Free resources

Get ready for the new NSW K–6 curriculum

Scope and sequence guides for the four new NSW syllabuses in 2027: HSIE, Creative Arts, PDHPE and Science and Technology.

NSW primary curriculum scope and sequence

Plan your year, term by term

Choose a subject, stage and term to see a suggested scope and sequence guide with ClickView resources that support each content point.

Subject

Stage

Terms

Term

HSIE — Early Stage 1

Early Stage 1, terms 1–4: content points by term, with matched ClickView resources
Term	Term 1	Term 2	Term 3	Term 4
Focus area	People are connected to placesHSE-GEO-01 HSE-ACH-01
Content group	Places can be located and described using geographical information	People are connected to places and each other	Not planned for this Term	Not planned for this Term
Content point	Locate land, water and Australia using world maps, globes and imagesMapping SkillsTopic	Identify own connections to places and describe why some places are specialSettlements and CommunitiesTopic Bluey - The CreekVideo Bluey - The SignVideo	People have lived in the past is planned for this Term [refer to this focus area]	People have lived in the past is planned for this Term [refer to this focus area]
Content point	Describe natural and human features of Australian coastal and inland places using Tier 2 and Tier 3 vocabularyAustraliaTopic Australia's Natural LandscapeTopic	Describe own connections to groupsThe CommunityTopic Settlements and CommunitiesTopic
Content point	Observe and record natural and human features of familiar places and present in data displaysNatural, Managed, and Constructed FeaturesVideo Settlements and CommunitiesTopic	Collect and represent data about connections people have with places and groupsRepresenting and Handling DataTopic
Content point	Recognise that Aboriginal and Torres Strait Islander Peoples connect to the features of Country or Place in a variety of waysFirst Nations DreamingTopic First Nations Connection to Country and PlaceTopic	Identify and describe how people care for placesBluey - The DumpVideo Settlements and CommunitiesTopic
Content group	Aboriginal Peoples are the Traditional Custodians of Country
Content point	Identify the Traditional Custodians and Aboriginal Country where the school is located using images	Identify specific terms Aboriginal Peoples may use to refer to the Country they connect toFirst Nations LanguagesTopic	Not planned for this Term	Not planned for this Term
Content point	Describe natural features of land, water and sky Country by engaging with Aboriginal Dreaming Stories and LanguagesFirst Nations LanguagesTopic
Focus area	People have lived in the pastHSE-HIS-01 HSE-ACH-01
Term	Term 1	Term 2	Term 3	Term 4
Content group	People use stories, images and objects to show changes over time
Content point	Not planned for this Term	Not planned for this Term	Recount memorable past events by sharing stories, images or objectsPersonal and Family HistoryTopic	Describe how transport has changed over time using stories, images and objectsPacific IslandsVideo TransportTopic Then and NowTopic
Content point			Sequence personal past events and objects in order of recencyTimeline TutorialVideo Personal and Family HistoryTopic	Describe Aboriginal Peoples' use of bark canoes and Torres Strait Islander Peoples' use of dugout canoes, using stories and objectsWaterVideo
Content point			Compare features of daily life that have changed over time using stories, images and objectsPersonal and Family HistoryTopic
Content group	Aboriginal Peoples are connected to Country
Content point	Identify the importance of and differences between a Welcome to Country and an Acknowledgement of CountryAcknowledgement of CountryTopic	Identify ways local Aboriginal Peoples connect to Country by engaging with Aboriginal Dreaming Stories, objects and Oral HistoriesFirst Nations DreamingTopic Grandpa Honeyant StorytimeSeries Yarramundi KidsSeries	Engage with Cultural objects to identify information about the past in the presentFirst Nations DreamingTopic Sharing by Aunty Fay Muir, Sue Lawson and Leanne Mulgo WatsonVideo First Nations Games and ToysVideo	Not planned for this Term
Content group	Creating written simple sentences supports understanding of the past
Content point	Not planned for this Term	Not planned for this Term	Use time connectives to describe and sequence information and events [repeated]Writing Recounts!Video	Use time connectives to describe and sequence information and events [repeated]Writing Recounts!Video
Content point			Use prepositional phrases to indicate time or place [repeated]Sir Linkalot: Parts of SpeechSeries PrepositionsTopic	Use prepositional phrases to indicate time or place [repeated]Sir Linkalot: Parts of SpeechSeries PrepositionsTopic
Content point			Use Tier 2 and Tier 3 vocabulary to describe changes to daily life and transport over time [repeated]Spelling and VocabularyTopic	Use Tier 2 and Tier 3 vocabulary to describe changes to daily life and transport over time [repeated]Spelling and VocabularyTopic
Content point			Create simple sentences to describe or give an opinion about an object or story from the past [repeated]SentencesTopic ConjunctionsTopic	Create simple sentences to describe or give an opinion about an object or story from the past [repeated]SentencesTopic ConjunctionsTopic

