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Whole Year 1 HASS national meaningsYear 1 HASS · T1 W5–6 · National / Whole national

Actual inherited retrieval29September2026; whole selected values unchanged. Current reading9October is not a new dataset date. Full mixed notice.

HASHASY1 · level_description

In Year 1, the focus is on "how my world is different from the past and can change in the future" . The Year 1 curriculum builds on each student’s prior learning and experiences investigating the past and places. Students’ exploration of the history of their family contributes to their sense of identity, connection and belonging. They consider how they can contribute to their world by sharing a perspective on family roles and responsibilities, and ways people care for places. Students continue to develop skills and processes to investigate the past and places, and dispositions for learning, such as curiosity, imagination and problem-solving. They resource their own learning through connecting with people, places, and the natural, managed and constructed world. The Year 1 curriculum focuses on developing students’ understanding of the recent past of families and the features of local places. Students are given opportunities to explore similarities and differences in family structures and roles over recent time. They consider how aspects of family life such as education and play have undergone continuities and changes. Students learn about the location and nature of natural, managed and constructed features of local places. They consider how places change over time and the ways different groups of people can care for places, including how First Nations Australians care for Country/Place. Inquiry questions provide a framework for developing students’ knowledge, understanding and skills. They allow for connections to be made within and across the HASS sub-strands or with other learning areas. The following inquiry questions are examples only and may be used or adapted to suit local contexts. How has family life and the place we live in changed and stayed the same over time? What events, activities and places do I care about? Why?

HASHASY1_1KNO · strand

Knowledge and understanding

HASHASY1KNO_1 · sub_strand

History

AC9HS1K01 · content_description

differences in family structures and roles today, and how these have changed or remained the same over time

AC9HS1K01_E1 · illustrative_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

AC9HS1K01_E2 · illustrative_elaboration

comparing families in the present with those from the recent past, for example, the size of families across the generations

AC9HS1K01_E3 · illustrative_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

AC9HS1K02 · content_description

continuity and change between aspects of their daily lives and their parents’ and grandparents’ childhoods

AC9HS1K02_E1 · illustrative_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

AC9HS1K02_E2 · illustrative_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

AC9HS1K02_E3 · illustrative_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

AC9HS1K02_E4 · illustrative_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

HASHASY1KNO_2 · sub_strand

Geography

AC9HS1K03 · content_description

the natural, managed and constructed features of local places, and their location

AC9HS1K03_E1 · illustrative_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

AC9HS1K03_E2 · illustrative_elaboration

listening to and viewing Dreaming and Creation stories of First Nations Australians that identify the natural features of a place

AC9HS1K03_E3 · illustrative_elaboration

listing the different types of buildings in their local area; for example, houses, shops, offices, factories, religious buildings and farm buildings

AC9HS1K03_E4 · illustrative_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”

AC9HS1K03_E5 · illustrative_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”

AC9HS1K04 · content_description

how places change and how they can be cared for by different groups including First Nations Australians

AC9HS1K04_E1 · illustrative_elaboration

observing changes in natural, managed and constructed features in their place; for example, recent erosion, revegetated areas, planted crops or new buildings

AC9HS1K04_E2 · illustrative_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

AC9HS1K04_E3 · illustrative_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

AC9HS1K04_E4 · illustrative_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

AC9HS1K04_E5 · illustrative_elaboration

investigating examples of how First Nations Australians manage and care for places

HASHASY1_2SKI · strand

Skills

HASHAS1SKI_1 · sub_strand

Questioning and researching

AC9HS1S01 · content_description

develop questions about objects, people, places and events in the past and present

AC9HS1S01_E1 · illustrative_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

AC9HS1S01_E2 · illustrative_elaboration

asking questions before, during and after listening to stories about people and places, and about their past and present

AC9HS1S01_E3 · illustrative_elaboration

preparing questions for parents and members of older generations about how and where they lived in the past, and the places they value

AC9HS1S02 · content_description

collect, sort and record information and data from observations and from provided sources, including unscaled timelines and labelled maps or models

AC9HS1S02_E1 · illustrative_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)

AC9HS1S02_E2 · illustrative_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

AC9HS1S02_E3 · illustrative_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

AC9HS1S02_E4 · illustrative_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

AC9HS1S02_E5 · illustrative_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

HASHAS1SKI_2 · sub_strand

Interpreting, analysing and evaluating

AC9HS1S03 · content_description

interpret information and data from observations and provided sources, including the comparison of objects from the past and present

AC9HS1S03_E1 · illustrative_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

AC9HS1S03_E2 · illustrative_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

AC9HS1S03_E3 · illustrative_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”

AC9HS1S03_E4 · illustrative_elaboration

exploring traditional and contemporary First Nations Australian stories about places and the past, and how places have changed

AC9HS1S03_E5 · illustrative_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)

AC9HS1S04 · content_description

discuss perspectives related to objects, people, places and events

AC9HS1S04_E1 · illustrative_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

AC9HS1S04_E2 · illustrative_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

HASHAS1SKI_3 · sub_strand

Concluding and decision-making

AC9HS1S05 · content_description

draw conclusions and make proposals

AC9H1S05_E1 · illustrative_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)

AC9HS1S05_E2 · illustrative_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

AC9HS1S05_E3 · illustrative_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

HASHAS1SKI_4 · sub_strand

Communicating

AC9HS1S06 · content_description

develop narratives and share observations, using sources, and subject-specific terms

AC9HS1S06_E1 · illustrative_elaboration

retelling stories about life in the past through spoken narratives and the use of pictures, role-plays or photographs

AC9HS1S06_E2 · illustrative_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”

acara-v9:achievement_standards:a64b9ba2908dfcad · achievement_standard

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.