Year 3
Humanities and Social Sciences
ASHASHASY3
Year 3 Humanities and Social Sciences Achievement Standard
10 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 3, students describe the causes, effects and contributions of people to change. They identify the significance of events, symbols and emblems to Australia’s identity and diversity. They describe the representation of places within and near Australia. They identify the similarities, differences and connections of people to places across those scales. Students describe the importance of rules and people’s contributions to communities.
Students develop questions and locate, collect and record information and data from different sources. They interpret information and data in different formats. They analyse information and data to identify perspectives and they draw conclusions. They propose actions or responses. Students use ideas from sources, and subject-specific terms to present descriptions and explanations.
The 10 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 3, students describe the causes, effects and contributions of people to change.
Content descriptorAC9HS3K01 Knowledge and understanding
causes and effects of changes to the local community, and how people who may be from diverse backgrounds have contributed to these changes
Elaborations (4)
- Elaboration exploring photographs, newspapers, oral histories, diaries and letters to investigate how an aspect of life in the local community, such as transport, entertainment, the natural and built environment, and technologies, has changed over time; for example, from the time of European settlement to the present day
- Elaboration comparing photographs from the past and present of a specific location to identify the change or continuity (similarities and differences over time) associated with people, events or developments, places or ecosystems
- Elaboration identifying individuals and groups of diverse backgrounds from the past, who have contributed to the community’s economic, social, cultural, civic and environmental development and character
- Elaboration investigating reasons for change in the local community, why change was brought about and what happened because of it; for example, the change in use of a building, wasteland turning to wetland
They identify the significance of events, symbols and emblems to Australia’s identity and diversity.
Content descriptorAC9HS3K02 Knowledge and understanding
significant events, symbols and emblems that are important to Australia’s identity and diversity, and how they are celebrated, commemorated or recognised in Australia, including Australia Day, Anzac Day, NAIDOC Week, National Sorry Day, Easter, Christmas, and other religious and cultural festivals
Elaborations (5)
- Elaboration identifying and discussing the historical origins of an important Australian celebration or commemoration, including Australia Day, Anzac Day, NAIDOC Week and National Sorry Day, as well as significant religious or cultural festivals, such as Easter, Christmas, Lunar New Year, Diwali and Eid
- Elaboration recognising that people have different points of view on some events that are commemorated and celebrated; for example, some First Nations Australians regard “Australia Day” as “Invasion Day” and many non-Christians celebrate Christmas
- Elaboration generating a list of local, state/territory, national and religious symbols and emblems (for example, the Commonwealth Coat of Arms, the Australian Flag and First Nations Australians’ flags, state/territory flags and coats of arms, club emblems, school logos, flags, floral emblems, and religious symbols, such as the Christian cross, the Crescent and Star, and the Magen David), and discussing their origins, use and significance
- Elaboration examining the symbolism found in the design and positioning of flags (for example, the Australian flag, First Nations Australians’ flags) and recognising special occasions when they are flown (for example, all three flags are flown during NAIDOC Week, National Reconciliation Week, National Sorry Day and Mabo Day)
- Elaboration examining the roles, rights and responsibilities the community has when observing protocols around flag flying
They describe the representation of places within and near Australia.
Content descriptorAC9HS3K03 Knowledge and understanding
the representation of contemporary Australia as states and territories, and as the Countries/Places of First Nations Australians prior to colonisation, and the locations of Australia’s neighbouring regions and countries
Elaborations (3)
- Elaboration using geographical tools to locate and name the states and territories in Australia, along with their capital cities; for example, a globe, wall map or digital source such as an online satellite image
- Elaboration using a globe or digital source to locate the Pacific Island nations, New Zealand, Papua New Guinea, Timor-Leste, Indonesia and countries relevant to students, labelling them on a map and identifying the direction of each country from Australia
- Elaboration using the Australian Institute of Aboriginal and Torres Strait Islander Studies Map of Indigenous Australia and a states and territories map of Australia to compare the boundaries of Aboriginal Countries and Torres Strait Islander Places with the surveyed boundaries between Australian states and territories, to gain an appreciation of the different ways Australia can be represented
They identify the similarities, differences and connections of people to places across those scales.
