Year 7 Geography

There are two units of study in the Year 7 curriculum for Geography: ‘Water in the world’ and ‘Place and liveability’. ‘Water in the world’ focuses on water as an example of a renewable environmental resource. This unit examines the many uses of water, …

Year 7 | Geography | Humanities and Social Sciences | F-10 curriculum

Rationale HASS

In a world that is increasingly culturally diverse and dynamically interconnected, it is important that students come to understand their world, past and present, and develop a capacity to respond to challenges, now and in the future, in innovative, informed, …

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

Civics and Citizenship Achievement Standard HASS Year 5

By the end of Year 5, students identify the importance of values and processes to Australia’s democracy and describe the roles of different people in Australia’s legal system. They identify various ways people can participate effectively in groups to …

Civics and Citizenship Achievement Standard | Achievement Standards | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Economics and Business Achievement Standards HASS Year 5

By the end of Year 5, students distinguish between needs and wants and recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers. Students identify individual strategies that can …

Economics and Business Achievement Standards | Achievement Standards | Year 5 | 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

Year 7 HASS

Sustainable pasts, present, futures The Year 7 curriculum deepens discipline-specific knowledge, understandings and skills with opportunities for integration across the sub-strands. Students study ancient societies of the East and West, how they are …

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

Structure Civics and Citizenship

The Years 7–10 Australian Curriculum: Civics and Citizenship is organised into two interrelated strands: civics and citizenship knowledge and understanding, and civics and citizenship inquiry and skills. Civics and citizenship knowledge and understanding …

Structure | Civics and Citizenship | 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

Structure History

The Australian Curriculum: History is organised into two interrelated strands: historical knowledge and understanding and historical inquiry and skills. Historical knowledge and understanding strand This strand includes personal, family, local, state …

Structure | History | 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

Elaboration ACHASSI060

recalling what they know when contributing ideas to a group response to a community challenge (for example, planning how to celebrate a unrecognised cultural event; such as how local Aboriginal or Torres Strait Islander Peoples celebrate their Country/Place …

Elaboration | ACHASSI060 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHASSI122

developing different types of research questions for different purposes (for example, probing questions to seek details, open-ended questions to elicit more ideas, practical questions to guide the application of enterprising behaviours, ethical questions …

Elaboration (1) | ACHASSI122 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACDSEH126

explaining the significance of ideas about the environment (for example, Gaia – the interaction of Earth and its biosphere; limits of growth – that unlimited growth is unsustainable; sustainability – that biological systems need to remain diverse and …

Elaboration (1) | ACDSEH126 | Content Descriptions | Year 10 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHEK028

exploring traditional practices that enabled fast and expansive exchange in technology, ideas and rare and valuable goods within and between Aboriginal and Torres Strait Islander communities (for example, through trade, songlines and ceremony), and how …

Elaboration | ACHEK028 | Content Descriptions | Year 8 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

HASS Achievement Standard HASS Year 3

By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They describe the diverse …

HASS Achievement Standard | Achievement Standards | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum

HASS Achievement Standard HASS Year 4

By the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe …

HASS Achievement Standard | Achievement Standards | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Geography Achievement Standard HASS Year 5

By the end of Year 5, students describe the location of selected countries in relative terms. They explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people …

Geography Achievement Standard | Achievement Standards | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

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

Economics and Business Achievement Standards HASS Year 6

By the end of Year 6, students recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise …

Economics and Business Achievement Standards | Achievement Standards | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Economics and Business Achievement Standards HASS Year 7

By the end of Year 7, students describe the interdependence of consumers and producers in the market. They explain the importance of short- and long-term planning to individual and business success and identify different strategies that may be used. They …

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