Term 1

People are connected to placesHSE-GEO-01 HSE-ACH-01

Places can be located and described using geographical information

Locate land, water and Australia using world maps, globes and imagesMapping SkillsTopic
Describe natural and human features of Australian coastal and inland places using Tier 2 and Tier 3 vocabularyAustraliaTopic Australia's Natural LandscapeTopic
Observe and record natural and human features of familiar places and present in data displaysNatural, Managed, and Constructed FeaturesVideo Settlements and CommunitiesTopic
Recognise that Aboriginal and Torres Strait Islander Peoples connect to the features of Country or Place in a variety of waysFirst Nations DreamingTopic First Nations Connection to Country and PlaceTopic

Aboriginal Peoples are the Traditional Custodians of Country

Identify the Traditional Custodians and Aboriginal Country where the school is located using images
Describe natural features of land, water and sky Country by engaging with Aboriginal Dreaming Stories and LanguagesFirst Nations LanguagesTopic

People have lived in the pastHSE-HIS-01 HSE-ACH-01

People use stories, images and objects to show changes over time

Not planned for this Term

Aboriginal Peoples are connected to Country

Identify the importance of and differences between a Welcome to Country and an Acknowledgement of CountryAcknowledgement of CountryTopic

Creating written simple sentences supports understanding of the past

Not planned for this Term

Term 2

People are connected to placesHSE-GEO-01 HSE-ACH-01

People are connected to places and each other

Identify own connections to places and describe why some places are specialSettlements and CommunitiesTopic Bluey - The CreekVideo Bluey - The SignVideo
Describe own connections to groupsThe CommunityTopic Settlements and CommunitiesTopic
Collect and represent data about connections people have with places and groupsRepresenting and Handling DataTopic
Identify and describe how people care for placesBluey - The DumpVideo Settlements and CommunitiesTopic

Aboriginal Peoples are the Traditional Custodians of Country

Identify specific terms Aboriginal Peoples may use to refer to the Country they connect toFirst Nations LanguagesTopic

People have lived in the pastHSE-HIS-01 HSE-ACH-01

People use stories, images and objects to show changes over time

Not planned for this Term

Aboriginal Peoples are connected to Country

Identify ways local Aboriginal Peoples connect to Country by engaging with Aboriginal Dreaming Stories, objects and Oral HistoriesFirst Nations DreamingTopic Grandpa Honeyant StorytimeSeries Yarramundi KidsSeries

Creating written simple sentences supports understanding of the past

Not planned for this Term

Term 3

People are connected to placesHSE-GEO-01 HSE-ACH-01

Not planned for this Term

People have lived in the past is planned for this Term [refer to this focus area]

Aboriginal Peoples are the Traditional Custodians of Country

Not planned for this Term

People have lived in the pastHSE-HIS-01 HSE-ACH-01

People use stories, images and objects to show changes over time

Recount memorable past events by sharing stories, images or objectsPersonal and Family HistoryTopic
Sequence personal past events and objects in order of recencyTimeline TutorialVideo Personal and Family HistoryTopic
Compare features of daily life that have changed over time using stories, images and objectsPersonal and Family HistoryTopic

Aboriginal Peoples are connected to Country

Engage with Cultural objects to identify information about the past in the presentFirst Nations DreamingTopic Sharing by Aunty Fay Muir, Sue Lawson and Leanne Mulgo WatsonVideo First Nations Games and ToysVideo

Creating written simple sentences supports understanding of the past

Use time connectives to describe and sequence information and events [repeated]Writing Recounts!Video
Use prepositional phrases to indicate time or place [repeated]Sir Linkalot: Parts of SpeechSeries PrepositionsTopic
Use Tier 2 and Tier 3 vocabulary to describe changes to daily life and transport over time [repeated]Spelling and VocabularyTopic
Create simple sentences to describe or give an opinion about an object or story from the past [repeated]SentencesTopic ConjunctionsTopic

Term 4

People are connected to placesHSE-GEO-01 HSE-ACH-01

Not planned for this Term

People have lived in the past is planned for this Term [refer to this focus area]

Aboriginal Peoples are the Traditional Custodians of Country

Not planned for this Term

People have lived in the pastHSE-HIS-01 HSE-ACH-01

People use stories, images and objects to show changes over time

Describe how transport has changed over time using stories, images and objectsPacific IslandsVideo TransportTopic Then and NowTopic
Describe Aboriginal Peoples' use of bark canoes and Torres Strait Islander Peoples' use of dugout canoes, using stories and objectsWaterVideo

