Year F-6/7 Humanities and Social Sciences: Sequence of Content
Inquiry and skills
Foundation Year 1 Year 2
• Pose questions about past and present
objects, people, places and events
Questioning (ACHASSI001, ACHASSI018, ACHASSI034)
• Collect data and information from
observations and identify information and
data from sources provided (ACHASSI002,
ACHASSI019, ACHASSI035)
• Sort and record information and data,
including location, in tables and on
plans and labelled maps (ACHASSI003,
ACHASSI020, ACHASSI036)
• Sequence familiar objects and events
Researching
(ACHASSI004, ACHASSI021, ACHASSI037)
• Explore a point of view (ACHASSI005,
ACHASSI022, ACHASSI038)
• Compare objects from the past with those
from the present and consider how places
Analysing have changed over time (ACHASSI006,
ACHASSI023, ACHASSI039)
Year 3 Year 4
• Pose questions to investigate
people, events, places and issues
(ACHASSI052, ACHASSI073)
• Locate and collect information
and data from different
sources, including observations
(ACHASSI053, ACHASSI074)
• Record, sort and represent
data and the location of places
and their characteristics in
different formats, including
simple graphs, tables and maps,
using discipline-appropriate
conventions (ACHASSI054,
ACHASSI075)
• Sequence information about
people’s lives and events
(ACHASSI055, ACHASSI076)
• Examine information to identify
different points of view and
distinguish facts from opinions
(ACHASSI056, ACHASSI077)
• Interpret data and information
displayed in different formats,
to identify and describe
distributions and simple patterns
(ACHASSI057, ACHASSI078)
Year 5 Year 6
• Develop appropriate questions
to guide an inquiry about
people, events, developments,
places, systems and challenges
(ACHASSI094, ACHASSI122)
• Locate and collect relevant
information and data from
primary and secondary sources
(ACHASSI095, ACHASSI123)
• Organise and represent data in a
range of formats including tables,
graphs and large- and small-
scale maps, using discipline-
appropriate conventions
(ACHASSI096, ACHASSI124)
• Sequence information
about people’s lives, events,
developments and phenomena
using a variety of methods
including timelines (ACHASSI097,
ACHASSI125)
• Examine primary and secondary
sources to determine their origin
and purpose (ACHASSI098,
ACHASSI126)
• Examine different viewpoints
on actions, events, issues
and phenomena in the past
and present (ACHASSI099,
ACHASSI127)
Year 7
• Construct significant questions and
propositions to guide investigations
about people, events, developments,
places, systems and challenges
(ACHASSI152)
• Apply a methodology to locate and
collect relevant information and
data from a range of primary and
secondary sources (ACHASSI153)
• Organise, categorise and represent
data in 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 (ACHASSI154)
• Sequence information about
events, developments, periods
and phenomena using a variety of
discipline-appropriate formats and
conventions including chronological
frameworks that use dating
conventions (ACHASSI155)
• Examine primary and secondary
sources to determine their origin,
purpose and reliability (ACHASSI156)
• Analyse primary and secondary
sources to identify values and
perspectives on people, actions,
events, issues and phenomena, past
and present (ACHASSI157)

