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History 7–10 Syllabus (2024) – information for school leaders

Learn about the History 7–10 Syllabus (2024) – what has changed and where to get further support.

The History 7–10 Syllabus (2024) replaces content in the History 7–10 Syllabus (2012). Planning and preparation will commence from 2024 with implementation in 2027.

This syllabus recognises the critical importance of building on foundational skills developed in earlier years. This continuum of learning supports students to develop the knowledge, understanding and skills identified in focus areas.

The NESA Statement of Equity Principles underpin the History 7–10 Syllabus (2024), ensuring inclusivity of every student, including Aboriginal students, students with disability, students learning English as an additional language or dialect, and high potential and gifted students.

What you need to know

  • The History 7–10 Syllabus (2024) will be taught in all NSW high schools from 2027.
  • The department is recommending a staggered implementation to ensure continuity of learning for Years 7 to 10.
  • In a staggered implementation approach, the History 7–10 Syllabus (2024) will be implemented first to Years 7 and 9 (2027) and in the following year to Year 8 and 10 (2028). See ‘Secondary option B’ in Models of curriculum implementation – secondary.
  • The History 7–10 Syllabus (2024) is a live document available via NESA’s digital platform.
    • NESA will continue to add teaching advice and support materials throughout the implementation process.
  • There is an increased emphasis on the process of historical inquiry, evident in the inclusion of the content group heading ‘Working with historical concepts and skills’ in every focus area which includes the importance of creating written texts.
  • The syllabus provides students with opportunities to learn about Aboriginal Cultures and Histories and to investigate and develop an understanding of Aboriginal Peoples’ experiences and perspectives.
  • Content can be sequenced chronologically, supporting students to develop historical understanding.
  • Students with intellectual disability can access the syllabus outcomes and content in a range of ways, including through Life Skills outcomes and content if appropriate.
  • The NSW Department of Education will be providing support materials to assist schools and guide the implementation process on the Planning, programming and assessing HSIE 7–10 webpage.

The History 7–10 Syllabus (2024) includes:

  • a new structure that increases the importance of context studies, supporting students to develop historical understanding
  • new outcomes and content that are informed by evidence and identify the historical concepts needed by all students to develop essential knowledge, understanding and skills
  • mandatory content and a discrete outcome to support students to engage with Aboriginal Cultures and Histories in Stage 4 and Stage 5
  • mandatory content relating to Australian civics and citizenship in the Stage 5 focus area ‘Depth study (core) – Australia: making a nation – from Federation to WWI (1889 – c. 1919)’
  • one case study and one site study must be studied in Stage 4 and in Stage 5
  • case studies and site studies should develop one topic of choice aligned to any of the focus areas in the relevant stage
  • each case study and site study should be approximately 5 hours
  • the provision of content examples to support interpretation of some syllabus content points, which are clearly separated from the outcome content
  • teaching advice to support understanding of syllabus content and to support teachers to make informed pedagogical decisions.
  • Life Skills outcomes mapped to the Stage 4 and 5 outcomes to facilitate integrated delivery
  • Life Skills content adjusted and aligned to Stage 4 and 5 course content
  • Life Skills content opportunities for students to connect with the history of their immediate environment and make explicit real-world connections.
In Stage 4, 3 focus areas are listed under the heading Historical contexts core. The focus areas, The ancient past Historical context core and The medieval world Historical context core are linked to a box under the heading Depth studies options. The box is labelled Depth study select at least 2 from 16 options. The third focus area under the heading Historical contexts core in Stage 4, The era of colonisation, is linked to the Depth study core Aboriginal Peoples experiences of colonisation. A line surrounds the Stage 4 focus areas, the Depth studies core and Depth studies options, and links to 2 boxes labelled 1 case study and 1 site study. In Stage 5, 2 focus areas are listed under the heading Historical contexts core. The focus area, The making of the modern world is linked to 2 Depth studies core Australia making a nation from Federation to WWI and Australia at war WWII. The second focus area, The modern world is linked to the Depth study core Human rights and freedoms. The 3 Depth studies core are linked to a box under the heading Depth studies options. The box is labelled Depth study select at least 1 from 10 options. A line surrounds the Stage 5 focus areas, the Depth studies core and Depth studies options, and links to 2 boxes labelled 1 case study and 1 site study. The focus areas for Stage 4 and Stage 5 are encircled by a line labelled Historical concepts at the top of the diagram and Historical skills underneath the diagram representing integration as part of the historical inquiry process. In Stage 4, 3 focus areas are listed under the heading Historical contexts core. The focus areas, The ancient past Historical context core and The medieval world Historical context core are linked to a box under the heading Depth studies options. The box is labelled Depth study select at least 2 from 16 options. The third focus area under the heading Historical contexts core in Stage 4, The era of colonisation, is linked to the Depth study core Aboriginal Peoples experiences of colonisation. A line surrounds the Stage 4 focus areas, the Depth studies core and Depth studies options, and links to 2 boxes labelled 1 case study and 1 site study. In Stage 5, 2 focus areas are listed under the heading Historical contexts core. The focus area, The making of the modern world is linked to 2 Depth studies core Australia making a nation from Federation to WWI and Australia at war WWII. The second focus area, The modern world is linked to the Depth study core Human rights and freedoms. The 3 Depth studies core are linked to a box under the heading Depth studies options. The box is labelled Depth study select at least 1 from 10 options. A line surrounds the Stage 5 focus areas, the Depth studies core and Depth studies options, and links to 2 boxes labelled 1 case study and 1 site study. The focus areas for Stage 4 and Stage 5 are encircled by a line labelled Historical concepts at the top of the diagram and Historical skills underneath the diagram representing integration as part of the historical inquiry process.
Image: Figure 1 The organisation of History 7–10

