Curriculum, sources, rights and honest limitsYear 4 HASS · T1 W3–4 · Curriculum crosswalk · Text version

Scope and progression

This original Year 4 HASS proposal offers ten starts, Days 11–20, for proposed Term 1 Weeks 3–4. It fills the principal bank gap at fixed published commit 3531c059f44c934e1a70c6cde632792baa000c31. The preceding Weeks 1–2 and following Weeks 5–6 are context, not newly authored material. The annual planning document is an earlier planning snapshot, not proof of a complete year. Calendar labels here are sequence labels; schools choose actual teaching dates.

The earlier bank explores group rules and laws. This bank develops useful questions about shared places and general council roles, careful source interpretation and considered private responses. The following bank explores library help and service conditions. Do not assume prior attendance, Year 3 mastery, a real outing, local council approval or a family's spare time. Start with an ordinary card and usual communication if earlier work is absent. The new material does not claim the whole Year 4 curriculum, another state, a secure test or proven classroom outcomes.

National criteria and daily evidence

Australian Curriculum Version 9.0, Year 4 HASS F–6, is the national reference. Its full achievement standard, level description, strand and substrand headings, nine knowledge descriptions, seven skills descriptions and all supplied elaborations appear in the 85-record meaning projection below. Elaborations are examples, not additional mandatory content descriptions. This ten-day bank targets part of AC9HS4K08 and parts of AC9HS4S01–S07. Supplied fictional evidence and a teacher's general factual card do not establish an independent local investigation or actual community contribution.

The whole standard also requires substantial history, geography and civic identity knowledge. AC9HS4K01–K04 (history), K05–K06 (geography), K07 (rules and laws) and K09 (identity) are not completed here. Earlier K07 is context only. F2 litter background does not complete environmental/resource or First Nations custodial knowledge. A general role does not teach every K08 elaboration or establish civic contribution. The skills span a range of contexts across the year; one short investigation cannot establish full-year achievement. No new First Nations knowledge, local language, cultural design or consultation is invented.

Queensland application

Current primary QCAA documents were checked on 11 October 2026 through the web tool. Direct requests returned HTTP 403; their retained compressed bodies are the error responses, not PDF files. Complete primary textual projections of Q1–Q3 were personally read and retained in sources/QCAA-web-tool-result.json. Page counts are provider metadata, not a personal layout/raster inspection. The school's actual program, evidence folio and contextual judgement remain necessary.

Q1: Year 4 achievement standard and content-description alignment, March 2023, two pages. Its alignment links civic services and inquiry skills to the full standard. This pack's partial K08 and S01–S07 opportunities are a subset; alignment is not certification or approval.

Q2: Year 4 standard elaborations, November 2023, four pages. Teachers form an on-balance judgement using a folio across the full standard. The C standard describes expected end-of-year achievement. This pack's component notes support observation and next teaching; its A–D case names and supported/developing/not-yet-observed notes are not official grades. Record the learner's question, range of supplied evidence, interpretation, perspective, conclusion, considered response and source-based explanation without awarding a grade for box count or independence of handwriting.

Q3: Years 3–4 assessment techniques and conditions, October 2023, three pages. Schools select investigation, project or supervised work as appropriate. Written, spoken, signed, multimodal and suitable practical evidence may be used; work can be broken into components. Suggested investigation/project guidance includes 100–200 written words or up to one minute spoken. Supervised guidance includes up to 40 minutes plus planning/perusal time, with response guidance varying by type. These are not compulsory targets for every child invitation. Record neutral source reading, scribing, prompts and breaks; preserve the intended reasoning judgement. Offer one useful component and another sitting. Longer responses do not automatically demonstrate better HASS understanding. Safety and local conditions remain school decisions.

Q4: QCAA HASS planning, page updated 1 April 2026. Q5: QCAA HASS assessment, page updated 2 June 2025. They provide current planning/assessment entry points. Their relevant main content was read through the primary web tool; direct 403 responses remain explicit. No claim to have downloaded or adapted every linked sample/unit.

Teacher assessment workflow

Use ordinary C examples for teaching, not held A–D model answers. Choose first source after relevant teaching: A on Day 14, B on Day 15, C on Day 19, D on Day 20, or another suitable sitting. Provide the exact full stimulus and four exact prompts through the chosen communication route. Record source edition/date, known exposure, response and actual support before key/feedback. Published sources are not presumed unseen. A blank or missing component remains not yet observed; do not invent performance.

