Year 1
Humanities and Social Sciences
ASHASHASY1
Year 1 Humanities and Social Sciences Achievement Standard
6 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 1, students identify continuity and change in family structures, roles and significant aspects of daily life. They identify the location and nature of the natural, managed and constructed features of local places, the ways places change, and how they can be cared for by people.
Students develop questions and collect, sort and record information and data from observations and provided sources. They interpret information and discuss perspectives. Students draw conclusions and make proposals. Students share narratives and observations about people, places and the past, drawing on sources and incorporating subject-specific terms.
The 6 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 1, students identify continuity and change in family structures, roles and significant aspects of daily life.
Content descriptorAC9HS1K01 Knowledge and understanding
differences in family structures and roles today, and how these have changed or remained the same over time
Elaborations (3)
- Elaboration identifying the similarities and differences of a range of family structures; for example, nuclear families, one-child families, large families, single-parent families, extended families, blended or step families, adoptive and foster parent families and grandparent families, and kinship groups
- Elaboration comparing families in the present with those from the recent past, for example, the size of families across the generations
- Elaboration examining the roles of family members over time, such as roles of parents, children and extended family members, and comparing these with family roles today
Content descriptorAC9HS1K02 Knowledge and understanding
continuity and change between aspects of their daily lives and their parents’ and grandparents’ childhoods
Elaborations (4)
- Elaboration comparing and commenting on photographs and oral histories to find out how daily lives have changed and remained the same over time; for example, talking to parents, grandparents and other elders
- Elaboration comparing what has changed in daily life over time; for example, homes, family traditions, diverse religious and cultural practices, leisure, school life, rules, and shopping/consumer habits
- Elaboration examining the traditional toys used by First Nations Australian children to play and learn; for example, Arrernte children learn to play string games so they can remember stories they have been told
- Elaboration identifying similarities and differences in classroom equipment, learning activities, school playgrounds and playground games through observations of provided artefacts and photos, and asking questions of adults from different generations
They identify the location and nature of the natural, managed and constructed features of local places, the ways places change, and how they can be cared for by people.
Content descriptorAC9HS1K03 Knowledge and understanding
the natural, managed and constructed features of local places, and their location
Elaborations (5)
- Elaboration identifying natural features (for example, hills, rivers, native vegetation and weather), managed features (for example, farms, parks and gardens) and constructed features (for example, roads and buildings) and locating them on a map
- Elaboration listening to and viewing Dreaming and Creation stories of First Nations Australians that identify the natural features of a place
- Elaboration listing the different types of buildings in their local area; for example, houses, shops, offices, factories, religious buildings and farm buildings
- Elaboration describing the daily and seasonal weather of their place using simple terms such as “rainy”, “hot”, “cold”, “windy” and “cloudy”, and comparing it with the weather of other places that they know or are aware of; for example, “It was windy at the beach but not at my house”, “It is colder on the mountain”, “It is rainy in the winter”, “It is hot in the summer”
- Elaboration explaining to classmates where places are and the directions to be followed when moving from one place to another, with the use of appropriate terms for direction and location; for example, terms such as “beside”, “forward”, “up”, “down”, “by”, “near”, “further”, “close to”, “before”, “after”, “here”, “there”, “at”
Content descriptorAC9HS1K04 Knowledge and understanding
how places change and how they can be cared for by different groups including First Nations Australians
Elaborations (5)
- Elaboration observing changes in natural, managed and constructed features in their place; for example, recent erosion, revegetated areas, planted crops or new buildings
- Elaboration identifying which resources they can recycle, reduce, re-use or none of these, and what local spaces and systems support these activities; for example, rules, signs, waste collection truck routes
- Elaboration describing how local places change due to changing weather and seasons, and how we can care for places because of those changes; for example, not walking in muddy areas during wet weather, and watering plants in dry weather
- Elaboration describing local features that people look after, finding out why and how these features need to be cared for, and who provides this care; for example, bushland, wetlands, a park or a heritage building
- Elaboration investigating examples of how First Nations Australians manage and care for places
Students develop questions and collect, sort and record information and data from observations and provided sources.
