Year 4
Humanities and Social Sciences
ASHASHASY4
Year 4 Humanities and Social Sciences Achievement Standard
9 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 4, students describe the diversity of experiences of people in Australia prior to and following 1788. They describe the events and causes of the establishment of the first British colony in Australia. They describe the effects of colonisation on people and environments. Students describe the importance of environments, and sustainable allocation and management of resources. They describe the importance and role of local government, community members and laws, and the cultural and social factors that shape identity.
Students develop questions and locate, collect and record information and data from a range of sources and formats. They interpret and analyse information and data to identify perspectives, and draw conclusions. Students propose considered actions or responses. Students use ideas from sources and relevant subject-specific terms to present descriptions and explanations.
The 9 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 4, students describe the diversity of experiences of people in Australia prior to and following 1788.
Content descriptorAC9HS4K01 Knowledge and understanding
the diversity of First Nations Australians, their social organisation and their continuous connection to Country/Place
Elaborations (4)
- Elaboration exploring the connection of First Nations Australians to the land and water and how they manage these resources
- Elaboration recognising that First Nations Australians include two distinct cultural groups – Aboriginal Peoples and Torres Strait Islander Peoples – and there is considerable diversity within these groups
- Elaboration investigating archaeological sites (for example, Nauwalabila, Devil’s Lair, Lake Mungo) that show the continuous connection of early First Peoples of Australia to Country/Place and the early lifestyles of First Nations Australians
- Elaboration investigating the diversity and significance of trade and exchange of ideas to First Nations Australians, including with groups outside Australia such as the Macassans
Content descriptorAC9HS4K03 Knowledge and understanding
the experiences of individuals and groups, including military and civilian officials, and convicts involved in the establishment of the first British colony
Elaborations (5)
- Elaboration describing the events around the establishment of the First Fleet and the key people involved, such as Captain Arthur Phillip, marines, Reverend Richard Johnson and convicts
- Elaboration describing the events and experiences of groups and individuals on the journey of the First Fleet
- Elaboration examining the wide range of crimes punishable by transportation and looking closely at the people who were transported
- Elaboration investigating attitudes to the poor, the treatment of prisoners and the social standing of those who travelled to Australia on the First Fleet, including families, children and convict guards
- Elaboration investigating daily life in the Port Jackson penal settlement, the challenges experienced by the people there and how they were managed
They describe the events and causes of the establishment of the first British colony in Australia.
Content descriptorAC9HS4K02 Knowledge and understanding
the causes of the establishment of the first British colony in Australia in 1788
Elaborations (4)
- Elaboration examining the journeys of one or more explorers who sailed parts of the route to Australia, such as Vasco da Gama and Ferdinand Magellan, using navigation maps to reconstruct their journeys, in order to investigate how exploration and knowledge of routes allowed for the later feasible settlement of Australia
- Elaboration examining journeys of the Australian coastline of one or more explorers (for example, Dirk Hartog, Abel Tasman, James Cook, Comte de la Perouse, Willem Jansz) using navigation maps to reconstruct their journeys, in order to investigate the possibility of countries settling Australia to expand their empires
- Elaboration describing the journeys of James Cook, and that of Joseph Banks, and their role in the establishment of a British colony in Australia, including reference to Cook’s “secret instructions”
- Elaboration investigating the reasons for the colonisation of Australia, including Britain needing a penal colony, the impact of the American War of Independence, the creation of a base in the global south and resources
They describe the effects of colonisation on people and environments.
