Your search for "HASS" returned 44 result(s)
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HASS - Above satisfactory - Foundation

This portfolio of student work shows that the student can identify a number of important events in the student’s own life (WS1, WS6, WS7) and recognises why some places are special to people (WS2, WS3, WS5). The student describes, with examples, the features …

HASS - Above satisfactory - Foundation | Portfolios | Work samples | Resources

HASS - Satisfactory - Foundation

This portfolio of student work shows that the student can identify important events in the student’s own life (WS1, WS6, WS7) and recognises why some places are special to people (WS2, WS3, WS5). The student describes the features of familiar places (WS1, …

HASS - Satisfactory - Foundation | Portfolios | Work samples | Resources

HASS - Above satisfactory - Year 1

This portfolio of student work shows that the student can identify and describe with detail important dates and changes in the student’s own life (WS5, WS6). The student explains how specific aspects of daily life have changed over recent time while others …

HASS - Above satisfactory - Year 1 | Portfolios | Work samples | Resources

HASS - Satisfactory - Year 1

This portfolio of student work shows that the student can identify and describe important dates and changes in the student’s own life (WS5, WS6). The student explains how some aspects of daily life have changed over recent time while others have remained …

HASS - Satisfactory - Year 1 | Portfolios | Work samples | Resources

HASS - Above satisfactory - Year 2

This portfolio of student work shows that the student can describe in detail a person, site and/or event of significance in the local community (WS1) and explain, using examples, why places are important to people (WS1). The student identifies how and …

HASS - Above satisfactory - Year 2 | Portfolios | Work samples | Resources

HASS - Satisfactory - Year 2

This portfolio of student work shows that the student can describe a person, site and/or event of significance in the local community (WS1) and explain why places are important to people (WS1). The student identifies how and why the lives of people have …

HASS - Satisfactory - Year 2 | Portfolios | Work samples | Resources

HASS - Above satisfactory - Year 3

This portfolio of student work shows that the student can identify a range of individuals, events and aspects of the past that have significance in the present (WS2, WS3, WS7). The student identifies and describes specific aspects of the community that …

HASS - Above satisfactory - Year 3 | Portfolios | Work samples | Resources

HASS - Satisfactory - Year 3

This portfolio of student work shows that the student can identify individuals, events and aspects of the past that have significance in the present (WS2, WS3, WS7). The student identifies and describes aspects of the community that have changed and remained …

HASS - Satisfactory - Year 3 | Portfolios | Work samples | Resources

HASS - Above satisfactory - Year 4

This portfolio of student works shows that the student can recognise the significance of events in bringing about change (WS2, WS3) and the importance of the environment (WS6). The student explains how and why life changed in the past (WS3) and describes …

HASS - Above satisfactory - Year 4 | Portfolios | Work samples | Resources

HASS - Satisfactory - Year 4

This portfolio of student works shows that the student can recognise the significance of events in bringing about change (WS2, WS3) and the importance of the environment (WS6). The student explains how and why life changed in the past (WS3) and identifies …

HASS - Satisfactory - Year 4 | Portfolios | Work samples | Resources

HASS - Above satisfactory - Year 5

This portfolio of student work shows that the student can explain the significance of people and events/developments in bringing about change (WS4, WS11). The student describes the causes and effects of change on particular communities (WS4, WS9) and …

HASS - Above satisfactory - Year 5 | Portfolios | Work samples | Resources

HASS - Satisfactory - Year 5

This portfolio of student work shows that the student can describe the significance of people and events/developments in bringing about change (WS4, WS11). The student identifies the causes and effects of change on particular communities (WS4, WS9) and …

HASS - Satisfactory - Year 5 | Portfolios | Work samples | Resources

HASS - Above satisfactory - Year 6

This portfolio of student work shows that the student can explain the significance of an event/development, an individual and/or group (WS5, WS6, WS7, WS11). The student describes and explains continuities and changes for different groups in the past …

HASS - Above satisfactory - Year 6 | Portfolios | Work samples | Resources

HASS - Satisfactory - Year 6

This portfolio of student work shows that the student can explain the significance of an event/development, an individual and/or group (WS5, WS6, WS7, WS11). The student identifies and describes continuities and changes for different groups in the past …

HASS - Satisfactory - Year 6 | Portfolios | Work samples | Resources

HASS - Above satisfactory - Year 7

This portfolio of student work shows that the student can explain in detail the role of groups and the significance of particular individuals in past societies (WS1). The student suggests reasons for continuity and change over time (WS5). The student …

HASS - Above satisfactory - Year 7 | Portfolios | Work samples | Resources

HASS - Satisfactory - Year 7

This portfolio of student work shows that the student can explain the role of groups and the significance of particular individuals in past societies (WS1). The student suggests reasons for continuity and change over time (WS5). The student describes the …

HASS - Satisfactory - Year 7 | Portfolios | Work samples | Resources

Consumer and financial literacy: F-6/7 Humanities and Social Sciences

The Australian Curriculum: F–6/7 Humanities and Social Sciences (HASS) has a significant role in developing consumer and financial literacy in young people. The HASS curriculum supports the development of the dimensions of consumer and financial literacy …

Consumer and financial literacy: F-6/7 Humanities and Social Sciences | Subjects | Dimensions | Curriculum connections | Resources

Food and fibre: F-6/7 Humanities and Social Sciences

The Australian Curriculum: F–6/7 HASS/Geography identifies the concepts of place, space, environment, interconnection, sustainability, scale and change as integral to the development of geographical understanding. These are high-level ideas or ways of …

Food and fibre: F-6/7 Humanities and Social Sciences | Subjects | Dimensions | Curriculum connections | Resources

Food and wellbeing: F-6/7 Humanities and Social Sciences

The Australian Curriculum addresses learning about food and wellbeing predominantly in Health and Physical Education (HPE) and Design and Technologies, however there are opportunities to make connections with aspects of F-6/7 HASS, in particular geog …

Food and wellbeing: F-6/7 Humanities and Social Sciences | Subjects | Dimensions | Curriculum connections | Resources

Entrepreneurs - ABOVE (HASS)

Students studied examples of businesses associated with entrepreneurs. They identified the characteristics of each entrepreneur, the strengths of the business and created general categories associated with entrepreneurial behaviour. Students then adopted …

Entrepreneurs - ABOVE (HASS) | Samples | Work samples | Resources

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