HUMANITIES AND SOCIAL SCIENCES: Key Concepts In Practice .
HUMANITIES AND SOCIAL SCIENCES: Key concepts in practice Pre-primary to Year 2The key concepts are the high-level ideas involved in teaching students to think from a Humanities and Social Sciences perspective.In Pre-primary to Year 2, learning experiences and teaching strategies should include opportunities for students to develop their understanding of the keyconcepts and apply this understanding to a wide range of familiar and new situations. Although the concepts are applied across most year levels, there is anemphasis on particular concepts from year to year based on the knowledge and understanding for each year syllabus. The key concepts are built on anddeveloped where appropriate through the syllabus. A key concept introduced at one year level may be revisited, strengthened and extended at later yearlevels as it relates to each year-level syllabus.The table includes ideas for activities that teachers can use to integrate and extend students understanding and application of the key concepts. The activities are to be done as part of a learning sequence, not in isolation.Some would be whole class activities, others would be done in groups, pairs or individually.2017/59258v3 [PDF 2017/61769]Humanities and Social Sciences Key oncepts in practice Pre-primary to Year 101
GeographyPre-primaryYear 1Year 2PlaceAs a class, study the world by using thestudents as the focus and explore thebirthplaces of the students. As a class,individual photos of the student (or theirnames) can be placed in the appropriatelocations on the globe. Discuss the names andfeatures of the countries where each student isborn.Students will then complete a T-chart wherethey sort and record this information/data(students born in Australia/children born inother countries.)As a class analyse this information and discussobservations.Students will participate in a survey on what they do intheir community, (e.g. visit parks, shops, playgrounds,recreational activities, doctors).Based on the data collected, determine which places areimportant and why these places are important to thestudents.As a class, pose the question: ‘Who are ourneighbours?’ Ensure students are familiar with acomplete map of the world and have exploredAustralia’s neighbours. Have this map clearly visiblewhen completing the following activity.Use names of surrounding countries (Indonesia,New Zealand, Papua New Guinea) to create a ‘Whoam I’ game. Cut up a map of the world. HaveAustralia as a key feature. When thecountries/continents are identified, place themappropriately in relation to Australia. Explore theshape and sizes of the continents. Discuss theoceans that surround Australia and add these afterthe game along with labels representing thecontinents. Discuss the position of Australia andintroduce the hemispheres. Map can be added toover time.SpaceStudents create a scaled sequence of circlesthat represent where we fit in our world,(e.g. home, school, community, WesternAustralia, Australia, Earth). Each circle holds aphoto to represent size, e.g. a single photo ofchild for home, a class photo for school, awhole-school photo for school.Students create a garden bed. They research companionplants (vegetables and plants that help each othergrow). As a class, discuss the possible reasons why agarden may not grow, (e.g. lack of care, insects, wronglocation). Plan the ideal situation for maximum growthand success. Plant the garden and measure its growthover time.Students explore why the local shopping centre orsports ground is located where it is?How does location influence the accessibility by thecommunity?EnvironmentStudents draw a map showing the local schooland where the local park is relative to theschool.Draw some of the activities that take place inthe park.How do these activities in the park enrich thelives of the people and/or the community?Discuss this question as a class.Students examine simple data to discuss how weatherdiffers across Australia at any one time and the weatherfeatures of the various seasons (pictorial). Studentsdescribe the difference between the weather in twospecific places with different weather at any one timeusing relevant terms.Using the following websites, discuss as a class howparticular place names in Western Australia reflectaspects of the environment, such as: Manjimup;Badgingarra; Carbunup River; Kojonup; Mullalyup;Quindalup; town-names#M2017/59258v3Humanities and Social Sciences Key concepts in practice Pre-primary to Year 102
Scale/ChangeStudents draw or make models of places thatare important to them and then find anotherstudent in the classroom who has made ordrawn a similar place.While students are drawing their pictures ormaking their models, they can be discussingthe way their special place is the same orconnected to other special places.Year 1There is no special focus on this concepts in Year 1Geography.Year 2In groups, students brainstorm how Australians areconnected to other places in Australia, in the Asiaregion and across the world. Suggestions couldinclude: food and food types; clothing and where itis made or the nation it represents; where we gofor holidays; where people from WA do business;where the food and minerals produced in WA aresold (who we trade with); the airlines that servicePerth.There is no special focus on these concepts in P-2 Geography.2017/59258v3Humanities and Social Sciences Key concepts in practice Pre-primary to Year 103