The organisation of History 7–10 image is from the History 7–10 Syllabus (2024) © NSW Education Standards Authority (NESA), for and on behalf of the Crown in right of the State of New South Wales, 2024.

Prior to implementing the History 7–10 Syllabus (2024) , leaders will need to consider the following:

  • the complexities for staff working from 2 syllabuses to teach History 7–10 during a staggered implementation structure (syllabus differences include structure, language, outcomes and content)
  • building teacher knowledge and understanding of appropriate protocols for collaborating with Aboriginal and Torres Strait Islander Communities and engaging with Cultural works
  • supporting teachers’ understanding of the principles of inclusive education, adjustments and access to the HSIE curriculum for all learners
  • resource and budget implications, such as
    • providing time for staff to engage with syllabus expectations and build their skills and understanding to effectively teach and plan for syllabus requirements across 7–10 to implement in 2027
    • determining what resources are currently available to address new mandatory content and the case and site studies in both Stage 4 and Stage 5.
  • all decisions about curriculum options for a student with disability should be made through the collaborative curriculum planning process
  • prior to determining whether a student should access Life Skills outcomes and content, consider other ways of helping the student to engage with regular course outcomes.
    • This may include a range of adjustments to teaching, learning and assessment activities.
    • If the adjustments do not provide the student with sufficient access to some or all outcomes in Stages 4 and 5, a decision to access Life Skills outcomes and content in one or more courses might be appropriate.
  • some students with intellectual disability may find Years 7–10 courses based on Life Skills outcomes and content are the most appropriate options to follow for their RoSA 
  • exploring ways to adopt and adapt the sample materials provided by the department and curriculum materials developed in school to support consistency of syllabus curriculum implementation between mainstream and special education settings.

The History 7–10 Syllabus (2024) is based on evidence referenced in the Bibliography: History 7–10, highlighting:

  • that integrating historical knowledge, understanding and skills is important to the learning of history
  • the distinctions and connections between substantive knowledge and disciplinary knowledge are important to recognise
  • that historical thinking increases in complexity and sophistication over time via the application of historical concepts and skills to the substantive content
  • the development of Aboriginal Cultures and Histories content to address Recommendation 5.3, is underpinned by the voices and Knowledges of Aboriginal Peoples, developed and guided by Aboriginal Education (Burgess and Evans 2017; Nakata 2011; Yunkaporta and Lowe 2018; Yunkaporta and Shillingsworth 2020)
  • the role of sources in the teaching and learning of History is key and should be incorporated with the teaching of substantive content.

History 7–10 Syllabus (2024) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.

Knowledge of the syllabus and professional learning needs

  • To what extent do staff understand the syllabus and the evidence underpinning the new syllabus?
  • How will the new syllabus affect classroom practice? What is in place to support and evaluate this practice?
  • What school practices and systems are in place to support teacher professional learning?
  • How are these evaluated to maximise support for teachers?

Collaborative planning and development

  • Which communities of practice does the school collaborate with to enhance teacher curriculum knowledge and pedagogy?
  • Do staff have the skills and understanding to collaboratively undertake syllabus implementation?
  • What explicit systems are in place to foster collaboration?

Resourcing and support

  • What structures are in place for tailored professional support for all staff to strengthen curriculum implementation?
  • What else might be required for this syllabus?
  • What resources are required to commence syllabus implementation and meet planning, programming, assessing, and reporting requirements?

Ongoing evaluation and refinement

How is the new syllabus being used to lift teaching practice?

Further support

Syllabus information for school leaders

An overview of the pedagogical changes and whole school considerations to support school leaders’ understanding of what has changed for each new syllabus.

Leading curriculum K–12

Advice and resources supporting leaders to facilitate effective curriculum implementation in schools.

Category:

  • Teaching and learning

Business Unit:

  • Curriculum and Reform
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