Hsie Policy & Scope & Sequence 12

PRESTONS P.S.
HSIE SCOPE & SEQUENCE

2012
POLICY STATEMENT
RATIONALE
HSIE is one of the six Key Learning Areas of the Primary Curriculum in NSW.
The future well being of human society and its environment depends upon the quality of peoples
interactions with each other and with their cultural, social and physical environments as they strive to
met each others needs.
Human Society and Its Environment K-6 provides a knowledge base for students to gain
understandings about change and continuity, cultures, environments and social systems and
structures, (HSIE syllabus K-6 1998).
AIM
The aim of Human Society and Its Environment is to develop in students the values and attitudes,
skills, and knowledge and understandings that:
Enhance their sense of personal, community, national and global identity;
Enable them to participate effectively in maintaining and improving the quality of their society and
environment
Prestons Public School
HSIE Scope & Sequence 2012
OVERVIEW OF LEARNING
OUTCOMES
The HSIE K-6 Syllabus 1998 outlines the following expectations of student achievement.
Early Stage 1
Kindergarten
Stage 1
Year 1
Year 2
Stage 2
Year 3
Year 4
Stage 3
Year 5
Year 6
SCOPE AND SEQUENCE

Scope and sequence guidelines have been developed for each stage for alternate years.
ASSESSMENT
Assessing is the process of collecting, analysing and recording information about the student progress
towards achievement of the syllabus outcomes.
Assessment can be conducted by using Formative and /or Summative assessment, (refer to p.81 HSIE
Syllabus K-6 1998).
NSW SYLLABUS
Early Stage 1
Stage 1
Stage 2
Stage 3
Significant Events
and People
CCES1 Describes events or

retells stories that
demonstrate their own
heritage and the heritage of
others.
CCS2.1 Describes events and

actions related to the British
colonisation of Australia and
assesses changes and
consequences.
CCS3.1 Explains the

significance of particular
people, groups, places,
actions and events in the past
in developing Australian
identities and heritage.
Time and Change
Outcome CCES1 also applies

here.
CCS1.1 Communicates the

importance of past and
present people days and
events in their life, in the
lives of family and
community members and in
other communities.
CCS1.2 Identifies changes
and continuities in their own
life and in the local
community.
CCS2.2 Explains changes in

the community and family
life and evaluates the effects
of these on different
individuals, groups and
environments.
CCS3.2 Explains the

development of the principles
of Australian democracy.
CUES1 Communicates some

common characteristics that
all people share, as well as
some of the differences.
CUS1.3 Identifies customs,

practices, symbols, languages
and traditions of their family
and other families.
CUS3.2 Describes different

cultural influences and their
contribution to Australian
identities.
Outcome CUES1 also applies

here.
CUS1.4 Describes the

cultural, linguistic and
religious practices of their
family, their community and
other communities.
CUS2.2 Explains how shared

customs, practices, symbols,
languages and traditions in
communities contribute to
Australian and community
identities.
CUS2.4 Describes different
viewpoints, ways of living,
languages and belief systems
in a variety of communities.
ENES1 Gathers information

about natural and built
environments and
communicates some of the
ways in which they interact
with, and can care for, these
environments.
ENS1.5 Compares and

contrasts natural and built
features in their local area
and the ways in which
people interact with these
features.
ENS2.5 Describes places in

the local area and other
parts of Australia and
explains their significance.
Outcome ENES1 also applies

here.
ENS1.6 Demonstrates an
understanding of the
relationship between
environments and people.
ENS2.6 Describes peoples

interactions with
environments and identifies
responsible ways of
interacting with
environments.
interconnectedness between
Australia and global
environments and how
individuals and groups can act
in an ecologically responsible
manner.
ENS3.6 Explains how various
beliefs and practices influence
the ways in which people
interact with, change and
value their environment.
Strands and
substrands
Change and Continuity
Cultures
Identities
Cultural Diversity
Environments
Patterns of Place
and Location
Relationship with
Places
CUS3.4 Examines how

cultures change through
interactions with other
cultures and the
environment.
Social Systems and Structures