Later forms are offered on Day 20 or later after relevant teaching, first response capture, exposure review and recorded feedback. Keep their changed source and criteria distinct. No all-eight requirement, equivalent difficulty, norm, automatic grade or measured gain. Practical use is recorded only when it occurred; an adult demonstration, planned enquiry, supplied log and unknown reply stay distinct. A useful folio could contain a question, annotated source and considered private response, but no fixed number of artifacts is required.

Source custody and freshness

INPUTS.json identifies 53 literal fixed-Git context bodies, their OIDs, hashes, mode and mtime. Those bodies match the read-only precursor and were copied independently; the complete precursor is protected in BEGIN/END. The principal bank gap was inspected at the fixed commit, not inferred from folder labels. No mutable live HEAD is promoted into this proposal.

NATIONAL-BINDING.json binds all 85 Year 4 HASS records and exact raw-cell relationships to the current canonical framework object: 18,074,483 bytes, SHA256 15fbbef5283a4b48b8a8e00ae3c7c635377cea2175afc1f2f12d12f9d5453e60. The retained workbook was obtained on 29 September 2026; its literal raw relationships and complete meaning records were checked against the fixed current object. It was not freshly downloaded today. Current Version history, N2, supports Version 9.0; the platform does not silently synchronise this saved copy. Future revisions require an explicit source/criteria/rights review and new receipt.

SOURCE-RECEIPTS.json covers the initial twelve direct requests Q1–Q6, N1–N2, F1/F1rights, F2/F2rights. F3 has its separate receipt. Each compressed raw body must expand to its receipt's exact byte count/SHA; a 403 is not a fetched document. QCAA and support web-tool research results are separately retained textual evidence. Main content and relevant rights were read, not every navigation/footer or linked material. No whole-website permission is inferred from a successful request.

Factual examples and local adaptation

F3: Queensland Government, Your council, checked 11 October 2026. General council roles include recreation such as parks/bike paths, local roads and waste disposal. This supports a general role card only, not ownership/management/funding of a particular place, actual service availability or completion of a repair. The received response was HTTP 200, 185,274 raw bytes, SHA256 31119b80f2cc568ba6251f9e104542d26219a632853d4667638af0a6352ab31d. Its legacy council count conflicts with other current official sources; no council-count number is taught. Cache headers alone do not certify every statement current.

F2: Queensland Government, Littering, reviewed 22 June 2026, checked 11 October 2026. The narrow teaching card uses overflowing-bin litter and possible movement into waterways. No fines, degradation times, legal assessment of an actual event, cleanup activity or real bin instructions are taught. Covered text is credited to the State; original card words/layout and all C cases remain distinguishable.

F1: Rockhampton Regional Council parks entry point is an optional adult research lead. Relevant primary web text was read, but direct request and main copyright route returned 403. Rights for the main site are not verified. No RRC expression, map, logo, photo or layout is incorporated. A different heritage-site legal notice does not grant main-site reuse.

O12 supplies a small adult local check: record URL/publisher, exact relevant statement, checked date, proposed child-friendly wording, rights and unresolved questions. Check the specific service/manager and conditions using its actual primary source. A child is not expected to browse, telephone, submit personal data or seek permissions. If a source is inaccessible, outdated or rights unclear, keep an original fictional task and the narrow general card. Do not turn a source lead into a verified local fact. New knowledge involving First Nations communities requires appropriate authority, consent, attribution and cultural review. No automated live lookup, translation or fact-verification service is delivered here.

Rights, originality and reusable attribution

Original teaching prose, C/H/X fictional cases, learner invitations, candidate scripts, assessment stimuli/prompts/criteria, interaction specification and prospective drawing/whole alternatives are offered as original NeuroForge material under CC BY 4.0; original helper/control code under Apache-2.0. This is a proposal grant over original expression, not a claim of delivered SVG/audio or exclusive ownership of curriculum facts. Attribution: NeuroForge, SubjectNest Year 4 HASS Weeks 3–4, original proposal, 11 October 2026; state later modifications. Later external media/voice/font/model choices require their own licence review. Existing inherited context/source documents retain their own grants; receipt copies do not relicense them.

