Skip to navigation Skip to main content

WS02 - Significant places

Humanities and Social Sciences, HASS F–6, Year 2

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.

Knowledge and understanding | Geography

AC9HS2K03

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

Knowledge and understanding | Geography

AC9HS2K04

the interconnections of First Nations Australians to a local Country/Place

Skills | Questioning and researching

AC9HS2S01

develop questions about objects, people, places and events in the past and present

Skills | Questioning and researching

AC9HS2S02

collect, sort and record information and data from observations and from provided sources, including unscaled timelines and labelled maps or models

Skills | Interpreting, analysing and evaluating

AC9HS2S03

interpret information and data from observations and provided sources, including the comparison of objects from the past and present

Skills | Interpreting, analysing and evaluating

AC9HS2S04

discuss perspectives related to objects, people, places and events

Skills | Concluding and decision-making

AC9HS2S05

draw conclusions and make proposals

Skills | Communicating

AC9HS2S06

develop narratives and share observations, using sources, and subject-specific terms

Annotations

 

1. Collects, sorts, records and interprets related information from provided sources on the links people have with a regional river environment.

 

2. Collects, sorts, records and interprets related information from provided sources on the links people have with a built feature in their city.

 

3. Collects, sorts, records and interprets related information from provided sources, and considers First Nations Australian perspectives on the links people have with gardens in their city.

 

4. Uses sources and subject-specific terms such as “cultural” and “social” to present observations about how people are connected to places.

 

5. Develops questions, and collects, sorts and records information to find out how people are interconnected with a river environment.

 

6. Develops questions, and collects, sorts and records information to find out people’s perspectives on river environments.

 

7. Interprets related information from provided sources to draw conclusions and present a narrative on the importance of a regional river environment to people.

 

8. Interprets information from people in the school community to present an observation of why the school is an important local place.