HistoryPre-primarySource/EvidenceYear 1Year 2There is no special focus on these concepts in P-2 History.As a class, discuss ‘how’ we celebrate birthdays. Hasit changed over time? Compare ‘how’ grandparentscelebrated birthdays as a child compared with‘how’ you celebrate.Discuss ‘why’ perhaps the way we celebrate haschanged and draw a picture to show the difference.Students are introduced to the idea of a ‘familytree’. Examine their own family trees. Take note ofwhether the family has always lived in the sameplace. If not, explore when and why people movedand how it affected the family.Re-create an era by hosting an ‘olden day’celebration. Students invite parents and/orgrandparents to share their schooldays stories.Discuss what has changed and what has stayed thesame.PerspectiveStudents discuss how stories can change dependingon who is telling them. Pose the question – wouldyour description of a special ‘family’ celebrationsuch as Christmas Day be the same as that of yourparents’ or grandparents’ or a non-family member’sat the celebration? Why/ why not?As a class, read a story such as Anzac Ted. Imagine if what do you wonder? . Students pose questionsfrom the text that encourage them to considerpoint of view from the various characters. Role playparts of the story.As a class, consider the following statement:Technology has been only a positive force onpeople’s lives? Students identify the differentopinions to this statement and discuss why thereare such different views.EmpathyStudents look at a picture/painting of a Christmascelebration at another time (and place), e.g.Christmas in Australia a painting by FrederickGrosse, 1865. (State Library of Victoria):Students talk about Christmas day in 1865 from theyoung boy/girl’s perspective, using the informationin the painting. Why would the child be celebratingin this s.do?DOCCHOICE 317594.xml&dvs 1491282771996 377&locale en AU&search terms &adjacency &VIEWER URL /view/action/nmets.do?&DELIVERY RULE ID 4&divType &usePid1 true&usePid2 trueStudents examine images of family groups from thepresent and past that include at least one childaround Year 1 age. Students sort images into ‘then’and now’ and identify differences.As a class, examine an image of a local street scenefrom a past era which includes people, transportand trade of some sort. Students choose a personfrom the picture and describe what that personcould see, hear, smell and touch (within thepicture).Continuity andchangeCause and effect2017/59258v3Humanities and Social Sciences Key concepts in practice Pre-primary to Year 10As a class, choose a theme in terms of the past,present and future. Show pictures that representeach of these in terms of the theme and discusswhy there has been change. Themes could include:farming; shopping; transport. Introduce the termsindicating time (‘a long time ago’; ‘then and now’;’now and then’; ‘tomorrow’) and have them usethese in context.Students explore how technology has changedpeople’s lives. What has changed in the laundry, thekitchen, and the living room in the past 50 years?How have these changes affected each person inthe home? Have the changes impacted on any oneindividual more than the others in the home?As a class, explore the local war memorial.Students answer the following questions:When and why was it built?What is its on-going message? (inscription andsymbols)What is its importance/role in the communitytoday?4
HistoryPre-primarySignificanceStudents explain why one particular person is sosignificant in their family (why is this person soimportant/ how this person influences the family).Year 1Students bring an object from home that isimportant to them and, in a short talk, explain tothe class why it is important to them.Year 2Students present the history of a significant person,building or site/part of the environment in the localarea (include their/its importance in the history ofthe region).Acknowledgement: The History concepts in practice are drawn from Education Services Australia AC History Units Concepts in practice – primary andadapted to the Western Australian Humanities and Social Sciences Curriculum2017/59258v3Humanities and Social Sciences Key concepts in practice Pre-primary to Year 105