Foundation Year 1 Year 2
• Interpret data and information displayed
in pictures and texts and on maps
Analysing (ACHASSI007, ACHASSI024, ACHASSI040)
(continued)
• Draw simple conclusions based on
discussions, observations and information
displayed in pictures and texts and on maps
(ACHASSI008, ACHASSI025, ACHASSI041)
• Reflect on learning to propose how to care
for places and sites that are important or
significant (ACHASSI009, ACHASSI026,
ACHASSI042)
Evaluating and
reflecting
• 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
Communicating (ACHASSI010, ACHASSI027, ACHASSI043)
Inquiry and skills
Year 3 Year 4
• Draw simple conclusions based
on analysis of information
and data (ACHASSI058,
ACHASSI079)
• Interact with others with
respect to share points of view
(ACHASSI059, ACHASSI080)
• Reflect on learning to propose
actions in response to an issue or
challenge and consider possible
effects of proposed actions
(ACHASSI060, ACHASSI081)
• Present ideas, findings and
conclusions in texts and modes
that incorporate digital and
non-digital representations
and discipline-specific terms
(ACHASSI061, ACHASSI082)
Year 5 Year 6
• Interpret data and information
displayed in a range of formats
to identify, describe and compare
distributions, patterns and
trends, and to infer relationships
(ACHASSI100, ACHASSI128)
• Evaluate evidence to draw
conclusions (ACHASSI101,
ACHASSI129)
• Work in groups to generate
responses to issues and
challenges (ACHASSI102,
ACHASSI130)
• Use criteria to make decisions
and judgements and consider
advantages and disadvantages
of preferring one decision
over others (ACHASSI103,
ACHASSI131)
• Reflect on learning to propose
personal and/or collective
action in response to an issue
or challenge, and predict the
probable effects (ACHASSI104,
ACHASSI132)
• Present ideas, findings,
viewpoints and conclusions in
a range of texts and modes
that incorporate source
materials, digital and non-digital
representations and discipline-
specific terms and conventions
(ACHASSI105, ACHASSI133)
Year 7
• Interpret and analyse data and
information displayed in a range
of formats to identify and propose
explanations for distributions,
patterns, trends and relationships
(ACHASSI158)
• Evaluate and synthesise evidence to
draw conclusions (ACHASSI159)
• Collaborate to generate alternatives
in response to an issue or challenge,
and compare the potential costs and
benefits of each (ACHASSI160)
• Develop and use criteria to make
informed decisions and judgements
(ACHASSI161)
• 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 (ACHASSI162)
• Present ideas, findings, viewpoints,
explanations and conclusions in
a range of texts and modes that
incorporate source materials,
citations, graphic representations and
discipline-specific terms, conventions
and concepts (ACHASSI163)
 Knowledge and understanding: History sub-strand
Foundation Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7

How my world Our past Diverse How people, Australian Australia in

is different from and present communities places and communities the past and
My personal Sustainable pasts,
the past and can connections and places and environments – their past, present and its
world present, futures
change in the to people and the contribution interact, past and present and connections with
future places people make present possible futures a diverse world

• Who the people • Differences in • The history of • The importance • The diversity • Reasons • Key figures, events Overview content for the
in their family family structures a significant of Country/Place of Australia’s (economic, political and ideas that ancient world (Egypt,
are, where they and roles today, person, building, to Aboriginal and/ first peoples and social) for the led to Australia’s Mesopotamia, Persia,
were born and and how these site and/or part or Torres Strait and the long establishment of Federation and Greece, Rome, India,
raised and how have changed of the natural Islander Peoples and continuous British colonies Constitution China and the Maya)
they are related or remained the environment in the who belong connection of in Australia (ACHASSK134) includes the following:
to a local area
to each other same over time local community Aboriginal and after 1800 • Experiences
(ACHASSK062)
(ACHASSK011) (ACHASSK028) and what it reveals Torres Strait (ACHASSK106) of Australian • The theory that
about the past • How the Islander Peoples people moved out
• How they, their • How the present, community has • The nature democracy
family and friends past and future are (ACHASSK044) to Country/ of convict or and citizenship, of Africa around 60
changed and
commemorate signified by terms • The importance Place (land, colonial presence, including the 000 BC (BCE) and
remained the
past events that indicating time, as today of a same over time sea, waterways including the status and rights migrated to other
are important well as by dates historical site of and the role that and skies) factors that of Aboriginal parts of the world,
to them and changes that cultural or spiritual people of diverse (ACHASSK083) influenced patterns and Torres Strait including Australia
(ACHASSK012) may have personal significance in backgrounds • The journey(s) of of development, Islander Peoples, (ACHASSK164)
significance, such the local area, have played in the AT LEAST ONE aspects of the migrants, women • The evidence for
• How the stories
as birthdays, and why it should development and world navigator, daily life of the and children the emergence and
of families and character of the
the past can be celebrations be preserved explorer or trader inhabitants (ACHASSK135) establishment of
and seasons (ACHASSK045) local community up to the late (including ancient societies
communicated, for (ACHASSK063) • Stories of groups
example, through (ACHASSK029) • How changing eighteenth century, Aboriginal Peoples of people who (including art,
• Days and weeks including their and Torres Strait iconography, writing
photographs, • Differences technology celebrated or migrated to
artefacts, books, and similarities affected people’s contacts with Islander Peoples) Australia since tools and pottery)
commemorated
oral histories, between students’ lives (at home and other societies and how the Federation (ACHASSK165)
in Australia
digital media daily lives and in the ways they (including Australia and any impacts environment (including from • Key features of
and museums life during their worked, travelled, Day, Anzac Day, (ACHASSK084) changed ONE country of ancient societies
(ACHASSK013) parents’ and communicated and National (ACHASSK107) the Asia region) (farming, trade,
grandparents’ and played Sorry Day) and • The impact of and reasons social classes,
childhoods in the past) the importance a significant they migrated religion, rule of law)
(ACHASSK030) (ACHASSK046) of symbols development (ACHASSK136) (ACHASSK166)
and emblems or event on an
(ACHASSK064) Australian colony
(ACHASSK108)
 Knowledge and understanding: History sub-strand
Foundation Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7

