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NSW Syllabuses

Content for Stages and Site Studies

Early Stage 1 – Stage 3

Early Stage 1

  • Personal and Family Histories

Stage 1

  • Present and Past Family Life
  • The Past in the Present

Stage 2

  • Community and Remembrance
  • First Contacts 

Stage 3

  • The Australian Colonies
  • Australia as a Nation

Stage 4

The Ancient World [50 hours minimum teaching time]

Overview

The overview is approximately 10% of teaching time of The Ancient World. The content from the overview may be used as an overall introduction to Depth Studies 1–3 or may be integrated with these depth studies.

Depth Study 1

Investigating the Ancient Past (including ancient Australia)

Depth Study 2

The Mediterranean World

 

ONE of the following to be studied:

  • Egypt
    OR
  • Greece 
    OR
  • Rome

Depth Study 3

The Asian World

 

ONE of the following to be studied:

  • India 
    OR
  • China

 

The Ancient to the Modern World [50 hours minimum teaching time]

Overview

The overview is approximately 10% of teaching time of The Ancient to the Modern World. The content from the overview may be used as an overall introduction to Depth Studies 4–6 or may be integrated with these depth studies.

Depth Study 4

The Western and Islamic World

 

ONE of the following to be studied:

  • The Vikings 
    OR
  • Medieval Europe 
    OR
  • The Ottoman Empire 
    OR
  • Renaissance Italy

Depth Study 5

The Asia-Pacific World

 

ONE of the following to be studied:

  • Angkor/Khmer Empire 
    OR
  • Japan under the Shoguns 
    OR
  • The Polynesian expansion across the Pacific

Depth Study 6

Expanding Contacts

 

ONE of the following to be studied:

  • Mongol Expansion 
    OR
  • The Black Death in Asia, Europe and Africa 
    OR
  • The Spanish Conquest of the Americas 
    OR
  • Aboriginal and Indigenous Peoples, Colonisation and Contact History

 

All students must complete a site study in Stage 4. A virtual site study can be used if appropriate.

 

Stage 5

The Making of the Modern World [50 hours minimum teaching time]

For Stage 5, the two (2) overviews and four (4) of the six (6) Depth Studies must be studied. Depth Study 3 and Depth Study 4 are Core Studies, to be studied by all students.

Overview

The overview is approximately 10% of teaching time of The Making of the Modern World. The content from the overview may be used as an overall introduction to Depth Studies 1–3 or may be integrated with these depth studies.

Depth Study 1

Making a Better World?

 

ONE of the following to be studied:

  • The Industrial Revolution 
    OR
  • Movement of peoples 
    OR
  • Progressive ideas and movements

Depth Study 2

Australia and Asia

 

ONE of the following to be studied:

  • Making a nation 
    OR
  • Asia and the world

Core Study – Depth Study 3

Australians at War 
(World Wars I and II)

 

Mandatory study

 

The Modern World and Australia [50 hours minimum teaching time]

Overview

The overview is approximately 10% of teaching time of The Modern World and Australia. The content from the overview may be used as an overall introduction to Depth Studies 4–6 or may be integrated with these depth studies.

Core Study – Depth Study 4

Rights and Freedoms
(1945–present)

 

Mandatory study

Depth Study 5

The Globalising World

 

ONE of the following to be studied:

  • Popular culture 
    OR
  • The environment movement 
    OR
  • Migration experiences

Depth Study 6

School-developed topic drawn from either of the overviews, such as:

  • Australia in the Vietnam War era 
    OR
  • The Holocaust 
    OR
  • Women's history 
    OR
  • UN peacekeeping
    OR
  • A decade study 
    OR
  • The Gulf Wars and the War in Afghanistan

A list of suggested topics is provided in Depth Study 6 in Stage

 

All students must complete a site study in Stage 5. A virtual site study can be used if appropriate.

Site studies

A site study should be integrated within each of Stages 4 and 5 as a means through which students acquire knowledge, skills, values and attitudes from experience in the field or by analysing a virtual site using ICT. Site studies enable students to understand their historical environment and participate actively in historical inquiry. They can offer a means of interpreting the past and/or recognising how human occupation and use of the site has changed over time. Such an approach can lead to an understanding of the historical context in which changes have occurred. The enjoyable experience of active engagement in the past helps to create and nurture a lifelong interest in history.

What is a site study?

A site study is an inquiry-based examination of an historically significant location. Site studies may include an investigation of the local area, or a visit to an archaeological site, museum, an Aboriginal site (issues of access and permission need to be appropriate to the site selected), a specific building, a monument, a local area, an open-air museum or a virtual site available through ICT.

Teachers must identify the objectives and outcomes relevant to the site study. The following suggested sites could be considered:

Aboriginal sites

monuments

archaeological sites

museums

Australian War Memorial

National Parks and Historic Sites

bridges

Parliament House

cemeteries

public buildings

changed natural environments

railways and tramways

churches and places of worship

shops and business districts

factories or industrial sites

statues

heritage buildings

streets and streetscapes

houses

suburbs, towns, villages

memorials

virtual sites

A note to teachers about History Elective Stages 4 and 5

The current provision for an additional elective study of History will remain. The Elective course is described in the current History Years 7–10 Syllabus (2003).

Students may undertake either 100 or 200 hours of study in History Elective in Stage 4 and/or Stage 5. Courses are structured in the following ways:

  • 100 hours: ONE topic from each of Topics 1, 2 and 3 must be studied
  • 200 hours: ONE topic from each of Topics 1, 2 and 3 and at least TWO other choices from any topic.

Topics may be integrated in teaching and learning programs.

  • Topic 1: Constructing History
  • Topic 2: Ancient, Medieval and Early Modern Societies
  • Topic 3: Thematic Studies

THE TOPICS CHOSEN IN THE HISTORY ELECTIVE COURSE MUST NOT OVERLAP OR DUPLICATE SIGNIFICANTLY ANY OF THE TOPICS SELECTED FROM THE HISTORY K–10 SYLLABUS.

Life Skills

For some students with special education needs, particularly those students with an intellectual disability, it may be determined that the Stage 4 and Stage 5 outcomes and content are not appropriate. For these students, Life Skills outcomes and content can provide a relevant and meaningful program. Refer to the Introduction for further information about curriculum options for students with special education needs. Years 7–10 Life Skills outcomes and content are in the Life Skills section of the syllabus.