Content descriptorAC9HS3K04 Knowledge and understanding
the ways First Nations Australians in different parts of Australia are interconnected with Country/Place
Elaborations (3)
- Elaboration explaining that some First Nations Australians have special connections to many Countries/Places; for example, through marriage, birth, parents, residence and chosen or forced movement, and that First Nations Australians can identify with more than one Country/Place
- Elaboration discussing how some people are connected to one Country; for example, because it is “Mother’s” Country or “Father’s” Country
- Elaboration exploring the ways Australian First Nations Peoples connect to Country/Place, by reading and viewing poems, songs, paintings and stories from different groups outside the local area
Content descriptorAC9HS3K05 Knowledge and understanding
the similarities and differences between places in Australia and neighbouring countries in terms of their natural, managed and constructed features
Elaborations (5)
- Elaboration identifying and locating examples of the main climatic types in Australia and neighbouring countries (for example, equatorial, tropical arid, semi-arid, temperate) and the features of those climate types and their impact on other natural features
- Elaboration identifying and describing the similarities and differences between places in Australia and places in neighbouring countries, such as Indonesia and Pacific Island nations, in their natural features; for example, rocks, landforms, bodies of water, climate, soils, natural vegetation and animal life
- Elaboration investigating differences in the type of housing that people use in different climates and environments
- Elaboration exploring different types of settlement and classifying them into hierarchical categories, such as isolated dwellings, outstations, villages, towns, regional centres and large cities
- Elaboration choosing a place in a neighbouring country, such as Indonesia or Pacific Island nations, to compare with a place in Australia in terms of managed and built features to explore the reasons for similarities and differences
Students describe the importance of rules and people’s contributions to communities.
Content descriptorAC9HS3K06 Knowledge and understanding
who makes rules, why rules are important in the school and/or the local community, and the consequences of rules not being followed
Elaborations (5)
- Elaboration developing and justifying a set of fair rules and consequences for the class
- Elaboration identifying familiar rules, how rules protect the rights of others, what their responsibilities are to others, and the consequences when rules are not followed
- Elaboration exploring who has the authority to make rules in different contexts (for example, parents, teachers, coaches) and considering why rules differ across these contexts, such as a school playground, in class, at home, or in sport
- Elaboration discussing situations where it is not fair to have one rule that treats everyone the same; for example, if some people, such as students with disability, have different needs or would be unable to follow the rules
- Elaboration exploring cultural norms behind some rulemaking; for example, removing shoes before entering places of cultural or religious significance
Content descriptorAC9HS3K07 Knowledge and understanding
why people participate within communities and how students can actively participate and contribute to communities
Elaborations (4)
- Elaboration identifying groups that actively participate in the local community or through a virtual community and exploring their purpose
- Elaboration exploring how they could participate in a school or community project; for example, raising money for a relevant aid project, such as supporting disadvantaged communities overseas or working to protect a bird habitat
- Elaboration investigating how an individual’s contribution can be recognised; for example, an Order of Australia award
- Elaboration exploring the motivations of individuals who contribute to communities, such as local community volunteers, leaders and Elders
Students develop questions and locate, collect and record information and data from different sources.
Content descriptorAC9HS3S01 Skills
develop questions to guide investigations about people, events, places and issues
Elaborations (3)
- Elaboration developing inquiring questions as they investigate; for example, “Why there?” questions about location; “What might happen?” questions about future consequences of natural processes or people’s actions in places; and “What ought to happen?” questions or other questions about ethical behaviour, sustainability and preferred futures
- Elaboration asking probing questions during an investigation (for example, “Why is that so?”, “What else do we need to know?”)
- Elaboration posing questions to compare such as “How have things changed?” and “How is my house the same or different to one in a neighbouring country?”
Content descriptorAC9HS3S02 Skills
locate, collect and record information and data from a range of sources, including annotated timelines and maps
Elaborations (6)
- Elaboration locating sources suited to learning about the past, such as photographs, interviews, newspapers, digital media, stories, cemetery observations, interviews with older people, and maps, including those online
- Elaboration collecting information in the field; for example, taking photographs, making sketches or collecting natural objects, or interviewing or surveying people to seek information about feelings, preferences, perspectives and actions
- Elaboration gathering information from maps, aerial photographs, satellite images or digital application objects, to support the investigation of the natural, managed and constructed features of places
- Elaboration sequencing information about local people and events in annotated timelines to show change
- Elaboration acquiring geographical information from schools in geographically contrasting parts of Australia and neighbouring countries and recording that information by constructing and annotating maps, using the appropriate cartographic conventions, including map symbols, title and north point
- Elaboration creating tables or picture and column graphs to show patterns in data collected from class vote on participation in community activities
They interpret information and data in different formats.
