, creating a collaborative and dynamic learning environment.

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Better with Office
OneNote is a member of the Office family you already know. Shape notes with points pulled from Outlook email, or embed an Excel table. Get more done with all your favorite Office apps working together.

Connect in the classroom
Bring students together in a collaborative space or give individual support in private notebooks. And no more print handouts. You can organize lessons and distribute assignments from a central content library.

Discover Class Notebook

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Better with Office OneNote is a member of the Office family you already know. Shape notes with points pulled from Outlook email, or embed an Excel table. Get more done with all your favorite Office apps working together. Connect in the classroom Bring students together in a collaborative space or give individual support in private notebooks.

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Objective: Articulate the historical significance of the early modern world up to 1918.

Description: Students will create a detailed timeline that highlights key events, developments, turning points, and movements globally and within Australia.

Tools: Microsoft OneNote for organising research, Office 365 PowerPoint for creating the timeline.

Outcome: A comprehensive timeline that visually represents the significant historical events and developments of the period.

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Objective: Analyse the causes and effects of key events, with a focus on the First World War and Asian contexts.

Description: Students will research and present a detailed analysis of the causes and effects of specific historical events, such as the start of the First World War

Tools: Microsoft Teams for collaborative research, Office 365 Word for writing reports.

Outcome: Detailed analytical reports that explain the interconnected causes and effects of major historical events.

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Objective: Engage in debates to deepen understanding of historical significance and perspectives.

Description: Students will participate in structured debates on controversial topics from the early modern period, such as the justification of colonialism or the impacts of industrialisation.

Tools: Microsoft Teams for virtual debates and discussions.

Outcome: Enhanced critical thinking and articulation skills, as students present and defend their viewpoints on historical issues.

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Khan Academy is an educational platform offering high-quality instructional videos and practice exercises on a wide range of subjects, including history. In a Year 9 History class, Khan Academy can enhance learning by providing students with accessible video lessons that explain historical events, concepts, and figures in a clear and engaging manner. These videos can be used to introduce new topics, supplement classroom instruction, and support individual learning. Additionally, Khan Academy offers interactive quizzes and assessments that allow students to test their understanding and track their progress. By integrating Khan Academy into the curriculum, teachers can provide a rich resource that complements traditional teaching methods and supports diverse learning styles.

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A required part of this site couldn’t load. This may be due to a browser extension, network issues, or browser settings. Please check your connection, disable any ad blockers, or try using a different browser.

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The Queensland Teachers' Code of Ethics outlines the professional standards and ethical responsibilities expected of educators in the state. It states key principles such as integrity, respect, responsibility, professional conduct, and care. Teachers are required to act honestly and uphold high moral standards, respect diversity and individual differences, and create a safe and inclusive learning environment. By committing to these principles, educators not only provide quality education but also support students' well-being. They prioritise the welfare and development of their students, ensuring they feel valued and encouraged to reach their full potential. Additionally, maintaining professionalism and confidentiality helps build a trusting and respectful school community, further enhancing students' overall well-being.

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Approved teachers are expected to understand and apply the key principles in the code of ethics for teachers in Queensland: integrity, dignity, responsibility, respect, justice and care.

Teachers are encouraged to use the code, along with codes/policies established by schools and employers, to guide their professional conduct and behaviour.

Code of ethics for teachers in Queensland (PDF, 265KB).

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Approved teachers are expected to understand and apply the key principles in the code of ethics for teachers in Queensland: integrity, dignity, responsibility, respect, justice and care. Teachers are encouraged to use the code, along with codes/policies established by schools and employers, to guide their professional conduct and behaviour.

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The Australian Institute for Teaching and School Leadership (AITSL) sets the standards for teaching practice and professional conduct for educators across Australia. AITSL's standards mentions professional knowledge, professional practice, and professional engagement. Educators are expected to understand their students and how they learn, possess deep content knowledge, and create effective teaching plans. They must implement high-quality teaching practices, assess student progress accurately, and maintain safe, supportive learning environments. Furthermore, teachers are encouraged to engage in continuous professional development, collaborate with colleagues, and contribute to the educational community. By adhering to these standards, educators enhance their teaching effectiveness and support student achievement and well-being.

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Australian Institute for Teaching and School Leadership

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AITSL provides national leadership for the Australian State and Territories in promoting excellence in the profession of teaching and school leadership

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Student Learning and Well-Being Framework

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Student Learning and Well-Being Framework

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The Student Learning and Wellbeing Framework for Queensland state schools promotes a comprehensive approach to student well-being and academic success. It emphasizes creating inclusive, safe, and supportive learning environments that value diversity and foster positive social interactions. The framework integrates health and well-being education into the curriculum and builds the capabilities of teachers and school leaders to support student well-being. By strengthening connections with parents, support services, and the wider community, the framework ensures early intervention for students at risk and continuous improvement through evidence-based strategies. This holistic approach aims to enhance student engagement, confidence, and resilience, leading to better learning outcomes.

