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Elaboration (1) ACHASSI156

differentiating between primary sources in history (those from the time of the event/person/site being investigated) and secondary sources (those that represent later interpretations)

inquiring about the lives, places and events of family members and inquiring about their own history (for example, asking the questions ‘How old was I?’ ‘Where was I?’ and ‘What was I doing?’ in response to family photographs)

Elaboration (2) ACHASSI041

discussing the history or value of places in the local community from an exploration of place names (for example, place names that are linked to Aboriginal and Torres Strait Islander Peoples, historical events, early settlers, and political, religious …

Elaboration (2) ACHASSK044

investigating the history of a chosen person, building, site or landmark in the local community using sources (for example, books, newspapers, oral histories, audiovisual material, digital sources, letters, photographs) and relating a story which these …

Elaboration (1) ACHASSK136

exploring individual narratives using primary sources (for example, letters, documents and historical objects), interviewing and recording an oral history, and presenting the journey and circumstances of arrival based on the sources (for example, through …

Elaboration ACHASSI159

reviewing the results of an analysis to propose an answer to an inquiry question using at least one discipline-specific concept (for example, significance in history or place in geography) or one humanities and social sciences concept (for example, interconnections) …

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

Elaboration (1) ACHASSI155

applying dating conventions on sequences, including ‘BC’ (Before Christ), ‘AD’ (Anno Domini), ‘BCE’ (Before Common Era), and ‘CE’ (Common Era) and using terms such as ‘prehistory’ (before the period of textual recording) and ‘history’ (the period beginning …

Geography Achievement Standard HASS Foundation Year

By the end of Foundation Year, students describe the features of familiar places and recognise why some places are special to people. They recognise that places can be represented on maps and a globe and why places are important to people. Students observe …

Civics and Citizenship Achievement Standard HASS Year 3

By the end of Year 3, students explain the role of rules in their community and the importance of making decisions democratically. They describe how people participate in their community as active citizens. Students pose simple questions about the society …

HASS Achievement Standard HASS Foundation Year

By the end of Foundation Year, students identify important events in their own lives and recognise why some places are special to people. They describe the features of familiar places and recognise that places can be represented on maps and models. They …

Geography Achievement Standard HASS Year 1

By the end of Year 1, students identify and describe the natural, managed and constructed features of places at a local scale and identify where features of places are located. They recognise that people describe the features of places differently. Students …

HASS Achievement Standard HASS Year 1

By the end of Year 1, students identify and describe important dates and changes in their own lives. They explain how some aspects of daily life have changed over recent time while others have remained the same. They identify and describe the features …

Geography Achievement Standard HASS Year 2

By the end of Year 2, students identify the features that define places and recognise that places can be described at different scales. Students recognise that the world can be divided into major geographical divisions. They describe how people in different …

Geography Achievement Standard HASS Year 3

By the end of Year 3, students describe the location of the states and territories of Australia, the location of selected Aboriginal and Torres Strait Islander Countries/Places and selected countries neighbouring Australia. They describe the characteristics …

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 …

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 …

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 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 …

HASS Achievement Standard HASS Year 2

By the end of Year 2, students describe a person, site and/or event of significance in the local community and explain why places are important to people. They identify how and why the lives of people have changed over time while others have remained …

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