Pre-primary year syllabusTest
- Rationale
- Aims
- Organisation
- Key Concepts and Skills
- Student Diversity
- Ways of Teaching
- Ways of Teaching Video
- Ways of Assessing
- General Capabilities
- Cross-Curriculum Priorities
- Glossary
- Humanities & Social Sciences Scope and Sequence
Humanities & Social Sciences Scope and Sequence- Humanities & Social Sciences Additional Content
- EAL/D Humanities and Social Sciences Pre-primary to Year 10
- ABLEWA Humanities and Social Sciences Scope and Sequence
- ABLEWA Humanities and Social Sciences Scope and Sequence
Pre-primary year syllabus
Year Level Description
In Pre-primary, Humanities and Social Sciences consists of Geography and History.
Students have the opportunity to pose and respond to 'who', 'what', 'when', 'where' and 'why' questions. They collect, sort, represent and record information into simple categories. Students explore, play and investigate, and communicate their understandings through activities such as writing, painting, constructions or role-plays.
Students gain a sense of location and learn about the globe, as a representation of the Earth, on which places can be located. There is a focus on developing students' curiosity of their personal world, with connections made between the early childhood setting and the local community. In the context of developing a sense of identity and belonging, students investigate the features of familiar places, why and how places are cared for, and explore what makes a place special.
Students engage in stories of the past, particularly in the context of themselves and family. This may include stories from different cultures and other parts of the world. They perceive that the past is different from the present and understand the many ways in which stories of the past can be told. In the early years, students have the opportunity to explore their heritage, background and traditions.
Civics and Citizenship does not commence until Year 3. The Early Years Learning Framework provides opportunities for students to engage in civics and citizenship concepts, such as developing a sense of community; an awareness of diversity; and an understanding of responsibility, respect and fairness.
Economics and Business does not commence until Year 5. The Early Years Learning Framework provides opportunities for students to engage in economics and business concepts, such as exploring natural and processed materials, and consumer decisions.
Knowledge and understanding
Geography
People live in places
The globe as a representation of the Earth on which Australia and other familiar countries can be located (ACHASSK014)
The representation of familiar places, such as schools, parks and lakes on a pictorial map (ACHASSK014)
The places people live in and belong to (e.g. neighbourhood, suburb, town, rural locality), the familiar features in the local area and why places are important to people (e.g. provides basic needs) (ACHASSK015)
The reasons some places are special to people and how they can be looked after, including Aboriginal and Torres Strait Islander Peoples' places of significance (ACHASSK017)(ACHASSK016)
History
Personal and family histories
Who the people in their family are, where they were born and raised and showing how they are related to each other, using simple family trees (ACHASSK011)
The different structures of families and family groups today (e.g. nuclear, only child, large, single parent, extended, blended, adoptive parent, grandparent) and what they have in common (ACHASSK011)
How they, their family and friends commemorate past events that are important to them (e.g. birthdays, religious festivals, family reunions, community commemorations) (ACHASSK012)
How the stories of families and the past can be communicated and passed down from generation to generation (e.g. photographs, artefacts, books, oral histories, digital media, museums) and how the stories may differ, depending on who is telling them (ACHASSK013)
Humanities and Social Sciences skills
Questioning and researching
Identify prior knowledge about a topic (e.g. shared discussion, think-pair-share) (WAHASS01)
Pose and respond to questions about the familiar (WAHASS02)
Explore a range of sources (e.g. observations, interviews, photographs, print texts, digital sources) (WAHASS03)
Sort and record information and/or data into simple categories (e.g. use graphic organisers, drawings) (WAHASS04)
Analysing
Process information and/or data collected (e.g. sequence familiar events, answer questions, discuss observations) (WAHASS05)
Explore points of view (e.g. understand that their point of view may differ from others) (WAHASS06)
Represent information gathered in different formats (e.g. drawings, diagrams, story maps, role-plays) (WAHASS07)
Evaluating
Draw conclusions based on discussions of observations (e.g. answer questions, contribute to guided discussions) (WAHASS08)
Participate in decision-making processes (e.g. engage in group discussions, make shared decisions) (WAHASS09)
Communicating and reflecting
Share observations and ideas, using everyday language (e.g. oral retell, drawing, role-play) (WAHASS10)
Develop texts (e.g. retell, describe personal stories) (WAHASS11)
Reflect on learning (e.g. drawings, discussions) (WAHASS12)
Achievement standard
At Standard, students pose and respond to questions, and recognise that there are a variety of sources from which information can be collected. They use simple categories to organise information and sequence familiar events. Students explore points of view, represent information in different ways and begin to draw simple conclusions. They share observations and ideas when participating in the decision-making process. Students develop simple oral texts, and reflect on what they have learnt using language, gesture and other non-verbal modes.
Students recognise that countries, such as Australia, and familiar places are represented on a globe or a map. They describe the features of places that are familiar to them. Students identify the interconnections that people have with familiar places and recognise why some places are special and need to be looked after. They identify similarities between families and suggest ways that families communicate and commemorate significant stories and events from the past.
Year Level Description
In Pre-primary, Humanities and Social Sciences consists of Geography and History.
Students have the opportunity to pose and respond to 'who', 'what', 'when', 'where' and 'why' questions. They collect, sort, represent and record information into simple categories. Students explore, play and investigate, and communicate their understandings through activities such as writing, painting, constructions or role-plays.
Students gain a sense of location and learn about the globe, as a representation of the Earth, on which places can be located. There is a focus on developing students' curiosity of their personal world, with connections made between the early childhood setting and the local community. In the context of developing a sense of identity and belonging, students investigate the features of familiar places, why and how places are cared for, and explore what makes a place special.
Students engage in stories of the past, particularly in the context of themselves and family. This may include stories from different cultures and other parts of the world. They perceive that the past is different from the present and understand the many ways in which stories of the past can be told. In the early years, students have the opportunity to explore their heritage, background and traditions.
Civics and Citizenship does not commence until Year 3. The Early Years Learning Framework provides opportunities for students to engage in civics and citizenship concepts, such as developing a sense of community; an awareness of diversity; and an understanding of responsibility, respect and fairness.
Economics and Business does not commence until Year 5. The Early Years Learning Framework provides opportunities for students to engage in economics and business concepts, such as exploring natural and processed materials, and consumer decisions.