ACARA core curriculum expression is CC BY 4.0 under current terms, N1. Logos, website design, third-party material, photographs/videos, implementation support resources and separately restricted material are outside this grant. First Nations cultural/intellectual property requires consent and appropriate protocols, not just a copyright label. No excluded ACARA art or support-resource expression is adapted.

Attribution for the retained curriculum, following the licensed source notice: “© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (Website) (accessed 29 September 2026) and was modified. The material is licensed under CC BY 4.0 Attribution 4.0 International Deed. Version updates are tracked in the ‘Curriculum version history’ section on the ‘About the Australian Curriculum’ page of the Australian Curriculum website. ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions and achievement standards (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions and achievement standards (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).”

Platform attribution: “It is important to check the frequency with which the platform or app is updated and, if the platform or app allows users to download the Australian Curriculum to their portable device, how often and in what circumstances the user’s device synchronises with the platform.” This projection and crosswalk were modified from the retained workbook meaning records. They do not update or synchronise automatically. Current terms and version entry points were checked on 11 October 2026. The required licensed attribution is preserved; no ACARA endorsement or exclusive ownership claim.

QCAA: Copyright, Q6, checked 11 October 2026 through its main primary web text. Covered publications permit CC BY 4.0 with exceptions such as logos, trademarks, third-party material and separately licensed content. No QCAA logo/student work/glossary definition/art is used. The original partial planning and assessment discussion is modified from © State of Queensland (QCAA) 2023; QCAA does not endorse the product. Preserve the above document titles/dates/links and credit when using an adapted alignment/assessment note. Complete research text retained for source checking is not automatically a new user-facing resource.

F2/F3: © State of Queensland 2026, covered text under CC BY 4.0; original narrow rearrangement/interpretation in this pack. Queensland Government copyright, F2rights, checked 11 October 2026, excludes logos, trademarks, third-party and separately licensed items. No Queensland Government layout, image or logo is adapted. Each linked agency's own terms apply; this state grant does not grant RRC art/expression.

No tested translation or First Nations language version is delivered. Any future translation must preserve the exact source/unknown/possible-effect distinctions and component criteria, receive competent language review and respect cultural permissions. Communication adaptations do not assign a child to a fixed learning style, infer a diagnosis or homogenise language/culture. All personal examples are optional and private; no named child record is supplied.

Complete national meaning projection — 85 retained records

The following complete plain meanings are a projection of the exact retained current national records, not newly invented curriculum or a completion checklist. Original markup/raw cell relationships remain in the protected authority input. This includes the entire annual standard and material beyond this bank's partial target. © ACARA 2010 to present, CC BY 4.0, attribution and no-endorsement above. Source collection/code/row are retained to make each relationship reviewable.

National 01 · acara-v9:learning_areas:HASHASY4

Collection: learning_areas; type: level_description; code: HASHASY4; source row: 1449.

In Year 4, the focus is on "how people, places and environments interact, past and present" . The Year 4 curriculum focuses on interactions between people, places and environments over time and space, and the effects of these interactions. Students develop understandings about the causes and nature of significant events related to the First Fleet and the experiences of people involved in colonisation prior to 1800. They study the diversity of First Nations Australians prior to colonisation, their continuous connection to Country/Place, and the impacts of contact on them and their Countries/Places. Students examine the ways in which environments are important to people and animals, as well as the ways people sustainably allocate and manage renewable and non-renewable resources. Students’ understanding of democratic decision-making is developed through investigating the role of their local government and the contribution of citizens to their community. They examine how rules and laws affect them and the importance of laws in society. Students explore cultural diversity in their community and how belonging to different groups can shape personal identity. 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 have diverse individuals and groups, past and present, contributed to the Australian community? Why did Britain want to establish a colony in Australia? What were the effects of European colonisation on Australia, and on Australian First Nations Peoples? What is the significance of the environment, and what are different views on how it can be used and sustained, past and present?

National 02 · acara-v9:learning_areas:HASHASY4_1KNO

Collection: learning_areas; type: strand; code: HASHASY4_1KNO; source row: 1450.

Knowledge and understanding

National 03 · acara-v9:learning_areas:HASHASY4KNO_1

Collection: learning_areas; type: sub_strand; code: HASHASY4KNO_1; source row: 1451.

