Humanities and Social Sciences

Back to top
Print this page
Hide options
  • Overview
  • Foundation to Year 10 Curriculum
    Show/Hide Curriculum
    Filter Actions
    Year Levels Year Level Descriptions
    Strands Strands
    General capabilities General capabilities
    Filter Actions
 

Foundation Year  

Foundation Year Level Description

My personal world The Foundation curriculum focuses on developing students’ understanding of their personal worlds, including their personal and family histories and the places they and their families live in and belong to. The emphasis is on the student’s own history and their own place. They explore why places are special to them and others. As students exp

Read full description ›

My personal world

The Foundation curriculum focuses on developing students’ understanding of their personal worlds, including their personal and family histories and the places they and their families live in and belong to. The emphasis is on the student’s own history and their own place. They explore why places are special to them and others. As students explore the people and features of their social and physical worlds, they examine representations of place and sources, which may include stories from family members and from different cultures. They may also study places of similar size that are familiar to them or that they are curious about, coming to see how people feel about and look after places. Learning about their own heritage and their own place contributes to students’ sense of identity and belonging, beginning the idea of active citizenship.

The content provides opportunities for students to begin to develop humanities and social sciences understanding through key concepts including significance, continuity and change, place and space and perspectives. 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.

  • Who am I, where do I live and who came before me?
  • Why are some places and events special and how do we know?

Hide full description ›

When planning for learning in Prep HASS, relevant Catholic Perspectives include: A Catholic world view emphasizes the importance of the family, place and the environment. This would be explored as students develop their understanding of their personal world and their identity. Students would consider the concept of stewardship of God's creation as they explore their physical world and how to be caretakers of creation. The concept of belonging is central to Catholic teaching in that affirms the goodness of each person and their need to belong. People live in relationships with each God and one other. Belonging is part of being in community with others. The Archdiocesan Religious Education Curriculum, P-12, sub-strand Church History provides a means to learn from the past about Church history. The time frames and topics are aligned to the Australian history curriculum. Consequently, no specific Catholic perspective descriptors have been added to the content descriptions in history.

Foundation Year Content Descriptions

  • Inquiry and skills
    Questioning

    Pose questions about past and present objects, people, places and events

    Researching

    Collectand information from observations and identify information andfrom sources provided


    Sort and record information and data, including location, in tables and on plans and labelled maps


    Sequence familiar objects and events

    Analysing

    Explore a


    Compare objects from the past with those from the present and consider how places have changed over time


    Interpretand information displayed in pictures and texts and on maps

    Evaluating and reflecting

    Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps


    Reflect on learning to propose how to care for places and sites that are important or significant

    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

  • Knowledge and Understanding
    History
    Concepts for developing understanding
    The content in the history sub-strand in this year gives students opportunities to develop historical understanding through key concepts including cont

    Read full description ›

    Concepts for developing understanding
    The content in the history sub-strand in this year gives students opportunities to develop historical understanding through key concepts including continuity and change, perspectives, empathy and significance. Through studies of their family, familiar people and their own history, students look at evidence of the past, exposing them to an early understanding that the past is different from the present (continuity and change). They come to understand why some events are important in their own and others’ lives (significance), and how different people commemorate events that are important to them (empathy, perspectives).
    Inquiry Questions
    What is my history and how do I know?
    What stories do other people tell about the past?
    How can stories of the past be told and shared?

    Hide full description ›

    Who the people in their family are, where they were born and raised and how they are related to each other


    How they, their family and friends commemorate past events that are important to them


    How the stories of families and the past can be communicated, for example, through photographs, artefacts, books, oral histories,and museums

  • Knowledge and Understanding
    Geography
    Concepts for developing understanding
    The content in the geography sub-strand provides ways of developing students’ understanding of place, space and environment. Students explore the place

    Read full description ›

    Concepts for developing understanding
    The content in the geography sub-strand provides ways of developing students’ understanding of place, space and environment. Students explore the place they live in and belong to, and learn to observe and describe its features, and why it is important to them. They explore their own special places, how they feel about them, what makes them special, and how they can care for them (place, environment). They learn that their place is also the place of Aboriginal or Torres Strait Islander Peoples (place). The idea of location is introduced through learning about representations on which places can be located and drawing story maps and creating models to show where familiar places and features are located (space).
    Inquiry Questions
    What are places like?
    What makes a place special?
    How can we look after the places we live in?

    Hide full description ›

    Theof the location of places and their features on simple maps and models


    The places people live in and belong to, their familiar features and why they are important to people


    The Aboriginal or Torres Strait Islanderon which the school is located and whyis important to Aboriginal and Torres Strait Islander Peoples


    The reasons why some places are special to people, and how they can be looked after

  • Knowledge and Understanding
    Civics and citizenship
  • Knowledge and Understanding
    Economics and business
History Achievement Standard

By the end of the Foundation year, students identify important events in their own lives. They identify how they, their families and friends know about their past and commemorate events that are important to them.

Students sequence familiar events in order. They respond to questions about their own past. Students relate a story about their past using a range of texts.

Geography Achievement Standard

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 the familiar features of places and represent these features and their location on pictorial maps and models. They share and compare observations in a range of texts and use everyday language to describe direction and location. Students reflect on their learning to suggest ways they can care for a familiar place.

Show subject-specific achievement standard

Foundation Year Achievement Standard

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 identify how they, their families and friends know about their past and commemorate events that are important to them.

Students respond to questions about their own past and places they belong to. They sequence familiar events in order. They observe the familiar features of places and represent these features and their location on pictorial maps and models. They reflect on their learning to suggest ways they can care for a familiar place. Students relate stories about their past and share and compare observations about familiar places.

Show sub-strand-specific achievement standard

 

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.

Read full 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?

Hide full description ›

When planning for learning in Year 1 HASS, relevant Catholic Perspectives include: Students would consider the concept of stewardship of God's creation as they explore the features of their place and how their place can be cared for. The Archdiocesan Religious Education Curriculum, P-12, sub-strand Church History provides a means to learn from the past about Church history. The time frames and topics are aligned to the Australian history curriculum. Consequently, no specific Catholic perspective descriptors have been added to the content descriptions in history.

Year 1 Content Descriptions

  • Inquiry and skills
    Questioning

    Pose questions about past and present objects, people, places and events

    Researching

    Collectand information from observations and identify information andfrom sources provided


    Sort and record information and data, including location, in tables and on plans and labelled maps


    Sequence familiar objects and events

    Analysing

    Explore a


    Compare objects from the past with those from the present and consider how places have changed over time


    Interpretand information displayed in pictures and texts and on maps

    Evaluating and reflecting

    Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps


    Reflect on learning to propose how to care for places and sites that are important or significant

    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

  • Knowledge and Understanding
    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

    Read full description ›

    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?

    Hide full description ›

    Differences in family structures and roles today, and how these have changed or remained the same over time


    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


    Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods

  • Knowledge and Understanding
    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 lea

    Read full description ›

    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?

    Hide full description ›

    The natural, managed and constructed features of places, their location, how they change and how they can be cared for


    The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them


    Activities in the localand reasons for their location

  • Knowledge and Understanding
    Civics and citizenship
  • Knowledge and Understanding
    Economics and business
History Achievement Standard

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.

Geography Achievement Standard

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.

Show subject-specific achievement standard

Year 1 Achievement Standard

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.

Show sub-strand-specific achievement standard

 

Year 2  

Year 2 Level Description

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 past and present and between people and places. Students examine remains of the past in their local area, coming to underst

Read full description ›

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 past and present and between people and places. Students examine remains of the past in their local area, coming to understand how connections have changed the lives of people over time and space and how their community values and preserves connections to the past. They study where they are located in the world and how the world is represented on maps and through place names that reveal the history and value of these places. Students explore other cultures’ connections to their local place and their own connections to distant places. Through a study of technological change, students see how they are both similar and different to people in the past and how they are connected to places near and far. The idea of citizenship is introduced as students think about how people are connected.