How my world Our past Diverse How people, Australian Australia in

is different from and present communities places and communities the past and
My personal Sustainable pasts,
the past and can connections and places and environments – their past, present and its
world present, futures
change in the to people and the contribution interact, past and present and connections with
future places people make present possible futures a diverse world

• Celebrations and • Stories of the • The reasons • The contribution The depth studies for
commemorations First Fleet, people migrated of individuals and this year level include:*
in places around including reasons to Australia and groups to the
the world for the journey, the experiences development of • Investigating the
(for example, who travelled to and contributions Australian society ancient past
Chinese New Australia, and of a particular since Federation • The Mediterranean
Year in countries their experiences migrant group (ACHASSK137) world (ONE of Egypt,
of the Asia following arrival within a colony Greece, Rome)
region, Bastille (ACHASSK085) (ACHASSK109)
• The Asian world
Day in France, • The nature of • The role that (ONE of China, India)
Independence contact between a significant
Day in the USA), *for content details,
Aboriginal and individual or
including those refer to the Australian
Torres Strait group played in
that are observed Curriculum website
Islander Peoples shaping a colony;
in Australia and others, for for example,
(for example, example, the explorers, farmers,
Christmas Day, Macassans and entrepreneurs,
Diwali, Easter, the Europeans, artists, writers,
Hanukkah, the and the effects of humanitarians,
Moon Festival these interactions religious and
and Ramadan) on, for example, political leaders,
(ACHASSK065) people and and Aboriginal
environments and/or Torres Strait
(ACHASSK086) Islander Peoples
(ACHASSK110)
 Knowledge and understanding: Geography sub-strand
Foundation Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7

How my world Our past Diverse How people, Australian Australia in

is different from and present communities places and communities the past and
My personal Sustainable pasts,
the past and can connections and places and environments – their past, present and its
world present, futures
change in the to people and the contribution interact, past and present and connections with
future places people make present possible futures a diverse world