Content descriptorAC9HS4K04 Knowledge and understanding
the effects of contact with other people on First Nations Australians and their Countries/Places following the arrival of the First Fleet and how this was viewed by First Nations Australians as an invasion
Elaborations (3)
- Elaboration investigating contact between First Nations Australians and people from different continents (Asia and Europe) before 1788; for example, the repulsion of the Dutch at Cape Keerweer in 1606, trade, sharing of ideas and technologies
- Elaboration exploring early contact of First Nations Australians with the British, including individuals such as Pemulwuy, Windradyne and Bennelong, and considering the differing perspectives of the interactions between Europeans and First Nations Australians, and how interactions could be interpreted as negative for one group and positive for the other
- Elaboration examining paintings and accounts by individuals involved in exploration and colonisation to explore the impact that British colonisation had on the lives of First Nations Australians; for example, dispossession, dislocation and the loss of lives through frontier conflict, disease, and loss of food sources and medicines, the embrace of some colonial technologies, the practice of colonial religion, and intermarriage between colonists and Australian First Nations Peoples
Students describe the importance of environments, and sustainable allocation and management of resources.
Content descriptorAC9HS4K05 Knowledge and understanding
the importance of environments, including natural vegetation and water sources, to people and animals in Australia and on another continent
Elaborations (5)
- Elaboration identifying the main types of vegetation, including forest, savannah, grassland, woodland and desert, and exploring natural vegetation in Australia and another continent such as Africa or South America
- Elaboration exploring how vegetation has an important role in sustaining the environment by producing oxygen, protecting food-producing land from erosion, retaining rainfall, providing habitat for animals, sheltering crops and livestock, providing shade for people, cooling urban places, producing medicines, wood and fibre, and making places appear more attractive
- Elaboration explaining how people’s connections with their environment can also be aesthetic, emotional and spiritual
- Elaboration exploring strategies to protect particular environments that provide habitats for animals; for example, planting bird-attracting vegetation
- Elaboration identifying the importance of water to the environment and to sustaining the lives of people and animals
Content descriptorAC9HS4K06 Knowledge and understanding
sustainable use and management of renewable and non-renewable resources, including the custodial responsibility First Nations Australians have for Country/Place
Elaborations (2)
- Elaboration exploring how some resources are used and managed in sustainable and non-sustainable ways; for example, auditing use of renewable and non-renewable resources in the classroom, investigating recycling and waste disposal of non-renewable resources in the school and by local government, reducing waste through “nude food” lunch boxes and using recycled toilet paper, examining how renewable resources such as timber are managed
- Elaboration investigating how First Nations Australians adapted ways using knowledge and practices linked to the sustainable use of resources and environments (for example, rotational use and harvesting of resources; mutton-bird harvesting in Tasmania; the use of fire; the use of vegetation endemic in the local area for food, shelter, medicine, tools and weapons; and the collection of bush food from semi-arid rangelands), and how this knowledge can be taught through stories and songs, reflecting their inherent, custodial responsibilities
They describe the importance and role of local government, community members and laws, and the cultural and social factors that shape identity.
Content descriptorAC9HS4K07 Knowledge and understanding
the differences between “rules” and “laws”, why laws are important and how they affect the lives of people
Elaborations (4)
- Elaboration distinguishing between “laws”, such as not speeding in school zones, and “rules”, such as practising sun safety in the school
- Elaboration exploring examples of laws and their purpose, recognising that laws apply to everyone in society and why they are important to students’ lives
- Elaboration investigating the impact of laws, such as environmental laws, native title laws and laws concerning sacred sites, on specific groups, including First Nations Australians
- Elaboration investigating the customary lore of First Nations Australians and how they relate to people and places; for example, the lore covers rules of living, skin groups, broad roles of men and women, economic affairs, marriage and other activities
Content descriptorAC9HS4K08 Knowledge and understanding
the roles of local government and how members of the community use and contribute to local services
Elaborations (3)
- Elaboration examining how local government is chosen and by whom
- Elaboration exploring what local government does, including the services it provides, such as environment and waste management, libraries, health services, parks, cultural events, pools and sport facilities, arts and pet management
- Elaboration describing how local government services impact on the lives of students, and discussing how local groups/organisations and children can use their voices and make responsible choices about the services that impact them and their environment
Content descriptorAC9HS4K09 Knowledge and understanding
diversity of cultural, religious and/or social groups to which they and others in the community belong, and their importance to identity
Elaborations (3)
- Elaboration identifying diversity through the different social, cultural and religious groups students belong to and describing what makes them feel that they belong to the groups
- Elaboration listing and comparing the different beliefs, traditions and symbols used by groups
- Elaboration recognising that the identity of First Nations Australians is shaped by Country/Place, language and knowledge traditions
Students develop questions and locate, collect and record information and data from a range of sources and formats.
