HUMANITIES AND SOCIAL SCIENCES – Scope and sequence P–6

Pre-primary Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Geography People live in places Places have distinctive People are connected to Places are both similar The Earth’s environment Factors that shape the A diverse and connected
The globe as a features many places and different sustains all life environmental world
representation of the The location of the The location of the major The location of The main characteristics characteristics of places The location of the major
Earth on which Australia equator and the northern geographical divisions of Australian states, (e.g. climate, natural The main characteristics countries of the Asia
and other familiar and southern the world territories, capital cities vegetation, landforms, (e.g. climate, natural region in relation to
countries can be located hemispheres, including (e.g. continents, oceans) and major regional native animals) of the vegetation, landforms, Australia and the
the poles in relation to Australia centres of Western continents of Africa and native animals) of the geographical diversity
The representation of Australia and the Europe, and the location continents of South within the region
familiar places, such as The natural, managed Local features and places location and identifying of their major countries America and North
schools, parks and lakes and constructed features are given names, which attributes of Australia’s in relation to Australia America, and the Differences in the
on a pictorial map of places, their location have meaning to people, major natural features location of their major economic characteristics
on a pictorial map, how and these places can be (e.g. rivers, deserts, rain The importance of countries in relation to (e.g. per capita income,
The places people live in they may change over defined on a variety of forests, the Great environments to animals Australia energy consumption),
and belong to time (e.g. erosion, scales, including personal Dividing Range, the and people, and demographic
(e.g. neighbourhood, revegetated areas, (e.g. home), local Great Barrier Reef) different views on how The way people alter the characteristics
suburb, town, rural planted crops, new (e.g. street, suburb or they can be protected environmental (e.g. population size,
locality), the familiar buildings) and how they town), regional Language groups of characteristics of density) and social
features in the local area can be cared for (e.g. state) and national Australia’s Aboriginal Aboriginal and Torres Australian places characteristics (e.g. life
and why places are (e.g. country) and Torres Strait Islander Strait Islander Peoples’ (e.g. vegetation expectancy, education)
important to people How weather Peoples divides their ways of living were clearance, fencing, urban of a selection of
The ways in which
(e.g. provides basic (e.g. rainfall, Country/Place and adapted to available development, drainage, countries across the
Aboriginal and Torres
needs) temperature, sunshine, differs from the resources and their irrigation, farming, forest world
Strait Islander Peoples
wind) and seasons vary surveyed boundaries of connection to plantations, mining)
maintain connections to
The reasons some places between places, and the Australian states and Country/Place has The world’s cultural
their Country/Place
are special to people and terms used to describe territories influenced their views on Features of diversity, including that
how they can be looked them the sustainable use of environments of its indigenous peoples
The connections of
after, including Aboriginal The location of these resources, before (e.g. climate, landforms, who live in different
people in Australia to
and Torres Strait Islander The activities Australia’s neighbouring and after colonisation vegetation) influence regions in the world,
other places in Australia,
Peoples’ places of (e.g. retailing, countries and their human activities and the such as the Maori of
in the Asia region, and
significance recreational, farming, diverse natural The natural resources built features of places Aotearoa (New Zealand),
across the world
manufacturing, medical, characteristics and (e.g. water, timber, and the Orang Asli of
(e.g. family connections,
policing, educational, human characteristics minerals) provided by The impact of bushfires Malaysia and Indonesia
trade, travel, special
religious) that take place the environment and or floods on
events, natural disasters)
in the local community The difference between different views on how environments and Australia’s connections
which create its climate and weather, the they can be used communities, and how with countries
The influence of purpose
distinctive features main climatic zones of sustainably people can respond (e.g. trade, migration,
(e.g. shopping,
the world tourism, aid, education,
recreation), distance
(e.g. equatorial, tropical, defence, sport) and how
(e.g. location) and

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Humanities and Social Sciences | Scope and Sequence| Year P-10 1
 accessibility arid, temperate) and the these connections
(e.g. technology, similarities and change people and
transport) on the differences between the places
frequency with which climates of different
people visit places places

The similarities and

differences between
places in terms of their
type of settlement, the
diversity of people
(e.g. age, birthplace,
language, family
composition), the lives of
the people who live
there, and feelings and
perceptions about places

