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NSW Syllabuses

History K–10 - Life Skills The Modern World and Australia

Outcomes

A student:

  • HTLS-3

    investigates how people lived in various societies from the past

  • HTLS-4

    explores the features of a particular society or time

  • HTLS-5

    recognises the significance of people and events in the past

  • HTLS-6

    explores the significance of changes and developments in the past

  • HTLS-7

    recognises a variety of historical sources

  • HTLS-8

    uses sources to understand the past

  • HTLS-9

    recognises different perspectives of people, events and issues

  • HTLS-10

    uses a variety of strategies to locate and select information for an historical investigation

  • HTLS-11

    uses historical terms to describe the past

  • HTLS-12

    investigates the past using historical skills

  • HTLS-13

    selects and uses a variety of strategies to organise and communicate information about the past

Related Stage 4/5 outcomes: HT5-1, HT5-2, HT5-3, HT5-4, HT5-5, HT5-6, HT5-7, HT5-8, HT5-9, HT5-10

The following options provide possible frameworks for addressing the content of the topic area and are suggestions only. 

The options relate to Stage 5 Depth Studies 4, 5 and 6.

Note: These suggested topics do not cover Stage 5 Topic 5b: The environment movement or additional Stage 5 school-developed topics. Teachers may choose to develop ideas and concepts from these areas to address Life Skills outcomes if appropriate.

Rights and Freedoms (1945–present)

OR

The Globalising World

  • Popular culture
    OR
  • Migration experiences

OR

School-developed topic 

A list of suggested topics is provided.

  • Suggested site studies include:
  • a museum visit
  • a local site of significance
  • a virtual historical site
  • a virtual archaeological site
  • Students explore some aspects of the development of Australia, including its relationship to the world

    Rights and freedoms (1945–present)

  • Changing rights and freedoms of different people
  • Students:
  • recognise people throughout history with limited rights and freedoms, eg convicts, slaves, Indigenous groups DDEU
  • explore the experiences of people who have had limited rights and freedoms DDEU
  • compare the experiences of at least two groups of people who have had limited rights and freedoms DD
  • identify people in history who have fought for the rights and freedoms of others, eg Martin Luther King, Nelson Mandela, Rosa Parks, Eddie Mabo, Charles Perkins, Mum Shirl, Aung San Suu Kyi AHC
  • investigate the impact of people who have fought for the rights and freedoms of others, using ICT and other sources as appropriate ICTCCT
  • recognise the impact of the loss of rights and freedoms on Aboriginal people, eg dispossession of land, Stolen Generations AHC
  • compare living and working conditions for Aboriginal people, in both rural and urban areas, with those of other Australians AHCWECCDD
  • investigate the reasons for and the impact of the removal of Aboriginal children from their families, eg the Stolen Generations and the Apology, using ICT and other sources as appropriate AHCICT
  • investigate the processes that led to greater rights and freedoms for Aboriginal peoples, eg the 1967 Referendum, the recognition of land rights and Native Title, using ICT and other sources as appropriate AHCEUDDICT
  • identify the importance of Sorry Day AHCCC
  • participate in ways to improve the rights and freedoms of others, eg Sorry Day activities IUAHCCC

    The Globalising World – Popular culture (1945–present)

  • Popular culture in Australia
  • Students:
  • recognise and participate in preferred leisure and recreation activities, eg entertainment, sport PSC
  • identify popular leisure and recreation activities in their family or school community PSCCC
  • recognise popular leisure and recreation activities in Australia, eg cricket, rugby, netball, water sports, camping, barbecues CC
  • compare some of the leisure and recreation activities in Australia with one other country, eg sport in Australia and America CCT
  • Changes to popular culture
  • Students:
  • explore the changes in technology and how these have impacted on leisure activities, eg the increasing popularity of video games and social networking sites CCTCC
  • investigate changes in language as a result of popular culture, eg the introduction of terms used for social networking, such as 'blog', 'tweet' and Asian terms 'anime' and 'manga' LA
  • investigate the changes in popular culture in post-war Australia, using ICT and other sources as appropriate, eg television, music, recreation, fashion ICT
  • Australia's influence on popular culture
  • Students:
  • explore the contribution of one or more significant Australian people in the areas of the environment (eg Tim Flannery, Ian Kiernan), the arts (eg Graeme Murphy, Peter Sculthorpe, Brett Whiteley, David Williamson), sport (eg Allan Border, Evonne Goolagong Cawley, Dawn Fraser, Cathy Freeman, Louise Sauvage, Ian Thorpe), community welfare (eg Victor Chang, Fred Hollows, Dick Smith, Charles Teo) or entertainment (eg Peter Allen, Cate Blanchett, John Farnham, Nicole Kidman, Normie Rowe), using ICT and other sources as appropriate AHCSEICTCCT
  • explore Australia's participation in world sporting contests, eg the 1956 Melbourne Olympics, the 2000 Sydney Olympics, Test Cricket and World Cup matches CC

    The Globalising World – Migration experiences (1945–present)

  • Representations of different cultures in our community
  • Students:
  • recognise different cultures within their school community DD
  • engage with peers to explore different cultural experiences, eg food, religion, entertainment IU
  • participate in the cultural experiences of different groups within the school community, eg food, celebrations IUDD
  • Post-war migration in Australia
  • Students:
  • locate on a map where Australian post-war migrants came from, eg Europe, Asia, the Pacific, the Mediterranean region N
  • explore the reasons for migration, eg better living conditions, seeking new opportunities, escape from oppressive regimes, using ICT and other sources as appropriate IUICT
  • respond to stories of people who migrated to Australia, including people from Asian cultures LAIU
  • compare the stories of different cultural groups' migration to Australia, including people from Asian cultures LAIU
  • recognise the conditions, experiences and perspectives of post-war migrants, eg migrant hostels, opportunities for work, language barriers, isolation, racism IUEUWE
  • explore the response of Australians to the arrival of migrants and refugees IU
  • Australia's changing culture as a result of post-war migration
  • Students:
  • identify the impact of different cultures on Australian society, eg food, entertainment IUDDCC
  • investigate the contribution of people from other cultures to Australian life, eg to politics, science, the community, the arts, sport IUCC
  • identify ways in which Australians celebrate a shared national identity, eg Australia Day, Harmony Week CC

    School-developed topic

  • Relevant Life Skills outcomes should be chosen to support the topic developed.
  • Students may investigate ONE school-developed topic drawn from the content of 'The Making of the Modern World' or 'The Modern World and Australia', for example:
  • The Roaring Twenties
  • The Great Depression
  • The Holocaust
  • The Cold War
  • Australia in the Vietnam War era
  • A decade study
  • Women's history
  • The history of workers' rights
  • The United Nations
  • UN peacekeeping
  • The Gulf Wars and the war in Afghanistan
  • The rising influence of China and India since the end of the Cold War
  • Developments in twentieth and twenty-first century technology
  • Other topic drawn from the two overviews