Content descriptorAC9HS1S01 Skills
develop questions about objects, people, places and events in the past and present
Elaborations (3)
- Elaboration posing questions with the stems “where”, “what”, “how” and “why” about families and places when provided with everyday objects and other sources, such as photos, found objects, maps and observation sketches
- Elaboration asking questions before, during and after listening to stories about people and places, and about their past and present
- Elaboration preparing questions for parents and members of older generations about how and where they lived in the past, and the places they value
Content descriptorAC9HS1S02 Skills
collect, sort and record information and data from observations and from provided sources, including unscaled timelines and labelled maps or models
Elaborations (5)
- Elaboration exploring stories from the past and present about people and families (for example, fiction books, letters, diaries, songs) and about places (for example, myths, Dreaming and Creation stories, fiction, story maps, films)
- Elaboration gathering evidence of features in a local place; for example, using observations, online aerial photographs and sketches, and noting how they change, such as by comparing current observations of a place with photographs of it taken in the past, or recording observations of weather and seasons
- Elaboration developing a pictorial table to categorise information; for example, matching clothes with seasons, activities with the weather, features with places, places with the work done there
- Elaboration creating a peg timeline in which labelled, drawn or photographic representations of events or objects from different generations are pegged onto string in the correct sequence
- Elaboration recording data about the locations of places and their features on maps and/or plans; for example, labelling the location of their home on a map of the local area, using a provided plan of their classroom and labelling its activity spaces
They interpret information and discuss perspectives.
Content descriptorAC9HS1S03 Skills
interpret information and data from observations and provided sources, including the comparison of objects from the past and present
Elaborations (5)
- Elaboration using information gained from sources, such as stories, photographs, fieldwork observations, satellite images and rock art, to answer “when”, “where”, “what”, “how” and “why” questions
- Elaboration identifying similarities and differences between activities over time by comparing objects of the past with those currently used; for example, comparing toys, games, clothes, phones, cooking utensils, tools, homework books
- Elaboration using comparative language when describing family life over time and/or comparing features of places, such as “smaller/bigger than”, “closer/further”, “not as big as”, “younger/older than”, “more rainy days”, “fewer/less”, “hotter/colder”, “sunnier/windier than”
- Elaboration exploring traditional and contemporary First Nations Australian stories about places and the past, and how places have changed
- Elaboration categorising objects, drawings or images by their features and explaining the reason for their categorisation; for example, categorising the features of a local place into natural (such as a native forest), constructed (such as a street of houses) and managed (such as a windbreak of trees)
Content descriptorAC9HS1S04 Skills
discuss perspectives related to objects, people, places and events
Elaborations (2)
- Elaboration comparing students’ daily lives with those of their parents, grandparents, elders or a familiar older person and identifying which aspects of the past they would or would not want to experience
- Elaboration sharing personal preferences about their world (for example, their favourite weather, activities, places, celebrations, objects from the past) and explaining why they are favoured
Students draw conclusions and make proposals.
Content descriptorAC9HS1S05 Skills
draw conclusions and make proposals
Elaborations (3)
- Elaboration using collected information (for example, from stories told by parents, grandparents, elders or familiar older people; from comparison of objects; from geographic pictures) to make conclusions about continuity and change over time (for example, how family roles, occupations and/or technologies have changed or remained the same) and how places change (for example, because of the seasons)
- Elaboration describing features of a space or place that is important to them and explaining what they could do to care for it; for example, a chicken coop, a play area, their bedroom, the reading corner, the beach
- Elaboration imagining how a local feature or place might change in the future and proposing action they could take to improve a place or influence a positive future
Students share narratives and observations about people, places and the past, drawing on sources and incorporating subject-specific terms.
Content descriptorAC9HS1S06 Skills
develop narratives and share observations, using sources, and subject-specific terms
Elaborations (2)
- Elaboration retelling stories about life in the past through spoken narratives and the use of pictures, role-plays or photographs
- Elaboration using terms to denote the sequence of time; for example, “then”, “now”, “yesterday”, “today”, “past”, “present”, “later on”, “before I was born”, “in the future”, “generations”
This achievement standard describes the expected learning for Year 1 Humanities and Social Sciences. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Knowledge and understanding | History | 2 | 7 |
| Knowledge and understanding | Geography | 2 | 10 |
| Skills | Questioning and researching | 2 | 8 |
| Skills | Interpreting, analysing and evaluating | 2 | 7 |
| Skills | Concluding and decision-making | 1 | 3 |
| Skills | Communicating | 1 | 2 |
| Total | 10 | 37 | |
Frequently Asked Questions
What should students know by the end of Year 1 Humanities and Social Sciences?
By the end of Year 1, students identify continuity and change in family structures, roles and significant aspects of daily life. They identify the location and nature of the natural, managed and constructed features of local places, the ways places change, and how they can be cared for by people. Read the full standard
How many Content Descriptors support this standard?
10 Content Descriptors support this Achievement Standard (Knowledge and understanding: 4, Skills: 6).
How does this compare to Foundation?
The Foundation Humanities and Social Sciences standard (ASHASHASFY) covers the preceding curriculum level. Standards build progressively, with Year 1 expectations extending what was introduced in Foundation.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.