Humanities and Social Sciences: Sequence of achievement F-6/7

This Sequence of Achievement provides the achievement standard at each year level for the F-6/7 Humanities and Social Sciences subject, providing a holistic statement of
expected learning across the sub-strands of the subject. Sequences of Achievement for the F-6/7 sub-strands of history, geography, civics and citizenship, and economic and
business are provided as separate documents.

Achievement
Foundation Year 1 Year 2
Standard

By the end of Foundation Year, students By the end of Year 1, students identify and By the end of Year 2, students describe a person, site and/or event
identify important events in their own describe important dates and changes in their of significance in the local community and explain why places are
lives and recognise why some places own lives. They explain how some aspects of important to people. They identify how and why the lives of people
are special to people. They describe the daily life have changed over recent time while have changed over time while others have remained the same. They
features of familiar places and recognise others have remained the same. They identify and recognise that the world is divided into geographic divisions and that
that places can be represented on maps describe the features of places and their location places can be described at different scales. Students describe how
and models. They identify how they, their at a local scale and identify changes to the people in different places are connected to each other and identify
families and friends know about their features of places. They recognise that people factors that influence these connections. They recognise that places
past and commemorate events that are describe the features of places differently and have different meaning for different people and why the significant
important to them. describe how places can be cared for. features of places should be preserved.

Students respond to questions about Students respond to questions about the recent Students pose questions about the past and familiar and unfamiliar
their own past and places they belong past and familiar and unfamiliar places by objects and places. They locate information from observations and
to. They sequence familiar events in collecting and interpreting information and data from sources provided. They compare objects from the past and
order. They observe the familiar features from observations and from sources provided. present and interpret information and data to identify a point of view
of places and represent these features They sequence personal and family events in and draw simple conclusions. They sequence familiar objects and
and their location on pictorial maps and order and represent the location of different events in order and sort and record data in tables, plans and on
models. They reflect on their learning places and their features on labelled maps. They labelled maps. They reflect on their learning to suggest ways to care
to suggest ways they can care for a reflect on their learning to suggest ways they for places and sites of significance. Students develop narratives
familiar place. Students relate stories can care for places. They share stories about the about the past and communicate findings in a range of texts using
about their past and share and compare past, and present observations and findings using language to describe direction, location and the passing of time.
observations about familiar places. everyday terms to denote the passing of time and
to describe direction and location.
Humanities and Social Sciences: Sequence of achievement F-6/7
Achievement
Year 3 Year 4 Year 5
Standard

By the end of Year 3, students identify By the end of Year 4, students recognise the By the end of Year 5, students describe the significance of people
individuals, events and aspects of the significance of events in bringing about change and and events/developments in bringing about change. They identify
past that have significance in the present. the importance of the environment. They explain the causes and effects of change on particular communities and
They identify and describe aspects of their how and why life changed in the past and identify describe aspects of the past that have remained the same. They
community that have changed and remained aspects of the past that have remained the same. describe the experiences of different people in the past. Students
the same over time. They describe the diverse They describe the experiences of an individual or explain the characteristics of places in different locations at local
characteristics of different places at the local group in the past. They describe and compare the to national scales. They identify and describe the interconnections
scale and identify and describe similarities diverse characteristics of different places at local to between people and the human and environmental
and differences between the characteristics national scales. Students identify the interconnections characteristics of places, and between components of
of these places. They identify connections between components of the environment and environments. They identify the effects of these interconnections
between people and the characteristics of between people and the environment. They identify on the characteristics of places and environments. Students
places. Students explain the role of rules structures that support their local community and identify the importance of values and processes to Australia’s
in their community and the importance of recognise the importance of laws in society. They democracy and describe the roles of different people in Australia’s
making decisions democratically. They identify describe factors that shape a person’s identity and legal system. They recognise that choices need to be made when
the importance of different celebrations and sense of belonging. They identify different views on allocating resources. They describe factors that influence their
commemorations for different groups. They how to respond to an issue or challenge. choices as consumers and identify strategies that can be used
explain how and why people participate in and to inform these choices. They describe different views on how to
contribute to their communities. Students develop questions to investigate. They respond to an issue or challenge.
locate and collect information and data from different
Students pose questions and locate and sources, including observations to answer these Students develop questions for an investigation. They locate and
collect information from sources, including questions. When examining information, they collect data and information from a range of sources to answer
observations, to answer these questions. They distinguish between facts and opinions and detect inquiry questions. They examine sources to determine their
examine information to identify a point of view points of view. They interpret data and information to purpose and to identify different viewpoints. They interpret data
and interpret data to identify and describe identify and describe distributions and simple patterns to identify and describe distributions, simple patterns and trends,
simple distributions. They draw simple and draw conclusions. They share their points and to infer relationships, and suggest conclusions based on
conclusions and share their views on an issue. of view, respecting the views of others. Students evidence. Students sequence information about events, the lives
They sequence information about events and sequence information about events and the lives of of individuals and selected phenomena in chronological order
the lives of individuals in chronological order. individuals in chronological order with reference to using timelines. They sort, record and represent data in different
They record and represent data in different key dates. They sort, record and represent data in formats, including large-scale and small-scale maps, using
formats, including labelled maps using basic different formats, including large-scale maps using basic conventions. They work with others to generate alternative
cartographic conventions. They reflect on basic cartographic conventions. They reflect on their responses to an issue or challenge and reflect on their learning
their learning to suggest individual action in learning to propose action in response to an issue to independently propose action, describing the possible effects
response to an issue or challenge. Students or challenge, and identify the possible effects of their of their proposed action. They present their ideas, findings and
communicate their ideas, findings and proposed action. Students present ideas, findings conclusions in a range of communication forms using discipline-
conclusions in oral, visual and written forms and conclusions using discipline-specific terms in a specific terms and appropriate conventions.
using simple discipline-specific terms. range of communication forms.
Humanities and Social Sciences: Sequence of achievement F-6/7
Achievement
Year 6 Year 7
Standard