• The representation • The natural, • The way the world • The representation • The main • The influence of • The geographical Unit 1: Water in the
of the location of managed and is represented of Australia characteristics of people on the diversity of the world
places and their constructed in geographic as states and the continents of environmental Asia region and
features on simple features of places, divisions and territories and as Africa and South characteristics the location of its • Classification of
maps and models their location, the location of Countries/Places America and the of places in major countries in environmental
(ACHASSK014) how they change Australia in relation of Aboriginal location of their Europe and North relation to Australia resources and the
and Torres Strait
• The places people and how they to these divisions major countries in America and the (ACHASSK138) forms that water
Islander Peoples;
live in and belong can be cared for (ACHASSK047) and major places relation to Australia location of their • Differences in takes as a resource
to, their familiar (ACHASSK031) • The idea that in Australia, both (ACHASSK087) major countries in the economic, (ACHASSK182)
features and why • The weather places are parts natural and human • The importance relation to Australia demographic • The way that flows of
they are important and seasons of of Earth’s surface (ACHASSK066) of environments, (ACHASSK111) and social water connect places
to people places and the that have been • The location including natural • The influence of characteristics as they move through
(ACHASSK015) ways in which named by people, of Australia’s vegetation, people, including of countries the environment
• The Aboriginal different cultural and how places neighbouring to animals Aboriginal across the world and the way these
or Torres Strait groups, including can be defined at countries and and people and Torres (ACHASSK139) affect places
Aboriginal and a variety of scales the diverse (ACHASSK088) Strait Islander (ACHASSK183)
Islander Country/ • The world’s
Torres Strait (ACHASSK048) characteristics Peoples, on the
Place on which the of their places • The custodial cultural diversity, • The quantity
school is located Islander Peoples, • The ways in responsibility environmental including that of and variability of
describe them (ACHASSK067) characteristics of
and why Country/ which Aboriginal Aboriginal and its indigenous Australia’s water
(ACHASSK032) • The main climate Australian places
Place is important and Torres Strait Torres Strait peoples resources compared
types of the world (ACHASSK112)
to Aboriginal • Activities in the Islander Peoples and the similarities Islander Peoples (ACHASSK140) with other continents
and Torres Strait local place and maintain special and differences have for Country/ • The environmental • Australia’s (ACHASSK184)
Islander Peoples reasons for connections between the Place, and how and human connections with • The nature of water
(ACHASSK016) their location to particular climates of this influences influences on other countries scarcity and ways
• The reasons why (ACHASSK033) Country/Place different places views about the location and and how these of overcoming it,
some places are (ACHASSK049) (ACHASSK068) sustainability characteristics change people including studies
special to people, (ACHASSK089) of a place and and places drawn from Australia
and how they can the management (ACHASSK141) and West Asia and/
be looked after of spaces or North Africa
(ACHASSK017) within them (ACHASSK185)
(ACHASSK113)
 Knowledge and understanding: Geography sub-strand
Foundation Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7

How my world Our past Diverse How people, Australian Australia in

is different from and present communities places and communities the past and
My personal Sustainable pasts,
the past and can connections and places and environments – their past, present and its
world present, futures
change in the to people and the contribution interact, past and present and connections with
future places people make present possible futures a diverse world

• The connections • The similarities • The use and • The impact of • Economic, cultural,
of people in and differences management of bushfires or floods spiritual and aesthetic
Australia to people between places natural resources on environments value of water for
in other places in terms of their and waste, and and communities, people, including
in Australia and type of settlement, the different views and how people Aboriginal and
across the world demographic on how to do can respond Torres Strait Islander
characteristics
(ACHASSK050) this sustainably (ACHASSK114) Peoples and peoples
and the lives of the
• The influence of people who live (ACHASSK090) of the Asia region
purpose, distance there, and people’s (ACHASSK186)
and accessibility perceptions of • Causes, impacts
on the frequency these places and responses to
with which people (ACHASSK069) an atmospheric or
visit places hydrological hazard
(ACHASSK051) (ACHASSK187)

Unit 2: Place and

liveability

• Factors that influence

the decisions people
make about where
to live and their
perceptions of the
liveability of places
(ACHASSK188)
• The influence
of accessibility
to services and
facilities on the
liveability of places
(ACHASSK189)
 Knowledge and understanding: Geography sub-strand
Foundation Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7

How my world Our past Diverse How people, Australian Australia in

is different from and present communities places and communities the past and
My personal Sustainable pasts,
the past and can connections and places and environments – their past, present and its
world present, futures
change in the to people and the contribution interact, past and present and connections with
future places people make present possible futures a diverse world

• The influence of
environmental
quality on the
liveability of places
(ACHASSK190)
• The influence of
social connectedness
and community
identity on the
liveability of places
(ACHASSK191)
• Strategies used
to enhance the
liveability of places,
especially for young
people, including
examples from
Australia and Europe
(ACHASSK192)
 Knowledge and understanding: Civics and citizenship sub-strand
Foundation Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7

