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1. HASHASY3
In Year 3, the focus is on "diverse communities and places, and the contributions people make" . The Year 3 curriculum focuses on the diversity of people and places in their local community and beyond, and how people participate in their communities. Through exploring how their community has changed over time, students identify the significant causes, events and people involved in change. They investigate the importance of different events, symbols and emblems in Australia. Students examine the representation of Australia, the location of Australia’s neighbouring countries, and the similarities and differences between places at those scales in terms of natural, managed and constructed features. They explore the interconnections of First Nations Australians in different parts of Australia to Country/Place. Drawing on familiar and local contexts, students develop an understanding of the importance of rules, the consequences of rules not being followed, and how individuals, including themselves, participate in and contribute to their community. 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 do symbols, events, individuals and places in my community make it unique? How do people contribute to their communities, past and present? How are people in Australia connected to places and what are the similarities and differences between those places?
2. HASHASY3_1KNO
Knowledge and understanding
3. HASHASY3KNO_1
History
4. AC9HS3K01
causes and effects of changes to the local community, and how people who may be from diverse backgrounds have contributed to these changes
5. AC9HS3K01_E1
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
6. AC9HS3K01_E2
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
7. AC9HS3K01_E3
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
8. AC9HS3K01_E4
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
9. AC9HS3K02
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
10. AC9HS3K02_E1
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
11. AC9HS3K02_E2
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
12. AC9HS3K02_E3
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
13. AC9HS3K02_E4
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)
14. AC9HS3K02_E5
examining the roles, rights and responsibilities the community has when observing protocols around flag flying
15. HASHASY3KNO_2
Geography
16. AC9HS3K03
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
17. AC9HS3K03_E1
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
18. AC9HS3K03_E2
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
19. AC9HS3K03_E3
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
20. AC9HS3K04
the ways First Nations Australians in different parts of Australia are interconnected with Country/Place
21. AC9HS3K04_E1
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
22. AC9HS3K04_E2
discussing how some people are connected to one Country; for example, because it is “Mother’s” Country or “Father’s” Country
23. AC9HS3K04_E3
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
24. AC9HS3K05
the similarities and differences between places in Australia and neighbouring countries in terms of their natural, managed and constructed features
25. AC9HS3K05_E1
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
26. AC9HS3K05_E2
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
27. AC9HS3K05_E3
investigating differences in the type of housing that people use in different climates and environments
28. AC9HS3K05_E4
exploring different types of settlement and classifying them into hierarchical categories, such as isolated dwellings, outstations, villages, towns, regional centres and large cities
29. AC9HS3K05_E5
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
30. HASHASY3KNO_3
Civics and Citizenship
31. AC9HS3K06
who makes rules, why rules are important in the school and/or the local community, and the consequences of rules not being followed
32. AC9HS3K06_E1
developing and justifying a set of fair rules and consequences for the class
33. AC9HS3K06_E2
identifying familiar rules, how rules protect the rights of others, what their responsibilities are to others, and the consequences when rules are not followed
34. AC9HS3K06_E3
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
35. AC9HS3K06_E4
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
36. AC9HS3K06_E5
exploring cultural norms behind some rulemaking; for example, removing shoes before entering places of cultural or religious significance
37. AC9HS3K07
why people participate within communities and how students can actively participate and contribute to communities
38. AC9HS3K07_E1
identifying groups that actively participate in the local community or through a virtual community and exploring their purpose
39. AC9HS3K07_E2
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
40. AC9HS3K07_E3
investigating how an individual’s contribution can be recognised; for example, an Order of Australia award
41. AC9HS3K07_E4
exploring the motivations of individuals who contribute to communities, such as local community volunteers, leaders and Elders
42. HASHASY3_2SKI
Skills
43. HASHAS3SKI_1
Questioning and researching
44. AC9HS3S01
develop questions to guide investigations about people, events, places and issues
45. AC9HS3S01_E1
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
46. AC9HS3S01_E2
asking probing questions during an investigation (for example, “Why is that so?”, “What else do we need to know?”)
47. AC9HS3S01_E3
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?”
48. AC9HS3S02
locate, collect and record information and data from a range of sources, including annotated timelines and maps
49. AC9HS3S02_E1
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
50. AC9HS3S02_E2
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
51. AC9HS3S02_E3
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
52. AC9HS3S02_E4
sequencing information about local people and events in annotated timelines to show change
53. AC9HS3S02_E5
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
54. AC9HS3S02_E6
creating tables or picture and column graphs to show patterns in data collected from class vote on participation in community activities
55. HASHAS3SKI_2
Interpreting, analysing and evaluating
56. AC9HS3S03
interpret information and data displayed in different formats
57. AC9HS3S03_E1
distinguishing between fiction and non-fiction texts in relation to representation of places, environments and past events
58. AC9HS3S03_E2
interpreting climate data to describe the temperature and rainfall for a place in Australia and a place in a neighbouring country
59. AC9HS3S03_E3
interpreting information about the number of parents that volunteer at the school and why they may choose to contribute in this way
60. AC9HS3S03_E4
interpreting data to identify patterns of change over time: for example, examine building dates to make inferences about changing designs and materials used
61. AC9HS3S03_E5
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
62. AC9HS3S04
analyse information and data, and identify perspectives
63. AC9HS3S04_E1
comparing information in different sources to identify evidence of change; for example, images and maps of the local area over time
64. AC9HS3S04_E2
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
65. AC9HS3S04_E3
analysing information collected from interviews with different people, such as children, teachers, coaches and community members, about rules and how decisions are made
66. AC9HS3S04_E4
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
67. HASHAS3SKI_3
Concluding and decision-making
68. AC9HS3S05
draw conclusions based on analysis of information
69. AC9HS3S05_E1
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
70. AC9HS3S05_E2
drawing conclusions about the preservation of unique features of the natural environment
71. AC9HS3S05_E3
drawing conclusions about the ways people are connected with places, and the similarities and differences of places in Australia and those of neighbouring countries
72. AC9HS3S06
propose actions or responses to an issue or challenge that consider possible effects of actions
73. AC9HS3S06_E1
contributing ideas to a group response to a community challenge; for example, ways their class or school could contribute to recycling or conserving energy
74. AC9HS3S06_E2
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
75. AC9HS3S06_E3
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
76. AC9HS3S06_E4
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
77. HASHAS3SKI_4
Communicating
78. AC9HS3S07
present descriptions and explanations, using ideas from sources and relevant subject-specific terms
79. AC9HS3S07_E1
selecting ideas from sources such as graphs, tables, timelines, photographs and pictures
80. AC9HS3S07_E2
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”
81. Achievement standard
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.