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NSW Syllabuses

Introduction

K–10 Curriculum

Board of Studies syllabuses have been developed with respect to some overarching views about education. These include the Board of Studies K–10 Curriculum Framework and Statement of Equity Principles and the Melbourne Declaration on Educational Goals for Young Australians (December 2008).

Board of Studies syllabuses include the agreed Australian curriculum content and content that clarifies the breadth and depth of learning and scope for History. The Australian curriculum achievement standards underpin the syllabus outcomes and the stage statements for Early Stage 1 to Stage 5.

In accordance with the K–10 Curriculum Framework and the Statement of Equity Principles, the History K–10 Syllabus takes into account the diverse needs of all students. It identifies essential knowledge, understanding, skills, values and attitudes. It outlines clear standards of what students are expected to know and be able to do in K–10. It provides structures and processes by which teachers can provide continuity of study for all students.

The framework also provides a set of broad learning outcomes that summarise the knowledge, understanding, skills, values and attitudes essential for all students in all learning areas to succeed in and beyond their schooling.

The continued relevance of the K–10 Curriculum Framework is consistent with the intent of the Melbourne Declaration on Educational Goals for Young Australians (December 2008), which sets the direction for Australian schooling for the next ten years. There are two broad goals:

Goal 1: Australian schooling promotes equity and excellence

Goal 2: All young Australians become successful learners, confident and creative individuals, and active and informed citizens.

The way in which learning in the History K–10 Syllabus will contribute to the curriculum and to students' achievement of the broad learning outcomes is outlined in the syllabus rationale.

Diversity of learners

The History K–10 Syllabus is inclusive of the learning needs of all students. Particular advice about supporting students with special education needs, gifted and talented students, students learning English as an additional language, and students learning Standard English as an additional dialect follows. Students may have more than one learning need.