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The History K–10 Syllabus focuses on the development of historical skills and understanding of the key historical concepts through a process of historical inquiry rather than an integrated approach.

Historical concepts and skills

When programming the Historical concepts and skills resource (DOCX 445KB) will assist you to:

  • implement the history strand of the human society and its environment key learning area using the NESA history K–6 syllabus
  • understand the difference between historical concepts and skills
  • recognise the implications of the historical concepts and skills continuums in enhancing student achievement
  • utilise the historical concepts and skills to provide quality teaching in human society and its environment K–6 lessons for history to support students’ engagement and understanding of the procedures, tools and methods of thinking which constitute the discipline of history.

Historical inquiry process

These resources can be used together to enhance planning, programming and assessment opportunities in history.

History K-6 sample learning sequences

The following sample learning sequences cover a number of Early Stage 1 to Stage 3 topics from the History K–10 Syllabus. Teachers may adapt these learning sequences to suit the needs of individual students and their local school context.


Syllabus focus

Syllabus content

Learning sequences


Present and past family life

Family structures and roles, daily lives past and present


Present and past family life

Describe the sequence of timeSignificance of time


First contactsWhy great journeys of exploration occurredJourneys of exploration


The Australian coloniesLives of people in Australia’s colonial pastColonial immigration 


The Australian coloniesSignificant events and people that shaped Australian coloniesNotable colonials
3The Australian coloniesReasons (economic, political and social) for the establishment of British colonies in Australia after 1800Colonial settlement and life
3The Australian coloniesimpact of significant events on the Australian colony, for example, internal exploration, frontier conflict, rail expansionColonial development


Australia as a nationContribution of significant individuals and groups to the development of Australian societySignificant Australians


Australia as a nationStories of groups of people who migrated to Australia and the reasons they migratedMigration stories

History program evaluation

Tool for evaluating a teaching and learning program for history K-10 (DOCX 43KB)

Using quality literature in history

Learning across the curriculum content

The following resources may also assist your programming of K–6 history using a cross-curriculum approach.

  • Aboriginal and Torres Strait Islander histories and cultures (DOCX 116KB) – this K–10 cross-curriculum resource provides teaching and learning activities and links to resources to integrate the teaching of the key concepts of Country/Place, Culture and People with the K–6 content and outcomes.
  • Sustainability (DOCX 84KB) – this K–10 cross-curriculum resource provides ideas to embed the cross curriculum priority of sustainability within a history program through learning snapshots with links to resources across a number of K–6 topics.
  • Asia and Australia's engagement with Asia (PDF 903 KB) – this K–10 cross-curriculum resource provides snapshots of learning for each stage with case studies that support teachers to include the diversity of Asia, achievements and contributions of peoples of Asia and Asia-Australia engagement in geography.
  • Civics and citizenship (DOCX 480KB) – this resource provides sample teaching and learning activities which align to the Civics and citizenship assessment framework. For Year 6, the civics and citizenship teaching and learning supports the topic Australia as a nation in the History K-10 Syllabus.

Other resources

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