How my world Our past Diverse How people, Australian Australia in

is different from and present communities places and communities the past and
My personal Sustainable pasts,
the past and can connections and places and environments – their past, present and its
world present, futures
change in the to people and the contribution interact, past and present and connections with
future places people make present possible futures a diverse world

• The importance of • The role of local • The key values • The key institutions • The key features
making decisions government and that underpin of Australia’s of government
democratically the decisions it Australia’s democratic system under the Australian
(ACHASSK070) makes on behalf democracy of government and Constitution with
• Who makes rules, of the community (ACHASSK115) how it is based on a focus on: the
why rules are (ACHASSK091) • The key features the Westminster separation of powers,
important and the • The differences of the electoral system the roles of the
consequences between ‘rules’ process in (ACHASSK143) Executive, the houses
of rules not and ‘laws’, why Australia • The roles and of parliament and the
being followed laws are important (ACHASSK116) responsibilities division of powers
(ACHASSK071) and how they of Australia’s (ACHASSK193)
• Why regulations
• Why people affect the lives of and laws are three levels of • The process for
participate within people, including enforced and the government constitutional change
communities and experiences of personnel involved (ACHASSK144) through a referendum
how students can Aboriginal and (ACHASSK117) • The responsibilities (ACHASSK194)
actively participate Torres Strait of electors and • How Australia’s
• How people with
and contribute Islander Peoples representatives legal system aims
shared beliefs
(ACHASSK072) (ACHASSK092) in Australia’s to provide justice,
and values work
• The different together to achieve democracy including through
cultural, religious a civic goal (ACHASSK145) the rule of law,
and/or social (ACHASSK118) • Where ideas presumption of
groups to for new laws innocence, burden
which they and can come from of proof, right to a
others in the and how they fair trial and right to
community belong become law legal representation
(ACHASSK093) (ACHASSK146) (ACHASSK195)
 Knowledge and understanding: Civics and citizenship sub-strand
Foundation Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7

How my world Our past Diverse How people, Australian Australia in

is different from and present communities places and communities the past and
My personal Sustainable pasts,
the past and can connections and places and environments – their past, present and its
world present, futures
change in the to people and the contribution interact, past and present and connections with
future places people make present possible futures a diverse world

• The shared values • How Australia is a

of Australian secular nation and
citizenship and the a multi-faith society
formal rights and with a Christian
responsibilities of heritage
Australian citizens (ACHASSK196)
(ACHASSK147) • How values,
• The obligations including freedom,
citizens may respect, inclusion,
consider they civility, responsibility,
have beyond compassion,
their own national equality and a ‘fair
borders as active go’, can promote
and informed cohesion within
global citizens Australian society
(ACHASSK148) (ACHASSK197)
• How groups, such as
religious and cultural
groups, express
their particular
identities; and how
this influences their
perceptions of others
and vice versa
(ACHASSK198)
 Knowledge and understanding: Economics and business sub-strand
Foundation Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7

How my world Our past Diverse How people, Australian Australia in

is different from and present communities places and communities the past and
My personal Sustainable pasts,
the past and can connections and places and environments – their past, present and its
world present, futures
change in the to people and the contribution interact, past and present and connections with
future places people make present possible futures a diverse world

• The difference • How the concept • The ways consumers

between needs of opportunity and producers
and wants and cost involves interact and
why choices choices about respond to each
need to be made the alternative other in the market
about how limited use of resources (ACHASSK199)
resources are used and the need to • Why and how
(ACHASSK119) consider trade-offs individuals and
• Types of resources (ACHASSK149) businesses plan
(natural, human, • The effect that to achieve short-
capital) and the consumer and term and long-
ways societies use financial decisions term personal,
them to satisfy the can have on organisational and
needs and wants the individual, financial objectives
of present and the broader (ACHASSK200)
future generations community and • Characteristics
(ACHASSK120) the environment of entrepreneurs
• Influences on (ACHASSK150) and successful
consumer choices • The reasons businesses
and methods businesses exist (ACHASSK201)
that can be used and the different • Why individuals
to help make ways they work, types of work
informed personal provide goods and how people
consumer and and services derive an income
financial choices (ACHASSK151) (ACHASSK202)
(ACHASSK121)