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Humanities and social sciences / Year 1 / Inquiry and skills / Evaluating and reflecting

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View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025)

Elaborations
  • using collected information (for example, from stories told by parents, grandparents, elders or familiar older people; from geographic pictures) to make conclusions about change over time and place (for example, how occupations and/or technologies have changed; how places and behaviours change because of the seasons)
  • making conclusions after collecting and recording information about events over time (for example, a birthday chart that shows most class members are the same age; stories and pictures which confirm continuity of events over time, such as the local show) or about types of homes and locations where class members live (for example, an illustrated map showing that some students live in town, some live on a farm, some live in a unit, or some live in a house)
  • imagining what the future may hold based on what they know of the past and present (for example, envisioning what the town they live in might look like in the near future by comparing photographs of the past with their observation of the present) or envisaging how an environment might change due to human activity (such as when a new planting of street trees grow)
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
ScOT terms

Judgement,  Geographic location

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Watch as Margot shows you a camera from around 100 years ago! How would you describe it? How is it different to the cameras we use today? Are there any similarities? Can you find the lens on the camera that you or your family uses to take photos? How was getting your photo taken in the olden days different from the way ...

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In this lesson, students will explain the purposes of rules and the consequences of breaking them. They explore how following rules can reflect qualities of good citizenship. Extension activities tease out other elements of this topic.

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Work sample Year 1 HASS F-6: Continuity and change in daily life

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Little history: Toys and games

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This unit of work uses toys and games to provide opportunities for students to explore concepts of change and continuity by making comparisons of the toys children have played with over time. Structured around a series of inquiry questions students can use images from the museum collection to create a timeline of toys. ...

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Assessment

Year 1 history assessment - Exploring my family life: My past, present and future

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This is an assessment package that uses the Year 1 Australian Curriculum history achievement standard to gather evidence about how well students have demonstrated what they know, what they understand and what they can do in relation to the topic 'Present and Past Family Life'. Children construct a history box using objects ...

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In this sequence of 6 activities, students explore the natural and human features of beaches and develop an understanding of the way coastal areas are used for leisure, recreation and sport.

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Watch this video to learn how to greet someone in the Dharug language, spoken by the Indigenous people of the Sydney Basin area. How do you say 'hello, how are you?' in Dharug? And what are the words for good and bad? Practise these phrases with Jacinta Tobin and then teach them to a friend or family member.

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This resource is a website supporting teachers and students of the Australian Curriculum: History in Year 1. Includes teacher support, curriculum connections and ready-to-use digital resources about the present, past and future and about differences between their own lives and those of people in the past.

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