Professional Documents
Culture Documents
Australian
Curriculum
Subjects HASS,Spanish
Year levels Foundation Year
Page 1 of 8
HASS Curriculum F10
Foundation Year Content Descriptions
Inquiry and skills
Questioning
Pose questions about past and present objects, people, places and events (ACHASSI001 Scootle )
Researching
Collect data and information from observations and identify information and data from sources provided
(ACHASSI002 Scootle )
Sort and record information and data, including location, in tables and on plans and labelled maps
(ACHASSI003 Scootle )
Sequence familiar objects and events (ACHASSI004 Scootle )
Analysing
Explore a point of view (ACHASSI005 Scootle )
Compare objects from the past with those from the present and consider how places have changed over
time (ACHASSI006 Scootle )
Interpret data and information displayed in pictures and texts and on maps (ACHASSI007 Scootle )
Evaluating and reflecting
Draw simple conclusions based on discussions, observations and information displayed in pictures and
texts and on maps (ACHASSI008 Scootle )
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HASS Curriculum F10
Reflect on learning to propose how to care for places and sites that are important or significant
(ACHASSI009 Scootle )
Communicating
Present narratives, information and findings in oral, graphic and written forms using simple terms to denote
the passing of time and to describe direction and location (ACHASSI010 Scootle )
Knowledge and Understanding
History
Concepts for developing understanding
The content in the history substrand in this year gives students opportunities to develop historical
understanding through key concepts including continuity and change, perspectives, empathy and
significance. Through studies of their family, familiar people and their own history, students look at
evidence of the past, exposing them to an early understanding that the past is different from the present
(continuity and change). They come to understand why some events are important in their own and others’
lives (significance), and how different people commemorate events that are important to them (empathy,
perspectives).
Inquiry Questions
What is my history and how do I know?
What stories do other people tell about the past?
How can stories of the past be told and shared?
Who the people in their family are, where they were born and raised and how they are related to each
other (ACHASSK011 Scootle )
How they, their family and friends commemorate past events that are important to them
(ACHASSK012 Scootle )
How the stories of families and the past can be communicated, for example, through photographs,
artefacts, books, oral histories, digital media and museums (ACHASSK013 Scootle )
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HASS Curriculum F10
Geography
Concepts for developing understanding
The content in the geography substrand provides ways of developing students’ understanding of place,
space and environment. Students explore the place they live in and belong to, and learn to observe and
describe its features, and why it is important to them. They explore their own special places, how they feel
about them, what makes them special, and how they can care for them (place, environment). They learn
that their place is also the place of Aboriginal or Torres Strait Islander Peoples (place). The idea of location
is introduced through learning about representations on which places can be located and drawing story
maps and creating models to show where familiar places and features are located (space).
Inquiry Questions
What are places like?
What makes a place special?
How can we look after the places we live in?
The representation of the location of places and their features on simple maps and models (ACHASSK014
Scootle )
The places people live in and belong to, their familiar features and why they are important to people
(ACHASSK015 Scootle )
The Aboriginal or Torres Strait Islander Country/Place on which the school is located and why
Country/Place is important to Aboriginal and Torres Strait Islander Peoples (ACHASSK016 Scootle )
The reasons why some places are special to people, and how they can be looked after
(ACHASSK017 Scootle )
HASS Curriculum F10
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Spanish Years F–10 Sequence
Foundation to Year 2 Content Descriptions
Communicating
Socialising
Interact with teacher and peers to introduce self, greet and farewell others and describe friends, family and
favourite things
[Key concepts: self, family, friendship, belonging; Key processes: greeting, introducing, participating]
(ACLSPC109 Scootle )
Participate in guided group activities and simple transactions such as games, performances, songs and
rhymes, using modelled repetitive language
[Key concepts: play, action, exchange; Key processes: participating, performing, turntaking]
(ACLSPC110 Scootle )
Recognise and respond to classroom interactions such as opening and closing of lessons, transition
activities, answering simple questions and following classroom instructions
[Key concepts: routines, roles; Key processes: following instructions, responding]
(ACLSPC111 Scootle )
Informing
Locate specific words and expressions in simple print, spoken and digital texts such as charts, lists, songs,
rhymes and stories, and use information to complete guided spoken and written tasks
[Key concepts: literacy, numeracy; Key processes: locating, selecting, sorting]
(ACLSPC112 Scootle )
Present factual information about self, family, friends and everyday objects using simple statements and
support materials
[Key concepts: self, family, favourite; Key processes: naming, labelling, showing]
(ACLSPC113 Scootle )
Creating
Participate in shared reading, or viewing or listening to short imaginative texts and respond through mime,
drawing and dance
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Spanish Years F–10 Sequence
[Key concepts: character, story, imagination; Key processes: acting, expressing, choral reading]
(ACLSPC114 Scootle )
Create and perform simple imaginative texts that involve repetitive language, experimenting with sound
patterns, rhymes and nonverbal forms of expression
[Key concepts: rhythm, expression, performance; Key processes: chanting, drawing, singing, dancing]
(ACLSPC115 Scootle )
Translating
Translate frequently used words and simple phrases using visual cues and resources such as word lists
[Key concepts: similarity, difference; Key processes: identifying, noticing]
(ACLSPC116 Scootle )
Create simple print or digital texts that use both Spanish and English, such as labels, captions, wall charts
and picture dictionaries
[Key concept: equivalence; Key processes: labelling, captioning]
(ACLSPC117 Scootle )
Reflecting
Recognise what aspects of songs, stories, rhymes and pictures from Spanishspeaking cultures may look
or feel similar or different to own language(s) and culture(s)
[Key concepts: language, culture, difference; Key processes: noticing, comparing]
(ACLSPC118 Scootle )
Recognise themselves as belonging to groups, for example, ‘my friends’, ‘my class’, ‘my school’, ‘my family’
and ‘my community’
[Key concepts: self, identity, family, community; Key processes: noticing, describing]
(ACLSPC119 Scootle )
Understanding
Systems of language
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Spanish Years F–10 Sequence
Recognise and reproduce the sounds and rhythms of simple spoken Spanish, noticing how they are
produced and how they are represented in writing
[Key concepts: phonic awareness, pronunciation; Key processes: reading aloud, listening, mimicking]
(ACLSPU120 Scootle )
Notice and apply grammatical rules such as those relating to gender, simple verb forms and definite articles
when describing people, places, things and relationships
[Key concepts: syntax, word order; Key processes: naming, noticing patterns]
(ACLSPU121 Scootle )
Understand that language is organised as ‘text’ and recognise features of familiar texts such as charts,
labels, rhymes and stories
[Key concepts: text, meaning, structure; Key processes: recognising, identifying]
(ACLSPU122 Scootle )
Language variation and change
Recognise that in Spanish different words and language forms are used to address and greet people
according to relationship, context and time of day
[Key concepts: language as social practice, context; Key processes: noticing, comparing]
(ACLSPU123 Scootle )
Understand that the English and Spanish languages borrow words from each other
[Key concept: word borrowing; Key processes: noticing, listing]
(ACLSPU124 Scootle )
Recognise that Spanish is one of many languages spoken around the world and in Australia
[Key concepts: multiculturalism, culture; Key processes: mapping, discussing]
(ACLSPU125 Scootle )
Role of language and culture
Notice some differences and similarities in cultural practices between Spanish speakers and Australian
English speakers
[Key concepts: behaviours, cultural similarities and differences; Key processes: noticing, asking questions,
Spanish Years F–10 Sequence
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Spanish Years F–10 Sequence
making connections]
(ACLSPU126 Scootle )
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