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Rationale

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, personal and collective ways.

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Aims

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 enjoyment of the study of these phenomena

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Structure

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.

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PDF documents

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

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Glossary

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Year 1

Year 1 Level Description

How my world is different from the past and can change in the future

The Year 1 curriculum provides a study of the recent past, the present and the near future within the context of the student’s own world. Students are given opportunities to explore how changes occur over time in relation to themselves, their own families, and the places they and others belong to. They examine their daily family life and how it is the same as and different to previous generations. They investigate their place and other places, their natural, managed and constructed features, and the activities located in them. They explore daily and seasonal weather patterns and how different groups describe them. They anticipate near future events such as personal milestones and seasons. The idea of active citizenship is introduced as students explore family roles and responsibilities and ways people care for places.

The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including significance; continuity and change; place and space; roles, rights and responsibilities; and perspectives and action. These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-strand context.

The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from two sub-strands: history and geography. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.

Inquiry Questions

A framework for developing students’ knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas.

  • How has family life and the place we live in changed over time?
  • What events, activities and places do I care about? Why?

Year 1 Content Descriptions

Questioning

Pose questions about past and present objects, people, places and events (ACHASSI018 - Scootle )
  • posing questions with the stems ‘where’, ‘what’, ‘how’ and ‘why’ about families, celebrations, places and the weather
  • asking questions before, during and after listening to stories about people and places and about their past and present
  • preparing questions for parents and members of older generations about how they lived in the past, where they lived and the places they value
  • 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?’ questions

Researching

Collect data and information from observations and identify information and data from sources provided (ACHASSI019 - Scootle )
  • exploring stories from the past and present about people and families (for example, fiction books, letters, diaries, songs) and about places (for example, myths, Dreaming and Creation stories, fiction, story maps, films)
    • Aboriginal and Torres Strait Islander Histories and Cultures
  • gathering evidence of change in a local place (for example, by comparing current observations of a place with photographs of it taken in the past)
  • using geographical tools (for example, photographs taken from the air, Google Earth or digital image searches) to locate and identify the different features of places and how they have changed over time, including places with largely natural features and those with largely constructed features
  • gathering information about the weather and seasons from the media, their own observations and from stories (for example, Aboriginal and Torres Strait Islander stories)
    • Aboriginal and Torres Strait Islander Histories and Cultures
Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI020 - Scootle )
  • creating and sharing concept maps to show personal understanding of their world (for example, a web of family relationships and connections, or a mental map of their place and its important features or spaces)
  • making artefact and photo displays to show the features of a place (for example, collections of natural and constructed things from the environment) or to show the passing of time (for example, collections of things used when growing older, toys used by different generations) and labelling the display with simple captions
  • recording data about the location of places and their features on maps and/or plans (for example, labelling the location of their home and daily route to school on a map of the local area, drawing a plan of their classroom and labelling its activity spaces)
  • developing a pictorial table to categorise information (for example, matching clothes with seasons, activities with the weather, features and places, places with the work done)
Sequence familiar objects and events (ACHASSI021 - Scootle )
  • using visual representations such as a ‘days of the week’ chart, a class timetable or a calendar to sequence events or tasks
  • describing what they see as they move from one point to another (for example, going from home to school, from the classroom to the library)

Analysing

  • comparing students’ daily lives and those of their parents, grandparents, elders or familiar older person, and representing the similarities and differences in graphic form (for example, in a Venn diagram or Y-chart)
  • sharing personal preferences about their world (for example, their favourite weather, activities, places, celebrations) and explaining why they are favoured
Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI023 - Scootle )
  • identifying similarities and differences between activities over time by comparing objects of the past with those currently used (for example, comparing toys, games, clothes, phones, cooking utensils, tools, homework books)
  • using comparative language when describing family life over time and/or comparing features of places, such as ‘smaller than’, ‘bigger than’, ‘closer’, ‘further’, ‘not as big as’, ‘younger/older than’, ‘more rainy days’, ‘fewer/less’, ‘hottest/coldest’, ‘sunnier’, ‘windier than’
  • exploring Aboriginal and Torres Strait Islander stories, traditional and contemporary, about places and the past and how places have changed
    • Aboriginal and Torres Strait Islander Histories and Cultures
  • categorising objects, drawings or images by their features and explaining their reasoning, for example, categorising the features of a local place into natural (native forest), constructed (street of houses) and managed (windbreak of trees)
Interpret data and information displayed in pictures and texts and on maps (ACHASSI024 - Scootle )
  • finding the meaning of unfamiliar vocabulary relating to the past (for example, games such as jacks/knuckles and elastics; technology tools such as floppy discs or USBs, record player, cassette player)
  • using information gained from sources (for example, stories, photographs, fieldwork observations, satellite images, rock art) to answer ‘when’, ‘where’, ‘what’, ‘how’ and ‘why’ questions
    • Aboriginal and Torres Strait Islander Histories and Cultures
  • finding a hidden item using a map or plan that shows its location