Content descriptorAC9HS3S03 Skills
interpret information and data displayed in different formats
Elaborations (5)
- Elaboration distinguishing between fiction and non-fiction texts in relation to representation of places, environments and past events
- Elaboration interpreting climate data to describe the temperature and rainfall for a place in Australia and a place in a neighbouring country
- Elaboration interpreting information about the number of parents that volunteer at the school and why they may choose to contribute in this way
- Elaboration interpreting data to identify patterns of change over time: for example, examine building dates to make inferences about changing designs and materials used
- Elaboration using maps, ground and aerial photographs, and a digital source such as online satellite images to identify, locate and describe features, including the interpretation of cartographic information such as titles, map symbols, north point and compass direction
They analyse information and data to identify perspectives and they draw conclusions.
Content descriptorAC9HS3S04 Skills
analyse information and data, and identify perspectives
Elaborations (4)
- Elaboration comparing information in different sources to identify evidence of change; for example, images and maps of the local area over time
- Elaboration comparing different accounts of historic events to determine the effects of changes; for example, how the development of local farming or industry impacted on people and the environment
- Elaboration analysing information collected from interviews with different people, such as children, teachers, coaches and community members, about rules and how decisions are made
- Elaboration using visible thinking strategies to examine a group of paintings and/or maps across a period of time, to explore evidence of continuity and change, and significant events in the local area
Content descriptorAC9HS3S05 Skills
draw conclusions based on analysis of information
Elaborations (3)
- Elaboration reaching conclusions about how their place and community have changed and developed based on an analysis of data and information related to settlement patterns, local changes in plant and animal species, historic events or cultural celebrations
- Elaboration drawing conclusions about the preservation of unique features of the natural environment
- Elaboration drawing conclusions about the ways people are connected with places, and the similarities and differences of places in Australia and those of neighbouring countries
They propose actions or responses.
Content descriptorAC9HS3S06 Skills
propose actions or responses to an issue or challenge that consider possible effects of actions
Elaborations (4)
- Elaboration contributing ideas to a group response to a community challenge; for example, ways their class or school could contribute to recycling or conserving energy
- Elaboration considering anticipated effects of actions designed to protect and improve places that people perceive as important, such as places of environmental, cultural or religious value, or historic significance
- Elaboration developing a plan of action to achieve a set goal; for example, to protect a place, to participate in a community festival or commemoration, to raise awareness about an issue, to raise money for a purpose
- Elaboration arguing a point of view on a civics and citizenship issue relevant to their lives (for example, the consequences of breaking school rules, the value of contributing to their community, the need to preserve an endangered species) and making effective use of persuasive language such as “I think” and “I dis/agree that” to gain the support of others
Students use ideas from sources, and subject-specific terms to present descriptions and explanations.
Content descriptorAC9HS3S07 Skills
present descriptions and explanations, using ideas from sources and relevant subject-specific terms
Elaborations (2)
- Elaboration selecting ideas from sources such as graphs, tables, timelines, photographs and pictures
- Elaboration using appropriate terms when speaking, writing and illustrating; for example, historical terms such as “immigration”, “exploration”, “development”, “settlement”, “naming days of commemoration” and “emblems”; geographical terms such as “climate”, “environment”, “natural” and “constructed”; and civics terms such as “community”, “decision-making” and “participation”
This achievement standard describes the expected learning for Year 3 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 | 9 |
| Knowledge and understanding | Geography | 3 | 11 |
| Knowledge and understanding | Civics and Citizenship | 2 | 9 |
| Skills | Questioning and researching | 2 | 9 |
| Skills | Interpreting, analysing and evaluating | 2 | 9 |
| Skills | Concluding and decision-making | 2 | 7 |
| Skills | Communicating | 1 | 2 |
| Total | 14 | 56 | |
Frequently Asked Questions
What should students know by the end of Year 3 Humanities and Social Sciences?
By the end of Year 3, students describe the causes, effects and contributions of people to change. They identify the significance of events, symbols and emblems to Australia’s identity and diversity. They describe the representation of places within and near Australia. Read the full standard
How many Content Descriptors support this standard?
14 Content Descriptors support this Achievement Standard (Knowledge and understanding: 7, Skills: 7).
How does this compare to Year 2?
The Year 2 Humanities and Social Sciences standard (ASHASHASY2) covers the preceding curriculum level. Standards build progressively, with Year 3 expectations extending what was introduced in Year 2.
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.