By the end of Year 6, students explain the significance of an event/development, By the end of Year 7, students explain the role of groups and the significance of
an individual and/or group. They identify and describe continuities and changes for particular individuals in past societies. They suggest reasons for continuity and change
different groups in the past and present. They describe the causes and effects of over time. They describe the effects of change on societies, individuals and groups and
change on society. They compare the experiences of different people in the past. describe events and developments from the perspective of people who lived at the
Students describe, compare and explain the diverse characteristics of different time. They identify past events and developments that have been interpreted in different
places in different locations from local to global scales. They describe how people, ways. Students describe geographical processes that influence the characteristics of
places, communities and environments are diverse and globally interconnected places. They explain interconnections between people and places and people and
and identify the effects of these interconnections over time. Students explain the environments, describing how these interconnections change places and environments.
importance of people, institutions, and processes to Australia’s democracy and Students identify the ideas, values and principles that underpin the institutions and
legal system. They describe the rights and responsibilities of Australian citizens processes in Australia’s political and legal systems. They explain the diverse nature
and the obligations they may have as global citizens. Students recognise why of Australian society, and identify the importance of shared values in contemporary
choices about the allocation of resources involve trade-offs. They explain why it is Australian society. Students describe the interdependence of consumers and producers
important to be informed when making consumer and financial decisions. They in the market and identify factors and strategies that contribute to the financial success
identify the purpose of business and recognise the different ways that businesses of businesses and individuals. They identify why individuals choose to work and the
choose to provide goods and services. They explain different views on how to various sources of income that exist. Students recognise that people have different
respond to an issue or challenge. perceptions of places, events and issues and explain how this and other factors
influence views on how to respond to an issue or challenge.
Students develop appropriate questions to frame an investigation. They locate
and collect useful data and information from primary and secondary sources. They Students formulate significant questions and propositions to guide investigations.
examine sources to determine their origin and purpose and to identify different They locate and collect useful data, information and evidence from a range of primary
perspectives in the past and present. They interpret data to identify, describe and secondary sources. They examine sources to determine their origin, purpose and
and compare distributions, patterns and trends, and to infer relationships, and reliability and to identify past and present values and perspectives. They interpret and
evaluate evidence to draw conclusions. Students sequence information about analyse data to propose simple explanations for distributions, patterns, trends and
events, the lives of individuals and selected phenomena in chronological order and relationships, and evaluate and synthesise evidence to draw conclusions. Students
represent time by creating timelines. They organise and represent data in a range sequence events and developments within a chronological framework, using dating
of formats, including large- and small-scale maps, using appropriate conventions. conventions to represent and measure time. They organise, categorise and represent
They collaboratively generate alternative responses to an issue, use criteria to data in a range of appropriate formats using discipline-specific conventions. They make
make decisions and identify the advantages and disadvantages of preferring one informed decisions by collaborating with others to generate alternatives, comparing
decision over others. They reflect on their learning to propose action in response the potential costs and benefits of each and developing and using criteria to make
to an issue or challenge and describe the probable effects of their proposal. They a reasoned judgement. Students reflect on their learning to propose individual and
present ideas, findings, viewpoints and conclusions in a range of communication collective action in response to an issue or challenge, taking account of different
forms that incorporate source materials, mapping, graphing, communication factors and multiple perspectives, and predict the probable effects of their proposal.
conventions and discipline-specific terms. They present ideas, findings, viewpoints, explanations and conclusions in a range of
communication forms that incorporate source materials, citations, discipline-specific
terms, conventions and concepts.