Syllabus Links

Year 7 to Year 10 learning resource

NSW syllabus outcomes

Stage 4 history

A student:

HT4-2 describes major periods of historical time and sequences events, people and societies from the past
HT4-3 describes and assesses the motives and actions of past individuals and groups in the context of past societies
HT4-4 describes and explains the causes and effects of events and developments of past societies over time
HT4-5 identifies the meaning, purpose and context of historical sources
HT4-6 uses evidence from sources to support historical narratives and explanations
HT4-7 identifies and describes different contexts, perspectives and interpretations of the past
HT4-8 locates, selects and organises information from sources to develop an historical inquiry
HT4-9 uses a range of historical terms and concepts when communicating an understanding of the past
HT4-10 selects and uses appropriate oral, written, visual and digital forms to communicate about the past

Stage 5 history

A student:

HT5-1 explains and assesses the historical forces and factors that shaped the modern world and Australia
HT5-2 sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia
HT5-3 explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped the modern world and Australia
HT5-4 explains and analyses the causes and effects of events and developments in the modern world and Australia
HT5-5 identifies and evaluates the usefulness of sources in the historical inquiry process
HT5-6 uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia
HT5-7 explains different contexts, perspectives and interpretations of the modern world and Australia
HT5-8 selects and analyses a range of historical sources to locate information relevant to an historical inquiry
HT5-9 applies a range of relevant historical terms and concepts when communicating an understanding of the past
HT5-10 selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences

Stage 5 English

A student:

EN5-3B selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaningHT5-9 applies a range of relevant historical terms and concepts when communicating an understanding of the past
EN5-5C thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts

Learning across the curriculum

Aboriginal and Torres Strait Islander histories and cultures

This resources provides opportunities for students to:

understand relationships people have with places and their interconnections with the environments
understand that contemporary Aboriginal communities are strong, resilient, rich and diverse
learn about Aboriginal Peoples, as the world’s oldest continuous cultures
examine the 1770 interactions between the Gweagal and Europeans
recognise that Aboriginal and Torres Strait Islander Peoples have developed and refined scientific knowledge about the world
understand there are different ways of interacting with environments and how this can influence sustainability.

Syllabus links have been taken from the following syllabus documents:History K-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2012English K-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2012

Australian curriculum – learning areas

Year 7 History

Sequence historical events, developments and periods (ACHHS205)
Use historical terms and concepts (ACHHS206)
Identify a range of questions about the past to inform a historical inquiry (ACHHS207)
Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214)

Year 8 History

Sequence historical events, developments and periods (ACHHS148)
Use historical terms and concepts (ACHHS149)
Identify a range of questions about the past to inform a historical inquiry (ACHHS150)
Locate, compare, select and use information from a range of sources as evidence (ACHHS153)
Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS155)

Year 9 and Year 10 history

Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164 )
Use historical terms and concepts (ACHHS165)
Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS166)
Identify and locate relevant sources, using ICT and other methods (ACHHS168)
Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS170)
Identify and analyse the perspectives of people from the past (ACHHS172 )
Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS188)
Identify and analyse different historical interpretations (including their own) (ACHHS191)

Year 7 English

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)
Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803
Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)
Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)

Year 8 English

Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626)
Explore the interconnectedness of Country/Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806)
Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)
Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)

Year 9 and Year 10 English

Understand that roles and relationships are developed and challenged through language and interpersonal skills (ACELA1551)
Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633)
Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)
Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)

Australian curriculum learning areas have been extracted from F-10 curriculum – English – Year 7 and Year 8, F-10 curriculum – Humanities and Social Sciences - History – Year 7 and Year 8, F-10 curriculum – English – Year 9 and Year 10 and F-10 curriculum – Humanities and Social Sciences - History – Year 9 and Year 10

Australian curriculum – cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures

Humanities and social sciences

The diverse cultures of Aboriginal and Torres Strait Islander Peoples are explored through their:

long and continuous strong connections with Country/Place and their economic, cultural, spiritual and aesthetic value of place, including the idea of custodial responsibility.
experiences before, during and after European colonisation including the nature of contact with other peoples, and their progress towards recognition and equality.
exploration of how groups express their particular identities, and come to understand how group belonging influences perceptions of others.

The use of primary and secondary sources, including oral histories, gives students opportunities to see events through multiple perspectives, and to empathise and ethically consider the investigation, preservation and conservation of sites of significance to Aboriginal and Torres Strait Islander Peoples.

Australian curriculum cross curriculum priorities have been extracted from the page Cross-curriculum priorities – Aboriginal and Torres Strait Islander Histories and Cultures.

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