History

National 04 · acara-v9:learning_areas:AC9HS4K01

Collection: learning_areas; type: content_description; code: AC9HS4K01; source row: 1452.

the diversity of First Nations Australians, their social organisation and their continuous connection to Country/Place

National 05 · acara-v9:learning_areas:AC9HS4K01_E1

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K01_E1; source row: 1453.

exploring the connection of First Nations Australians to the land and water and how they manage these resources

National 06 · acara-v9:learning_areas:AC9HS4K01_E2

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K01_E2; source row: 1454.

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

National 07 · acara-v9:learning_areas:AC9HS4K01_E3

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K01_E3; source row: 1455.

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

National 08 · acara-v9:learning_areas:AC9HS4K01_E4

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K01_E4; source row: 1456.

investigating the diversity and significance of trade and exchange of ideas to First Nations Australians, including with groups outside Australia such as the Macassans

National 09 · acara-v9:learning_areas:AC9HS4K02

Collection: learning_areas; type: content_description; code: AC9HS4K02; source row: 1457.

the causes of the establishment of the first British colony in Australia in 1788

National 10 · acara-v9:learning_areas:AC9HS4K02_E1

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K02_E1; source row: 1458.

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

National 11 · acara-v9:learning_areas:AC9HS4K02_E2

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K02_E2; source row: 1459.

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

National 12 · acara-v9:learning_areas:AC9HS4K02_E3

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K02_E3; source row: 1460.

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”

National 13 · acara-v9:learning_areas:AC9HS4K02_E4

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K02_E4; source row: 1461.

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

National 14 · acara-v9:learning_areas:AC9HS4K03

Collection: learning_areas; type: content_description; code: AC9HS4K03; source row: 1462.

the experiences of individuals and groups, including military and civilian officials, and convicts involved in the establishment of the first British colony

National 15 · acara-v9:learning_areas:AC9HS4K03_E1

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K03_E1; source row: 1463.

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

National 16 · acara-v9:learning_areas:AC9HS4K03_E2

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K03_E2; source row: 1464.

describing the events and experiences of groups and individuals on the journey of the First Fleet

National 17 · acara-v9:learning_areas:AC9HS4K03_E3

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K03_E3; source row: 1465.

examining the wide range of crimes punishable by transportation and looking closely at the people who were transported

National 18 · acara-v9:learning_areas:AC9HS4K03_E4

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K03_E4; source row: 1466.

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

National 19 · acara-v9:learning_areas:AC9HS4K03_E5

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K03_E5; source row: 1467.

investigating daily life in the Port Jackson penal settlement, the challenges experienced by the people there and how they were managed

National 20 · acara-v9:learning_areas:AC9HS4K04

Collection: learning_areas; type: content_description; code: AC9HS4K04; source row: 1468.

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

National 21 · acara-v9:learning_areas:AC9HS4K04_E1

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K04_E1; source row: 1469.

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

National 22 · acara-v9:learning_areas:AC9HS4K04_E2

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K04_E2; source row: 1470.

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

National 23 · acara-v9:learning_areas:AC9HS4K04_E3

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K04_E3; source row: 1471.

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

National 24 · acara-v9:learning_areas:HASHASY4KNO_2

Collection: learning_areas; type: sub_strand; code: HASHASY4KNO_2; source row: 1472.

Geography

National 25 · acara-v9:learning_areas:AC9HS4K05

Collection: learning_areas; type: content_description; code: AC9HS4K05; source row: 1473.

the importance of environments, including natural vegetation and water sources, to people and animals in Australia and on another continent

National 26 · acara-v9:learning_areas:AC9HS4K05_E1

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K05_E1; source row: 1474.

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

National 27 · acara-v9:learning_areas:AC9HS4K05_E2

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K05_E2; source row: 1475.

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

National 28 · acara-v9:learning_areas:AC9HS4K05_E3

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K05_E3; source row: 1476.

explaining how people’s connections with their environment can also be aesthetic, emotional and spiritual

National 29 · acara-v9:learning_areas:AC9HS4K05_E4

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K05_E4; source row: 1477.

exploring strategies to protect particular environments that provide habitats for animals; for example, planting bird-attracting vegetation

National 30 · acara-v9:learning_areas:AC9HS4K05_E5

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K05_E5; source row: 1478.

identifying the importance of water to the environment and to sustaining the lives of people and animals

National 31 · acara-v9:learning_areas:AC9HS4K06

Collection: learning_areas; type: content_description; code: AC9HS4K06; source row: 1479.

sustainable use and management of renewable and non-renewable resources, including the custodial responsibility First Nations Australians have for Country/Place

National 32 · acara-v9:learning_areas:AC9HS4K06_E1

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K06_E1; source row: 1480.

