australian curriculum hass
How have experiences of democracy and citizenship differed between groups over time and place, including those from and in Asia? By the end of Year 5, students distinguish between needs and wants and recognise that choices need to be made when allocating resources. The content descriptions provide a clear set of expectations for Years 7–10 History and reduce unnecessary clutter and duplication. 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). Foundation HASS Australian Curriculum Reporting Grade Descriptors $ 10.80 ( $ 11.88 including GST) These Humanities and Social Sciences Reporting Grade Descriptors are a great way for teachers to track everything students should be learning throughout each semester of the school year. You can see a copy of the survey questions before you begin to give your feedback. It will also help you to explore the various Australian Curriculum aims (ACHASSK030, ACHASSI023, ACHASSI025), the NSW Curriculum (ACHHK030, ACHHS035, ACHHS037) and the VIC Curriculum (VCHHK061, VCHHC055, VCHHC056). It is a 10-lesson unit (designed to be taught over a term) that contains all lesson resources including worksheets and p Australian Curriculum primary school teaching resources for Humanities and Social Sciences. 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. Giving your students the opportunity to read, write and analyse timelines in your classroom is a key requirement of the Australian HASS curriculum. They examine sources to determine their origin and purpose and to identify different perspectives in the past and present. They present findings and ideas using geographical terminology and digital technologies in a range of communication forms. How and why do people participate in groups to achieve shared goals? It is given by any Australian or presenter who is not an Aboriginal or Torres Strait Islander person from that area. Content descriptions have been revised to build understanding of each civics and citizenship concept, improve alignment with the achievement standard and connect to the refined sub-strands. Methods that help with these decisions, particularly for consumer and financial decisions, are considered (consumer and financial literacy). Unit plans, activities and free downloads on HASS Primary subjects. They present findings and ideas using geographical terminology in a range of communication forms. Year level descriptions Year level descriptions provide an overview of the learning that students should experience at each year level. They explain why it is important to be informed when making consumer and financial decisions. The limited nature of resources means that businesses and consumers make choices (resource allocation and making choices). This ensures students apply and deploy this content and these skills within a historical topic. "A curriculum is not value-free, as values and attitudes cannot be divorced from content." The content in the geography sub-strand provides opportunities to develop students’ understanding of place, space, environment, interconnection, change and sustainability. The number of potential areas of inquiry in each year level has been reduced through removal, refinement and reframing of content descriptions in the knowledge and understanding strand. 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. Australian Curriculum: HASS under four revised sub-strands: history, geography, civics and citizenship, and economics and business. Through exploring stories told by Aboriginal and Torres Strait Islander Peoples, students identify different perspectives on significant events. Students recognise why choices about the allocation of resources involve trade-offs. Jun 11, 2019 - From Foundation to Year 7 this board has a comprehensive list of ideas for teaching Australian History. Year level descriptions have been revised to be more concise and reflective of each discipline by drawing on content formerly at the sub-strand level. This survey gives you the opportunity to provide feedback on the proposed changes to the Australian Curriculum: Humanities and Social Sciences (HASS): Economics and Business 7-10. The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. Year 7 HASS content has also been removed, it is no longer required as all jurisdictions now include Year 7 in their secondary school structure. We have series covering mathematics, English, history, … In primary teaching the curriculum document is called HASS F– 6/ 7 and allows for concepts of interdisciplinary and When they are considered together it … The consultation curriculum proposes that the study of archaeology is embedded into the content of two key topics that students are expected to learn: Deep Time History of Australia and a choice of an ancient Mediterranean or Asian society. In this Year 1 unit, students explore the daily lives of children in the past and present, addressing aspects of the HASS Australian Curriculum. A second version of the paper was approved by Ministers in October 2010. Students identify possible solutions to an issue as part of a plan for action and reflect on how they work together. 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. When you are responding to the statements and completing your comments in ‘Section 2: General feedback’ please provide overall responses in relation to Humanities and Social Sciences (HASS): History 7-10. They interpret, organise and represent data in a range of formats using appropriate conventions. Students develop questions for an investigation about an economics or business issue or event. What were the significant events and who were the significant people that shaped Australian colonies? Content has been resequenced to assist in reduction and to better align conceptual development within HASS and with content in other learning areas. The editab How have individuals and groups in the past and present contributed to the development of Australia? We make teaching and learning easy and exciting through our teacher resources, worksheets and ebooks that are specific to the Australian HASS Economics and Business Curriculum. Authentic connections to the cross-curriculum priorities have been strengthened in the geographical knowledge and understanding strand. 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). How did an Australian colony develop over time and why? The expectation of the number of topics to be studied in depth has changed from 12 topics to 8 topics over the four years to allow students to study fewer topics in more depth. In developing these texts and organising and presenting their information, they use historical terms and concepts, and incorporate relevant sources. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. HASS History Tags & Goal Sheet for Foundation Year linked to ACARA. By the end of Year 5, students describe the location of selected countries in relative terms. We formed the HASS Curriculum Reference Group and Teacher Reference Group to provide advice and feedback, with members nominated by state and territory education authorities and non-government sectors. It is a 10-lesson unit (designed to be taught over a term) that contains all lesson resources including worksheets and posters. By the end of Year 6 students explain the significance of an event/development, an individual or group. They identify the democratic values associated with Australian citizenship and describe the rights and responsibilities of being an Australian citizen. The content in the geography sub-strand provides opportunities to develop students’ understanding of place, space, environment, interconnection and change. What is democracy in Australia and why is voting in a democracy important? 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). The Australian Curriculum includes seven general capabilities, as shown in the figure. Australian Curriculum Review: Humanities and Social Sciences (HASS) F-6 feedback Section 1: Background information This survey gives you the opportunity to provide feedback on the proposed changes to the Australian Curriculum: Humanities and Social Sciences (HASS) F-6. Students identify individual strategies that can be used to make informed consumer and financial choices. 