Pre-primary Year 1-2 Year 3-4 Year 5-6

Humanities and Social Sciences skills
Questioning and Identify prior knowledge about a topic Reflect on current understanding of a topic Identify current understanding of a topic Identify current understandings, consider
researching (e.g. shared discussion, think-pair-share) (e.g. think-pair-share, brainstorm) (e.g. brainstorm, KWL chart) possible misconceptions and identify personal
views on a topic (e.g. KWL chart, concept
Pose and respond to questions about the Pose questions about the familiar and Develop a range of focus questions to map)
familiar unfamiliar investigate
Develop and refine a range of questions
Explore a range of sources (e.g. observations, Locate information from a variety of provided Locate and collect information from a variety required to plan an inquiry
interviews, photographs, print texts, digital sources (e.g. books, television, people, images, of sources (e.g. photographs, maps, books,
sources) plans, internet) interviews, internet) Locate and collect information and/or data
from a range of appropriate primary sources
Sort and record information and/or data into Sort and record selected information and/or Record selected information and/or data and secondary sources (e.g. museums, media,
simple categories (e.g. use graphic organisers, data (e.g. use graphic organisers, take (e.g. use graphic organisers, develop library catalogues, interviews, internet)
drawings) keywords) note-taking strategies)
Record selected information and/or data
Recognise the ethical protocols that exist using a variety of methods (e.g. use graphic
when gathering information and/or data organisers, paraphrase, summarise)
(e.g. respecting others’ work)
Use ethical protocols when gathering
information and/or data (e.g. acknowledge
the work of others, reference work
appropriately, obtain permission to use
photographs and interviews)

Humanities and Social Sciences| Scope and Sequence| Year P-10 2

 Analysing Process information and/or data collected Identify relevant information Develop criteria for selecting relevant Use criteria to determine the relevancy of
(e.g. sequence familiar events, answer information (e.g. accuracy, reliability, information (e.g. consider accuracy, reliability,
questions, discuss observations) Process information and/or data collected usefulness) publication date, usefulness to the question)
(e.g. sequence information or events,
Explore points of view (e.g. understand that categorise information, combine information Interpret information and/or data collected Interpret information and/or data collected
their point of view may differ from others) from different sources) (e.g. sequence events in chronological order, (e.g. sequence events in chronological order,
identify patterns and trends, make identify cause and effect, make connections
Represent information gathered in different Explore points of view (e.g. understand that connections between old and new with prior knowledge)
formats (e.g. drawings, diagrams, story maps, stories can be told from different perspectives) information)
role-plays) Identify different points of view/perspectives
Represent collected information and/or data in Identify different points of view/perspectives in information and/or data (e.g. analyse
to different formats (e.g. tables, maps, plans) in information and/or data (e.g. distinguish language, identify motives)
fact from opinion, explore different stories on
the same topic) Translate collected information and/or data in
to a variety of different formats (e.g. create a
Translate collected information and/or data in timeline, draw maps, convert a table of
to different formats (e.g. create a timeline, statistics into a graph)
change data into a table and/or graph)

Evaluating Draw conclusions based on discussions of Draw conclusions based on information and/or Draw conclusions and give explanations, Draw and justify conclusions, and give
observations (e.g. answer questions, data displayed in pictures, texts and maps based on the information and/or data explanations, based on the information
contribute to guided discussions) (e.g. form categories, make generalisations displayed in texts, tables, graphs and maps and/or data in texts, tables, graphs and maps
based on patterns) (e.g. show similarities and differences) (e.g. identify patterns, infer relationships)
Participate in decision-making processes
(e.g. engage in group discussions, make shared Participate in decision-making processes Use decision-making processes (e.g. share Use decision-making processes (e.g. share
decisions) (e.g. engage in group discussions, make shared views, recognise different points of view, opinions and personal perspectives, consider
decisions, share views) identify issues, identify possible solutions, different points of view, identify issues,
plan for action in groups) develop possible solutions, plan for action,
identify advantages and disadvantages of
different options)

Communicating and Share observations and ideas, using everyday Present findings in a range of communication Present findings and conclusions in a range of Present findings, conclusions and/or
reflecting language (e.g. oral retell, drawing, role-play) forms, using relevant terms (e.g. written, oral, communication forms (e.g. written, oral, arguments, appropriate to audience and
digital, role-play, graphic) visual, digital, tabular, graphic), appropriate to purpose, in a range of communication forms
Develop texts (e.g. retell, describe personal audience and purpose, using relevant terms (e.g. written, oral, visual, digital, tabular,
stories) Develop texts, including narratives, that graphic, maps) and using
describes an event or place Develop texts, including narratives and subject-specific terminology and concepts
Reflect on learning (e.g. drawings, discussions) biographies, that use researched facts, events
Reflect on learning and respond to findings and experiences Develop a variety of texts, including
(e.g. discussing what they have learned) narratives, descriptions, biographies and
Reflect on learning, identify new persuasive texts, based on information
understandings and act on findings in collected from source materials
different ways (e.g. complete a KWL chart,
propose action in response to new Reflect on learning, identify new
knowledge) understandings and act on findings in
different ways (e.g. suggest additional
questions to be investigated, propose a course
of action on an issue that is significant to
them)

Humanities and Social Sciences| Scope and Sequence| Year P-10 3

Humanities and Social Sciences| Scope and Sequence| Year P-10 4