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By the end of Year 9, students explain the historical significance of the period of the early modern world up to 1918. They explain the causes and effects of events, developments, turning points or movements globally, in Australia and in relation to the First World War or in an Asian context. They describe the social, cultural, economic and/or political aspects related to the changes and continuities in a society or a historical period. Students explain the role of significant ideas, individuals, groups and institutions connected to the developments of this period and their influences on the historical events.

Students develop and modify questions about the past to inform historical inquiry. They locate, select and compare primary and secondary sources, and use information in sources as evidence in historical inquiry. They explain the origin, content, context and purpose of primary and secondary sources. Students compare sources to determine the accuracy, usefulness and reliability of sources as evidence. They explain causes and effects, and patterns of continuity and change connected to a period, event or movement. Students compare perspectives of significant events and developments, and explain the factors that influence these perspectives. They analyse different and contested historical interpretations. Students use historical knowledge, concepts and terms to develop descriptions, explanations and historical arguments that acknowledge evidence from sources (ACARA, 2024).

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F-10 Curriculum | V9 Australian Curriculum

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The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. This was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and expansion of European power, which had significant effects on First Nations Peoples globally. The period culminated in World War I (1914–1918), the “war to end all wars”.

An overview of the study of the making of the modern world requires students to develop an understanding of the context and chronology of the period, and the broad patterns of historical continuity and change from 1750 to 1918, such as European imperial expansion and the movement of peoples within and between countries, and the impact this had on the Australian continent. This includes being introduced to the significant economic, social and political ideas that developed and caused change in groups and in societies, and some of the significant individuals and groups who promoted these ideas.

In Year 9, students are expected to study the sub-strand Making and transforming the Australian nation (1750–1914) and the sub-strand First World War (1914–1918). The Industrial Revolution and movement of peoples (1750–1900) and the Asia and the World (1750–1914) sub-strands may be studied as options (ACARA, 2024).

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F-10 Curriculum | V9 Australian Curriculum

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Name: Emma Thompson

Age: 14

Year Level: Year 9

Background: Emma is a diligent and enthusiastic student with a keen interest in history. She comes from a culturally diverse background, with her parents originating from different parts of the world. This multicultural environment has fostered in her a broad perspective on historical events and their impact on various cultures. Emma is known for her curiosity and willingness to engage in class discussions, often bringing unique viewpoints to the table.

Learning Needs: Emma is a visual and kinesthetic learner who thrives in interactive and hands-on learning environments. She benefits from activities that involve visual aids, such as charts, videos, and interactive digital tools. Her preference for visual learning means that she often struggles with purely text-based materials and benefits from resources that provide visual context.

Emma has a moderate level of anxiety, particularly around assessments and public speaking. This sometimes affects her performance, as she tends to overthink and second-guess her responses. To support Emma, it is important to provide a balanced mix of formative and summative assessments and opportunities for her to demonstrate her understanding in less stressful settings.

Strengths:

Curiosity and Engagement: Emma's natural curiosity drives her to explore historical topics in depth. She often goes beyond the given material to learn more about historical events and figures.

Collaboration: She excels in group work, where she can discuss and develop ideas collaboratively. Her ability to work well with peers makes her a valuable team member in group projects.

Critical Thinking: Emma is able to analyse historical events and their impacts from multiple perspectives. She can also draw connections between historical events and contemporary issues, demonstrating a deep understanding of the subject matter.

Areas for Growth:

Confidence in Assessments: Emma needs support to build confidence in her abilities, particularly during assessments. Providing positive feedback and reassurance can help her manage her anxiety.

Public Speaking: While she has valuable insights, Emma often hesitates to share them in front of the class. Encouraging her to participate in smaller group discussions can help build her confidence.

To support Emma’s learning and address her needs, the following strategies can be implemented:

Use of Digital Tools: Incorporate digital resources like Blooket and Padlet to provide interactive and visually engaging content that aligns with her learning preferences.

Formative Assessments: Utilise formative assessments to provide ongoing feedback, helping her build confidence and reduce anxiety around summative assessments.

Small Group Discussions: Encourage participation in small group discussions to gradually build her confidence in sharing her ideas with the larger class.

Visual Aids: Integrate visual aids and multimedia resources to enhance her understanding and retention of historical content.

By recognising and addressing Emma's learning needs, educators can create a supportive and enriching learning environment that fosters her academic growth and personal development.

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Hi, I’m Emma Thompson, and I’m a Year 9 student who absolutely loves history. This year has been incredibly exciting because our history class has integrated some amazing digital tools that make learning so much more engaging and fun. Let me take you through a typical day in our history class and show you how these digital tools help me learn better.

Today, we started with a Blooket game to review key facts about the Industrial Revolution. Blooket is an awesome platform where we play games while learning. Questions about important dates, inventions, and figures from the 18th century popped up, and we had to answer quickly to earn points. Playing these games helps me remember facts much better because I’m actively participating rather than just reading from a textbook. Plus, it’s super fun competing with my friends!

