11–12Aboriginal Studies 11–12 Syllabus (2026)

The Aboriginal Studies 11–12 Syllabus enables students to develop knowledge and understanding of the histories and Cultures of Aboriginal, Torres Strait Islander and international Indigenous Peoples. Students develop skills to engage in respectful, inclusive and reciprocal relationships using Aboriginal Community Cultural protocols and ethical research practices. Students gain an understanding of Aboriginal Community consultation protocols when working with their local Elders, Knowledge Holders and Aboriginal Community(ies).

Through sustained inquiry, guided learning and consultation, students progressively develop research, analytical and sharing skills. The course builds students’ capacity to engage with Aboriginal and Torres Strait Islander Peoples. Students foster an understanding of Country, Cultural Knowledges, Practices and Languages and the significance of shared histories in shaping informed and active citizenship.

Students describe the significance of Country and Cultural Practices to Aboriginal Peoples, and demonstrate their knowledge of the principles of Indigenous Data Sovereignty (IDSov). They develop numeracy skills through the study of chronologically sequenced content.

Students examine Customary and contemporary sources to understand, respect and value Aboriginal Peoples’ Knowledges and interpretations of history. They recognise the role of Aboriginal and international Indigenous Peoples in advancing social justice and human rights, and identify social and political approaches to improving these outcomes.

Students plan, research and complete tasks using Aboriginal Community Cultural protocols and ethical research practices. They apply this understanding in the development and completion of their own Aboriginal Community engagement research project, undertaken in consultation with local Elders, Knowledge Holders and Aboriginal Community members.

The Year 11 Aboriginal Studies course comprises a study of:

• 120 indicative hours across 3 focus areas.

Experiences of the international Indigenous Community pre-contact to 1960: comparative study

Students examine the importance of Country, Cultural Knowledges and Practices and the impacts and responses to invasion and colonisation through the study of ONE international Indigenous Community and ONE local Aboriginal Community(ies) or ONE NSW Aboriginal Community(ies).

The Year 12 Aboriginal Studies course comprises a study of:

• 120 indicative hours across 4 focus areas.

Social justice 1960 to present: comparative study

Students investigate concepts of social justice through the study and comparison of ONE Aboriginal Community and ONE international Indigenous Community. Students study the content that relates to TWO options from the list below:

• Health
• Education
• Housing
• Employment
• Criminal justice system
• Economic independence

Aboriginal Peoples’ connections to land, water and sky Country 1960 to present

Students investigate Aboriginal Peoples’ connections to land, water and sky Country. Students study the content that relates to ONE option from the list below:

• Aboriginal Peoples’ connection to Country 1960 to present
• Aboriginal Peoples’ Cultural Knowledges, Practices and Languages 1960 to present.

Aboriginal Community engagement research project

Students research and design an original piece of work of their choice related to an aspect of the course. As part of the Aboriginal Community engagement research project, students develop a process journal including a project proposal and an original piece of work.

The process journal can be produced in a range of forms and is used to record and communicate the Community engagement, development and findings of the research.

The medium for the project can include performances of dance, music, song or drama, writing of a play or poetry, visual arts, teaching/learning kit, photographic essay, video presentation, written reports, or another medium in negotiation with the teacher.

Aboriginal Community Cultural protocols and ethical research practices equip students with the knowledge and skills to engage respectfully and responsibly with Aboriginal and Torres Strait Islander Peoples, Communities, Cultural Knowledges and Practices.

The syllabus content supports students to learn about the diversity of Aboriginal histories, Cultures and experiences, the importance of reciprocal relationships and Cultural safety. By engaging in ethical research practices, students learn the importance of culturally responsive methodologies and Indigenous research frameworks that centre Aboriginal voices and principles of Indigenous Cultural and Intellectual Property (ICIP) and Indigenous Data Sovereignty (IDSov).

Loading  are to be integrated as appropriate throughout the syllabus focus areas.

Teachers should always engage and work in partnership with Elders, Community members, Cultural Knowledge Holders, and a local, regional or state Aboriginal Education Consultative Group (AECG), such as the NSW AECG Inc.

Focus areas in the Year 11 course prioritise learning about the local Aboriginal Community(ies) and should be contextualised to meet the needs of the local Aboriginal Community(ies). The content should be based in NSW and focus on the period pre-contact to 1960.

Focus areas in the Year 12 course examine the period 1960 to present. Aboriginal Community(ies) located outside of the local Aboriginal Community(ies) and/or NSW may be studied.

To identify the local Aboriginal Community(ies), consideration must be given to:

• traditional Custodians from the area in the schools’ locality
• Aboriginal people who are Elders of local Aboriginal Community(ies)
• Aboriginal Community organisations such as the NSW AECG Inc., local Aboriginal Land Councils, the Aboriginal Medical Services (AMS) and health or legal services.

Schools are required to ensure they follow Loading  in delivering the Aboriginal Studies 11–12 Syllabus.