Evaluating and reflecting

Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025 - Scootle )
  • using collected information (for example, from stories told by parents, grandparents, elders or familiar older people; from geographic pictures) to make conclusions about change over time and place (for example, how occupations and/or technologies have changed; how places and behaviours change because of the seasons)
  • making conclusions after collecting and recording information about events over time (for example, a birthday chart that shows most class members are the same age; stories and pictures which confirm continuity of events over time, such as the local show) or about types of homes and locations where class members live (for example, an illustrated map showing that some students live in town, some live on a farm, some live in a unit, or some live in a house)
  • imagining what the future may hold based on what they know of the past and present (for example, envisioning what the town they live in might look like in the near future by comparing photographs of the past with their observation of the present) or envisaging how an environment might change due to human activity (such as when a new planting of street trees grow)
    • Sustainability
Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI026 - Scootle )
  • recalling information about a place or a site and giving reasons why it should be cared for and commemorated or celebrated
  • describing features of a space or place (such as a chicken coop, a play area, their bedroom, the reading corner, the beach) that is important to them and explaining what they could do to care for it
  • discussing how their behaviours reflect what they have learnt about caring for important places and significant sites (for example, taking care around school wildlife, turning off taps and lights, following etiquettes in special sites)
    • Sustainability
  • imagining how a local feature or place might change in the future and proposing action they could take to improve a place or influence a positive future
    • Sustainability

Communicating

Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI027 - Scootle )
  • creating shared texts (for example, pictorial charts, calendars, lists, recounts, wall murals/collages, big books) to record observations or report findings
  • retelling stories about life in the past through spoken narratives and the use of pictures, role-plays or photographs
  • using terms to denote the sequence of time (for example, ‘then’, ‘now’, ‘yesterday’, ‘today’, ‘past’, ‘present’, ‘later on’, ‘before I was born’, ‘in the future’ and ‘generations’)
  • explaining to classmates where places are, and the directions to be followed when moving from one place to another, with the use of appropriate terms for direction and location (for example, terms such as ‘beside’, ‘forward’, ‘up’, ‘down’, ‘by’, ‘near’, ‘further’, ‘close to’, ‘before’, ‘after’, ‘here’, ‘there’, ‘at’)

History

Concepts for developing understanding

The content in the history sub-strand provides opportunities for students to develop historical understanding through key concepts including continuity and change, perspectives, empathy and significance. The content for this year focuses on similarities and differences in family life over recent time (continuity and change, perspectives) and how people may have lived differently in the past (empathy). Students’ understanding is further developed as they consider dates and changes that have personal significance (significance). As students continue to explore the past and the present, they begin to speculate about the future (continuity and change).

Inquiry Questions

  • How has family life changed or remained the same over time?
  • How can we show that the present is different from or similar to the past?
  • How do we describe the sequence of time?
Differences in family structures and roles today, and how these have changed or remained the same over time (ACHASSK028 - Scootle )
  • considering a range of family structures (for example, nuclear families, one-child families, large families, single parent families, extended families, blended (step) families, adoptive parent families and grandparent families) as well as kinship groups, tribes and villages
  • comparing families in the present with those from the recent past (the families of parents, grandparents or familiar older person) in terms of their size and structure (for example, the different types of family such as nuclear, single parent, blended)
  • examining and commenting on the roles of family members over time (for example, listening to stories about the roles of mothers, fathers, caregivers and children in the past) and comparing these with family roles today (for example, work at home, work outside the home, child care, gender roles, children’s responsibilities, pocket money)
How the present, past and future are signified by terms indicating time, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHASSK029 - Scootle )
  • predicting, using knowledge of the past and present (for example, what happened yesterday, what is likely to happen tomorrow, upcoming birthdays, celebrations and seasons) and ordering these references to time in sequence using terms such as ‘before’, ‘after’, ‘next’, ‘then’, ‘a long time ago’, and ‘then and now’
  • exploring how cultures recognise significant events (for example, the Chinese describe a child as being one year old on the day he/she is born; some religious groups don’t celebrate birthdays)
    • Asia and Australia’s Engagement with Asia
  • identifying dates and changes that have personal significance (for example, birth dates, moving house, changing schools, religious and school holidays), marking these on a calendar and counting down time, as well as noting that events of personal significance may differ according to students’ cultural backgrounds
  • examining seasonal calendars of Aboriginal and Torres Strait Islander groups (for example, the Gagudju (Kakadu) and the D'harawal (Sydney) calendars, each with six seasons, the Arrernte (central Australia) with five, the Woiwurrung (Upper Yarra Valley) with seven, and north-east Tasmania with three)
    • Aboriginal and Torres Strait Islander Histories and Cultures
Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods (ACHASSK030 - Scootle )
  • comparing and commenting on photographs and oral histories (for example, talking to parents, grandparents and other elders) to find out how daily lives have changed
  • comparing what has changed over time (for example, homes, family traditions, leisure, communication technology, rules, how needs were met then and now, wants, and shopping/consumer habits)

