Year 1 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
Year 1 Syllabus
Year Level Description
In Year 1, Humanities and Social Sciences consists of Geography and History.
Students have the opportunity to investigate different ways of collecting information and/or data through sources such as books, people and photos. They learn how narratives can be used to communicate and represent their changing understandings in multiple ways.
In the early years, students have the opportunity to develop an appreciation for both natural and constructed environments as they understand how places are cared for and consider who should provide this care. Their understanding of place is further developed through investigating maps as a visual representation of Earth, as they begin to locate geographical divisions.
The concept of continuity and change is extended through exploring how family life has changed or remained the same over time, and how the present is similar to, or different from, the past. The understanding of time as a sequence is developed in the context of the present, past and future.
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
Places have distinctive features
The location of the equator and the northern and southern hemispheres, including the poles (ACHASSK031)
The natural, managed and constructed features of places, their location on a pictorial map, how they may change over time (e.g. erosion, revegetated areas, planted crops, new buildings) and how they can be cared for (ACHASSK031)
How weather (e.g. rainfall, temperature, sunshine, wind) and seasons vary between places, and the terms used to describe them (ACHASSK032)
The activities (e.g. retailing, recreational, farming, manufacturing, medical, policing, educational, religious) that take place in the local community which create its distinctive features (ACHASSK033)
History
Present and past family life
Differences in family sizes, structures and roles today (e.g. work outside the home, domestic chores, child care), and how these have changed or remained the same over time (ACHASSK028)
How the present, past and future are signified by terms indicating time (e.g. 'a long time ago'; 'then and now'; 'now and then'; 'old and new'; 'tomorrow') as well as by dates and changes that may have personal significance (e.g. birthdays, holidays, celebrations, seasons) (ACHASSK029)
The differences and similarities between students' daily lives and life during their parents' and grandparents' childhoods (e.g. family traditions, leisure time, communications) and how daily lives have changed (ACHASSK030)
Humanities and Social Sciences skills
Questioning and researching
Reflect on current understanding of a topic (e.g. think-pair-share, brainstorm) (WAHASS13)
Pose questions about the familiar and unfamiliar (WAHASS14)
Locate information from a variety of provided sources (e.g. books, television, people, images, plans, internet) (WAHASS15)
Sort and record selected information and/or data (e.g. use graphic organisers, take keywords) (WAHASS16)
Analysing
Identify relevant information (WAHASS17)
Process information and/or data collected (e.g. sequence information or events, categorise information, combine information from different sources) (WAHASS18)
Explore points of view (e.g. understand that stories can be told from different perspectives) (WAHASS19)
Represent collected information and/or data in to different formats (e.g. tables, maps, plans) (WAHASS20)
Evaluating
Draw conclusions based on information and/or data displayed in pictures, texts and maps (e.g. form categories, make generalisations based on patterns) (WAHASS21)
Participate in decision-making processes (e.g. engage in group discussions, make shared decisions, share views) (WAHASS22)
Communicating and reflecting
Present findings in a range of communication forms, using relevant terms (e.g. written, oral, digital, role-play, graphic) (WAHASS23)
Develop texts, including narratives, that describes an event or place (WAHASS24)
Reflect on learning and respond to findings (e.g. discussing what they have learned) (WAHASS25)
Achievement standard
At Standard, students pose questions, locate, sort and record collected information and/or data from provided sources. They identify and process relevant information and/or data by categorising, sequencing events and exploring points of view. Students use different formats to represent their information, and draw simple conclusions. They participate in decision-making processes by contributing to group discussions. Students share their findings in a range of ways, and develop simple texts, using some relevant terms. They reflect on what they have learnt using oral and/or written forms.
Students describe how spaces are used in their local community. They categorise the natural, managed and constructed features of places. Students describe how the features of places can be cared for and changed over time. They describe the weather and seasons for selected places, and locate the equator and the northern and southern hemispheres. Students describe how families have changed or remained the same over time. They describe how daily lives change over generations, and consider the personal significance of events in the present, past and future.
Year Level Description
In Year 1, Humanities and Social Sciences consists of Geography and History.
Students have the opportunity to investigate different ways of collecting information and/or data through sources such as books, people and photos. They learn how narratives can be used to communicate and represent their changing understandings in multiple ways.
In the early years, students have the opportunity to develop an appreciation for both natural and constructed environments as they understand how places are cared for and consider who should provide this care. Their understanding of place is further developed through investigating maps as a visual representation of Earth, as they begin to locate geographical divisions.
The concept of continuity and change is extended through exploring how family life has changed or remained the same over time, and how the present is similar to, or different from, the past. The understanding of time as a sequence is developed in the context of the present, past and future.
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.