Year 3 HASS Planning Document: 

Year 3 Achievement Standard 

At Standard, students develop questions, locate and collect information and/or data from a variety of sources. They record their information
and/or data in a range of formats and use some protocols when referring to the work of others. Students use given criteria to select relevant
information, and they interpret information and/or data by sequencing events and identifying different points of view. They translate information
and/or data into different formats. Students use given decision-making processes to draw simple conclusions and provide explanations, based
on information and/or data. They present findings using a range of communication forms appropriate to audience and purpose, using relevant
terms. Students develop texts, supported by researched information, and reflect on findings to propose an action. 
  
Students identify the importance of rules and the democratic processes that groups follow when making decisions. They describe how people
participate in community groups, and identify the benefits to both the individual and the community. 
  
Students map and locate various boundaries and natural features that define Australia. They describe the diverse characteristics of Australia’s
neighbouring countries, and identify different climatic zones of the world. Students identify simple interconnections between people and places,
and describe how people’s perceptions of places are influenced. 
Students describe an example of continuity and change over time in a given area. They identify the contribution of different cultural groups on
a community. Students identify the ways people in Australia, and around the world, acknowledge days and events that have
historical significance. 
 
Content Descriptors:   
Knowledge and Understanding  Humanities and Social Sciences Skills 
CIVICS AND CITIZENSHIP  QUESTIONING AND RESEARCHING 
Communities  Identify current understanding of a topic (e.g.
Communities make decisions in different ways and voting is a way that groups make brainstorm, KWL chart) (WAHASS26) 
decisions democratically (ACHASSK070 opens in new window)    
   Develop a range of focus questions to investigate
Who makes rules, why rules are important and the consequences of rules not being followed (WAHASS27) 
(ACHASSK071 opens in new window)    
   Locate and collect information from a variety of
Why people participate in community groups, such as a school or community project, and sources (e.g. photographs, maps, books,
how students can actively participate and contribute to interviews, internet) (WAHASS28) 
their local community (ACHASSK072 opens in new window)    
   Record selected information and/or data (e.g. use
GEOGRAPHY  graphic organisers, develop note-taking strategies)
Places are both similar and different  (WAHASS29) 
The location of Australian states, territories, capital cities and major regional centres of   
Western Australia and the location and identifying attributes of Australia's major Recognise the protocols that exist when gathering
natural features (e.g. rivers, deserts, rainforests, the Great Dividing Range, the Great Barrier information and/or data (e.g. respecting others'
Reef) (ACHASSK066 opens in new window)  work) (WAHASS30) 
     
Language groups of Australia's Aboriginal and Torres Strait Islander Peoples divides ANALYSING 
their Country/Place and differs from the surveyed boundaries of Australian states and Develop criteria for selecting relevant information
territories (ACHASSK066 opens in new window)  (e.g. accuracy, reliability, usefulness)
   (WAHASS31) 
The location of Australia's neighbouring countries and their diverse natural characteristics   
and human characteristics (ACHASSK067 opens in new window)  Interpret information and/or data collected (e.g.
   sequence events in chronological order, identify
The difference between climate and weather, the main climatic zones of the world (e.g. patterns and trends, make connections between
equatorial, tropical, arid, temperate) and the similarities and differences between the old and new information) (WAHASS32) 
climates of different places (ACHASSK068 opens in new window)    
   Identify different points of view/perspectives in
The similarities and differences between places in terms of their type of settlement, the information and/or data (e.g. distinguish fact from
diversity of people (e.g. age, birthplace, language, family composition), the lives of the opinion, explore different stories on the same
people who live there, and feelings and perceptions about places (ACHASSK069 opens in topic) (WAHASS33) 
new window)    
   Translate collected information and/or data into
HISTORY  different formats (e.g. create a
Communities and remembrance  timeline, change data in to a table and/or graph)
One important example of change and one important example of continuity over time in (WAHASS34) 
the local community, region or state/territory (e.g. in relation to the areas of transport, work,   
education, natural and built environments, entertainment, daily life) (ACHASSK062 opens in EVALUATING 
new window)  Draw conclusions and give explanations, based on
   the information and/or data displayed in texts,
The role that different cultural groups have played in the development and character of tables, graphs and maps (e.g. show similarities
the local community (e.g. as reflected in architecture, commercial outlets, religious and differences) (WAHASS35) 
buildings), compared with development in another community(ACHASSK063 opens in new   
window)  Use decision-making processes (e.g. share views,
   recognise different points of view, identify issues,
 The historical origins and significance of the days and weeks celebrated or commemorated identify possible solutions, plan for action in
in Australia (e.g. Australia Day, ANZAC Day, National Sorry Day) and the importance of groups) (WAHASS36) 
symbols and emblems (ACHASSK064 opens in new window)    
   COMMUNICATING AND REFLECTING 
The historical origins and significance of celebrations and commemorations in other places Present findings and conclusions in a range of
around the world (e.g. Bastille Day in France, Independence Day in the USA; and those communication forms (e.g. written, oral, visual,
observed in Australia, such as Chinese New Year, Christmas Day, Diwali, Easter, digital, tabular, graphic), appropriate to audience
Hanukkah, the Moon Festival, Ramadan) (ACHASSK065 opens in new window)  and purpose, using relevant terms (WAHASS37) 
  