HUMANITIES AND SOCIAL SCIENCES: Key concepts in practice Year 3 to Year 6The key concepts are the high-level ideas involved in teaching students to think from a Humanities and Social Sciences perspective.In Year 3 to Year 6, learning experiences and teaching strategies should include opportunities for students to develop their understanding of the keyconcepts and apply this understanding to a wide range of familiar and new situations. Although the concepts are applied across most year levels, there is anemphasis on particular concepts from year to year based on the knowledge and understanding for each year syllabus. The key concepts are built on anddeveloped where appropriate through the syllabus. A key concept introduced at one year level may be revisited, strengthened and extended at later yearlevels as it relates to each year level syllabus.The table includes ideas for activities that teachers can use to integrate and extend students understanding and application of the key concepts. The activities are to be done as part of a learning sequence, not in isolation.Some would be whole class activities, others would be done in groups, pairs or individually.2017/59258v3 [PDF 2017/xxxx]Humanities and Social Sciences Key oncepts in practice Pre-primary to Year 106
Civics and CitizenshipYear 3Year 4Year 5Year 6DemocracyStudents discuss how decisionsare made in the family and theschool and explore why membersof each group accept thedecisions made (introduce theidea of sovereignty within WAand Australia).Students explore the followingquestions:Why have a government?What does the local governmentdo within the community?Students define an ‘elector’ anddiscuss how an ‘elector’contributes to ‘democracy’.Students discuss elements ofdemocracy, such as majority willand sovereignty of parliamentwhen examining how laws areinitiated and passed through theFederal parliament.Democratic valuesAs a class, discuss the following:Within the classroom is any singlestudent’s opinion more importantthan another’s? Why/why not?(equality and tolerance).Students look at one or twoancient legal codes and discussthe purpose of laws in terms ofthe common good, equality,tolerance and popularsovereignty.Students compare Australia andNorth Korea in terms of the roleand place of freedom, equality,fairness and justice within thepolitical and legal system andsociety as a whole. Studentsexplore what factors define ademocratic society compared withan undemocratic society.Students explore the followingquestions:What is meant by Australiancitizenship?How is the diversity of Australiansociety accommodated in thepolitical and legal system?2017/59258v3Humanities and Social Sciences Key concepts in practice Pre-primary to Year 107
Civics and CitizenshipYear 3Year 5Year 6The concept of ‘The Westminster system’ is not a focus of theknowledge and understanding in these years.Students describe how anindividual becomes a member ofthe House of Representatives andthe Senate.Students will explain how the keyinstitutions of Australia’sdemocratic system reflect theWestminster system. They mustconsider the monarchy,bicameralism and the separationof powers (especially thecourts/judiciary) where, in whichHouse, government is formed.JusticeStudents identify and discuss howdecisions are made in variouscommunities: amongst friends;within the family; within theclassroom and the school. How dowe decide if the decision is fair?Does it vary with the situation?As a class, discuss the concept ofbreaking rules and laws.If a school rule is broken, whathappens and why?If a law within society is broken,what happens and why?Students find an example oflawbreaking in society and how itis dealt with to share with theclass (individual within the legalsystem).Students discuss the role of thejudge in the legal system.Students explore the qualities ajudge brings to the court whenpresiding over a trial (judicialindependence, the rule of law).Students explore how laws areinitiated and passed through theFederal parliament.ParticipationStudents identify a communitygroup in the school or localcommunity and interview amember of that community toestablish why they joined thisgroup and what they hope toachieve by belonging to thegroup.Students interview a person froma particular cultural, religious orsocial group in the community todiscover how membership of thisgroup might influence the person,and how they think of themselveswithin the community (identity).Using ‘Events in Australianelectoral history’, studentsconstruct a time line showing:Students explore, as a class andindividually the role and place ofpolitical parties in the initiationand passing of laws in the Federalparliament.Discuss with students, thefollowing question:As members of a communitywhat are our obligations withinthat community?Students discuss the question:Students make a list of rightsprotected in Australia and identifya law that actually protects aparticular right.The Westminster systemRights and responsibilitiesYear 4What would happen if car driversand bike riders ignored the roadlaws (obligations of the individualwithin Australian society).2017/59258v3Humanities and Social Sciences Key concepts in practice Pre-primary to Year 10Introduction of the secret ballotand compulsory voting as well asextension of the franchise (whoallowed to vote and when); inWestern Australia and Australia.Students identify theresponsibilities of an Australiancitizen within the political andlegal system.8