Resource Systems
SSES1 Identifies ways in

which their own needs and
the needs of others are met,
individually and
cooperatively.
SSS1.7 Explains how people

and technologies in systems
link to provide goods and
services to satisfy needs and
wants.
SSS2.7 Describes how and

why people and technologies
interact to meet needs and
explains the effects of these
interactions on people and
the environment.
Roles, Rights and

Responsibilities
Outcome SSES1 also applies

here.
SSS1.8 Identifies roles and

responsibilities within
families, schools and the
local community, and
determines ways in which
they should interact with
others.
SSS2.8 Investigates rights,

responsibilities and decisionmaking processes in the
school and community and
demonstrates how
participation can contribute
to the quality of their school
and community life.
SSS3.7 Describes how

Australian people, systems
and communities are globally
interconnected and
recognises global
responsibilities, cultural
influences and their
identities.
SSS3.8 Explains the
structures, roles,
responsibilities and decisionmaking processes of State
and federal governments and
explains why Australians
value fairness and socially just
principles.
HSIE Early Stage 1

Strands and
Early Stage 1
Content
Term
substrands
History Link

Significant Events and
People
CCES1 Describes events or retells

stories that demonstrate their own
heritage and the heritage of others.
Time and Change
Outcome CCES1 also applies here.
The following historical concepts are

to be taught throughout Early Stage 1:
School Days
Meeting
Needs
School Days
This is Me
Cultures
Identities
CUES1 Communicates some

common characteristics that all
people share, as well as some of the
differences.
Cultural Diversity
Outcome CUES1 also applies here.
Continuity and change: some things

change over time and others remain
the same,
Cause and effect: events, decisions or
developments in the past that produce
later actions, results or effects
Perspectives: people from the past
will have different views and
experiences
Empathetic understanding:
developing an understanding of
another's views, life and
decisions made
Significance: importance of an event,
development or individual/group
The following historical skills are to be
taught throughout Early Stage 1:
Environments
Patterns of Place and
Location
ENES1 Gathers information about

natural and built environments and
communicates some of the ways in
which they interact with, and can
care for, these environments.
Relationship with
Places
Outcome ENES1 also applies here.
Places We
Know
School Days
Places We
Know
Meeting
Needs
School Days

Resource Systems
SSES1 Identifies ways in which their

own needs and the needs of others
are met, individually and
cooperatively.
Roles, Rights and

Responsibilities
Outcome SSES1 also applies here.
National
Curriculum
Comprehension: chronology, terms

and concepts
respond by demonstrating active
listening behaviour, through discussion
and by recalling and retelling stories
sequence familiar objects and events
(ACHHS015)
distinguish between the past, present
and future (ACHHS016)
Use of sources
explore and use a range of sources
about the past (ACHHS018)
identify and compare features of
objects from the past and present
(ACHHS019)
Perspectives
explore a point of view (ACHHS020)
Empathetic understanding
recognise differences and similarities
between individuals and families in the
past and present
History K10 Syllabus 33
Research
pose questions about the past using
sources provided (ACHHS017)
Explanation and communication
develop a narrative about the past
(ACHHS021)
use a range of communication forms
(oral, graphic, written, role play) and
digital technologies. (ACHHS022)
HSIE Stage 1
Strands and
substrands
Stage 1
Content
Odd/Even
Year
Term

People
CC S1.1 Communicates the
Families Past &

Present
Even
Time and Change
CC S1.2 Identifies changes and

continuities in their own life and in
the local community.
The Way We
Were
( Aboriginal Unit)
Odd
Identities
CU S1.3 Identifies customs,

practices, symbols, languages and
traditions of their family and other
families.
Identifying Us
Even
Cultural Diversity
CU S1.4 Describes the cultural,

linguistic and religious practices of
their family, their community and
other communities.
Celebrations
Odd

Location
EN S1.5 Compares and contrasts

natural and built features in their
local area and the ways in which
people interact with these features.
Wet & Dry

Environments
Odd
Relationship with
Places
EN S1.6 Demonstrates an
understanding of the relationship
between environments and people.
The Need For

Shelter
Even
Transport
Odd
Workers In The
Community
Even
importance of past and present

people days and events in their life,
in the lives of family and
community members and in other
communities.
Cultures
Environments

Resource Systems
SS S1.7 Explains how people and

technologies in systems link to
provide goods and services to
satisfy needs and wants.
Roles, Rights and

Responsibilities
SS S1.8 Identifies roles and

responsibilities within families,
schools and the local community,
and determines ways in which they
should interact with others.
National
Curriculum
History Link
to be taught throughout Stage 1:
change over time and others remain
the same
later actions, results or effects,
affected peoples' lives over time.
Perspectives: people from the past
will have different views shaped by
their experiences
another's views, life and decisions
made
Significance: importance of an event,
development or individual/group
taught throughout Stage 1:
and concepts
discuss and recount stories of family
and local history
sequence familiar objects and events
(ACHHS031, ACHHS047)
distinguish between the past, present
and future (ACHHS032, ACHHS048)
Use of sources
explore and use a range of sources
about the past (ACHHS034, ACHHS050)
identify and compare features of
objects from the past and present
Perspectives
explore a point of view within an
historical context (ACHHS036,
ACHHS052)
recognise that people in the local
community may have lived differently
in the past
Research
pose questions about the past using
sources provided (ACHHS033,
ACHHS049)
develop a narrative about the past
(oral, graphic, written, role play) and
digital technologies. (ACHHS038,
ACHHS054)
HSIE Stage 2
Strands and
substrands
Stage 2
Content
Odd/Even
Year
Term

CCS2.1 Describes events and actions
related to the British colonisation of
Australia and assesses changes and
consequences.
British
Colonisation
of Australia
Odd
Time and Change
CCS2.2 Explains changes in the

community and family life and
evaluates the effects of these on
different individuals, groups and
environments.
Places Then
Now &
Tomorrow
Even
CUS2.3 Explains how shared customs,

practices, symbols, languages and
traditions in communities contribute to
Australian and community identities.
Living In
Communities
Odd
CUS2.4 Describes different viewpoints,

ways of living, languages and belief
systems in a variety of communities.
People &
Their Beliefs
Even
Australia Your
Standing In It
Even
State &
National
Parks
Odd
Who Will Buy
Odd
Cooperating
Communities
Even
Cultures
Cultural Diversity
Environments
Location
ENS2.5 Describes places in the local

area and other parts of Australia and
explains their significance.
Relationship with
Places
ENS2.6 Describes peoples interactions

with environments and identifies
responsible ways of interacting with
environments.

Resource Systems
Roles, Rights and

Responsibilities
History Link
to be taught throughout Stage 2:

People
Identities
National
Curriculum
SSS2.7 Describes how and why people

and technologies interact to meet
needs and explains the effects of these
interactions on people and the
environment.
SSS2.8 Investigates rights,
responsibilities and decision-making
processes in the school and community
and demonstrates how participation
can contribute to the quality of their
school and community life.
Continuity and change: some

things change over time and others
remain the same
Cause and effect: events,
decisions or developments in the
past that produce later actions,
results or effects
Perspectives: people from the
past will have different views and
experiences
another's views, life and
decisions made
Significance: importance of an
event, development or
individual/group
and concepts
respond, read and write, to show
understanding of historical matters
sequence familiar people and events
use historical terms (ACHHS066,
ACHHS082)
Analysis and use of sources
locate relevant information from
sources provided (ACHHS068,
ACHHS084, ACHHS215, ACHHS216)
Perspectives and interpretations
identify different points of view
within an historical context
explain how and why people in the
past may have lived and behaved
differently from today
Research
pose a range of questions about the
past (ACHHS067, ACHHS083)
plan an historical inquiry
develop texts, particularly narratives
(oral, graphic, written) and digital
technologies
HSIE Stage 3
Strands and
substrands
Stage 3
Content
Odd/Even
Year
Term

CCS3.1 Explains the significance of
particular people, groups, places,
actions and events in the past in
developing Australian identities
and heritage.
Gold Rush
Odd
Time and Change
CCS3.2 Explains the development

of the principles of Australian
democracy.
Australian
Democracy
Odd
CUS3.3 Describes different cultural

influences and their contribution to
Australian identities.
Identity &
Values
Odd
Cultures
Cultural Diversity
CUS3.4 Examines how cultures

change through interactions with
other cultures and the
environment.
Global
Communities
(Country)
Even
interconnectedness between
Australia and global environments
and how individuals and groups can
act in an ecologically responsible
manner.
ENS3.6 Explains how various beliefs
and practices influence the ways in
which people interact with, change
and value their environment.
Global Issues
- Antarctica
Even
Global
Environments
Rainforests or
Deserts
Odd
Global
Connections
Even
State &
Federal
Government
Even
Environments
Patterns of Place
and Location
Relationship with
Places

Resource Systems
Roles, Rights and

Responsibilities
SSS3.7 Describes how Australian

people, systems and communities
are globally interconnected and
recognises global responsibilities,
cultural influences and their
identities.
SSS3.8 Explains the structures,
roles, responsibilities and decisionmaking processes of State and
federal governments and explains
why Australians value fairness and
socially just principles.
Curriculum
History Link
The following historical concepts are to be
Significant Events
and People
Identities
National

change over time and others remain the
same
later actions, results or effects
Perspectives: people from the past will
have different views and experiences
Empathetic understanding: an
understanding of another's point of view,
way of life and
decisions made in a different time
Significance: the importance of an
event, development or individual/group
Contestability: historical events or
issues may be interpreted differently by
historians
Comprehension: chronology, terms and
concepts
respond, read and write to show
understanding of historical matters
sequence historical people and events
use historical terms and concepts
Analysis and use of sources
locate information relevant to inquiry
questions in a range of sources (ACHHS102,
ACHHS121)
compare information from a range of
sources (ACHHS103, ACHHS122)
Perspectives and interpretations
identify different points of view in the past
and present (ACHHS104, ACHHS123)
explain why the behaviour and attitudes of
people from the past may differ from today
Research
identify and pose questions to inform an
historical inquiry (ACHHS100, ACHHS119)
identify and locate a range of relevant
sources to support an historical inquiry
(ACHHS101,
ACHHS120)
develop historical texts, particularly
narratives and descriptions, which
incorporate source
material (ACHHS105, ACHHS124)
use a range of communication forms (oral,
written, graphic) and digital technologies.
National Curriculum

Hsie Policy & Scope & Sequence 12

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PRESTONS P.S.

HSIE SCOPE & SEQUENCE

Prestons Public School

HSIE Scope & Sequence 2012

SCOPE AND SEQUENCE

Prestons Public School

HSIE Scope & Sequence 2012

CCES1 Describes events or

CCS2.1 Describes events and

CCS3.1 Explains the

Time and Change

Outcome CCES1 also applies

CCS1.1 Communicates the

CCS2.2 Explains changes in

CCS3.2 Explains the

CUES1 Communicates some

CUS1.3 Identifies customs,

CUS3.2 Describes different

Outcome CUES1 also applies

CUS1.4 Describes the

CUS2.2 Explains how shared

ENES1 Gathers information

ENS1.5 Compares and

ENS2.5 Describes places in

Outcome ENES1 also applies

ENS2.6 Describes peoples

CUS3.4 Examines how

Social Systems and Structures

SSES1 Identifies ways in

SSS1.7 Explains how people

SSS2.7 Describes how and

Roles, Rights and

Outcome SSES1 also applies

SSS1.8 Identifies roles and

SSS2.8 Investigates rights,

Prestons Public School

SSS3.7 Describes how

HSIE Scope & Sequence 2012

HSIE Early Stage 1

Change and Continuity

CCES1 Describes events or retells

Time and Change

Outcome CCES1 also applies here.

The following historical concepts are

CUES1 Communicates some

Outcome CUES1 also applies here.

Continuity and change: some things

ENES1 Gathers information about

Outcome ENES1 also applies here.

Social Systems and Structures

SSES1 Identifies ways in which their

Roles, Rights and

Outcome SSES1 also applies here.

Prestons Public School

Comprehension: chronology, terms

Change and Continuity

CC S1.1 Communicates the

Families Past &

Time and Change

CC S1.2 Identifies changes and

CU S1.3 Identifies customs,

CU S1.4 Describes the cultural,