Develop texts, including narratives and
biographies, that use researched facts, events and
experiences (WAHASS38) 
  
Reflect on learning, identify new understandings
and act on findings in different ways (e.g. complete
a KWL chart, propose action in response to new
knowledge) (WAHASS39) 
 
 
 
 
Week  WALT  Learning Experiences  Assessment 
 1 Identify, describe and locate 1. Warm up: https://www.youtube.com/watch?v=Utb4gruKItM Formative: work
the Daintree Rainforest. 2. Watch: https://www.youtube.com/watch?v=_X3asBXIK_4 sample
3. Students read the fact sheet provided and complete the comprehension questions
(Twinkl).
4. Using the internet, Students research 5 interesting facts about the Daintree Rainforest
and present them however they like (mind map, poster, Pic Collage, PowerPoint)
 2 Identify, describe and locate 1. Warm up: https://www.youtube.com/watch?v=Utb4gruKItM  Formative: work
the Great Barrier Reef. 2. Watch: https://www.youtube.com/watch?v=61RzwbaSoeU sample
3. Students read the fact sheet provided and complete the comprehension questions
(Twinkl).
4. Using the internet, students research 5 interesting facts about the Great Barrier Reef
 and present them however they like (mind map, poster, Pic Collage, PowerPoint)
 3 Locate Australian states and 1. Warm up: https://www.youtube.com/watch?v=Utb4gruKItM Summative: work
territories, capital cities and 2. Students are given a blank template of Australia. They must locate and accurately label: sample
natural and human features They must try to do what they can by themselves before using an atlas/mapping
on a map of Australia. software for assistance.
a. All states and territories
b. All capital cities
c. A river (Murry River)
d. A mountain range (Great Dividing Range)
e. A desert (Simpson Desert)
f. A forest (Daintree Rainforest)
g. A reef system (Great Barrier Reef)
 4 State when Anzac Day is 1. Padlet: What do you know about Anzac Day? Diagnostic: Padlet
celebrated and what it 2. Read: Meet the Anzacs, Claire Saxby https://www.youtube.com/watch?v=BGin10iV5HE Formative: work
celebrates. 3. Watch BTN: What is Anzac Day? https://www.youtube.com/watch?v=k6_ik5XLSxI sample
4. Watch timeline videos to discover what happened when the soldiers arrived in Gallipoli:
https://www.abc.net.au/ww1-anzac/gallipoli/event-timeline/
5. Students complete Anzac cloze activity sheet (Twinkl)
 5 Identify and explain the 1. Padlet: What symbols do you see associated with Anzac Day? Formative: work
significance of three Anzac 2. Read: My Grandad Marches on Anzac Day https://www.youtube.com/watch? sample
symbols. v=EdLsRlWb1bU
3. Watch videos/read information about the symbols and traditions of Anzac Day:
a. Red poppy: https://www.youtube.com/watch?v=AGCHk5_2skY
b. Laying of wreaths: Twinkl poster
c. The Last Post: https://www.youtube.com/watch?v=7AM7x9od8Ys
d. Slouch hat and Rising Sun badge: Twinkl poster
e. Anzac biscuits: Twinkl poster
4. Students create a poster on Pic Collage to show the symbols and emblems of the
Anzacs. They write one sentence to explain the significance of each.
 6 Retell the story of Simpson 1. Padlet: What do you already know about Simpson and his donkey? Formative: work
and his donkey. 2. Read: Simpson and his Donkey: https://www.youtube.com/watch?v=UwfXneYbFMA sample
3. Watch: The Kirkpatrick Story https://www.youtube.com/watch?v=yUY_cNtUcrM
 4. Students complete John Simpson Kirkpatrick fact sheet (Twinkl)
 7 State when WA Day is 1. Padlet: What do you know about WA Day? Formative: work
celebrated and what it 2. Read: WA Day fact file (Twinkl) sample
celebrates. 3. Students complete WA Day cloze activity (Twinkl)
 8 Retell the history of Western 1. Watch: https://www.youtube.com/watch?v=bupioMCYSQU Formative: work
Australia. 2. Use a powerpoint to explain the history of Western Australia: sample
a. Aboriginal people have lived in the south-western part of Western Australia for
at least 47,000 years.
b. Stirling and his party navigated around 54 kilometres up the Swan River,
assessing the land for its suitability for agriculture and settlement.
c. Packed into the barque Parmelia were nearly 150 men, women and children,
passengers and crew, together with their personal belongings, the stores, cattle
and poultry and much of the equipment required to set up the new colony.
d. There was much conflict between the British Settlers and the Indigenous
Australians when they arrived. It resulted in fighting and death.
e. The official foundation ceremony for Perth took place on 12 August 1829 with
the chopping down of a tree by Helen Dance, the wife of Captain William Dance
f. Life in the colony in the early 1830s was precarious and Stirling felt some
migrants were not prepared for the hardships of pioneer life.
g. Crop failure meant that supplies had to be shipped from Sydney and Van
Diemen’s Land, and there was little cash in the economy because the land grant
system had encouraged settlers to bring goods with them, rather than money.
3. Use the pictures provided to sequence the story of the history of Western Australia.
 9   Australian celebrations concept test  Summative