The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including significance, continuity and change, cause and effect, place and space, interconnections 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.

  • What does my place tell me about the past and present?
  • How are people connected to their place and other places, past or present?
  • How has technology affected daily life over time and the connections between people in different places?

Hide full description ›

When planning for learning in Year 2 HASS, relevant Catholic Perspectives include: As students explore their connections to others they will develop the concept of living in a community and their role within the community.  The importance of the dignity of each person within the community will be central to the Catholic world view. The Archdiocesan Religious Education Curriculum, P-12, sub-strand Church History provides a means to learn from the past about Church history. The time frames and topics are aligned to the Australian history curriculum. Consequently, no specific Catholic perspective descriptors have been added to the content descriptions in history.

Year 2 Content Descriptions

  • Inquiry and skills
    Questioning

    Pose questions about past and present objects, people, places and events

    Researching

    Collectand information from observations and identify information andfrom sources provided


    Sort and record information and data, including location, in tables and on plans and labelled maps


    Sequence familiar objects and events

    Analysing

    Explore a


    Compare objects from the past with those from the present and consider how places have changed over time


    Interpretand information displayed in pictures and texts and on maps

    Evaluating and reflecting

    Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps


    Reflect on learning to propose how to care for places and sites that are important or significant

    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

  • Knowledge and Understanding
    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

    Read full description ›

    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, cause and effect, perspectives, empathy and significance. Through studies of their local area, students explore, recognise and appreciate the history of their community. Students examine remains of the past and consider why they should be preserved (significance, cause and effect, perspectives). They examine the impact of technology of people’s lives (continuity and change, cause and effect), and speculate about people’s lives in the past to further develop their understanding that people lived differently in the past (continuity and change, perspectives, empathy).
    Inquiry Questions
    What aspects of the past can you see today? What do they tell us?
    What remains of the past are important to the local community? Why?
    How have changes in technology shaped our daily life?

    Hide full description ›

    The history of a significant person, building, site and/or part of the naturalin the local community and what it reveals about the past


    The importance today of a historical site of cultural or spiritualin the local area, and why it should be preserved


    How changing technology affected people’s lives (at home and in the ways they worked, travelled, communicated and played in the past)

  • Knowledge and Understanding
    Geography
    Concepts for developing understanding
    The content in the geography sub-strand provides opportunities to develop students’ understanding of place, space, environment and interconnection. Stu

    Read full description ›

    Concepts for developing understanding
    The content in the geography sub-strand provides opportunities to develop students’ understanding of place, space, environment and interconnection. Students develop a mental map of the world by learning the major geographical divisions on Earth (place, space, environment) and where they are located in relation to Australia (space). Students learn about the hierarchy of scale by which places are defined – from the personal scale of their home to the national scale of their country (scale). Students explore how distance and accessibility influence how often they visit places, and for what purpose (space, interconnection) and investigate their links with places locally and throughout the world (interconnection). They see how places have meaning to people and the connection Aboriginal and Torres Strait Islander Peoples have with Country/Place (place, environment, interconnection).
    Inquiry Questions
    What is a place?
    How are people connected to their place and other places?
    What factors affect my connection to places?

    Hide full description ›

    The way the world is represented in geographic divisions and the location of Australia in relation to these divisions


    The idea that places are parts of Earth’s surface that have been named by people, and how places can be defined at a variety of scales


    The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular


    The connections of people in Australia to people in other places in Australia and across the world


    The influence of purpose, distance and accessibility on the frequency with which people visit places

  • Knowledge and Understanding
    Civics and citizenship
  • Knowledge and Understanding
    Economics and business
History Achievement Standard

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 a range of terms related to time. They pose questions about the past and use sources provided to answer these questions and to identify a point of view. They compare objects from the past and present. Students develop a narrative about the past using a range of texts.

Geography Achievement Standard

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 places are connected to each other and identify factors that influence these connections. They explain why places are important to people, recognising that places have meaning.

Students pose questions about familiar and unfamiliar places and answer them by locating information from observations and from sources provided. They represent data and the location of places and their features in tables, plans and on labelled maps. They interpret geographical information to draw conclusions. Students present findings in a range of texts and use simple geographical terms to describe the direction and location of places. They suggest action in response to the findings of their inquiry.

Show subject-specific achievement standard

Year 2 Achievement Standard

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 the same. They recognise that the world is divided into geographic divisions and that places can be described at different scales. Students describe how people in different places are connected to each other and identify factors that influence these connections. They recognise that places have different meaning for different people and why the significant features of places should be preserved.

Students pose questions about the past and familiar and unfamiliar objects and places. They locate information from observations and from sources provided. They compare objects from the past and present and interpret information and data to identify a point of view and draw simple conclusions. They sequence familiar objects and events in order and sort and record data in tables, plans and on labelled maps. They reflect on their learning to suggest ways to care for places and sites of significance. Students develop narratives about the past and communicate findings in a range of texts using language to describe direction, location and the passing of time.

Show sub-strand-specific achievement standard

 

Year 3  

Year 3 Level Description

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 geographically and how communities express themselves culturally and through civic participation. Opportunities a

Read full description ›

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 geographically and how communities express themselves culturally and through civic participation. Opportunities are provided to learn about diversity within their community, including the Country/Place of Aboriginal and Torres Strait Islander Peoples, and about other communities in Australia and neighbouring countries. Students compare the climates, settlement patterns and population characteristics of places, and how these affect communities, past and present. Students examine how individuals and groups celebrate and contribute to communities in the past and present, through establishing and following rules, decision-making, participation and commemoration.

The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including significance; continuity and change; cause and effect; place and space; interconnections; 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 three sub-strands: history, geography and civics and citizenship. 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 do symbols, events, individuals and places in my community make it unique?
  • How do people contribute to their communities, past and present?
  • What events do different people and groups celebrate and commemorate and what does this tell us about our communities?

Hide full description ›

When planning for learning in Year 3 HASS, relevant Catholic Perspectives include: Within the Christian tradition people live in relationship with God and others. They are called to contribute to the fullness of life and live peacefully and safely with each other. Many communities consist of diverse people, cultures and religions.  All are dignified, respected and included. Individuals within the community are encouraged to contribute to the life of wider society and to remember and commemorate the traditions and accomplishments of those who have come before. The Archdiocesan Religious Education Curriculum, P-12, sub-strand Church History provides a means to learn from the past about Church history. The time frames and topics are aligned to the Australian history curriculum. Consequently, no specific Catholic perspective descriptors have been added to the content descriptions in history.

Year 3 Content Descriptions

  • Inquiry and skills
    Questioning

    Pose questions to investigate people, events, places and issues

    Researching

    Locate and collect information andfrom different sources, including observations


    Record, sort and representand the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate


    Sequence information about people’s lives and events

    Analysing

    Examine information to identify different points of view and distinguish facts from opinions


    Interpretand information displayed in different formats, to identify and describe distributions and simple patterns

    Evaluating and reflecting

    Draw simple conclusions based on analysis of information and


    Interact with others with respect to share points of view


    Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions

    Communicating

    Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms

  • Knowledge and Understanding
    History
    Concepts for developing understanding
    The content in the history sub-strand provides opportunities for students to develop historical understanding through key concepts including sources, c

    Read full description ›

    Concepts for developing understanding
    The content in the history sub-strand provides opportunities for students to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. The Year 3 curriculum provides a study of identity and diversity in their local community and beyond, past and present. Students develop understandings about the heritage of their local area (sources, continuity and change), including the importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples (significance, perspectives, empathy), and how and why their community has changed (continuity and change, cause and effect). Students explore the historical features and diversity of their community as represented in individuals and their contributions, symbols and emblems of significance (significance) and the different celebrations and commemorations, locally and in other places around the world (significance, perspectives, empathy).
    Inquiry Questions
    Who lived here first and how do we know?
    How has our community changed? What features have been lost and what features have been retained?
    What is the nature of the contribution made by different groups and individuals in the community?
    How and why do people choose to remember significant events of the past?

    Hide full description ›

    The importance ofto Aboriginal and/or Torres Strait Islander Peoples who belong to a


    How the community has changed and remained the same over time and the role that people of diverse backgrounds have played in theand character of the local community


    Days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, and National Sorry Day) and the importance of symbols and emblems


    Celebrations and commemorations in places around the world (for example, Chinese New Year in countries of theregion, Bastille Day in France, Independence Day in the USA), including those that are observed in Australia (for example, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan)

  • Knowledge and Understanding
    Geography
    Concepts for developing understanding
    The content in the geography sub-strand provides opportunities to develop students’ understanding of place, space, environment and interconnection. Stu

    Read full description ›

    Concepts for developing understanding
    The content in the geography sub-strand provides opportunities to develop students’ understanding of place, space, environment and interconnection. Students develop an understanding of the similarities and differences between places within and outside Australia through a study of their environmental and human characteristics (place). They examine climate (environment) and the types of settlements (space) in Australia, the Country/Place of Aboriginal and Torres Strait Islander Peoples, and Australia's neighbouring countries (place). Students come to understand how people feel about and care for places (place, environment, interconnection). Students' mental maps further develop through learning about the representation of Australia and the location of Australia's neighbouring countries (place).
    Inquiry Questions
    What are the main natural and human features of Australia?
    How and why are places similar and different?
    What would it be like to live in a neighbouring country?

    Hide full description ›

    Theof Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander Peoples; and major places in Australia, both natural and human


    The location of Australia’s neighbouring countries and the diverse characteristics of their places


    The maintypes of the world and the similarities and differences between the climates of different places


    The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people’s perceptions of these places

  • Knowledge and Understanding
    Civics and citizenship
    Concepts for developing understanding
    The content in the civics and citizenship sub-strand provides opportunities for students to develop understanding about democracy, laws and citizens an

    Read full description ›

    Concepts for developing understanding
    The content in the civics and citizenship sub-strand provides opportunities for students to develop understanding about democracy, laws and citizens and citizenship, diversity and identity. Drawing on familiar contexts and personal experiences of fair play, different points of view, rules and consequences, and decision-making, students begin to develop an understanding of democracy as rule by the people (democracy, laws and citizens). Students explore how individuals, including themselves, participate in and contribute to their community (citizenship, diversity and identity).
    Inquiry Questions
    How are decisions made democratically?
    Why do we make rules?
    How can I participate in my community?

    Hide full description ›

    The importance of making decisions democratically


    Who makes rules, why rules are important and the consequences of rules not being followed


    Why people participate within communities and how students can actively participate and contribute

  • Knowledge and Understanding
    Economics and business
History Achievement Standard

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 of different celebrations and commemorations for different groups.

Students sequence information about events and the lives of individuals in chronological order. They pose questions about the past and locate and collect information from sources (written, physical, visual, oral) to answer these questions. They analyse information to identify a point of view. Students develop texts, including narrative accounts, using terms denoting time.

Geography Achievement Standard

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 of different places at local scales and identify and describe similarities and differences between the characteristics of these places. They identify connections between people and the characteristics of places and recognise that people have different perceptions of places.

Students pose geographical questions and locate and collect information from different sources to answer these questions. They record and represent data in tables and simple graphs and the location of places and their characteristics on labelled maps that use the cartographic conventions of legend, title and north point. They describe the location of places and their features using simple grid references and cardinal compass points. Students interpret geographical data to identify and describe distributions and draw conclusions. They present findings using simple geographical terminology in a range of texts. They reflect on their learning to suggest individual action in response to a geographical challenge.

Civics and citizenship Achievement Standard

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 in which they live. They collect information from sources to answer these questions. They examine information to identify a point of view and draw simple conclusions. Students share their views on an issue and describe how they participate in a group. They present their ideas and conclusions in oral, visual and written forms using civics and citizenship terms.

Show subject-specific achievement standard

Year 3 Achievement Standard

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 characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify connections between people and the characteristics of places. Students explain the role of rules in their community and the importance of making decisions democratically. They identify the importance of different celebrations and commemorations for different groups. They explain how and why people participate in and contribute to their communities.

Students pose questions and locate and collect information from sources, including observations, to answer these questions. They examine information to identify a point of view and interpret data to identify and describe simple distributions. They draw simple conclusions and share their views on an issue. They sequence information about events and the lives of individuals in chronological order. They record and represent data in different formats, including labelled maps using basic cartographic conventions. They reflect on their learning to suggest individual action in response to an issue or challenge. Students communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.

Show sub-strand-specific achievement standard

 

Year 4  

Year 4 Level Description

How people, places and environments interact, past and present The Year 4 curriculum focuses on interactions between people, places and environments over time and space and the effects of these interactions. Students gain opportunities to expand their world knowledge and learn about the significance of environments, examining how people’s need and want of resources

Read full description ›

How people, places and environments interact, past and present

The Year 4 curriculum focuses on interactions between people, places and environments over time and space and the effects of these interactions. Students gain opportunities to expand their world knowledge and learn about the significance of environments, examining how people’s need and want of resources over time has affected peoples, societies and environments. Specifically, students study European exploration and colonisation in Australia and elsewhere up to the early 1800s and life for Indigenous Australians pre- and post-contact. They examine the concept of sustainability, and its application to resource use and waste management, past and present, by different groups. The curriculum introduces the role of local government, laws and rules, and group belonging and how they meet people’s needs. Themes of law and citizenship extend into their studies of diverse groups, the colonisation of Australia and other places, and how environmental sustainability is enacted.

The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including significance; continuity and change; cause and effect; place and space; interconnections; 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 three sub-strands: history, geography and civics and citizenship. 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 have laws affected the lives of people, past and present?
  • What were the short- and long-term effects of European settlement on the local environment and Indigenous land and water management practices?
  • What is the significance of the environment and what are different views on how it can be used and sustained, past and present?

Hide full description ›

When planning for learning in Year 4 HASS, relevant Catholic Perspectives include: Respect for others is at the heart of the Catholic Christian tradition. In this context, all teaching about Aboriginal and Torres Strait Islander cultures must be considered respectfully, dignifying all. The Catholic Christian tradition acknowledges the dignity of each human being made in the image and likeness of God. Respecting tradition and actively participating in contemporary life enables people to contribute to a life-giving society and future. Stewardship and authentic development is a significant dimension of the Catholic Christian tradition. The goods of the earth are gifts from God and intended to benefit everyone not just a few seeking material gain. The Archdiocesan Religious Education Curriculum, P-12, sub-strand Church History provides a means to learn from the past about Church history. The time frames and topics are aligned to the Australian history curriculum. Consequently, no specific Catholic perspective descriptors have been added to the content descriptions in history.

Year 4 Content Descriptions

  • Inquiry and skills
    Questioning

    Pose questions to investigate people, events, places and issues

    Researching

    Locate and collect information andfrom different sources, including observations


    Record, sort and representand the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate


    Sequence information about people’s lives and events

    Analysing

    Examine information to identify different points of view and distinguish facts from opinions


    Interpretand information displayed in different formats, to identify and describe distributions and simple patterns

    Evaluating and reflecting

    Draw simple conclusions based on analysis of information and


    Interact with others with respect to share points of view


    Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions

    Communicating

    Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms

  • Knowledge and Understanding
    History
    Concepts for developing understanding
    The content in the history sub-strand provides opportunities for students to develop historical understanding through key concepts including sources, c

    Read full description ›

    Concepts for developing understanding
    The content in the history sub-strand provides opportunities for students to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. The Year 4 curriculum introduces world history and the movement of peoples. Students study the diversity of Aboriginal and Torres Strait Islander Peoples, their connection to place (sources, perspectives, significance) and their contact with other societies (change and continuity, perspectives, empathy). Through a study of navigation, exploration and/or trade (sources), students come to learn about Australia’s early colonisation and develop understandings about contact between societies (continuity and change, cause and effect) and its effects on people and their environments (perspectives, empathy).
    Inquiry Questions
    Why did the great journeys of exploration occur?
    What was life like for Aboriginal and Torres Strait Islander Peoples before the arrival of the Europeans?
    Why did the Europeans settle in Australia?
    What was the nature and consequence of contact between Aboriginal and Torres Strait Islander Peoples and early traders, explorers and settlers?

    Hide full description ›

    The diversity of Australia's first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to(land, sea, waterways and skies)


    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


    Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival


    The nature of contact between Aboriginal and Torres Strait Islander Peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example, people and environments

  • Knowledge and Understanding
    Geography
    Concepts for developing understanding
    The content in the geography sub-strand provides opportunities to develop students’ understanding of place, space, environment, interconnection and sus

    Read full description ›

    Concepts for developing understanding
    The content in the geography sub-strand provides opportunities to develop students’ understanding of place, space, environment, interconnection and sustainability. The content focuses on understandings about sustainability – the ongoing capacity of the environment to sustain human life and wellbeing. Students explore the features and functions of environments that support humans and other living things (environment, interconnection). They examine the use and management of resources and waste, and views about how to achieve sustainability (environment, interconnection, sustainability), including the custodial responsibility of Aboriginal and Torres Strait Islander Peoples to their Country/Place (interconnection, sustainability). Students’ mental map of the world expands to South America and Africa and their main countries and characteristics (space, place, environment).
    Inquiry Questions
    How does the environment support the lives of people and other living things?
    How do different views about the environment influence approaches to sustainability?
    How can people use environments more sustainably?

    Hide full description ›

    The main characteristics of the continents of Africa and South America and the location of their major countries in relation to Australia


    The importance of environments, including natural vegetation, to animals and people


    TheAboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about


    The use and management of naturaland waste, and the different views on how to do this sustainably

  • Knowledge and Understanding
    Civics and citizenship
    Concepts for developing understanding
    The content in the civics and citizenship sub-strand provides opportunities for students to develop understanding about government and democracy, laws

    Read full description ›

    Concepts for developing understanding
    The content in the civics and citizenship sub-strand provides opportunities for students to develop understanding about government and democracy, laws and citizens and citizenship, diversity and identity. Students’ understanding of democratic decision-making is further developed through a study of the role of their local government and the services it provides to their community (government and democracy). They examine how rules and laws affect them and the importance of laws in society (laws and citizens) and they explore cultural diversity in their community; in particular, how belonging to different groups can shape personal identity (diversity and identity).
    Inquiry Questions
    How can local government contribute to community life?
    What is the difference between rules and laws and why are they important?
    How has my identity been shaped by the groups to which I belong?

    Hide full description ›

    The role of local government and the decisions it makes on behalf of the community


    The differences between ‘rules’ and ‘laws’, why laws are important and how they affect the lives of people, including experiences of Aboriginal and Torres Strait Islander Peoples


    The different cultural, religious and/or social groups to which they and others in the community belong

  • Knowledge and Understanding
    Economics and business
History Achievement Standard

By the end of Year 4, students recognise the significance of events in bringing about change. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past.

Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They develop questions about the past and locate, collect and sort information from different sources to answer these questions. They analyse sources to detect points of view. Students develop and present texts, including narrative recounts, using historical terms.

Geography Achievement Standard

By the end of Year 4, students describe the location of selected countries using compass direction. They describe and compare the characteristics of places in different locations at local to national scales. They identify the interconnections between components of the environment and between people and the environment. Students recognise the importance of the environment and identify different possible responses to a geographical challenge.

Students develop geographical questions to investigate and locate, collect and sort information and data from different sources to answer these questions. They record and represent data and the location of places and their characteristics in simple graphic forms, including large-scale maps that use the cartographic conventions of scale, legend, title and north point. They describe the location of places and their features using grid references and compass direction. Students interpret geographical data to identify spatial distributions and simple patterns and draw conclusions. They present findings using geographical terminology in a range of texts. They propose individual action in response to a local geographical challenge and identify some possible effects of their proposed action.

Civics and citizenship Achievement Standard

By the end of Year 4, students identify structures and decisions that support their local community and recognise the importance of laws in society. They describe factors that shape a person’s identity and sense of belonging.

Students develop questions about the society in which they live and locate and collect information from different sources to answer these questions. They examine information to distinguish between facts and opinions, identify points of view and to draw conclusions. They share their points of view, respecting the views of others, and identify the groups they belong to. Students present ideas and conclusions using discipline-specific terms in a range of communication forms.

Show subject-specific achievement standard

Year 4 Achievement Standard

By the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. They describe and compare the diverse characteristics of different places at local to national scales. Students identify the interconnections between components of the environment and between people and the environment. They identify structures that support their local community and recognise the importance of laws in society. They describe factors that shape a person’s identity and sense of belonging. They identify different views on how to respond to an issue or challenge.

Students develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions. When examining information, they distinguish between facts and opinions and detect points of view. They interpret data and information to identify and describe distributions and simple patterns and draw conclusions. They share their points of view, respecting the views of others. Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They sort, record and represent data in different formats, including large-scale maps using basic cartographic conventions. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Students present ideas, findings and conclusions using discipline-specific terms in a range of communication forms.

Show sub-strand-specific achievement standard

 

Year 5  

Year 5 Level Description

Australian communities – their past, present and possible futures The Year 5 curriculum focuses on colonial Australia in the 1800s and the social, economic, political and environmental causes and effects of Australia’s development, and on the relationship between humans and their environment. Students’ geographical knowledge of Australia and the the wor

Read full description ›

Australian communities – their past, present and possible futures

The Year 5 curriculum focuses on colonial Australia in the 1800s and the social, economic, political and environmental causes and effects of Australia’s development, and on the relationship between humans and their environment. Students’ geographical knowledge of Australia and the the world is expanded as they explore the continents of Europe and North America, and study Australia’s colonisation, migration and democracy in the 1800s. Students investigate how the characteristics of environments are influenced by humans in different times and places, as they seek resources, settle in new places and manage the spaces within them. They also investigate how environments influence the characteristics of places where humans live and human activity in those places. Students explore how communities, past and present, have worked together based on shared beliefs and values. The curriculum introduces studies about Australia’s democratic values, its electoral system and law enforcement. In studying human desire and need for resources, students make connections to economics and business concepts around decisions and choices, gaining opportunities to consider their own and others’ financial, economic, environmental and social responsibilities and decision-making, past, present and future.

The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including significance; continuity and change; cause and effect; place and space; interconnections; 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 four sub-strands: history, geography, civics and citizenship and economics and business. 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 have individuals and groups in the past and present contributed to the development of Australia?
  • What is the relationship between environments and my roles as a consumer and citizen?
  • How have people enacted their values and perceptions about their community, other people and places, past and present?

Hide full description ›

When planning for learning in Year 5 HASS, relevant Catholic Perspectives include: The environment is God's gift to everyone and in our use of it we have a responsibility to the poor, future generations and humanity as a whole. Choices have consequences and students should consider who benefits and who might be harmed. As human beings we are fundamentally good but sometimes we make inappropriate choices. When we make choices and decisions we should try to choose the good. Our flourishing is intimately tied up with the flourishing of others. When we use our freedom in this way, we respect not only the dignity of all human beings, but come closer to realizing the kind of just, peaceful, and joyful community that God wants for humanity that is truly good. The Archdiocesan Religious Education Curriculum, P-12, sub-strand Church History provides a means to learn from the past about Church history. The time frames and topics are aligned to the Australian history curriculum. Consequently, no specific Catholic perspective descriptors have been added to the content descriptions in history.

