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NSW Curriculum
NSW Education Standards Authority

11–12Modern History Life Skills 11–12 Syllabus

Record of changes
Implementation from 2027
Expand for detailed implementation advice

Content

Life Skills

Life Skills for Stage 6

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.

Historical investigation

Students participate in a historical investigation to further develop their skills and make real-world and personal connections to history. The investigation should extend a particular area of individual student or group interest and be developed to meet students’ learning needs.

The historical concepts and skills content is to be integrated as appropriate.

The Historical investigation focus area is designed to provide students with opportunities to engage in historical inquiry and develop research and communication skills.

Possible historical investigations could include:

  • local or national Aboriginal sites of significance and/or interest
  • the ways sources reveal information about a society, movement, people, groups or events
  • the cause and/or impact of a historical event
  • the significance of a historical development
  • using sources to explain how historical opinions have changed over time for significant people, places or events
  • comparing and contrasting sources with different perspectives
  • the contribution of a historical site or artefact in helping to explain the past
  • perspectives on an individual, group or event over time
  • the accuracy of modern representations of specific historical events
  • an exploration of personal connections such as the contrast between a specific historical society and modern life
  • contemporary issues around preserving or conserving the past, world heritage, tourism, museums, site studies or virtual tours.
Making personal connections
  • Recognise personal history or heritage

  • Demonstrate historical curiosity

  • Understand the importance of historical empathy

  • Demonstrate an awareness that the past is different to the present

  • Recognise important personal or public events and places

  • Demonstrate awareness of historical representations in modern life

  • Recognise concepts of time and chronology

  • Use concepts of time and chronology

Posing and responding to a question about the past
  • Identify an area of historical interest

  • Identify elements of an area of historical interest

  • Demonstrate understanding of placement in time

  • Ask general questions about an area of historical interest

  • Engage in preliminary research

  • Use relevant prior knowledge

  • Formulate a focus question with supporting queries

Gathering sources of evidence
  • Engage with sources connected to a chosen investigation

  • Identify the main idea of a source

  • Identify the purpose of a source

  • Pose questions about sources

  • Investigate the motivations and actions of an author of a source

  • Make choices about relevant sources

  • Make judgements about the reliability of sources

  • Recognise the value of a source as evidence to understand the past

Processing and analysing information
  • Place relevant events from the past in chronological order

  • Identify perspectives of individuals or groups from the past

  • List important information that has been gathered

  • Use information from several sources to collect evidence

  • Use evidence to form an opinion

  • Use evidence to create an argument

Drawing conclusions
  • Recognise contributions of people and events of the past

  • Draw a conclusion about the significance of people, places or events of the past

  • Contrast different historical perspectives of people, events and issues

Communicating understanding
  • Communicate understanding about the past

  • Use historical terms and concepts

  • Communicate understanding of continuity and change within the chosen investigation

  • Develop an appreciation of history

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