Content descriptorAC9HS4S01 Skills
develop questions to guide investigations about people, events, places and issues
Elaborations (4)
- Elaboration asking questions before, during and after an investigation using tools such as a KWL chart (what they know, what they want to know and what they have learned) and five W’s + H (who, what, when, where, why and how)
- Elaboration developing “How do we know?” questions for evidence; “How are these ideas connected to each other? What is similar/different about what you have found out?” questions about comparisons; “What could be done?” questions about alternatives; “Is that right or fair?” questions about decisions in the past and present; “How did/do certain groups respond/act when…?” questions about diverse groups; “What rules apply when…? Who was/is involved…?” questions about rules and citizenship
- Elaboration discussing how an investigation about the past, such as through a museum display, video or interactive website, is guided by questions at different stages, including “Why is that important now?”
- Elaboration developing questions that address the disciplinary concepts; for example, “What was the cause…?”, “Why was this event significant?”, “How did daily life change?”, “What are the characteristics of this place?”, “How can we manage resources sustainably?”, “What rules are used by different groups I belong to?” and “What laws protect our local environment?”
Content descriptorAC9HS4S02 Skills
locate, collect and record information and data from a range of sources, including annotated timelines and maps
Elaborations (4)
- Elaboration identifying the types of sources suited to historical, geographical, civic inquiry contexts (for example, paintings, maps and written records/accounts to investigate the First Fleet or a local environment; newspaper articles and database information to investigate the cultural diversity of the local community or to respond to a civic or geographic issue such as recycling; traditional ballads and stories to investigate historical events or cultural groups in the community) and discussing why particular sources might be suitable for a particular context
- Elaboration brainstorming ways that information might be collected for an inquiry, such as surveys, interviews and tallying, and choosing, with teacher guidance, the most effective sources of data; for example, the internet, thematic maps, photographs, satellite imagery, field data collection, interviewing members of local government
- Elaboration exploring stories about the groups people belong to; for example, cultural groups such as groups that value First Nations Australian or Asian heritage; interest and community groups such as recreational and volunteering organisations; and gender or religious groups
- Elaboration using graphic organisers, timelines, maps, graphs or tables to display data and information (for example, a food web; consequence wheels for an issue; creating a timeline related to the First Fleet; mapping locations of different types of vegetation, the loss of native species, the movement of peoples over time, or social, cultural and religious groups in Australia’s society) and using digital applications as appropriate
They interpret and analyse information and data to identify perspectives, and draw conclusions.
Content descriptorAC9HS4S03 Skills
interpret information and data displayed in different formats
Elaborations (4)
- Elaboration decoding the meaning of symbols and emblems associated with Australian history, geography and civic life and applying an understanding of conventions, vocabulary and symbols when interpreting large-scale maps
- Elaboration interpreting the data presented in picture, line, bar or column graphs to identify trends; for example, explaining survey results about types of waste produced in the school or how people participate in the community
- Elaboration interpreting thematic maps and using online satellite images to describe the environmental characteristics of a continent or region, or to identify a particular characteristic, such as equatorial rainforests or clearance of natural vegetation for farming and settlement
- Elaboration comparing environments in places of similar climate and vegetation that are located on different continents; for example, sandy, icy and stony deserts of Australia, Africa and South America
Content descriptorAC9HS4S04 Skills
analyse information and data, and identify perspectives
Elaborations (4)
- Elaboration comparing information in sources to identify evidence of change; for example, First Nations Australian, Dutch and French place names on Australia’s west coast
- Elaboration analysing information collected from interviews with different people about the same issue; for example, developers, businesspeople and their employees, council members, local Elders and conservationists, regarding the management of resources
- Elaboration analysing information gathered through 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 Australia pre- and post-1788 (for example, images of First Nations Australian rock painting depicting early interactions and trade with the Macassans) and comparing it with written information from a historian
- Elaboration exploring different perspectives about a historical event (for example, the perspectives of convicts, soldiers, free settlers and First Nations Australians on the arrival of the First Fleet) or a contemporary issue, such as a school issue or an environmental issue
Content descriptorAC9HS4S05 Skills
draw conclusions based on analysis of information
Elaborations (3)
- Elaboration describing risks in past times, such as those involved in sea travel, exploration and colonisation
- Elaboration explaining how seeking resources is connected to trade, world exploration, colonisation, economic development and environmental change
- Elaboration analysing sources to draw conclusions; for example, 'What are the relationships between plants and animals in an ecosystem?", 'What can local government do to improve services?' and 'How do students benefit from school rules?'