Year 5 Content Descriptions

  • Inquiry and skills
    Questioning

    Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges

    Researching

    Locate and collect relevant information andfromand


    Organise and representin a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate


    Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines

    Analysing

    Examineandto determine their origin and purpose


    Examine different viewpoints on actions, events, issues and phenomena in the past and present


    Interpretand information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships

    Evaluating and reflecting

    Evaluateto draw conclusions


    Work in groups to generate responses to issues and challenges


    Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others


    Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects

    Communicating

    Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporatematerials, digital and non-digital representations and discipline-specific terms and

  • Knowledge and Understanding
    History
    Concepts for developing understanding
    The content in the history sub-strand provides opportunities for students to develop historical understanding through key concepts including sources, c

    Read full description ›

    Concepts for developing understanding
    The content in the history sub-strand provides opportunities for students to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. The curriculum in this year provides a study of colonial Australia in the 1800s. Students learn about the reasons for the founding of British colonies in Australia and the impact of a development or event on one Australian colony (continuity and change, cause and effect). They examine what life was like for different groups of people in the colonial period (sources), and explore the reasons for their actions (cause and effect, perspectives, empathy). They examine early migration, settlement patterns, people and their contributions, significant events, and political and economic developments (sources, continuity and change, significance, empathy). Students are also introduced to the concept of sources as they analyse sources to compare information and points of view in the past and present (sources, perspectives).
    Inquiry Questions
    What do we know about the lives of people in Australia’s colonial past and how do we know?
    How did an Australian colony develop over time and why?
    How did colonial settlement change the environment?
    What were the significant events and who were the significant people that shaped Australian colonies?

    Hide full description ›

    Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800


    The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how thechanged


    The impact of a significantor event on an Australian colony


    The reasons people migrated to Australia and the experiences and contributions of a particular migrant group within a colony


    The role that a significant individual or group played in shaping a colony

  • Knowledge and Understanding
    Geography
    Concepts for developing understanding
    The content in the geography sub-strand provides opportunities to develop students’ understanding of place, space, environment, interconnection, change

    Read full description ›

    Concepts for developing understanding
    The content in the geography sub-strand provides opportunities to develop students’ understanding of place, space, environment, interconnection, change and sustainability. The curriculum focuses on the factors that shape the characteristics of places. They explore how climate and landforms influence the human characteristics of places, and how human actions influence the environmental characteristics of places (change, environment, place, interconnection). Students examine the way spaces within places are organised and managed (space, place), and how people work to prevent, mitigate and prepare for natural hazards (environment, place). Students’ mental map of the world expands to Europe and North America and their main countries and characteristics (space, place, environment).
    Inquiry Questions
    How do people and environments influence one another?
    How do people influence the human characteristics of places and the management of spaces within them?
    How can the impact of bushfires or floods on people and places be reduced?

    Hide full description ›

    The influence of people on the environmentalin Europe and North America and the location of their major countries in relation to Australia


    The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places


    The environmental and human influences on the location and characteristics of aand the management of spaces within them


    The impact of bushfires or floods on environments and communities, and how people can respond

  • Knowledge and Understanding
    Civics and citizenship
    Concepts for developing understanding
    The content in the civics and citizenship sub-strand provides opportunities for students to develop understanding about government and democracy, laws

    Read full description ›

    Concepts for developing understanding
    The content in the civics and citizenship sub-strand provides opportunities for students to develop understanding about government and democracy, laws and citizens and citizenship, diversity and identity. Students are introduced to the key values of Australia’s liberal democratic system of government, such as freedom, equality, fairness and justice (government and democracy). Students begin to understand representative democracy by examining the features of the voting processes in Australia (government and democracy). Students expand on their knowledge of the law by studying the role of laws and law enforcement (laws and citizens). Students investigate how diverse groups cooperate and participate in our community (citizenship, diversity and identity).
    Inquiry Questions
    What is democracy in Australia and why is voting in a democracy important?
    Why do we have laws and regulations?
    How and why do people participate in groups to achieve shared goals?

    Hide full description ›

    The key values that underpin Australia’s


    The key features of the electoral process in Australia


    Why regulations and laws are enforced and the personnel involved


    How people with shared beliefs and values work together to achieve a civic goal

  • Knowledge and Understanding
    Economics and business
    Concepts for developing understanding
    The content in the economics and business sub-strand develops key ideas, with a focus on developing an understanding of why decisions need to be made w

    Read full description ›

    Concepts for developing understanding
    The content in the economics and business sub-strand develops key ideas, with a focus on developing an understanding of why decisions need to be made when allocating resources (resource allocation) for society’s needs and wants, and the various factors that may influence them when making decisions (making choices). Methods that help with these decisions, particularly for consumer and financial decisions, are considered (consumer and financial literacy).
    Inquiry Questions
    Why do I have to make choices as a consumer?
    What influences the decisions I make?
    What can I do to make informed decisions?

    Hide full description ›

    The difference betweenandand why choices need to be made about how limitedare used


    Types of(natural, human, capital) and the ways societies use them to satisfy theandof present and future generations


    Influences onchoices and methods that can be used to help make informed personaland financial choices

History Achievement Standard

By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past.

Students sequence information about events and the lives of individuals in chronological order using timelines. When researching, students develop questions for a historical inquiry. They identify a range of sources and locate, collect and organise information related to this inquiry. They analyse sources to determine their origin and purpose and to identify different viewpoints. Students develop, organise and present their texts, particularly narrative recounts and descriptions, using historical terms and concepts.

Geography Achievement Standard

By the end of Year 5, students describe the location of selected countries in relative terms. They explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. They identify and describe different possible responses to a geographical challenge.

Students develop appropriate geographical questions for an investigation. They locate, collect and organise data and information from a range of sources to answer inquiry questions. They represent data and the location of places and their characteristics in graphic forms, including large-scale and small-scale maps that use the cartographic conventions of border, scale, legend, title and north point. They describe the location of places and their characteristics using compass direction and distance. Students interpret maps, geographical data and other information to identify and describe spatial distributions, simple patterns and trends, and suggest conclusions. They present findings and ideas using geographical terminology in a range of communication forms. They propose action in response to a geographical challenge and identify the possible effects of their proposed action.

Civics and citizenship Achievement Standard

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 achieve shared goals and describe different views on how to respond to a current issue or challenge.

Students develop questions for an investigation about the society in which they live. They locate and collect information from different sources to answer these questions. They examine sources to determine their purpose and identify different viewpoints. They interpret information to suggest conclusions based on evidence. Students identify possible solutions to an issue as part of a plan for action and reflect on how they work together. They present their ideas, conclusions and viewpoints in a range of communication forms using civics and citizenship terms and concepts.

Economics and business Achievement Standard

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 be used to make informed consumer and financial choices.

Students develop questions for an investigation about an economics or business issue or event. They locate and collect data and information from a range of sources to answer these questions. They examine sources to determine their purpose and suggest conclusions based on evidence. They interpret, sort and represent data in different formats. They generate alternative responses to an issue or challenge and reflect on their learning to propose action, describing the possible effects of their decision. Students apply economics and business skills to everyday problems. They present their ideas, findings and conclusions in a range of communication forms using economics and business terms.

Show subject-specific achievement standard

Year 5 Achievement Standard

By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. 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 recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.

Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

Show sub-strand-specific achievement standard

 

Year 6  

Year 6 Level Description

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 world today. Students explore the events and developments that shaped Australia as a democratic nation a

Read full description ›

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 world today. Students explore the events and developments that shaped Australia as a democratic nation and stable economy, and the experiences of the diverse groups who have contributed to and are/were affected by these events and developments, past and present. Students investigate the importance of rights and responsibilities and informed decision-making, at the personal level of consumption and civic participation, and at the national level through studies of economic, ecological and government processes and systems. In particular, students examine Asia’s natural, demographic and cultural diversity, with opportunities to understand their connections to Asian environments. These studies enable students to understand how they are interconnected with diverse people and places across the globe.

The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including significance; continuity and change; cause and effect; place and space; interconnections; 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 four sub-strands: history, geography, civics and citizenship and economics and business. 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 have key figures, events and values shaped Australian society, its system of government and citizenship?
  • How have experiences of democracy and citizenship differed between groups over time and place, including those from and in Asia?
  • How has Australia developed as a society with global connections, and what is my role as a global citizen?

