Melissa Cairn

Hi, I'm Melissa. I'm from the Department of Education, and I'm joined here today by Sharna and Ananda from NESA. And we are going to talk about the new HSIE syllabus. The new HSIE syllabus contains specific outcomes and content for Aboriginal cultures and histories for the first time. This is in addition to the Aboriginal and Torres Strait Islander content that is priority content in all K–6 syllabuses. We know that this content has been developed in collaboration with Aboriginal knowledge holders. Why are Aboriginal and Torres Strait Islander priorities important?

Sharna Tosevic

So for the first time, the syllabus includes explicit outcomes that form a coherent sequence of learning about Aboriginal cultures and histories across each stage of learning in K–6. And the Aboriginal and Torres Strait Islander priorities are important because they provide opportunities for all students to develop cultural knowledge and understanding by engaging with, respecting and recognising the world's oldest continuous living cultures. They help students to understand that Aboriginal communities are diverse with around 70 language groups, and they develop knowledge and understanding in the cultural protocols, practices, and connections to country and place, whilst also appreciating the historical and ongoing contributions to Australia by Aboriginal and Torres Strait Islander peoples.

Melissa Cairn

Thank you. We all agree that this is important content. What advice do you have for teachers when engaging with essential Aboriginal and Torres Strait Islander priorities content?

Sharna Tosevic

So, it's important to respect appropriate ways of interacting with Aboriginal communities and cultural material when planning for teaching and learning that focuses on Aboriginal and Torres Strait Islander priority content. NESA has advice in the course overviews of all syllabuses about following Indigenous, Cultural and Intellectual Property Protocols, otherwise known as ICIP. The Aboriginal and Torres Strait Islander people's ICIP protocols include cultural knowledges, cultural expression, cultural property, and the documentation of Aboriginal and Torres Strait Islander people's lived experiences and identities. It's really important to recognise the diversity and complexity of Aboriginal communities across New South Wales and that these protocols may differ between communities. Establishing and maintaining respectful relationships with Aboriginal peoples. So our elders, our parents, our community members are your local, regional, or state Aboriginal education consultative group, your AECG, is really important to assist schools to implement Aboriginal and Torres Strait Islander priorities content.

Melissa Cairn

That's great advice for schools. What else can assist schools to engage with their local communities?

Sharna Tosevic

So, the NESA website has links to the principles and protocols, and there's a working with Aboriginal communities guide that will also support schools to engage with community.

Melissa Cairn

Excellent. Ananda, there is new content in Stage 1 and Stage 2 where students have the opportunity to learn about ancient civilisations. Can you talk a bit more about that, what that content involves, and how that develops students' understanding of the world around them from an early age?

Ananda Horton

So, the introduction of the content also aligns to the vision for education around equity and excellence. It provides all students with an opportunity to learn. It starts to build background knowledge, and it's quite a rich source of vocabulary as well for students. It's a gentle introduction and a beginning to developing a schema that students can refer to when the ancient past is referenced in society today. There's also a number of elements of literacy that this content provides lovely opportunities for students to be developing their literacy skills. It not only provides a rich area of vocabulary, but it also gives students an opportunity to develop knowledge and understanding around stories, myths and legends. Story itself is a powerful tool, and it helps students to develop perspective, the, you know, sequencing of information and making connections to stories from other times and places.

The ancient past, China, Egypt, Greece, and Rome are referenced and re-referenced throughout a student's learning experience at school and in daily life in areas such as architecture, art, and sport. As you can see from this image, the idea is built into the stage one content and detailed support is provided for teachers through the teaching advice. Building this learning into the primary curriculum is a gentle way of beginning to build a schema about these ancient cultures and their influence and legacies on today's world. There is also a lovely alignment to the geography content within the syllabus. As students developing the ability to look at maps and understand where places are located, they can then apply this understanding when they're looking at where ancient civilisations were. It's important to recognise that the placement of the Aboriginal and Torres Strait Islander priorities content has been really carefully and strategically sequenced and placed. And I'll just get Sharna to speak to that a little bit more.

