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Elaboration (2) ACHASSI034

developing inquiry questions about places (for example, ‘What are the features of the place?’, ‘How far away is it?’, ‘How easy is it to get to?’, ‘How am I connected to it?’)

Elaboration (2) ACHASSK014

describing how the globe is a representation of the world and locating Australia and other places on a globe

Elaboration (1) ACHASSK068

identifying the hot, temperate and polar zones of the world and the difference between climate and weather

Elaboration ACHASSK139

researching the population size and density of a selection of countries around the world

The F–6/7 Australian Curriculum for Humanities and Social Sciences aims to ensure that students develop: a sense of wonder, curiosity and respect about places, people, cultures and systems throughout the world, past and present, and an interest in and …

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

Elaboration ACHASSK180

explaining the rise of imperial China (for example, the use of chariot warfare and the adoption of mass infantry armies, the building of the first phase of the Great Wall of China, military strategies as codified in Sun Tzu’s The Art of War)

ACHASSK164

The theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia

Elaborations ScOT Terms

Elaboration (1) ACHASSK011

finding out where they were born and raised and placing their photographs, drawings and names on a classroom world map

Elaboration (1) ACHASSI022

sharing personal preferences about their world (for example, their favourite weather, activities, places, celebrations) and explaining why they are favoured

Elaboration (3) ACHASSK065

investigating the origins and significance of celebrations important to particular cultural groups in Australia and in other places of the world

Elaboration (2) ACHASSK068

identifying and locating examples of the main climatic types in Australia and the world (for example, equatorial, tropical arid, semi-arid, temperate and Mediterranean)

Elaboration (1) ACHASSI079

explaining how seeking resources is connected to trade, world exploration, colonisation and environmental change

Elaboration (5) ACHASSK084

recognising that people from many continents have explored parts of the world (for example, Zheng He, Ibn Battuta)

Elaboration (2) ACHASSK138

investigating the differences in the population size, density, life expectancy and per capita income between countries across the world

Elaboration ACHASSK171

investigating world heritage criteria for the listing of significant ancient sites, using an example of an ancient site such as Pompeii

Elaboration (1) ACHASSK177

describing how harmonious relationships with the natural world were reflected in Indian belief systems (for example, Hinduism, Buddhism and Jainism)

Year 2 HASS

Our past and present connections to people and places The Year 2 curriculum extends contexts for study beyond the personal to the community and to near and distant places that students are familiar with or aware of, exploring connections between the …

Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum

Year 6 HASS

Australia in the past and present and its connections with a diverse world The Year 6 curriculum focuses on the social, economic and political development of Australia as a nation, particularly after 1900, and Australia’s role within a diverse and interconnected …

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

ACHASSK084

The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts