K–6Human Society and its Environment K–6 Syllabus
The new Human Society and its Environment K−6 Syllabus (2024) is to be implemented from 2027.
2025 and 2026 – Plan and prepare to teach the new syllabus
2027 – Start teaching the new syllabus
School sectors are responsible for implementing syllabuses and are best placed to provide schools with specific guidance and information on implementation given their understanding of their individual contexts.
Content
Stage 2
- HS2-ACH-01
describes Aboriginal Peoples’ obligations to Country, Culture and Community
- HS2-HIS-01
explains how people lived in the past, how navigation connected the world, and what life was like in the Sydney Cove penal settlement, using sources as evidence
Examine how Aboriginal Peoples have engaged in Cultural exchange and trade across NSW
Investigate the interactions of individual Aboriginal People with traders and navigators from outside Australia
Examine NSW sites of archaeological evidence of the oldest living continuous Cultures in the world
Explain how the arrival of the First Fleet affected Gadigal Peoples
Locate places identified as ancient Maya, Aztec and Inca civilisations using maps, globes and images
Identify and describe objects, designs, sites and structures from Mesoamerica and the Andes that endure today
Examine cultural works and inventions in art, astronomical observations, mathematics or writing of ancient Maya, Aztec and Inca civilisations, using sources as evidence
Identify indigenous agricultural practices, animals, plants, staple foods and trading systems
Compare journeys and reasons for significant voyages of global navigation
Describe how Willem Janszoon, Dirk Hartog, Abel Tasman, Macassan traders and Lieutenant James Cook connected the Great Southern Land or Terra Australis to the world using maps and images as sources of evidence
Represent the journey of Bungaree and Matthew Flinders to circumnavigate Australia using maps and images as sources of evidence
Explain how the development of navigational instruments influenced global navigation using Tier 2 and Tier 3 vocabulary
Identify reasons for the establishment of a British penal colony at New South Wales
Describe the role that transportation of convicts played in the establishment of a colony at New South Wales
Describe the experiences of men, women and children on the First Fleet voyage using sources as evidence
Research and draw conclusions about resources transported with the First Fleet, using sources as evidence
Represent life in the penal settlement at Sydney Cove using images, maps, personal accounts and sites
Research and recount the life of an Aboriginal person, a convict, a marine and a settler who lived in the penal settlement at Sydney Cove
Explain how stories, images, objects and sites are used as sources of evidence for the first penal settlement in New South Wales
Sequence ideas about the past and include elaborated details, consistent tense and connectives to create cohesion
Use a range of connectives to create compound and complex sentences to signal the cause and effect of a past event and compare and elaborate on ideas
Use information from sources to create compound and complex sentences describing life in the past
Refer to evidence when describing who, what, when, where and explaining why