Sharna Tosevic

Thanks, Ananda. So in particular, content in Stage 1 and Stage 2 that feature ancient civilisations do not feature Aboriginal and Torres Strait Islander priorities content. As a reminder for teachers, the syllabus celebrates and recognises Aboriginal and Torres Strait Islander cultures as the oldest continuous living cultures. And it is this continuity that is why we do not refer to Aboriginal cultures and histories as ancient.

Melissa Cairn

That makes sense. Thank you for that explanation. The new primary curriculum is a knowledge-rich curriculum that makes essential learning clear for students. In the geography focus areas, students learn to use geographical information, and in the history focus area, they use sources as evidence. Can you talk to us a little bit more about that, please?

Ananda Horton

NESA has taken a knowledge and skills explicit approach in the development of the syllabuses. And as with all of the primary syllabuses, content makes it very clear what students are to know and to understand and do. In HSIE, the skills and concepts have been embedded within content, and the content group headings are really helpful for teachers to see where the essential content has been grouped. The skills and concepts have been embedded with appropriate context. The understandings build very sequentially across each stage of learning. Within the geographical content, content has been carefully aligned to the mathematics syllabus, in particular the focus areas of data and geometric measure. So, this provides a fantastic opportunity for students to apply their learning in HSIE. As you can see in this example of Stage 1 history content from the syllabus, the use of sources including stories, images, objects, and sites provide students with evidence of the past. Examples and detailed teaching advice such as shown here, support teachers to engage students in detailed observations, discussions, and questioning to draw conclusions about what life may have been like in the past. The history focus area has strong links to the English syllabus, in particular in the creating written text content. Within this content, students have an opportunity to develop their ability to handle tense, as well as sentence level grammar and text features, and the examples provide further support.

Melissa Cairn

Thank you for clarifying the new approach. There are strengthened civics and citizenship opportunities in both the history and geography focus areas. Can you please elaborate on this content and explain why these are important in the HSIE syllabus?

Ananda Horton

So, in the civics and citizenship content, students have the opportunity to learn and to value the democratic roles and responsibilities that people have in Australia. They also have the opportunity to develop the knowledge, skills and dispositions to act as informed and active citizens into the future. Through the syllabus, there is a clear progression, in particular the content groups in the geography focus area. I'll speak to those first, what content is there. And then the progression moves into the history focus area in Stage 3. So, in Early Stage 1, this is our foundational knowledge that students are developing, and they look at the connections that they have to places, each other, and how people care for places. In Stage 1, students start to develop an understanding of active citizenship that we can work together with people to care for places and to care for each other. They research work that people do in the community, and they explain the benefits of participating in communities.

In Stage 2, students look at how people participate in Australian society, in particular around the act of citizenship. They investigate how and why people respond to community needs. There's a lovely opportunity to have a look at the importance of volunteering, and in their learning, they look at the origins and the work that a New South Wales organisation does in response to community needs. There is also opportunities for students to look at community needs and to design responses. In Stage 3, in the history focus area, students dive a little bit more into civic knowledge and understanding. And in particular, they have a look at the origins and the values underpinning Australia's bicameral or parliamentary system. Students have the opportunity to explore the principle that all people are equal before the law and must obey laws. And they also have the opportunity to learn about Australia's democracy, the foundations, federation, the Constitution of Australia, roles and responsibilities of government, and how bills pass through Parliament and become laws.

Melissa Cairn

And that explicit content makes it really clear what students should learn in schools. The study of Aboriginal languages content in Stage 3 is a new inclusion. What practical guidance and advice and resources can you suggest for teachers to help support the teaching of Aboriginal languages in schools?

Sharna Tosevic

So, schools should make contact with their local Aboriginal community to ascertain the availability of local language resources. The content group in this focus area explores the diversity of Aboriginal languages across New South Wales and the importance of revitalising Aboriginal languages for Aboriginal peoples.