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

National 33 · acara-v9:learning_areas:AC9HS4K06_E2

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K06_E2; source row: 1481.

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

National 34 · acara-v9:learning_areas:HASHASY4KNO_3

Collection: learning_areas; type: sub_strand; code: HASHASY4KNO_3; source row: 1482.

Civics and Citizenship

National 35 · acara-v9:learning_areas:AC9HS4K07

Collection: learning_areas; type: content_description; code: AC9HS4K07; source row: 1483.

the differences between “rules” and “laws”, why laws are important and how they affect the lives of people

National 36 · acara-v9:learning_areas:AC9HS4K07_E1

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K07_E1; source row: 1484.

distinguishing between “laws”, such as not speeding in school zones, and “rules”, such as practising sun safety in the school

National 37 · acara-v9:learning_areas:AC9HS4K07_E2

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K07_E2; source row: 1485.

exploring examples of laws and their purpose, recognising that laws apply to everyone in society and why they are important to students’ lives

National 38 · acara-v9:learning_areas:AC9HS4K07_E3

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K07_E3; source row: 1486.

investigating the impact of laws, such as environmental laws, native title laws and laws concerning sacred sites, on specific groups, including First Nations Australians

National 39 · acara-v9:learning_areas:AC9HS4K07_E4

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K07_E4; source row: 1487.

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

National 40 · acara-v9:learning_areas:AC9HS4K08

Collection: learning_areas; type: content_description; code: AC9HS4K08; source row: 1488.

the roles of local government and how members of the community use and contribute to local services

National 41 · acara-v9:learning_areas:AC9HS4K08_E1

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K08_E1; source row: 1489.

examining how local government is chosen and by whom

National 42 · acara-v9:learning_areas:AC9HS4K08_E2

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K08_E2; source row: 1490.

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

National 43 · acara-v9:learning_areas:AC9HS4K08_E3

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K08_E3; source row: 1491.

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

National 44 · acara-v9:learning_areas:AC9HS4K09

Collection: learning_areas; type: content_description; code: AC9HS4K09; source row: 1492.

diversity of cultural, religious and/or social groups to which they and others in the community belong, and their importance to identity

National 45 · acara-v9:learning_areas:AC9HS4K09_E1

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K09_E1; source row: 1493.

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

National 46 · acara-v9:learning_areas:AC9HS4K09_E2

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K09_E2; source row: 1494.

listing and comparing the different beliefs, traditions and symbols used by groups

National 47 · acara-v9:learning_areas:AC9HS4K09_E3

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4K09_E3; source row: 1495.

recognising that the identity of First Nations Australians is shaped by Country/Place, language and knowledge traditions

National 48 · acara-v9:learning_areas:HASHASY4_2SKI

Collection: learning_areas; type: strand; code: HASHASY4_2SKI; source row: 1496.

Skills

National 49 · acara-v9:learning_areas:HASHAS4SKI_1

Collection: learning_areas; type: sub_strand; code: HASHAS4SKI_1; source row: 1497.

Questioning and researching

National 50 · acara-v9:learning_areas:AC9HS4S01

Collection: learning_areas; type: content_description; code: AC9HS4S01; source row: 1498.

develop questions to guide investigations about people, events, places and issues

National 51 · acara-v9:learning_areas:AC9HS4S01_E1

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S01_E1; source row: 1499.

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)

National 52 · acara-v9:learning_areas:AC9HS4S01_E2

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S01_E2; source row: 1500.

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

National 53 · acara-v9:learning_areas:AC9HS4S01_E3

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S01_E3; source row: 1501.

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?”

National 54 · acara-v9:learning_areas:AC9HS4S01_E4

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S01_E4; source row: 1502.

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?”

National 55 · acara-v9:learning_areas:AC9HS4S02

Collection: learning_areas; type: content_description; code: AC9HS4S02; source row: 1503.

locate, collect and record information and data from a range of sources, including annotated timelines and maps

National 56 · acara-v9:learning_areas:AC9HS4S02_E1

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S02_E1; source row: 1504.

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

National 57 · acara-v9:learning_areas:AC9HS4S02_E2

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S02_E2; source row: 1505.

