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NSW Syllabuses

History K–10 - Life Skills Investigating the Past

Outcomes

A student:

  • HTLS-1

    recognises personal connections to history

  • HTLS-2

    demonstrates an understanding of time and chronology

  • HTLS-7

    recognises a variety of historical sources

  • HTLS-8

    uses sources to understand the past

  • 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: HT4-1, HT4-2, HT4-5, HT4-6, HT4-8, HT4-9, HT4-10, HT5-5, HT5-6, HT5-8, HT5-9, HT5-10

  • Content

  • Students develop an understanding of the past and the processes of historical inquiry
  • How we understand the passage of time
  • Students:
  • use the everyday language of time, eg yesterday, today, tomorrow; then and now; before and after; a long time ago; in the Dreaming LAHC
  • explore the language of time, eg past, present, future, ancient, modern L
  • explore the concept of old and new, eg compare old and new objects (furniture, photos, games, clothes) where obvious changes can be seen
  • recognise how time is measured, eg minutes, hours, days, months, years, decades, centuries, millennia, BC/AD and BCE/CE N
  • relate events to the passage of time, eg organising a personal diary or calendar, recognising regularly recurring events N
  • How our families have changed or stayed the same over time
  • Students:
  • respond to stories about their own family history, eg through photographs, artefacts, books, oral histories, digital media and museums
  • participate in the recording of their personal history, eg sequencing significant events, constructing a timeline of stages in their lives LN
  • recount stories about their own family history, using primary and secondary sources
  • explore the lives of people in their recent past PSC
  • recognise different points of view about events in their family history
  • demonstrate understanding of the concept of generations and identify the generations in their own family history PSC
  • explore similarities and differences between generations, eg family celebrations and traditions, use of leisure time CCT
  • develop an understanding of personal heritage CC
  • How our community has changed over time
  • Students:
  • explore how the diverse backgrounds of the school community and/or local area have changed over time, using ICT and other sources as appropriate CCICTDD
  • explore the nature of kinship and family structures in Aboriginal and Torres Strait Islander cultures AHC
  • investigate the social structures of Aboriginal and Torres Strait Islander cultures, including the role of elders AHC
  • investigate local or regional Aboriginal and Torres Strait Islander places of significance, eg local national parks, using ICT and other sources as appropriate AHCICT
  • identify different perspectives about Aboriginal and Torres Strait Islander places of significance, eg the perspective of the local community, the perspective of Aboriginal people, the perspective of the local government AHC
  • How we use sources to investigate the past
  • Students:
  • engage with a range of historical evidence using primary and secondary sources and ICT as appropriate, eg photographs, diaries, letters LICT
  • explore the difference between fact and opinion, eg comparing first and second-hand accounts of events, comparing original film footage of an event with a fictional film version L
  • participate in an investigation of the history of a familiar site, eg the school or local park, using ICT and other sources as appropriate ICT
  • participate in an investigation of an historically or culturally significant location, eg local school, parks, town centres, public or heritage buildings, museums and memorials, using ICT and other sources as appropriate ICTSE
  • use skills of inquiry to investigate the life of one or more 'heroes' or 'villains' in history and how and why they are remembered, eg Nero, Mahatma Gandhi, Ned Kelly, Joseph Stalin, Nelson Mandela, Xanana Gusmao, Aung San Suu Kyi LCC
  • Suggested Site Studies include:
  • a museum visit
  • an Aboriginal site (issues of access and permission need to be appropriate to the site selected)
  • an archaeological site
  • a local site of significance
  • a heritage site
  • a virtual historical/archaeological site