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. Geographical skills content descriptions have been refined to improve clarity and consistency in how expectations for learning are described across the four sub-strands, and they have been updated to reflect current terms used within the discipline. These units are for teacher who need to fit both Year 4 and 5 outcomes into a single 1 hour HASS unit each week. Publications has a wide range of products that tie in with the Australian Curriculum, but these featured resources have been created specifically for the Australian Curriculum. It is a 10 lesson unit (designed to be taught over a term) that contains all … They locate, collect and organise data and information from a range of sources to answer inquiry questions. This has allowed for a refinement of the content descriptions that make explicit the historical thinking concepts and skills. HistoryThis project has students researching in HASS, Australian federation, life in 20th century Australia and an Iconic figure Australian Curriculum. This survey gives you the opportunity to provide feedback on the proposed changes to the Australian Curriculum: Humanities and Social Sciences (HASS): Economics and Business 7-10. Following the review of the Australian Curriculum, the Humanities and Social Sciences learning area was restructured. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. These studies enable students to understand how they are interconnected with diverse people and places across the globe. They reflect on their learning to propose action in response to a challenge and identify the possible effects of their decision. It is a 10 lesson unit (designed to be taught over a term) that contains all … They evaluate information to draw conclusions. A bundle to help you teach Year 6 HASS Australian Curriculum subjects. They describe the causes and effects of change on society. To give feedback, you need a copy of the proposed Australian Curriculum, which is available in three formats: Provide your feedback through our survey, which will ask you to respond to statements about the revised curriculum. Y3 HASS – Australian flags and significant dates in Australia Students explore what flags, symbols and significant dates represent in Australia. In the Australian curriculum version 7.5 the subjects of History, Geography, Civics and Citizenship, Economics and Business were individual subjects. They locate and collect useful data and information from primary and secondary sources. They describe the interconnections between people in different places, identify factors that influence these interconnections and describe how interconnections change places and affect people. 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. Foundation Year History. The Shape of the Australian Curriculum (May 2009) was written to guide the development of the first phase of the Australian Curriculum (English, mathematics, science and history). They propose action in response to a geographical challenge and identify the possible effects of their proposed action. They explain why it is important to be informed when making consumer and financial decisions. Students develop appropriate questions to frame an investigation about an economics or business issue, challenge or event. 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. They describe how people, places, communities and environments are diverse and globally interconnected and identify the effects of these interconnections over time. 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. The content descriptions from Progressive ideas and movements depth study have been embedded into the content descriptions for the revised sub-strands of The Industrial Revolution (1750–1914) and movement of peoples (1750–1901). They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. Highly engaging, this unit includes printable activity sheets, multiple student assessment opportunities, classroom posters and a unit plan to guide your teaching sequence. 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 provide carefully scaffolded and sequenced learning paths, through the help of differentiated worksheets and powerful online tools to … By the end of Year 5, students describethe significance of people and events/developments in bringing about change. Students then build on this knowledge in Years 7–10 subjects, and skills become more discipline specific to convey the nuanced differences in the skills for each discipline. They identify and describe continuities and changes for different groups in the past and present. New members welcome. HASS … Our HASS lesson packs have everything you need to teach your children about the changes in daily life. These units are for teacher who need to fit both Year 2 and 3 outcomes into a single 1 hour HASS unit each week. Who were the people who came to Australia? They reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal. It is a 10-lesson unit (designed to be taught over a term) that contains all lesson resources including worksheets and posters. *This unit does not fully cover the Year 3 outcome about celebrations/commem P–7 Humanities and Social Sciences (HASS) standards elaborations. They identify the purpose of business and recognise the different ways that businesses choose to provide goods and services. They identify and describe different possible responses to a geographical challenge. Australian Curriculum Lessons is a FREE website for teachers and educators to access a vast range of lesson plans, teaching resources, posters, unit overviews and more. By the end of Year 5, students describe the significance of people and events/developments in bringing about change. The Review identified a number of opportunities to improve the F-10 Australian Curriculum: Humanities and Social Sciences, in particular around the need to bring greater clarity and consistency to the structure of the learning area and its subjects, and to reduce content to allow for greater depth of study. A framework for developing students’ knowledge, understanding and skills is provided by inquiry questions. What are the possible effects of my consumer and financial choices? This is why we have curriculum debates as to whether we need to teach about particular Asian countries or particular Western schools of thought. Students identify the importance of values and processes to Australia’s democracy and describe the roles of different people in Australia’s legal system. The Shape of the Australian Curriculum: Geography January 2011 HASS subjects and their teaching is not value free. They identify and describe continuities and changes for different groups in the past. By the end of Year 5, students describe the significance of people and events/developments in bringing about change. What is the relationship between environments and my roles as a consumer and citizen? TEACHING IDEAS FOR THE AUSTRALIAN CURRICULUM NB Always view the websites to determine their suitability for your students Acknowledgement of country Acknowledgement of country is the privilege of all Australians. 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). They explain the characteristics of places in different locations at local to national scales. This involves consumers choosing what to purchase and businesses choosing the way they provide goods and services (consumer literacy, business environment). 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). 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. In this Year 4 unit, students examine the impact major explorers had on Africa, Australia and South America including the First Fleet, addressing aspects of the HASS Australian Curriculum. 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. 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. Australian Curriculum achievement standard. Students investigate how diverse groups cooperate and participate in our community (citizenship, diversity and identity). 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. 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