Economics and BusinessYear 3Year 5Year 6Students draw up a list of items(needs and wants) they would liketo have and explore the reasonswhy they cannot have all theseitems.Students explore why a familywould go on a camping holiday fora week in WA rather than holidayin a five-star hotel overseas for aweek.Making choicesAs a class, discuss why water is animportant resource in Perth/ WA.What choices does the communitymake concerning when and howwater is used and what influencesthose choices?Students explore why they wouldbuy organic/free range eggs overcaged eggs even though thecost/price is greater.Specialisation and tradeThe concept of ‘Specialisation andtrade’ is not a focus of theknowledge and understanding inthis year.Students brainstorm theadvantages and disadvantages ofdifferent ways that businesses intheir local community providegoods and services.InterdependenceThe concept of ‘Interdependences is not a focus of the knowledge andunderstanding in these years.Allocation and marketsThe concept of ‘Allocation and markets’ is not a focus of the knowledgeand understanding in these years.Economic performance and livingstandardsThe concept of ‘Economic performance and living standards’ is not afocus of the knowledge and understanding in these years.ScarcityYear 4Economics and Business does not commence until Year 5.2017/59258v3Humanities and Social Sciences Key concepts in practice Pre-primary to Year 109
GeographyYear 3Year 4PlaceStudents are provided with arange of photographs and/orsatellite images of Australia andAustralia’s neighbouring countriesto examine. Working in smallgroups, students describe thesimilarities and differences theyobserve in the photographs.Students choose one animal fromAfrica and one animal from Europeand create a mind map to showwhy each animal wouldn’t survivein the other continent. The focus ison students’ understanding thatdifferent places vary in location,shape, boundaries, features andenvironmental characteristics.Students create a Venn diagramto show the similarities anddifferences between the twocontinents (South America andNorth America) in terms oflandforms, climate andvegetation.Students construct a large-scaleannotated/illustrated map of theAsia region, showing a wide rangeof information, such as theclimate, vegetation, landforms,types of settlements, populationsize, density, life expectancy,distance, from Australia.SpaceStudents examine an aerial viewof Perth and discuss how theSwan and Canning Rivers haveinfluenced Perth’s development.Students explore how a particularclan of Aboriginal and Torres StraitIslander Peoples’ way of living wasinfluenced by the location of theirterritory such as the Noongarpeople in South-West WesternAustralia.Students examine a range ofmaps and, as a class, brainstormsimple patterns in the location ofclimate and vegetation types inSouth America and NorthAmerica.Students write a paragraphdescribing some of the spatialpatterns (distribution patterns)they have observed for thecharacteristics, such as populationsize and density, life expectancyand education, of countries in theAsia Region.EnvironmentStudents construct a mapshowing the climate types inAustralia. They select one placefrom a different state andbrainstorm the question: ‘Whatwould it be like to live in thisplace?'Examine the natural resources of aparticular location and explorehow Aboriginal and Torres StraitIslander Peoples’ ways of livingwere adapted to availableresources.Students design a Zoo map whichonly has animals from NorthAmerica, South America andAustralia. On their map they needto organise the animals accordingto the climatic and vegetationzones that are found in theanimals natural habitats. Thefocus of this activity is to show therelationship between animals andthe natural environment.Students explore how the OrangAsli adapted to and used theirenvironment. They identify anddescribe the extent that this haschanged in recent times.2017/59258v3Humanities and Social Sciences Key concepts in practice Pre-primary to Year 10Year 5Year 610
GeographyYear 3Year 4Year 5Year 6InterconnectionProvide students with a range ofphotographs and/or satelliteimages of Australia andAustralia’s neighbouring countriesto examine. Students complete aY-chart to reflect on their feelingsabout places based on thephotographs and images. Discusswhether their feelings aboutplaces have changed after lookingat the images and talking aboutthe different places.Students list three of theirfavourite foods on a map andlocate where the raw materialscome from to make their favouritefoods. Draw images, showing theinterconnections between theirfood and the natural environment.The focus of this activity is onstudents’ understanding of theinterconnections between whatpeople eat and the naturalenvironment.Students examine maps ofAustralia’s population density andpopulation distribution andcompare them to the mapshowing the physical features andsettlements. Students write anexplanation about why people livewhere they do.Students investigate a majorworld event that Australians havebeen active participants in andconstruct a PMI chart on thepluses and minus for the hostcountry and participants,including the impact of the eventon the people, the economy andthe