# Whole Year 1 HASS national meanings Actual inherited retrieval29September2026; whole selected values unchanged. Current reading9October is not a new dataset date. [Full mixed notice](../SOURCE-NOTICE.html). ## 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.