Melissa Cairn

Thank you, Sharna, and thank you, Ananda, for your time today to talk about the new HSIE syllabus. If you haven't done so already, please head over to the NESA website to explore the new syllabus. And don't forget to watch the introductory video.

[End of transcript]

Nicole Laauw

Welcome to the Human society and its environment K–6 – syllabus familiarisation video. My name is Nicole Laauw, and I, along with my colleague Melissa Cairn, are your HSIE advisors.

We recognise the ongoing custodians of the lands and waterways where we work and live. We pay respect to elders past and present as ongoing teachers of knowledge, songlines, and stories. We strive to ensure every Aboriginal and Torres Strait Islander learner in New South Wales achieves their potential through education.

[Syllabus familiarisation video, Purpose and Outcome. Right of the screen has a diagram showing the topics covered reading:

• Syllabus purpose: 2 minutes
• Organisation of the syllabus: 2 minutes
• Key inclusions: 12 minutes
• Unpacking the teaching advice: 2 minutes
• Where to next: 2 minutes]

The purpose of this video is to provide an overview of the HSIE 2024 syllabus key features, highlight changes or new content, and how the teaching advice supports teachers to teach the content, and provide guidance on available support.

First up, we're going to look at the purpose of the syllabus.

The rationale explains that HSIE incorporates the study of people, places, and environments, as well as how people and events from the past have shaped societies over time.

It's through the foundational knowledge, understanding, and skills of geography and history that students learn about people, places, and environments linking the past to the present, personal experiences and the world through stories, maps, and historical evidence, learning what it means to be Australian, Aboriginal cultures and histories, sustainable practises, and the deep connection to country and place, all while being encouraged to think critically, value diversity, and contribute to a just and sustainable future as active and informed citizens.

The aim of the HSIE syllabus is for students to develop knowledge and understanding of Aboriginal cultures and histories, geographical and historical knowledge, understanding, and skills, knowledge and understanding of Australia's democracy to become active, informed members of their community, and develop a sense of belonging and wonder about their world and about the past.

So, how is the syllabus organised? Well, the syllabus brings together history, geography, and Aboriginal and Torres Strait Islander priorities into one document so students can explore the connections between people, places, and events across time and space.

[A screenshot of the syllabus organisation: There are 2 vertical boxes, one labelled Geography and the other History. Inside the Geography box there are 4 horizontal boxes showing the focus areas of People are connected to places; People are connected to places and groups; Geographical information is used to understand the world; and Geographical information is used to plan for sustainable futures. Inside the History box there are 4 horizontal boxes showing the focus areas of People have lived in the past; People learn about the past by engaging with stories, images, objects and sites; History uses sources to construct narratives of the past; and Historical sources present perspectives on the past. Surrounding the whole diagram is a line labelled ‘Applying knowledge, understanding and skills through interrelated practices’.]

Here, you can see there are four geography focus areas and four history focus areas. Overarching these focus areas, you'll see applying knowledge, understanding, and skills through interrelated practises, which enable students to connect their learning across different areas and demonstrate their understanding and skill development.

[Aboriginal cultures and histories, geography and history outcomes: Diagram displaying Aboriginal Cultures, Histories, geography and history syllabus outcomes. Diagram breaks down the outcomes in 4 sections (ACH, GEO, HIS, DEM, CWT). Then breaks the outcomes down into stages (Early Stage 1, Stage 1, Stage 2, Stage 3).]

The HSIE syllabus includes an Aboriginal cultures and histories outcome for each stage. Note that the outcome for each stage is the same outcome in both history and geography. There's one geography outcome per stage, one history, outcome per stage, a democracy outcome in Stage 3, and a creating written texts outcome in Stage 3.

[Diagram explaining the content groups in relation to the stage they are introduced.]

The creating written texts content found specifically in the history focus area provides explicit expectations for sentence-level grammar and text features. Students learn and use content-specific vocabulary when developing their skills to communicate their understanding.