Hide full description ›

When planning for learning in Year 6 HASS, relevant Catholic Perspectives include: Global solidarity binds the rich to the poor. It is action on behalf of the human family to overcome divisions in our world. It requires the gaining of knowledge and respect of diverse cultures and beliefs.  It drives the comfortable and secure to support those inflicted by tyranny and war. It opens homes and hearts to those in need. Solidarity is a recognition that we are 'all in this together and is a commitment to strengthen community and promote a just society.  The Archdiocesan Religious Education Curriculum, P-12, sub-strand Church History provides a means to learn from the past about Church history. The time frames and topics are aligned to the Australian history curriculum. Consequently, no specific Catholic perspective descriptors have been added to the content descriptions in history.

Year 6 Content Descriptions

  • Inquiry and skills
    Questioning

    Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges

    Researching

    Locate and collect relevant information andfromand


    Organise and representin a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate


    Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines

    Analysing

    Examineandto determine their origin and purpose


    Examine different viewpoints on actions, events, issues and phenomena in the past and present


    Interpretand information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships

    Evaluating and reflecting

    Evaluateto draw conclusions


    Work in groups to generate responses to issues and challenges


    Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others


    Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects

    Communicating

    Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporatematerials, digital and non-digital representations and discipline-specific terms and

  • Knowledge and Understanding
    History
    Concepts for developing understanding
    The content in the history sub-strand provides opportunities for students to develop historical understanding through key concepts including sources, c

    Read full description ›

    Concepts for developing understanding
    The content in the history sub-strand provides opportunities for students to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. The Year 6 curriculum moves from colonial Australia to the development of Australia as a nation, particularly after 1900. Students explore the factors that led to Federation and the different attitudes to Federation and citizenship at the time (continuity and change, cause and effect, perspectives). Through studies of people’s experiences of democracy and citizenship over time (perspectives, empathy), students come to understand the significance of events, ideas and people’s contributions in influencing development of Australia’s system of government (continuity and change, significance). Students learn about the way of life of people who migrated to Australia since Federation and their contributions to Australia’s economic and social development (significance, empathy). In learning about Australia as a nation, students compare a range of sources to determine points of view (sources, perspectives).
    Inquiry Questions
    Why and how did Australia become a nation?
    How did Australian society change throughout the twentieth century?
    Who were the people who came to Australia? Why did they come?
    What contribution have significant individuals and groups made to the development of Australian society?

    Hide full description ›

    Key figures, events and ideas that led to Australia’s Federation and


    Experiences ofand citizenship, including the status and rights of Aboriginal and Torres Strait Islander Peoples, migrants, women and children


    Stories of groups of people who migrated to Australia since Federation (including from ONE country of theregion) and reasons they migrated


    The contribution of individuals and groups to theof Australian society since Federation

  • Knowledge and Understanding
    Geography
    Concepts for developing understanding
    The content in the geography sub-strand provides opportunities to develop students’ understanding of place, space, environment, interconnection and cha

    Read full description ›

    Concepts for developing understanding
    The content in the geography sub-strand provides opportunities to develop students’ understanding of place, space, environment, interconnection and change. Students explore the diverse environments, peoples and cultures within the Asia region and at a global level (space, place, environment) and expand their mental map of the world. Students examine Australia’s various connections with other countries and places throughout the world, how these are changing, and the effects of these interconnections (interconnections, change).
    Inquiry Questions
    How do places, people and cultures differ across the world?
    What are Australia’s global connections between people and places?
    How do people’s connections to places affect their perception of them?

    Hide full description ›

    The geographical diversity of theregion and the location of its major countries in relation to Australia


    Differences in the economic, demographic and social characteristics of countries across the world


    The world’s cultural diversity, including that of its indigenous peoples


    Australia’s connections with other countries and how these change people and places

  • Knowledge and Understanding
    Civics and citizenship
    Concepts for developing understanding
    The content in the civics and citizenship sub-strand provides opportunities for students to develop understanding about government and democracy, laws

    Read full description ›

    Concepts for developing understanding
    The content in the civics and citizenship sub-strand provides opportunities for students to develop understanding about government and democracy, laws and citizens and citizenship, diversity and identity. Students study the key institutions of Australia’s democratic government, including state/territory and federal parliaments, and the responsibilities of electors and representatives (government and democracy). Students learn how state/territory and federal laws are made in a parliamentary system (law). Students examine Australian citizenship and reflect on the rights and responsibilities that being a citizen entails (citizenship and identity), and explore the obligations that people may have as global citizens (citizenship, diversity and identity).
    Inquiry Questions
    What are the roles and responsibilities of the different levels of government in Australia?
    How are laws developed in Australia?
    What does it mean to be an Australian citizen?

    Hide full description ›

    The key institutions of Australia’s democraticof government and how it is based on the Westminster


    The roles and responsibilities of Australia’s three levels of government


    The responsibilities ofand representatives in Australia’s


    Where ideas for new laws can come from and how they become


    The shared values of Australianand the formalof Australian citizens


    The obligations citizens may consider they have beyond their own national borders as active and informed global citizens

  • Knowledge and Understanding
    Economics and business
    Concepts for developing understanding
    The content in the economics and business sub-strand develops key ideas, with a focus on developing students’ understanding of opportunity cost and why

    Read full description ›

    Concepts for developing understanding
    The content in the economics and business sub-strand develops key ideas, with a focus on developing students’ understanding of opportunity cost and why decisions about the ways resources are allocated to meet needs and wants in their community involve trade-offs. The limited nature of resources means that businesses and consumers make choices (resource allocation and making choices). This involves consumers choosing what to purchase and businesses choosing the way they provide goods and services (consumer literacy, business environment). Students consider the effect of consumer and financial decisions on individuals, the community and the environment (consumer and financial literacy). The emphasis is on community or regional issues, with opportunities for concepts to also be considered in national, regional or global contexts where appropriate.
    Inquiry Questions
    Why are there trade-offs associated with making decisions?
    What are the possible effects of my consumer and financial choices?
    Why do businesses exist and what are the different ways they provide goods and services?

    Hide full description ›

    How theofinvolves choices about the alternative use ofand the need to consider trade-offs


    The effect thatand financial decisions can have on the individual, the broader community and the


    The reasons businesses exist and the different ways they provideand services

History Achievement Standard

By the end of Year 6 students explain the significance of an event/development, an individual or group. They identify and describe continuities and changes for different groups in the past. They describe the causes and effects of change on society. They compare the experiences of different people in the past.

Students sequence information about events and the lives of individuals in chronological order and represent time by creating timelines. When researching, students develop appropriate questions to frame a historical inquiry. They identify a range of primary and secondary sources and locate, collect, organise and categorise relevant information to answer inquiry questions. They analyse information or sources for evidence to determine their origin and purpose and to identify different perspectives. Students develop texts, particularly narrative recounts and descriptions. In developing these texts and organising and presenting their information, they use historical terms and concepts, and incorporate relevant sources.

Geography Achievement Standard

By the end of Year 6, students describe the location of places in selected countries in absolute and relative terms. They describe and explain the diverse characteristics of places in different locations from local to global scales. They describe the interconnections between people in different places, identify factors that influence these interconnections and describe how interconnections change places and affect people. They identify and compare different possible responses to a geographical challenge.

Students develop appropriate geographical questions to frame an inquiry. They locate, collect and organise useful data and information from primary and secondary sources. They record and represent data and the location of places and their characteristics in different graphic forms, including large-scale and small-scale maps that use cartographic conventions of border, source, scale, legend, title and north point. Students interpret maps, data and other information to identify, describe and compare spatial distributions, patterns and trends, to infer relationships and to draw conclusions. They present findings and ideas using geographical terminology and digital technologies in a range of communication forms. They propose action in response to a geographical challenge and describe the probable effects of their proposal.