Geography

Concepts for developing understanding

The content in the geography sub-strand provides opportunities to develop students’ understanding of place, space, environment and change. Students learn about the natural, managed and constructed features of places and how these features provide evidence of change (place, environment, change). Students understand that important activities are located in places and explore where they are located, and why (space). Students study the daily and seasonal weather patterns of their place and of other places, including how seasonal change is perceived by different cultures (place, environment). They come to understand how places are cared for (environment).

Inquiry Questions

  • What are the different features of places?
  • How can we care for places?
  • How have the features of places changed?
The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHASSK031 - Scootle )
  • Sustainability
  • using observations of the local place to identify and describe natural features (for example, hills, rivers, native vegetation), managed features (for example, farms, parks, gardens, plantation forests) and constructed features (for example, roads, buildings) and locating them on a map
  • recounting Dreaming and Creation stories of Aboriginal Peoples and Torres Strait Islander Peoples that identify the natural features of a place
    • Aboriginal and Torres Strait Islander Histories and Cultures
  • using observations and/or photographs to identify changes in natural, managed and constructed features in their place (for example, recent erosion, revegetated areas, planted crops or new buildings)
    • Sustainability
  • describing local features people look after (for example, bushland, wetland, park or a heritage building) and finding out why and how these features need to be cared for, and who provides this care
    • Sustainability
The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHASSK032 - Scootle )
  • Aboriginal and Torres Strait Islander Histories and Cultures
  • describing the daily and seasonal weather of their place by its rainfall, temperature, sunshine and wind, and comparing it with the weather of other places that they know or are aware of
  • comparing the Aboriginal or Torres Strait Islander People’s seasonal calendar for the local area with one students are familiar with, such as the four-seasons calendar derived from Europe
    • Aboriginal and Torres Strait Islander Histories and Cultures
Activities in the local place and reasons for their location (ACHASSK033 - Scootle )
  • identifying the activities located in their place (for example, retailing, medical, educational, police, religious, office, recreational, farming, manufacturing, waste management activities), locating them on a pictorial map, and suggesting why they are located where they are
    • Sustainability
  • identifying which resources they can recycle, reduce, re-use or none of these, and what local spaces and systems (for example, rules, signs, waste collection truck routes) support these activities
    • Sustainability
  • exploring activities in the local rivers, lakes and coastal waters and identifying constructed features (for example, Aboriginal eel traps, jetties, shark nets, fish farms)
    • Aboriginal and Torres Strait Islander Histories and Cultures
  • describing how they rearrange the space within the classroom for different activities (for example, reading time or a drama)

Year 1 Achievement Standards

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 of places and their location at a local scale and identify changes to the features of places. They recognise that people describe the features of places differently and describe how places can be cared for.

Students respond to questions about the recent past and familiar and unfamiliar places by collecting and interpreting information and data from observations and from sources provided. They sequence personal and family events in order and represent the location of different places and their features on labelled maps. They reflect on their learning to suggest ways they can care for places. They share stories about the past, and present observations and findings using everyday terms to denote the passing of time and to describe direction and location.

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.

Students sequence personal and family events in order, using everyday terms about the passing of time. They respond to questions about the past using sources provided. Students relate stories about life in the past, using a range of texts.

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 identify changes in features and describe how to care for places.

Students respond to questions about familiar and unfamiliar places by locating and interpreting information from sources provided. They represent the location of different places and their features on labelled maps and present findings in a range of texts and use everyday language to describe direction and location. They reflect on their learning to suggest ways that places can be cared for.