[Title: ‘Key conclusions’]

Now we'll look at what's new or different.

[Title: ‘Building skills using evidence’.]

First up, we'll explore how historical and geographical skills are embedded within the content, allowing students to gather, interpret, and critically evaluate information.

[Title: ‘Building skills and content knowledge’.]

Students build content knowledge, while developing essential skills to apply that knowledge. You'll see the skills listed at the start of each content point, followed by the content, then the tools or resources students can use to demonstrate these skills.

For example, in Early Stage 1 geography, students develop their skills to acquire or locate information using tools such as maps and images.

[‘Early Stage 1 geography: Locate land, water and Australia using world maps, globes and images’. Locate, maps, globes and images are highlighted]

And in Stage 1, locate and discuss objects and sites as evidence.

[‘Stage 1 history: Locate and discuss objects and sites that evidence Aboriginal Peoples as the oldest living continuous Cultures in the world’. Locate and discuss objects and sites that evidence are highlighted.]

In Stage 2, students develop their skills to process or compare rainfall, and communicate or display data in column graphs linking to data in Stage 2 mathematics.

[‘Stage 2 geography: Compare seasonal rainfall in places in Australia and display data in column graphs’. Compare and data in column graphs are highlighted.]

In Stage 3, students communicate their understanding by recounting stories using sources as evidence. The complimentary nature of HSIE is reinforced, as you'll see many examples of skills being used across both history and geography.

[‘Stage 3 history: Recount stories of migrants and free settlers in the colonies from 1825 to 1901 using sources as evidence’. Recount stories and using sources of as evidence are highlighted.]

[Title: ‘Stories, images, objects and sites as evidence’. Below title images appear of a young girl, different telephones, James Cook’s compass and a certificate of freedom form 1832.]

Students develop their skills to make observations and draw conclusions by examining sources as evidence. For example, Early Stage 1 students engage with cultural objects to identify information about the past in the present. By comparing images from different time periods, Stage 1 students observe ways communication has changed over time. The compass used by Lieutenant James Cook is an example of evidence leading to the Great Southern Land or Terra Australis in Stage 2. And in Stage 3, this certificate of freedom is evidence of a convict becoming a free settler.

[Description: Under a heading that reads ‘Displaying data’ images appear of different graphs. Ranging from Early Stage 1 graphs to Stage 3 graphs with data and values.]

These examples show how skills to collect, interpret, and communicate information using data displays and graphs progresses through the stages and aligns to mathematics. In Early Stage 1, students collect and represent data about connections people have with places and groups. In Stage 1, students use data in lists, tables, or picture graphs to describe reasons people are connected to places. In Stage 2, students compare seasonal rainfall in Australia using column graphs. And in Stage 3, interpret Australia's population using column graphs and infographics.

[Title: ‘Aboriginal and Torres Straight Islander Priorities’]

In the New South Wales curriculum, the Australian curriculum general capabilities and cross-curriculum priorities are called capabilities and priorities. These were previously known as learning across the curriculum. The Aboriginal and Torres Strait Islander Histories and Cultures Priorities that are seen within all KLAs are not to be confused with the Aboriginal and Torres Strait Islander Priorities in the HSIE syllabus. Aboriginal and Torres Strait Islander Priorities provide students with a more inclusive learning experience by learning about Aboriginal cultures and histories. The syllabus content has been developed in collaboration with Aboriginal knowledge holders. Involving Aboriginal people in curriculum planning helps teachers and students learn about Aboriginal cultures and histories, while boosting cultural pride and affirmation for Aboriginal students.

Note that the syllabus contains protocols for collaborating with Aboriginal and Torres Strait Islander communities and engaging with cultural and heritage works.

[A screenshot of the ‘People have lived in the past’ from the syllabus. Content points under the ‘Aboriginal People are connected to Country’ content group are circled as is an individual content point relating to Aboriginal and Torres Strait Islandar Priorities content under ‘People use stories, images and objects to show changes over time’.]