environment.SustainabilityStudents discuss why we need tocare for places and select oneplace they consider as mostimportant to take care of. Theyprovide an explanation to justifywhy they chose that particularplace.Provide a range of imagesorganised into a‘See/Think/Wonder’ graphicorganiser, which show naturalresources(e.g. water/timber/minerals/fish).Students identify what theresources are used for and whypeople have differing opinions onhow the resources can be usedsustainably.Students consider the importanceof zoos in the conservation ofanimals and brainstorm thereason why some animals areendangered.Students identify the waysAustralia works with othercountries to protect theenvironment.ScaleStudents use Google Earth to lookat a range of different scale mapsto list the different characteristicsthey can identify from thedifferent scale maps. Start with asmall scale map, such as theschool and the area around theschool that contains a lot ofdetail. Then look at a large scalemap which shows Australia andneighbouring countries.Students look at a range of mapsshowing the location of differenttypes of resources.Students create a classphoto/visual display of the waypeople alter the environment at arange of scales, (e.g. changes totheir local neighbourhood tolooking at an open pit mine likethe ones found in Collie, orlooking at large scaledeforestation).Students examine a range ofinformation and/or data to look atthe variations in economic, social,and demographic characteristicsfor a selection of groups of peoplein different regions of the world,including Indigenous people at alocal level compared with the restof the population at a nationalscale.2017/59258v3Humanities and Social Sciences Key concepts in practice Pre-primary to Year 1011
GeographyYear 3ChangeStudents can explore how climatechanges between places.Year 4Students look at historic photosand paintings showing the waysAboriginals and Torres StraitIslander Peoples' used resourcesand changed the landscape.2017/59258v3Humanities and Social Sciences Key concepts in practice Pre-primary to Year 10Year 5Students complete a fieldworkactivity to observe and recordinformation about the impact ofpeople’s interconnection withplaces and spaces around themthat have been changed,(e.g. new buildings,developments, changes in landuse).Year 6Students make a presentation tothe class showing how one aspectof Australia’s connections withcountries (e.g. trade, migration,tourism, aid, education, defence,sport) has led to changes for bothpeople and places.12
HistoryYear 3Year 4Year 5Year 6Sources and evidenceStudents choose a variety ofsources to include in a timecapsule to inform historians of thefuture about what their local areais like now. Students give reasonsfor inclusions of each object.Students examine extracts fromprimary sources written by peoplefrom the First Fleet in order toreconstruct their experiences andviews in the early years of thecolony.Students locate and examinesources related to one individualor group in the Swan River Colonyto find evidence about theircontribution (actions) to theshaping of the colony.Students use written and pictorialsources on Australian women’scampaigns for the right to vote,then identify and explain thearguments presented for andagainst female suffrage.Continuity and changeStudents compare an early map ofthe local area with a current map,noting features that haveremained and those that havechanged. Students discuss reasonsfor the changes.Students gather images andinformation about Aboriginalcultural practices today toconsider both ‘traditional’ andcontemporary expressions ofculture.Perth ‘then and now’, studentsexamine paintings and sketchesfrom the time of early settlementto compare what has changed anddiscuss the impact of colonisationon the environment.Students compare Australia’s linksto Britain at the time ofFederation with links today,researching information in theareas of law, politics, defence, theeconomy and popular culture.Cause and effectStudents learn about the role of aparticular cultural group in theirlocal community and identify theirimpact on the character of thecommunity.Students investigate the short andlong term impacts of Europeancolonisation on the lives ofAboriginal and/or Torres StraitIslander Peoples and theenvironment.Students explore the linksbetween the economic, politicaland social conditions in Britainand the establishment of theSwan River Colony.Students rank in order ofimportance the reasons forFederation and/or assess theeffect of Federation for differentgroups in Australian society,including Aboriginal and TorresStrait Islander Peoples.PerspectivesStudents use visual sources fromthe local area as context to createa ‘time traveller’ account:someone from the present visitingthe past or someone from thepast visiting the present.Using primary source extracts,students examine the First Fleetfrom the perspectives of the shipand the shore, comparing Britishand Aboriginal responses.Students construct a ‘dual’timeline of the early years of theSwan River Colony to show bothAboriginal and settler points ofview on key events in