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Year 3 HASS

Diverse communities and places and the contribution people make The Year 3 curriculum focuses on the diversity of people and places in their local community and beyond, and how people participate in their communities. Students study how places are represented …

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

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

PDF documents HASS

Resources and support materials for the Australian Curriculum: Humanities and Social Sciences F-6/7 are available as PDF documents. F-6/7 HASS - Combined Sequence of Content F-6/7 HASS - Combined Sequence of Achievement F-6/7 History - Sequence of Achievement F-6/7 …

PDF documents | 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

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 …

History 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. They identify how and why the lives of people have changed over time while others have remained the same. Students sequence events in order, using …

History 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 identify the importance …

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 …

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 …

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 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 …

Elaboration (3) ACHASSI001

asking questions about the place they are in after being encouraged to observe it using different senses

Elaboration (3) ACHASSI003

creating representations to show the location of features of familiar places (for example, making a map and illustrating it with pictures; using objects to create bird’s eye view models)

Elaboration (3) ACHASSI010

using appropriate terms to describe the direction and location of a place (for example, ‘near and far’, ‘above and below’, ‘beside and opposite’)

Elaboration (3) ACHASSK013

using images, students’ stories and stories from other places to explore what families have in common (for example, people who provide for their needs and wants, love, safety, rituals, celebrations, rules, change such as new babies and dying)

Elaboration (3) ACHASSK016

identifying local Aboriginal and/or Torres Strait Islander landmarks in the local area

Elaboration (3) ACHASSI018

collecting and displaying everyday objects (for example, toys, telephone, radio, cooking utensils, clothes) and other sources (for example, photos, found objects, maps, observation sketches) to stimulate ‘Where’, ‘What’, ‘When’, ‘How’ and ‘Why?’ ques …

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Cross Curriculum Priorities