Overview
Syllabus overview
The Ancient History 11–12 Syllabus aligns with the Ancient History Life Skills 11–12 Syllabus to provide opportunities for integrated delivery.
Through collaborative curriculum planning, it may be decided that Life Skills outcomes and content are the most appropriate option for some students with intellectual disability.
Organisation of Ancient History 11–12
Figure 1 shows the organisation of Ancient History 11–12.
Image long description: A list of historical concepts and historical skills sit in the middle of the diagram, each surrounded by a box. Historical concepts are: causation; continuity and change; perspectives; significance; and contestability. Historical skills are: analysis and use of sources; historical interpretation; historical investigation and research; and explanation and communication. The syllabus is separated into 3 focus areas for Year 11, and 4 focus areas for Year 12. The focus areas for Year 11 are: Investigating ancient history; Features of ancient societies; and Historical investigation. The focus areas for Year 12 are: Cities of Vesuvius: Pompeii and Herculaneum; Ancient societies; Historical personalities; and Historical periods.
Protocols for collaborating with Aboriginal and Torres Strait Islander Communities and engaging with Cultural works
NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people.
It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement Ancient History learning experiences that focus on Aboriginal and Torres Strait Islander Priorities.
Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’ Identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.
Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders or a local, regional or state Aboriginal Education Consultative Group. It is important to respect Elders and the roles of men and women. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal Histories and Cultural Practices.