Syllabus support
Industrial Technology: Stage 5 Syllabus
View relevant syllabus extracts (PDF)
© Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales, 2008. Please note that the most up-to-date version of this document can be found at http://www.boardofstudies.nsw.edu.au/syllabus_sc/#industrialtech
Engineering Studies: Stage 6 syllabus
View relevant syllabus extracts
© Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales, 2008. Please note that the most up-to-date version of this document can be found at http://www.boardofstudies.nsw.edu.au/syllabus_hsc/syllabus2000_liste.html
History: Stage 5 Mandatory Course
– relevant syllabus extracts
© Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales, 2008. Please note that the most up-to-date version of this document can be found at http://syllabus.boardofstudies.nsw.edu.au/go/7-10/hsie/history
Topic 3 Australia between the Wars
This topic offers students CHOICE in their study of specific aspects of Australia’s social, cultural and political development between the wars, including the experiences of individuals and groups and defining moments in Australia’s inter-war history.
Topics may be chosen from only the 1920s or the 1930s or may be a combination of both decades.
Inquiry questions
- What were the differing experiences of various groups during the interwar period?
- What was the contribution and significance of at least ONE Australian, ONE important event and ONE political development during the interwar period?
Outcomes
Throughout this topic, students work towards all outcomes, with particular focus on those listed below.
A student:
5.1 explains social, political and cultural developments and events and evaluates their impact on Australian life
5.4 sequences major historical events to show an understanding of continuity, change and causation
5.5 identifies, comprehends and evaluates historical sources
5.6 uses sources appropriately in an historical inquiry
5.7 explains different contexts, perspectives and interpretations of the past
5.8 locates, selects and organises relevant historical information from a number of sources, including ICT, to undertake historical inquiry.
| Working Historically Historical skills to be integrated into this topic:
ICT skills appropriate for this topic may include:
Suggested Site Studies include:
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| Students learn about: | Students learn to: | |
| At least ONE study to be chosen from EACH of Sections A, B, C and D in EITHER the 1920s AND/OR the 1930s | ||
| 1920s Section A: Group
| 1930s
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| Section B: Individual
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| Section C: Event
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| Section D: Political Development
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Stage 5 Mandatory Course
| Objectives Students will develop: | Outcomes A student: | |
| a knowledge and understanding of significant developments in Australia’s social, political and cultural history | 5.1 | explains social, political and cultural developments and events and evaluates their impact on Australian life |
| a knowledge and understanding of Australia’s international relationships | 5.2 | assesses the impact of international events and relationships on Australia’s history |
| a knowledge and understanding of the changing rights and freedoms of Aboriginal peoples and other groups in Australia | 5.3 | explains the changing rights and freedoms of Aboriginal peoples and other groups in Australia |
| the skills to undertake the process of historical inquiry | 5.4 | sequences major historical events to show an understanding of continuity, change and causation |
| 5.5 | identifies, comprehends and evaluates historical sources | |
| 5.6 | uses sources appropriately in an historical inquiry | |
| 5.7 | explains different contexts, perspectives and interpretations of the past | |
| 5.8 | locates, selects and organises relevant historical information from a number of sources, including ICT, to undertake historical inquiry | |
| the skills to communicate their understanding of history | 5.9 | uses historical terms and concepts in appropriate contexts |
| 5.10 | selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past for different audiences | |
Sydney Harbour Bridge – Virtual Site Study
Site Studies Mandatory Courses
A site study should be integrated within each of Stages 4 and 5 as a means through which students acquire knowledge, skills, values and attitudes from experience in the field or by analysing a virtual site using ICT. Site studies enable students to understand their historical environment and participate actively in historical inquiry. They can offer a means of interpreting the past and/or recognising how human occupation and use of the site has changed over time, and lead to an understanding of the context in which changes have occurred. They also provide an enjoyable means to understand and actively engage in the past and help fashion a lifelong interest in history.
What is a site study?
A site study is an inquiry-based examination of an historically or culturally significant location. Site studies may include an investigation of the school and its surroundings or a visit to an archaeological site, a museum, an Aboriginal site (with permission), a specific building, a monument, a local area, an open-air museum or a virtual site available on CD or the internet.
Information Communication Technologies have presented teachers with opportunities to explore virtual historical and heritage site studies with their students. Virtual sites are especially valuable in teaching students how to evaluate a website or CD for usefulness and reliability as an historical source. They also offer an opportunity to teach some of the skills of investigating an historical site while still remaining within the classroom.
Teachers must identify the outcomes and objectives relevant to the site study.
The following suggestions of sites could be considered:
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