Students propose considered actions or responses.
Content descriptorAC9HS4S06 Skills
propose actions or responses to an issue or challenge that consider possible effects of actions
Elaborations (4)
- Elaboration participating in cooperative strategies that enable decision-making about roles and responsibilities in relation to an issue that may be of concern to the students (for example, waste management in their school or protecting a habitat for an endangered species) and identifying resources needed to support the actions and likely outcomes
- Elaboration forecasting a probable future and a preferred future relating to an environmental, local government or cultural issue; for example, developing a future scenario of what oceans will be like if humans continue to allow waste plastic to enter waterways, and a preferred scenario of what oceans would be like if plastics were to be replaced by degradable materials
- Elaboration reflecting on personal behaviours and identifying attitudes that may affect aspects of the environment at a local or global level; for example, pouring paints down the sink, using products sourced from cleared rainforests and proposing awareness-raising strategies to reduce impacts on the environment
- Elaboration proposing possible actions that could be taken to address an issue (for example, improving the management of waste in the school, choosing products not made from endangered species or their habitats) and identifying resources needed to support the actions and likely outcomes (for example, composting lunch waste and using it on the school garden, making socially responsible decisions)
Students use ideas from sources and relevant subject-specific terms to present descriptions and explanations.
Content descriptorAC9HS4S07 Skills
present descriptions and explanations, using ideas from sources and relevant subject-specific terms
Elaborations (2)
- Elaboration describing the relative location of different features in a place by distance and compass direction; for example, the distance from their home to the local waste management site, the route of a navigator
- Elaboration using accurate and subject-appropriate terms when speaking, writing and illustrating; for example, using historical terms such as “exploration”, “navigation”, “trade”, “penal”, “transportation”, “contact” and “colonisation”; using geographical terms such as “continents”, “countries”, “natural resources”, “vegetation”, “environments”, “ecosystems”, “sustainability”, “consumption”, “waste” and “management”; and using civic terms such as “local government”, “decision-making”, “services”, “roles”, “responsibilities”, “rules”, “laws” and “belonging”
This achievement standard describes the expected learning for Year 4 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 | 4 | 16 |
| Knowledge and understanding | Geography | 2 | 7 |
| Knowledge and understanding | Civics and Citizenship | 3 | 10 |
| Skills | Questioning and researching | 2 | 8 |
| Skills | Interpreting, analysing and evaluating | 2 | 8 |
| Skills | Concluding and decision-making | 2 | 7 |
| Skills | Communicating | 1 | 2 |
| Total | 16 | 58 | |
Frequently Asked Questions
What should students know by the end of Year 4 Humanities and Social Sciences?
By the end of Year 4, students describe the diversity of experiences of people in Australia prior to and following 1788. They describe the events and causes of the establishment of the first British colony in Australia. They describe the effects of colonisation on people and environments. Read the full standard
How many Content Descriptors support this standard?
16 Content Descriptors support this Achievement Standard (Knowledge and understanding: 9, Skills: 7).
How does this compare to Year 3?
The Year 3 Humanities and Social Sciences standard (ASHASHASY3) covers the preceding curriculum level. Standards build progressively, with Year 4 expectations extending what was introduced in Year 3.
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.