After the game, we moved on to a group project using Padlet. Our task was to research and present information about the impact of European imperialism on First Nations Peoples. On Padlet, we created a digital board where everyone in my group could add text, images, videos, and links. It’s a great way to organise our research and see everything in one place. Working on Padlet makes collaborating easy because we can all contribute and comment on each other’s posts in real time. I love seeing my classmates' perspectives and building on their ideas.

We also watched a Kurzgesagt video about World War I. Kurzgesagt videos are my favourite because they use colourful animations and simple explanations to break down complex historical events. Watching the video helped me understand the causes and effects of the war much better than just reading about it. It sparked a lot of questions in my mind, which I noted down in OneNote for our upcoming discussion.

Speaking of OneNote, it’s my go-to tool for keeping all my notes and research organised. I can jot down my thoughts, clip web articles, and even draw diagrams. During our class discussions on Teams, I can easily refer to my notes. Teams also make it simple to ask questions and get feedback from my teacher and classmates.

Using these digital tools has made history come alive for me. I feel more connected to the material and more confident in my understanding. Plus, I’m developing skills that will help me in all my subjects and beyond school. I can’t wait to see what we’ll learn next!

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Reflection on My Year 9 History E-Portfolio and AITSL Linkages

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Reflection on My Year 9 History E-Portfolio and AITSL Linkages

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Through the development of my Year 9 History e-portfolio, I have gained significant insights into the integration of digital tools in educational settings, specifically within the Humanities and Social Sciences (HASS) curriculum. This reflection will outline how my e-portfolio aligns with the Australian Curriculum and AITSL standards, highlighting the impact of digital resources and collaborative practices on my learning experience and professional growth.

The incorporation of digital tools such as Blooket, Padlet, Office 365, Kurzgesagt, and Khan Academy into my e-portfolio has transformed my approach to learning history. These resources have made historical content more accessible and engaging, fostering a deeper understanding and retention of information. For example, Blooket's game-based learning platform has enhanced my recall of key historical facts through interactive quizzes, while Padlet has facilitated collaborative research projects, allowing for the synthesis of diverse perspectives.

My e-portfolio is closely aligned with the Australian Curriculum: Humanities and Social Sciences (HASS), which emphasizes the development of critical literacy skills through the analysis of primary and secondary sources. The lesson plans and digital resources included in my e-portfolio support the curriculum's goals by promoting critical thinking, historical inquiry, and effective communication. By the end of Year 9, students are expected to evaluate texts and participate in discussions, skills that have been reinforced through the structured activities and collaborative projects in my e-portfolio.

Blooket has been a standout resource in my e-portfolio, providing an engaging and interactive platform for learning history. Its ability to incorporate gamification into the learning process aligns with transformative learning design principles, promoting active participation and collaboration. The real-time feedback and competitive nature of Blooket games have not only made learning fun but have also helped reinforce my understanding of historical events.

Developing this e-portfolio has allowed me to network with colleagues and engage in professional learning communities. Collaborating with peers to create and share resources on Padlet has been particularly insightful, enabling me to learn from their experiences and incorporate diverse teaching strategies into my practice. This collaborative approach reflects AITSL Standard 6.2, which emphasises the importance of engaging in professional learning to improve practice, and Standard 7.4, which highlights the value of participating in professional teaching networks.

The lesson plans in my e-portfolio demonstrate practical applications of digital tools in the classroom, enhancing student engagement and learning outcomes. For instance, the lesson on World War I's causes integrates a Khan Academy video, collaborative brainstorming on Padlet, and a class discussion, providing a comprehensive and interactive learning experience. This approach not only supports the development of critical literacy skills but also aligns with the Australian Curriculum's focus on historical inquiry and analysis.

The inclusion of a student profile, such as Emma Thompson's, highlights the importance of understanding individual learning needs and adapting teaching strategies accordingly. Emma's preference for visual and interactive learning is supported by the digital tools and formative assessments included in my e-portfolio. This personalised approach ensures that all students can engage with the material effectively, fostering a supportive and inclusive learning environment.

My e-portfolio demonstrates adherence to AITSL Standards 6.2 and 7.4 by showcasing my engagement with professional learning and the integration of ICT into my teaching practice. The use of digital tools to enhance student learning and the collaboration with colleagues to share resources and ideas reflect a commitment to continuous professional development. This experience has deepened my understanding of how to effectively integrate ICT into the curriculum, enhancing both my teaching practice and student outcomes.

Reflecting on my Year 9 History e-portfolio, I can see the significant impact of integrating digital tools and collaborative practices on my learning and professional growth. The alignment with the Australian Curriculum and AITSL standards has ensured a comprehensive and engaging learning experience, fostering a deeper understanding of historical content and pedagogical practices. This e-portfolio has not only enhanced my knowledge of history but also developed my skills in critical thinking, collaboration, and digital literacy, preparing me for future educational challenges.