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New NSW Syllabuses

Continuum of skills in History K–10

Download: Continuums in History K–10 (A3 PDF, 3 pages, 76KB)

Stage Comprehension: chronology, terms and concepts Analysis and use of sources Perspectives and interpretations Empathetic understanding Research Explanation and communication
  Students:
ES1
  • respond by demonstrating active listening behaviour, through discussion and by recalling and retelling stories
  • sequence familiar objects and events
  • distinguish between past, present and future
  • explore and use a range of sources about the past
  • identify and compare features of objects from the past and present
  • explore a point of view
  • recognise differences and similarities between individuals and families in the past and present
  • pose questions about the past using sources provided
  • develop a narrative about the past
  • use a range of communication forms (oral, graphic, written, role play) and digital technologies
S1
  • discuss and recount stories of family and local history
  • sequence familiar objects and events
  • distinguish between the past, present and future
  • explore and use a range of sources about the past
  • identify and compare features of objects from the past and present
  • explore a point of view within an historical context
  • recognise that people in the local community may have lived differently in the past
  • pose questions about the past using sources provided
  • develop a narrative about the past
  • use a range of communication forms (oral, graphic, written, role play) and digital technologies
S2
  • respond, read and write to show understanding of historical matters
  • sequence familiar people and events
  • use historical terms
  • locate relevant information from sources provided
  • identify different points of view within an historical context
  • explain how and why people in the past may have lived and behaved differently from today
  • pose a range of questions about the past
  • plan an historical inquiry
  • develop texts, particularly narratives
  • use a range of communication forms (oral, graphic, written) and digital technologies
S3
  • respond, read and write to show understanding of historical matters
  • sequence historical people and events
  • use historical terms and concepts
  • locate information relevant to inquiry questions in a range of sources
  • compare information from a range of sources
  • identify different points of view in the past and present
  • explain why the behaviour and attitudes of people from the past may differ from today
  • identify and pose questions to inform an historical inquiry
  • identify and locate a range of relevant sources to support an historical inquiry
  • develop historical texts, particularly narratives and descriptions, which incorporate source material
  • use a range of communication forms (oral, written, graphic) and digital technologies
S4
  • read and understand historical texts
  • sequence historical events and periods
  • use historical terms and concepts
  • identify the origin and purpose of primary and secondary sources
  • locate, select and use information from a range of sources as evidence
  • draw conclusions about the usefulness of sources
  • identify and describe different perspectives of participants in a particular historical context
  • interpret history through the actions, attitudes and motives of people in the context of the past
  • ask a range of questions about the past to inform an historical inquiry
  • identify and locate a range of relevant sources, using ICT and other methods
  • use a range of communication forms and technologies
  • develop historical texts, particularly explanations and historical arguments that use evidence from a range of sources
  • select and use a range of communication forms (oral, graphic, written and digital) to communicate effectively about the past
S5
  • read and understand historical texts
  • sequence historical events to demonstrate the relationship between different periods, people and places
  • use historical terms and concepts in appropriate contexts
  • identify different types of sources
  • identify the origin, content, context and purpose of primary and secondary sources
  • process and synthesise information from a range of sources as evidence in an historical argument
  • evaluate the reliability and usefulness of primary and secondary sources for a specific historical inquiry
  • identify and analyse the reasons for different perspectives in a particular historical context
  • recognise that historians may interpret events and developments differently
  • interpret history through the actions, values, attitudes and motives of people in the context of the past
  • ask and evaluate different kinds of questions about the past to inform an historical inquiry
  • plan historical research to suit the purpose of an investigation
  • identify, locate, select and organise information from a variety of sources, using ICT and other methods
  • develop historical texts, particularly explanations and historical arguments that use evidence from a range of sources
  • select and use a range of communication forms (oral, graphic, written and digital) to communicate effectively about the past for different audiences and for different purposes