Civics and citizenship Achievement Standard

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 global citizens.

Students develop appropriate questions to frame an investigation about the society in which they live. They locate, collect and organise useful information from a range of different sources to answer these questions. They examine sources to determine their origin and purpose and describe different perspectives. They evaluate information to draw conclusions. When planning for action, they identify different points of view and solutions to an issue. They reflect on their learning to identify the ways they can participate as citizens in the school or elsewhere. They present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials and civics and citizenship terms and concepts.

Economics and business Achievement Standard

By the end of Year 6, students recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise the different ways that businesses choose to provide goods and services.

Students develop appropriate questions to frame an investigation about an economics or business issue, challenge or event. They locate and collect useful data and information from primary and secondary sources. They examine sources to determine their origin and purpose and evaluate evidence to draw conclusions. They interpret, organise and represent data in a range of formats using appropriate conventions. They generate alternative responses to an issue or challenge and identify the advantages and disadvantages of preferring one decision over others. They reflect on their learning to propose action in response to a challenge and identify the possible effects of their decision. They apply economics and business knowledge and skills to familiar problems. Students present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials and economics and business terms.

Show subject-specific achievement standard

Year 6 Achievement Standard

By the end of Year 6, students explain the significance of an event/development, an individual and/or group. They identify and describe continuities and changes for different groups in the past and present. They describe the causes and effects of change on society. They compare the experiences of different people in the past. Students describe, compare and explain the diverse characteristics of different places in different locations from local to global scales. They describe how people, places, communities and environments are diverse and globally interconnected and identify the effects of these interconnections over time. Students explain the 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 global citizens. Students recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise the different ways that businesses choose to provide goods and services. They explain different views on how to respond to an issue or challenge.

Students develop appropriate questions to frame an investigation. They locate and collect useful data and information from primary and secondary sources. They examine sources to determine their origin and purpose and to identify different perspectives in the past and present. They interpret data to identify, describe and compare distributions, patterns and trends, and to infer relationships, and evaluate evidence to draw conclusions. Students sequence information about events, the lives of individuals and selected phenomena in chronological order and represent time by creating timelines. They organise and represent data in a range of formats, including large- and small-scale maps, using appropriate conventions. They collaboratively generate alternative responses to an issue, use criteria to make decisions and identify the advantages and disadvantages of preferring one decision over others. They reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal. They present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, graphing, communication conventions and discipline-specific terms.

Show sub-strand-specific achievement standard

 

Year 7  

Year 7 Level Description

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 investigated, and what investigations show of their contribution to modern social, political and economic systems. Students

Read full description ›

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 investigated, and what investigations show of their contribution to modern social, political and economic systems. Students investigate the nature of water as a natural resource in different global places and times, and the effects, issues and solutions of its use, management and value by different people, past and present. They also explore the liveability of places in relation to diverse people and places, familiar and global, past and present. Students examine work, consumers, producers and markets and their role in economic sustainability, across time and place. They investigate Australia’s commercial, social, legal and political institutions, processes and values and their role in enabling a stable, secular, multi-faith society, whereby organisations and individuals may operate effectively and individuals and groups may express their diverse identities.

The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including significance; continuity and change; cause and effect; place and space; interconnections; 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 four sub-strands: history, geography, civics and citizenship and economics and business. 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 is the ancient world investigated and why are investigations of ancient key people, events, ideas and developments significant in the modern world?
  • How has the use, management and value of finite natural resources affected how people have lived and societies have evolved in the past and present, and what does this mean for future planning?
  • What principles and processes underpin Australia’s cohesive society and stable economy and what is the role of political, economic and social institutions in developing and maintaining this?

Hide full description ›

Year 7 Content Descriptions

  • Inquiry and skills
    Questioning

    Construct significant questions and propositions to guide investigations about people, events, developments, places, systems and challenges

    Researching

    Apply a methodology to locate and collect relevant information andfrom a range ofand


    Organise, categorise and representin a range of appropriate formats using discipline-specific conventions, including different types of graphs, tables, field sketches and annotated diagrams, and maps at different scales


    Sequence information about events, developments, periods and phenomena using a variety of discipline-appropriate formats andincluding chronological frameworks that use dating

    Analysing

    Examineandto determine their origin, purpose and reliability


    Analyseandto identify values and perspectives on people, actions, events, issues and phenomena, past and present


    Interpret and analyseand information displayed in a range of formats to identify and propose explanations for distributions, patterns, trends and relationships

    Evaluating and reflecting

    Evaluate and synthesiseto draw conclusions


    Collaborate to generate alternatives in response to an issue or challenge, and compare the potential costs and benefits of each


    Develop and use criteria to make informed decisions and judgements


    Reflect on learning to propose personal and/or collective action in response to an issue or challenge, taking into account different perspectives, and describe the expected effects

    Communicating

    Present ideas, findings, viewpoints, explanations and conclusions in a range of texts and modes that incorporatematerials, citations, graphic representations and discipline-specific terms,and concepts

  • Knowledge and Understanding
    History
    Concepts for developing understanding
    The content in the history sub-strand provides opportunities for students to develop historical understanding through key concepts including evidence,

    Read full description ›

    Concepts for developing understanding
    The content in the history sub-strand provides opportunities for students to develop historical understanding through key concepts including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. Students are introduced to an expansive chronology since ancient times to understand broad patterns of historical change (continuity and change, cause and effect). Students apply these understandings in a series of depth studies of ancient societies of the East and West, exploring how these societies are investigated (evidence, contestability) and what investigations show of their contribution to modern social, political and economic systems (significance, perspectives, empathy).
    Inquiry Questions
    How do we know about the ancient past?
    Why and where did the earliest societies develop?
    What emerged as the defining characteristics of ancient societies?
    What have been the legacies of ancient societies?

    Hide full description ›

    Classification of environmental resources and the forms that water takes as a resource


    The way that flows of water connect places as they move through the environment and the way these affect places


    The quantity and variability of Australia’s water resources compared with other continents


    The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa


    Economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia region


    Causes, impacts and responses to an atmospheric or hydrological hazard


    Factors that influence the decisions people make about where to live and their perceptions of the liveability of places


    The influence of accessibility to services and facilities on the liveability of places


    The influence of environmental quality on the liveability of places


    The influence of social connectedness and community identity on the liveability of places


    Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe

  • Knowledge and Understanding
    Geography
    Concepts for developing understanding
    The content in the geography sub-strand provides opportunities to develop students’ understanding of place, space, environment, interconnection, sustai

    Read full description ›

    Concepts for developing understanding
    The content in the geography sub-strand provides opportunities to develop students’ understanding of place, space, environment, interconnection, sustainability and change. The curriculum in Year 7 focuses on understandings about water as a natural resource and the liveability of places. Students investigate the nature of water as a natural resource and its flows through environments on different continents (environment, interconnections, place). Students examine how water is used and managed (sustainability), the causes and effects of phenomena such as scarcity and hazards (environment, change), and how diverse groups value water, (place, interconnection). Students also explore the liveability of places (place, space, environment, change) in relation to diverse people and places, familiar and distant (place, interconnection, environment). Students examine influences on the liveability of places (environment, interconnection, place) and strategies that enhance liveability, especially for young people (space, interconnection, sustainability, change).
    Inquiry Questions
    How does people’s reliance on places and environments influence their perception of them?
    What effect does the uneven distribution of resources and services have on the lives of people?
    What approaches can be used to improve the availability of resources and access to services?