Each stage has one Aboriginal and Torres Strait Islander Priorities content group for geography and one for history. Additionally, there are Aboriginal and Torres Strait Islander Priorities content points embedded within the other content groups.

[Displaying Aboriginal Cultures and Histories content progression. Diagram breaks down what students will cover in each stage as it relates to Geography and History]

From Early Stage 1, students learn about the importance of and differences between a Welcome to Country and an Acknowledgement of Country. In Stage 1, by engaging with Aboriginal dreaming stories and languages, cultural objects, sites, and oral histories, students develop understanding about land, water, and sky Country, significant sites across New South Wales, how Country is represented and celebrated, and the recognition of Aboriginal peoples as the oldest living continuous cultures in the world.

In Stage 2, students build on appropriate terminology when sharing knowledges about Country and describe how Aboriginal peoples sustainably use resources. They examine archaeological evidence, cultural exchange, and how the arrival of the first fleet affected Gadigal peoples.

In Stage 3, students learn about Aboriginal peoples' management of environments, examine Aboriginal cultural works, and explain cultural obligations to Country. Students also explore the importance of Aboriginal languages revival.

Aboriginal languages play a vital role in connecting people to Country, culture, and ancestors. By drawing on the memories of elders and historical records, languages are being recovered and revitalised for future generations.

In Stage 3 history, you'll see an Aboriginal languages outcome and associated content group.

Students learn about local Aboriginal languages, as well as those across New South Wales and their connections to standard Australian English. Revitalising Aboriginal languages, reclaiming place names, and understanding the impact of European settlement on language, song, dance, and story, all contribute to celebrating and sharing Aboriginal culture in the modern world.

[Title: ‘The ancient past’]

Connecting learning particularly through stories to what all students can see in the world around them provides equitable access to learning for all students. For the first time, we see the ancient past introduced in a primary syllabus. This has been introduced to build students' understanding of the world and introduce students to ancient cultures, helping them build schema and make connections between the past and present, while developing key skills in perspective, sequencing, and critical thinking.

You'll see the ancient past content in Stage 1 and Stage 2. The Stage 1 content looks at how people use stories, images, objects, and sites to understand the ancient past. While the Stage 2 content explores how sources provide evidence of how people lived in the past.

In Stage 1, students are introduced to the stories, myths, and legends of Greece, Rome, Egypt, and China, and make connections to ways these are still referenced today.

[Description: Left of screen shows examples from the syllabus under the title People learn about the past by engaging with stories, images, objects and sites. The example that is highlighted in red reads ‘Sites: the Colosseum, the Great Pyramid of Giza, the Great Wall of China, the Pantheon. Designs: arches, columns, domes. The right of the screen shows visual examples of architecture with historical relevance.]

It's important to note that the examples and teaching advice in the syllabus provide the background knowledge required to teach this content. The content point examples direct teachers to sites or objects that can be used to illustrate the concepts. The Stage 1 additional teaching advice highlights the similarities between ancient and modern structures. By comparing these structures, students explore why ancient shapes and designs continue to influence architecture today.

In Stage 2, students explore the ancient Maya, Aztec, and Inca civilizations, which existed in what is now Central and South America. By observing sources, students learn about agriculture, communication, mathematics, and trade, and how ancient peoples solved problems that resulted in inventions and cultural works still admired today.

Next, we'll look at Civics and Citizenship, which can be seen throughout the content from Early Stage 1 to Stage 3. Through learning about civics and citizenship, students will develop the skills and knowledge needed to become informed, responsible, and engaged citizens, preparing them for active citizenship in the future.

Active citizenship starts in Early Stage 1 geography, where students learn how to care for places, explore connection to a local park, and how people care for this special place, beginning the idea of collective responsibility.

In Stage 1, students learn about what active citizenship looks like in communities and how individuals and groups can make a positive impact on communities and places. Students learn about commemorations and celebrations such as Diwali, NAIDOC Week, or National Week of Deaf People.