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

National 58 · acara-v9:learning_areas:AC9HS4S02_E3

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S02_E3; source row: 1506.

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

National 59 · acara-v9:learning_areas:AC9HS4S02_E4

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S02_E4; source row: 1507.

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

National 60 · acara-v9:learning_areas:HASHAS4SKI_2

Collection: learning_areas; type: sub_strand; code: HASHAS4SKI_2; source row: 1508.

Interpreting, analysing and evaluating

National 61 · acara-v9:learning_areas:AC9HS4S03

Collection: learning_areas; type: content_description; code: AC9HS4S03; source row: 1509.

interpret information and data displayed in different formats

National 62 · acara-v9:learning_areas:AC9HS4S03_E1

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S03_E1; source row: 1510.

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

National 63 · acara-v9:learning_areas:AC9HS4S03_E2

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S03_E2; source row: 1511.

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

National 64 · acara-v9:learning_areas:AC9HS4S03_E3

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S03_E3; source row: 1512.

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

National 65 · acara-v9:learning_areas:AC9HS4S03_E4

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S03_E4; source row: 1513.

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

National 66 · acara-v9:learning_areas:AC9HS4S04

Collection: learning_areas; type: content_description; code: AC9HS4S04; source row: 1514.

analyse information and data, and identify perspectives

National 67 · acara-v9:learning_areas:AC9HS4S04_E1

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S04_E1; source row: 1515.

comparing information in sources to identify evidence of change; for example, First Nations Australian, Dutch and French place names on Australia’s west coast

National 68 · acara-v9:learning_areas:AC9HS4S04_E2

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S04_E2; source row: 1516.

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

National 69 · acara-v9:learning_areas:AC9HS4S04_E3

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S04_E3; source row: 1517.

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

National 70 · acara-v9:learning_areas:AC9HS4S04_E4

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S04_E4; source row: 1518.

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

National 71 · acara-v9:learning_areas:HASHAS4SKI_3

Collection: learning_areas; type: sub_strand; code: HASHAS4SKI_3; source row: 1519.

Concluding and decision-making

National 72 · acara-v9:learning_areas:AC9HS4S05

Collection: learning_areas; type: content_description; code: AC9HS4S05; source row: 1520.

draw conclusions based on analysis of information

National 73 · acara-v9:learning_areas:AC9HS4S05_E1

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S05_E1; source row: 1521.

describing risks in past times, such as those involved in sea travel, exploration and colonisation

National 74 · acara-v9:learning_areas:AC9HS4S05_E2

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S05_E2; source row: 1522.

explaining how seeking resources is connected to trade, world exploration, colonisation, economic development and environmental change

National 75 · acara-v9:learning_areas:AC9HS4S05_E3

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S05_E3; source row: 1523.

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?'

National 76 · acara-v9:learning_areas:AC9HS4S06

Collection: learning_areas; type: content_description; code: AC9HS4S06; source row: 1524.

propose actions or responses to an issue or challenge that consider possible effects of actions

National 77 · acara-v9:learning_areas:AC9HS4S06_E1

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S06_E1; source row: 1525.

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

National 78 · acara-v9:learning_areas:AC9HS4S06_E2

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S06_E2; source row: 1526.

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

National 79 · acara-v9:learning_areas:AC9HS4S06_E3

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S06_E3; source row: 1527.

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

National 80 · acara-v9:learning_areas:AC9HS4S06_E4

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S06_E4; source row: 1528.

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)

National 81 · acara-v9:learning_areas:HASHAS4SKI_4

Collection: learning_areas; type: sub_strand; code: HASHAS4SKI_4; source row: 1529.

Communicating

National 82 · acara-v9:learning_areas:AC9HS4S07

Collection: learning_areas; type: content_description; code: AC9HS4S07; source row: 1530.

present descriptions and explanations, using ideas from sources and relevant subject-specific terms

National 83 · acara-v9:learning_areas:AC9HS4S07_E1

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S07_E1; source row: 1531.

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

National 84 · acara-v9:learning_areas:AC9HS4S07_E2

Collection: learning_areas; type: illustrative_elaboration; code: AC9HS4S07_E2; source row: 1532.

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”

National 85 · acara-v9:achievement_standards:6936ef077929aba3

Collection: achievement_standards; type: achievement_standard; code: None; source row: 58.

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.