thedevelopment of the settlement.Students choose three individualsfrom the early 1900s who wouldhave had different perspectiveson the Immigration Restriction Act(White Australia policy). Outlinetheir views and reasons.EmpathyStudents visit a museum or sitethat recreates an aspect of lifefrom the past. Students examinethe objects, then discuss and/orwrite about what it would havebeen like to live at that time.Students compare what they eatin a day with a day’s rations issuedby Governor Phillip in 1789.Students write or role-play whythe rations were introduced andwhat it would have been like tolive on them.Using their understanding of thePinjarra Massacre, studentsexplain the actions of anindividual or group in that event,identifying why they may haveacted as they did.Students examine primary sourcesto identify the feelings of migrants(including from one Asian country)who came to Australia. Studentscompare these with how theywould feel if placed in similarcircumstances.2017/59258v3Humanities and Social Sciences Key concepts in practice Pre-primary to Year 1013
HistoryYear 3Year 4Year 5SignificanceStudents examine both theAustralian and the Aboriginal andTorres Strait Islander People’sflags and discuss the significanceof the elements of each flag.In their study of Europeanexploration, students decide whomade the most significantcontribution to the ‘discovery’ ofAustralia.Students discuss the mostsignificant change the Swan RiverColony settlement made to theenvironment.ContestabilityThe concept of ‘Contestability’ is not a focus of the knowledge and understanding in these years.Year 6Students identify an individualwho made the most significantcontribution to Australia’sFederation and Constitution andexplain why it was so significant.Acknowledgement: The History concepts have been drawn from Education Services Australia AC History Units: Concepts in practice – primary and adaptedto the Western Australian Humanities and Social Sciences Curriculum2017/59258v3Humanities and Social Sciences Key concepts in practice Pre-primary to Year 1014
HUMANITIES AND SOCIAL SCIENCES: Key concepts in practice Year 7 to Year 10The key concepts are the high-level ideas involved in teaching students to think from a Humanities and Social Sciences perspective.In Years 7 to 10, learning experiences and teaching strategies should include opportunities for students to develop their understanding of the key conceptsand apply this understanding to a wide range of familiar and new situations. Although the concepts are applied across most year levels, there is anemphasis on particular concepts from year to year based on the knowledge and understanding for each year syllabus. The key concepts are built on anddeveloped where appropriate through the syllabus. A key concept introduced at one year level may be revisited, strengthened and extended at later yearlevels as it relates to each year level syllabus.The table includes ideas for activities that teachers can use to integrate and extend students understanding and application of the key concepts. The activities are to be done as part of a learning sequence, not in isolation.Some would be whole class activities, others would be done in groups, pairs or individually.Civics and CitizenshipYear 7Year 8Year 9Year 10DemocracyWhilst exploring theCommonwealth Constitution,students construct a diagramshowing the branches ofgovernment, the role of eachbranch and the extent they areseparated.Students explore the meaning of thevarious freedoms that exist in Australiaand link these to the roles andresponsibilities of the individual insociety.Students examine the use ofsocial media by a particularpolitician, political party orinterest group and explore thepurpose and its impact.Students study a recentelection in Australia andIndonesia and assess theextent that the will of themajority was reflected in theoutcome.Democratic valuesStudents explore the role and placeof the Commonwealth and StateConstitutions when watching theFederation and The Constitutionvideos on the PEO website.Students focus on examples of directaction by individuals/groups withinAustralia and question their positiveand negative effects in a democr
In Pre-primary to Year 2, learning experiences and teaching strategies should include opportunities for students to develop their understanding of the key . emphasis on particular concepts from year to year based on the knowledge and understanding for each year syllabus. The key concepts
The Ontario Curriculum: Social Sciences and Humanities, Grades 9–10, 1999 and The Ontario Curriculum: Social Sciences and Humanities, Grades 11–12, 2000. Beginning in September 2014 , all social sciences and humanities courses for Gr
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Humanities syllabus (2175) comprises two components: Social Studies and Geography. Both components are compulsory. The examination format is shown in the table below. Paper No. Component Marks Weighting Duration 1 Social Studies 50 50% 1 hr 45 min 2 Geography 50 50% 1 hr 40 min . 2175 HUMANITIES GCE NORMAL (ACADEMIC) LEVEL SOCIAL STUDIES .