In Stage 2, students learn about the needs of communities, what groups serve communities, and the importance of volunteering by studying one New South Wales organisation such as Carers New South Wales, the Royal Flying Doctor Service, or Surf Life Saving.

In Stage 3, students learn about democracy, government, laws, and voting systems in Australia.

Now, we'll look at the teaching advice provided in the syllabus to help teachers build background knowledge and effectively teach the content. In the following slide, you'll see how to navigate the digital syllabus to access the teaching advice.

[Screen recording of K–6 Human Society and its Environment Syllabus. Screen recording shows an example of how to navigate through the syllabus website.]

Navigate to the Content tab, scroll down and click on the relevant stage. Directly under the stage heading, click in the ‘Teaching advice’ box. This will take you further down the page to the teaching advice for the content groups above. Clicking the ‘Examples’ box will display content point examples. Additional teaching advice is accessed via the ‘Teaching and Learning Support’ tab. In this section, select the checkbox next to the document you wish to download. Then click on ‘Download Selected’, or click on the Download button to download the Word document into your downloads folder.

Now we'll look at, where to next?

[‘Planning advice’, subheading reads Timeline and models of syllabus implementation. Left of screen shows a diagram showing the NESA syllabus consultation and release schedule showing that the syllabus will be taught in schools from 2027 onwards. The right of the screen shows a diagram with the specific models of curriculum implementation from 2025 – 2028.]

NESA guidelines for K–6 syllabus implementation suggest using 2025 and 2026 to plan and prepare before teaching in 2027. You'll need to consider a whole school approach to teaching four new syllabuses, so the department has developed example models of syllabus implementation for the four syllabuses.

[Model D – all at once. All CHPS syllabuses are implemented together across all stages:

• 2025 Years K–6 engage with all CHPS syllabuses.
• 2026 Years K–6 continue to engage with all CHPS syllabuses.
• 2027 Years K–6 enact all CHPS syllabuses.
• 2028 Years K–6 embed all CHPS syllabuses.

Model E – dual syllabuses. Whole-school. Two CHPS syllabuses are implemented together across all stages:

• 2025 Years K–6 engage with Creative Arts K–6 and HSIE K–6 syllabuses.
• 2026 Years K–6 enact Creative Arts K–6 and HSIE K–6 syllabuses. Years K–6 engage with PDHPE K–10 and Science and Technology K–6 syllabuses.
• 2027 Years K–6 embed Creative Arts K–6 and HSIE syllabuses Years K–6 enact PDHPE K–10 and Science and Technology K–6 syllabuses.
• 2028 Years K–6 embed PDHPE K–10 and Science and Technology K–6 syllabuses.]

When engaging with the HSIE K–6 syllabus, consider your school context and how to best support your students and staff with implementation. This could include discussions of what school-wide resources are available, the expertise within your school, as well as other school networks. Some staff may need to gain a deeper understanding of the HSIE content, and as described, the teaching advice and examples are valuable resources to assist with this.

[Title: ‘HSIE K–6 Syllabus implementation support’.]

The HSIE syllabus implementation support package will include microlearning modules, sample scope and sequences, sample units of work, and student-facing PowerPoint slides. The support is planned for release in 2025 through 2026 and 2027. All communications about the release of the support package will be made via the curriculum webpage, Primary Curriculum Statewide Staff Room, and staff noticeboard.

[Description: Title of page reads Further information and support. Right of screen has a QR code to scan for more information and support. Left of screen shows the topics and links you can explore for further information and support.]

Teachers should engage with the syllabus to explore and understand the content, teaching advice, and examples. A support resource accompanies this video to guide teachers through some of the key inclusions and the implications for schools. If you're not already a member of the Primary Curriculum Statewide Staff Room, scan the QR code to register. This provides teachers with access to the HSIE and Announcements channels for updates on the release of resources, advice, and frequently asked questions.

