Retained unchanged canonical records and literal raw cells are linked below. The ordinary words here are the canonical plain-text projection; full source HTML, nonbreaking spaces, null AS code and empty attributes remain in JSON. This context is wider than this bank’s taught scope. Elaborations are illustrative, not mandatory extra codes.
HASHASY2 · level_description
In Year 2, the focus is on "past and present connections to people and places" . The Year 2 curriculum builds on each student’s prior learning and experiences investigating the past and places. Through exploring the history of their local community and places across a range of scales, students develop an understanding of how connections to history and place shape identity, diversity, connection and belonging. They consider how they can contribute to their world by exploring perspectives on the historical, cultural or spiritual significance of a person, place and/or building. Students continue to develop skills and processes to investigate the history of their local community and places across a range of scales. They develop dispositions for learning such as curiosity, imagination, problem-solving and researching. They resource their own learning through connecting with people, places and technologies. The Year 2 curriculum extends contexts for study from the local to the regional and state/territory, exploring connections between the past and present, and between people and places. Through studies of their local area, students explore, recognise and appreciate the history of their community, and what it reveals about significant people or places. They examine the causes and effects of changes in communication and transport technology. Students learn about the scale by which places are defined. They learn about the ways local people and places are connected to people and places at broader scales within their region, state or territory. Students explore how places have meaning to people and the connection First Nations Australians have with local 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. What does my place tell me about the past and present? How are people connected to their place and other places, past or present? How has technology affected daily life over time and the connections between people in different places?
HASHASY2_1KNO · strand
Knowledge and understanding
HASHASY2KNO_1 · sub_strand
History
AC9HS2K01 · content_description
a local individual, group, place or building and the reasons for their importance, including social, cultural or spiritual significance
AC9HS2K01_E1 · illustrative_elaboration
suggesting reasons for the location of a local landmark before searching for resources that provide an explanation; for example, community building, statue or war memorial
AC9HS2K01_E2 · illustrative_elaboration
investigating the history of a chosen person, building, site or place in the local community, using provided sources (for example, the internet, books, newspapers, community information guides, audio-visual material, digital sources, photographs) and relating a story that these reveal about the past
AC9HS2K01_E3 · illustrative_elaboration
discussing why a particular site has heritage significance or cultural value for present generations; for example, it provides a record of a significant historical event, has aesthetic value, reflects the community’s identity
AC9HS2K01_E4 · illustrative_elaboration
identifying and visiting, where appropriate, local sites, places and landscapes of significance to First Nations Australians; for example, engraving sites, rock paintings, natural sites or features such as the creeks or mountains
AC9HS2K01_E5 · illustrative_elaboration
identifying and designing a local historical tour of a building or site; for example, one related to a particular cultural group
AC9HS2K02 · content_description
how technological developments changed people’s lives at home, and in the ways they worked, travelled and communicated
AC9HS2K02_E1 · illustrative_elaboration
examining changes in technologies over several generations by comparing past and present objects and photographs, and discussing how these changes have shaped people’s lives; for example, changes to land, air and sea transport; the introduction of transistors, television, FM radio moving to digital streaming, including how people communicated over long distances
AC9HS2K02_E2 · illustrative_elaboration
identifying, through questioning adults, the communication, work and transport technologies used in the childhoods of their grandparents or familiar elders
AC9HS2K02_E3 · illustrative_elaboration
suggesting what their pattern of visits to places might have been one or two generations ago and comparing this to their current pattern
AC9HS2K02_E4 · illustrative_elaboration
identifying the technologies used by local First Nations Australians for aspects of daily life such as providing food, shelter and transportation
AC9HS2K02_E5 · illustrative_elaboration
identifying the ways current communication and transport technologies impact on our interconnections with other places; for example, online communication, accessibility to other places through different types of transport
HASHASY2KNO_2 · sub_strand
Geography
AC9HS2K03 · content_description
how places can be spatially represented in geographical divisions from local to regional to state/territory, and how people and places are interconnected across those scales
AC9HS2K03_E1 · illustrative_elaboration
identifying where they live in Australia, including in relation to their nearest capital city, the region and state/territory on a map and a globe
AC9HS2K03_E2 · illustrative_elaboration
investigating the places locally and at a broader scale that they and their families visit for shopping, health, recreation, religious or ceremonial activities, or other reasons
AC9HS2K03_E3 · illustrative_elaboration
identifying links they and other people in their community have with people and places at the regional and/or state/territory scale; for example, where produce in their supermarket comes from or produce from their farms goes to, relatives they visit, places they go for holidays
AC9HS2K03_E4 · illustrative_elaboration
describing how communication and transport technologies connect their place to other places at the regional and/or state/territory level; for example, online communication, phone, road, rail, planes, ferries
AC9HS2K04 · content_description
the interconnections of First Nations Australians to a local Country/Place
AC9HS2K04_E1 · illustrative_elaboration
listening to stories connecting local First Nations Australians with the land, sea, waterways, sky and animals of their Country/Place
AC9HS2K04_E2 · illustrative_elaboration
liaising with community to identify language groups of First Nations Australians who belong to the local area and exploring the relationship between language, Country/Place and spirituality (this is intended to be a local area study with a focus on one language group; however, if information or sources are not readily available, another representative area may be studied)
AC9HS2K04_E3 · illustrative_elaboration
discussing when to use Acknowledgement of Country and Welcome to Country at ceremonies and events to respectfully recognise the Country/Place and Traditional Owners and Custodians of the land, sea, waterways, and sky
HASHASY2_2SKI · strand
Skills
HASHAS2SKI_1 · sub_strand
Questioning and researching
AC9HS2S01 · content_description
develop questions about objects, people, places and events in the past and present
AC9HS2S01_E1 · illustrative_elaboration
developing inquiry questions about a historical site; for example, “What does it look like now?”, “What condition is it in?”, “What was its purpose?”, “How might its use have changed?”, “How was it built/created?”, “Who built it?”, “How is it now used?”, “Why is it important?”, “Was/is it used by different groups of people?’