    Hide full description ›

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


    The evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery)


    Key features of ancient societies (farming, trade, social classes, religion, rule of law)


    How historians and archaeologists investigate history, including excavation and archival research


    The range of sources that can be used in an historical investigation, including archaeological and written sources


    The methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains


    The nature of the sources for ancient Australia and what they reveal about Australia’s past in the ancient period, such as the use of resources


    The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples


    The physical features of ancient Greece, Egypt or Rome and how they influenced the civilisation that developed there


    Roles of key groups in the ancient Greece, Egypt or Rome, including the influence of law and religion


    The significant beliefs, values and practices of ancient Greece, Egypt or Rome, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs


    Contacts and conflicts within and/or with other societies, resulting in developments such as the conquest of other lands, the expansion of trade, and peace treaties

  • Knowledge and Understanding
    Civics and citizenship
    Concepts for developing understanding
    The content in the civics and citizenship sub-strand provides opportunities for students to develop understanding about government and democracy, laws

    Read full description ›

    Concepts for developing understanding
    The content in the civics and citizenship sub-strand provides opportunities for students to develop understanding about government and democracy, laws and citizens and citizenship, diversity and identity. The year provides a study of Australia’s constitution and how its features shape Australia’s democracy (government and democracy) and how Australia’s legal system aims to provide justice (laws and citizens). Students explore diversity within Australian society, how groups express their identities and the role of shared values in promoting social cohesion (citizenship, diversity and identity).
    Inquiry Questions
    How is Australia’s system of democratic government shaped by the Constitution?
    What principles of justice help to protect the individual’s rights to justice in Australia’s system of law?
    How is Australia a diverse society and what factors contribute to a cohesive society?

    Hide full description ›

    The key features of government under the Australianwith a focus on: the separation of powers, the roles of the Executive, the houses of parliament and the


    The process for constitutional change through a


    How Australia’s legalaims to provide justice, including through the rule of law, presumption of innocence, burden of proof, right to a fair trial and right to legal


    How Australia is anation and asociety with a Christian heritage


    How values, including freedom, respect, inclusion, civility, responsibility, compassion, equality and a ‘fair go’, can promote cohesion within Australian society


    How groups, such as religious and cultural groups, express their particular identities; and how this influences their perceptions of others and vice versa

  • Knowledge and Understanding
    Economics and business
    Concepts for developing understanding
    The content in the economics and business sub-strand develops key ideas, with a focus on developing an understanding of the relationship between consum

    Read full description ›

    Concepts for developing understanding
    The content in the economics and business sub-strand develops key ideas, with a focus on developing an understanding of the relationship between consumers, producers and businesses. Students explore how consumers and producers interact in the market (business environment) and how consumers and businesses plan in personal, organisational and financial ways (resource allocation and making choices, consumer and financial literacy) to realise objectives. Students explore the world of work and income, and examine the relationship between entrepreneurial behaviour and successful business (business environment, work and work futures).
    Inquiry Questions
    Why is there a relationship between consumers and producers in the market?
    Why is personal, organisational and financial planning for the future important for consumers and businesses?
    How does entrepreneurial behaviour contribute to a successful business?
    What types of work exist and in what other ways can people derive an income?

    Hide full description ›

    The ways consumers and producers interact and respond to each other in the


    Why and how individuals and businesses plan to achieve short-term and long-term personal, organisational and financial objectives


    Characteristics of entrepreneurs and successful businesses


    Why individuals work, types of work and how people derive an income

History Achievement Standard

By the end of Year 7, students explain the role of groups and the significance of particular individuals in past societies. They suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups and describe events and developments from the perspective of people who lived at the time. They identify past events and developments that have been interpreted in different ways.

Students sequence events and developments within a chronological framework, using dating conventions to represent and measure time. When researching, students develop significant questions to frame a historical inquiry. They identify and select a range of primary and secondary sources and locate, compare and use relevant information and evidence to answer inquiry questions. They analyse information and evidence to determine their origin, purpose and usefulness and to identify past and present values and perspectives. Students develop texts, particularly descriptions and explanations. In developing these texts and organising and presenting their findings, they use historical terms and concepts, incorporate relevant sources, and acknowledge their sources of information.

Geography Achievement Standard

By the end of Year 7, students describe geographical processes that influence the characteristics of places and how characteristics of places are perceived and valued differently. They explain interconnections between people and places and people and environments and describe how these interconnections change places and environments. They describe alternative strategies for a geographical challenge, referring to environmental, economic and social factors involved.

Students develop geographically significant questions to frame and guide an inquiry process. They locate, collect, organise and categorise useful data and information from a range of primary and secondary sources. They record and represent data and the location and distribution of geographical phenomena in a range of graphic forms, including large-scale and small-scale maps that conform to cartographic conventions. They analyse geographical data and other information to propose simple explanations for spatial patterns, trends and relationships, and draw conclusions. Students present findings and arguments using relevant geographical terminology, digital technologies and graphic representations in a range of communication forms. They propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and describe the expected effects of their proposal.

Civics and citizenship Achievement Standard

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 values in contemporary Australian society.

Students formulate significant questions to investigate Australia’s political and legal systems. They locate, collect and organise useful information from a range of primary and secondary sources. They examine sources to determine their origin, purpose and reliability and to identify and describe values and perspectives. They evaluate and synthesise information to draw conclusions. When planning for action, students take into account multiple perspectives to develop solutions to an issue. They reflect on their learning to identify ways they can be active and informed citizens. Students present ideas, viewpoints, explanations and conclusions in a range of communication forms that incorporate source materials, citations, and civics and citizenship terms and concepts.

Economics and business Achievement Standard

By the end of Year 7, students describe the interdependence of consumers and producers in the market. They explain the importance of short- and long-term planning to individual and business success and identify different strategies that may be used. They describe the characteristics of successful businesses and explain how entrepreneurial capabilities contribute to this success. Students identify the reasons individuals choose to work and describe the various sources of income that exist.

Students formulate significant questions and propositions to guide investigations about an economics or business issue, challenge or event. They locate and collect useful data and information from a range of primary and secondary sources. They examine sources to determine their origin, purpose and reliability and evaluate and synthesise evidence to draw conclusions. They interpret, categorise and represent data in a range of appropriate formats using economics and business conventions. They make informed decisions by collaborating with others to generate alternatives and comparing the potential costs and benefits of each. Students reflect on their learning to propose individual and collective action in response to an issue or challenge, taking account of different factors and multiple perspectives and predicting the probable effects of their proposal. They apply economics and business knowledge, skills and concepts to familiar problems. They present ideas, findings, viewpoints, explanations and conclusions in a range of communication forms that incorporate source materials, citations, economics and business terms, conventions and concepts.

Show subject-specific achievement standard

Year 7 Achievement Standard

By the end of Year 7, students explain the role of groups and the significance of particular individuals in past societies. They suggest reasons for continuity and change over time. They describe the effects of change on societies, individuals and groups and describe events and developments from the perspective of people who lived at the time. They identify past events and developments that have been interpreted in different ways. Students describe geographical processes that influence the characteristics of places. They explain interconnections between people and places and people and environments, describing how these interconnections change places and environments. 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 values in contemporary Australian society. Students describe the interdependence of consumers and producers in the market and identify factors and strategies that contribute to the financial success of businesses and individuals. They identify why individuals choose to work and the various sources of income that exist. Students recognise that people have different perceptions of places, events and issues and explain how this and other factors influence views on how to respond to an issue or challenge.

Students formulate significant questions and propositions to guide investigations. They locate and collect useful data, information and evidence from a range of primary and secondary sources. They examine sources to determine their origin, purpose and reliability and to identify past and present values and perspectives. They interpret and analyse data to propose simple explanations for distributions, patterns, trends and relationships, and evaluate and synthesise evidence to draw conclusions. Students sequence events and developments within a chronological framework, using dating conventions to represent and measure time. They organise, categorise and represent data in a range of appropriate formats using discipline-specific conventions. They make informed decisions by collaborating with others to generate alternatives, comparing the potential costs and benefits of each and developing and using criteria to make a reasoned judgement. Students reflect on their learning to propose individual and collective action in response to an issue or challenge, taking account of different factors and multiple perspectives, and predict the probable effects of their proposal. They present ideas, findings, viewpoints, explanations and conclusions in a range of communication forms that incorporate source materials, citations, discipline-specific terms, conventions and concepts.

Show sub-strand-specific achievement standard