[Link of the QR code to statewide staffroom sign up form (staff only).]

More information is available via these links and websites. These links will be provided in the support resource for this video.

[Title: ‘Contact the HSIE K–6 advisors’. Centre of page has two headshots of Nicole Laauw and Melissa Cairn (HSIE advisors).]

We're here to help. Please contact us via this email or via the chat function in the Primary Curriculum Statewide Staff Room HSIE channel.

[Description: Slide with title reading References. Below title are references connected to this learning module.]

[Description: Slide with title reading Copyright followed by relevant links to copyright material connected to this learning module.

[End of transcript]

HSIE K–6 sample units align with the department’s scope and sequence. The structure follows NESA’s sample whole school curriculum plan.

Term 1

This unit teaches students to explore the significance of Aboriginal Country and the Traditional Custodians of the land on which their school is located. Through engaging with Dreaming Stories, mapping activities and discussions on cultural practices, students develop an understanding of the natural and human features of their environment and the connections Aboriginal and/or Torres Strait Islander Peoples have with Country and Place.

Unit 1 – HSIE, Early Stage 1 (staff only) (DOCX 49.5 MB)

A suggested term-by-term approach, aligned with the department’s scope and sequence is outlined below. The structure follows NESA’s sample whole school curriculum plan and is organised on an 8-term-per-stage basis.

Term 1

This unit teaches students to explore continents, oceans and Australia on physical and political maps and consider reasons people are connected to places worldwide. Students distinguish between Aboriginal Country and Torres Strait Islander Places using language maps and describe the diversity of Australian places and communities.

Unit 1 – HSIE, Stage 1 (staff only) (DOCX 13.1 MB)

Term 5

This unit teaches students to examine how communication has changed over time. Students describe how Aboriginal and/or Torres Strait Islander Peoples communicated using stories, images, objects or sites as evidence. Students compare changes in communication in Australia and the world and use Tier 2 and Tier 3 vocabulary to draw conclusions about these changes.

Unit 5 – HSIE, Stage 1 (staff only) (DOCX 11.5 MB)

A suggested term-by-term approach, aligned with the department’s scope and sequence is outlined below. The structure follows NESA’s sample whole school curriculum plan and is organised on an 8-term-per-stage basis.

Term 1

This unit teaches students about climate zones around the world in relation to the equator and poles. Students compare climate zones in Australia and analyse seasonal rainfall patterns, representing data in column graphs. Students also locate and compare key geographical features in Australia and the world using grids and relief maps, along with compass directions.

Unit 1 – HSIE, Stage 2 (staff only) (DOCX 41.2 MB)

Term 5

This unit teaches students how places are organised for different purposes and compares conservation and sustainability goals. Students learn about the management of reserved lands in New South Wales, identify waste minimisation strategies, and investigate sustainable food practices of Aboriginal and/or Torres Strait Islander Peoples.

Unit 5 – HSIE, Stage 2 (staff only) (DOCX 34.1 MB)

A suggested term-by-term approach, aligned with the department’s scope and sequence is outlined below. The structure follows NESA’s sample whole school curriculum plan and is organised on an 8-term-per-stage basis.

Term 1

This unit teaches students to explore cultural connection and environmental management. Students explore Aboriginal cultural obligations to Country and examine how Aboriginal cultural works reflect oral traditions and landscape mapping. They observe and record geographical information, propose strategies for managing local environmental events and understand the role of seasonal calendars in Aboriginal and Torres Strait Islander communities.

Unit 1 – HSIE, Stage 3 (staff only) (DOCX 4.1 MB)

Term 5

This unit teaches students to examine how to manage Country sustainably. Students explore cultural obligations to Country in the continuation of Aboriginal cultures and how local knowledges influence the management of environments and World Heritage areas. They research and present strategies for sustainably managing and protecting global environments for future generations.

Unit 5 – HSIE, Stage 3 (staff only) (DOCX 9.9 MB)