AC9HS2S01_E2 · illustrative_elaboration
developing inquiry questions about places; for example, “What are the features of the place?”, “How far away is it?”, “How easy is it to get to?”, “How am I connected to it?”, “How is it connected to other places?”
AC9HS2S01_E3 · illustrative_elaboration
posing questions using the stems, “How do I feel about …?”, ‘What would it be like to …?” and “What effect …?”
AC9HS2S02 · content_description
collect, sort and record information and data from observations and from provided sources, including unscaled timelines and labelled maps or models
AC9HS2S02_E1 · illustrative_elaboration
collecting information from sources and observations relevant to learning about the past (for example, photographs, interviews, newspapers, stories, and place and street names in maps) and relevant to learning about places (for example, surveying peers, satellite images, diagrams, field photographs, observations of monuments, built and non-built historical landmarks, middens, remnants of native vegetation and old building remains), and identifying relevant information
AC9HS2S02_E2 · illustrative_elaboration
creating pictorial maps with annotations to show historical sites or places they are connected to, incorporating symbols to show locations of objects, places or significant features
AC9HS2S02_E3 · illustrative_elaboration
locating the places they are connected to, such as through family, travel or friends, or the places they visit for shopping, recreation or other reasons on a print, electronic or wall map
AC9HS2S02_E4 · illustrative_elaboration
ordering key events in the history of the local community or in its development using formats such as unscaled timelines, slideshows or stories; for example, the history of a person, place or building, or the developmental stages of telecommunications technologies
HASHAS2SKI_2 · sub_strand
Interpreting, analysing and evaluating
AC9HS2S03 · content_description
interpret information and data from observations and provided sources, including the comparison of objects from the past and present
AC9HS2S03_E1 · illustrative_elaboration
interpreting distance on maps using terms such as “distant”, “close”, “local”, “many hours in a bus/car/plane” and “walking distance” to decide on the accessibility of different features and places
AC9HS2S03_E2 · illustrative_elaboration
interpreting geographic maps, concept maps and other digital or visual displays to explore system connections; for example, places their classmates are connected to, where some food comes from, how First Nations Australians’ songlines connect places
AC9HS2S03_E3 · illustrative_elaboration
interpreting symbols and codes that provide information, such as map legends
AC9HS2S03_E4 · illustrative_elaboration
identifying how objects and activities are similar or different depending on conditions in local and distant places; for example, clothes, transport, technology
AC9HS2S04 · content_description
discuss perspectives related to objects, people, places and events
AC9HS2S04_E1 · illustrative_elaboration
discussing why some places are considered special or significant by others, such as parents, First Nations Australians, grandparents or familiar elders, friends and returned soldiers
AC9HS2S04_E2 · illustrative_elaboration
examining the points of view of older generations about changes over time; for example, changes to the natural or built environment, changes to daily living
AC9HS2S04_E3 · illustrative_elaboration
exploring how the same place has significance to different groups for different reasons; for example, traditional meeting places for First Nations Australians within an urban area that include buildings or monuments that are important to other cultural groups.
HASHAS2SKI_3 · sub_strand
Concluding and decision-making
AC9HS2S05 · content_description
draw conclusions and make proposals
AC9HS2S05_E1 · illustrative_elaboration
listing what makes a local person, place or building significant and drawing conclusions about how people were, or are, connected to a local place and other places in the region and/or state/territory
AC9HS2S05_E2 · illustrative_elaboration
creating a Venn diagram or table that shows aspects of continuity or change in the local area or technology over time
AC9HS2S05_E3 · illustrative_elaboration
discussing how change in one aspect of technology impacted on the way people worked, travelled, communicated or played in the past
AC9HS2S05_E4 · illustrative_elaboration
identifying how knowledge of special places and natural systems in their local area contributes to behaviour, and ideas about how to care for these places and to preserve their significance
AC9HS2S05_E5 · illustrative_elaboration
using their knowledge about a familiar place or site to imagine how it might change in the future and how they can influence a positive future for it
HASHAS2SKI_4 · sub_strand
Communicating
AC9HS2S06 · content_description
develop narratives and share observations, using sources, and subject-specific terms
AC9HS2S06_E1 · illustrative_elaboration
developing narratives drawing on ideas in sources, such as a comparison of past and present daily life
AC9HS2S06_E2 · illustrative_elaboration
sharing observations using sources such as how access to and use of a place has changed over time
AC9HS2S06_E3 · illustrative_elaboration
sharing with their teacher, other students and members of their family what they know about the past, using terms in speech and writing to denote the passing of time (for example, “in the past”, “years ago”, “the olden days”, “in the future”) and to describe direction and location of a place (for example, “north”, “south”, “opposite”, “near”, “far”)
Achievement standard: no code · achievement_standard
By the end of Year 2, students identify the significance of a local person, group, place and/or building. They identify the effects of changes in technologies on people’s lives. Students identify that places can be spatially represented in different geographical divisions. They identify how people and places are interconnected both at local and broader scales. Students develop questions, and collect, sort and record related information and data from observations and provided sources. They interpret information and data, and identify and discuss perspectives. Students use interpretations to draw conclusions and make proposals. Students use sources, and subject-specific terms to present narratives and observations about the past, people and places at different scales.