Geography Achievement Standard HASS Year 6

By the end of Year 6, students describe the location of places in selected countries in absolute and relative terms. They describe and explain the diverse characteristics of places in different locations from local to global scales. They describe the …

Geography Achievement Standard | Achievement Standards | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Civics and Citizenship Achievement Standard HASS Year 6

By the end of Year 6, students explain the role and importance of people, institutions, and processes to Australia’s democracy and legal system. They describe the rights and responsibilities of Australian citizens and the obligations they may have as …

Civics and Citizenship Achievement Standard | Achievement Standards | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

HASS Achievement Standard HASS Year 7

By the end of Year 7, students explain the role of groups and the significance of particular individuals in past societies. They suggest reasons for continuity and change over time. They describe the effects of change on societies, individuals and groups …

HASS Achievement Standard | Achievement Standards | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Geography Achievement Standard HASS Year 7

By the end of Year 7, students describe geographical processes that influence the characteristics of places and how characteristics of places are perceived and valued differently. They explain interconnections between people and places and people and …

Geography Achievement Standard | Achievement Standards | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Civics and Citizenship Achievement Standard HASS Year 7

By the end of Year 7, students identify the ideas, values and principles that underpin the institutions and processes in Australia’s political and legal systems. They explain the diverse nature of Australian society, and identify the importance of shared …

Civics and Citizenship Achievement Standard | Achievement Standards | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Structure HASS

The Australian Curriculum: Humanities and Social Sciences may be implemented as a combined F–6 program or as an F–7 program. The F–6/7 curriculum is organised into two interrelated strands: knowledge and understanding and inquiry and skills. Knowledge …

Structure | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK181

The role of a significant individual in ancient Indian or Chinese history

Elaborations ScOT Terms

ACHASSK181 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

PDF documents History

Resources and support materials for the Australian Curriculum: History are available as PDF documents.  History: Sequence of content 7-10 History: Sequence of achievement 7-10 

PDF documents | History | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHASSI037

ordering key events in the history of the local community or in its development (for example, the history of the school; developmental stages of telecommunications technologies)

Elaboration | ACHASSI037 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK167

How historians and archaeologists investigate history, including excavation and archival research

Elaborations ScOT Terms

ACHASSK167 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSK176

The role of a significant individual in ancient Egyptian, Greek or Roman history 

Elaborations ScOT Terms

ACHASSK176 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

ACDSEH001

How historians and archaeologists investigate history, including excavation and archival research

Elaborations ScOT Terms

ACDSEH001 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH129

The role of a significant individual in ancient Egyptian history such as Hatshepsut or Ramses II

Elaborations ScOT Terms

ACDSEH129 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH130

The role of a significant individual in ancient Greek history such as Leonidas or Pericles

Elaborations ScOT Terms

ACDSEH130 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH131

The role of a significant individual in ancient Rome’s history such as Julius Caesar or Augustus

Elaborations ScOT Terms

ACDSEH131 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH133

The role of a significant individual in Indian history such as Chandragupta Maurya or Ashoka

Elaborations ScOT Terms

ACDSEH133 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH132

The role of a significant individual in ancient Chinese history such as Confucius or Qin Shi Huang

Elaborations ScOT Terms

ACDSEH132 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum

ACDSEH078

The extent of the Mongol expansion as one of the largest land empires in history

Elaborations ScOT Terms

ACDSEH078 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

Rationale History

History is a disciplined process of inquiry into the past that develops students’ curiosity and imagination. Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others. …

Rationale | History | Humanities and Social Sciences | F-10 curriculum

ACOKFH024

developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the environment and sustainability

ScOT Terms

ACOKFH024 | Content Descriptions | Year 10 | History | Humanities and Social Sciences | F-10 curriculum