Aboriginal Peoples are connected to Country

Not planned for this Term

Creating written simple sentences supports understanding of the past

Use time connectives to describe and sequence information and events [repeated]Writing Recounts!Video
Use prepositional phrases to indicate time or place [repeated]Sir Linkalot: Parts of SpeechSeries PrepositionsTopic
Use Tier 2 and Tier 3 vocabulary to describe changes to daily life and transport over time [repeated]Spelling and VocabularyTopic
Create simple sentences to describe or give an opinion about an object or story from the past [repeated]SentencesTopic ConjunctionsTopic

Stage 1, terms 1–4: content points by term, with matched ClickView resources
Term	Term 1	Term 2	Term 3	Term 4
Focus area	People are connected to places and groupsHS1-GEO-01 HS1-ACH-01
Content group	People show their connection to places using geographical information	Not planned for this Term	Not planned for this Term	People engage in active citizenship by working together to care for places and each other
Content point	Locate the 7 continents and 5 oceans of the worldMapping SkillsTopic The Seven ContinentsTopic	People learn about the past by engaging with stories, images, objects and sites is planned for this Term [refer to this focus area]	Not planned for this Term	Research the work people do in the community to help others by conducting surveys and representing dataActive Citizens In the CommunityTopic
Content point	Locate Australia in relation to hemispheres, oceans, continents and neighbouring countries using physical maps, political maps and globesAustraliaTopic OceaniaTopic			Participate in the school or local community by caring for places and othersClean Up Australia DayTopic Little Lunch - The ElectionVideo Bluey - The DumpVideo
Content point	Describe the features of Australian urban, rural and remote places and communities by comparing imagesAustraliaTopic Australia's Natural LandscapeTopic			Describe local, state and national symbols and emblems used in Australia and the people, places and groups they representAustralian National Flag DayTopic ANZAC DayTopic Eureka FlagVideo How the Waratah Became RedVideo Australia's States and TerritoriesTopic
Content point	Locate Australian states, territories and capital cities using political mapsAustralia's States and TerritoriesTopic			Identify how community, cultural, religious or social celebrations and commemorations held in Australia contribute to a shared sense of identityCelebrations and CommemorationsTopic Personal and Family CelebrationsTopic
Content point	Describe reasons people are connected to places across the world by collecting and organising data in lists, tables or picture graphsFirst Nations Connection to Country and PlaceTopic Representing and Handling DataTopic Settlements and CommunitiesTopic			Explain the benefits of participating in communitiesActive Citizens In the CommunityTopic International Day of CharityTopic
Content point	Distinguish Aboriginal Country from Torres Strait Islander Places using language mapsCountry and First Nations BoundariesVideo First Nations LanguagesTopic Torres Strait Islander PeopleVideo
Content group	Aboriginal Peoples have a responsibility to Country
Content point	Identify how Aboriginal Country is represented in a range of contexts [repeated]This Place: Artist SeriesSeries First Nations Connection to Country and PlaceTopic Pitjantjatjara Picture BookVideo	Not planned for this Term	Recognise Aboriginal Peoples’ responsibility to Country can incorporate physical, spiritual and Cultural connectionsFirst Nations DreamingTopic Miniclips: First Nations Histories and CulturesSeries	Not planned for this Term
Focus area	People learn about the past by engaging with stories, images, objects and sitesHS1-HIS-01 HS1-ACH-01
Term	Term 1	Term 2	Term 3	Term 4
Content group	Not planned for this Term	People use stories, images, objects and sites to understand the ancient past	Not planned for this Term	Not planned for this Term
Content point	People are connected to places and groups is planned for this Term [refer to this focus area]	Read and recount stories, myths or legends from ancient peoples, places and cultures in China, Egypt, Greece and RomeAncient and Mesoamerican CivilisationsTopic Myths and LegendsTopic Traditional Tales and FablesTopic	Not planned for this Term	Not planned for this Term
Content point		Identify and describe designs, sites and structures from ancient times that endure todayAncient and Mesoamerican CivilisationsTopic
Content point		Locate places identified in ancient stories, myths and legends from China, Egypt, Greece and Rome using maps, globes and imagesAncient and Mesoamerican CivilisationsTopic
Content group	Aboriginal Peoples have rich and diverse Cultures and Histories
Content point	Not planned for this Term	Not planned for this Term	Locate and discuss objects and sites that evidence Aboriginal Peoples as the oldest living continuous Cultures in the worldHeritage SitesTopic	Identify ways in which Aboriginal Peoples share and celebrate their Cultures and HistoriesNAIDOC WeekTopic Grandpa Honeyant StorytimeSeries Spread the WordSeries
Content point			Identify and describe significant Aboriginal sites across NSW and relate them to Dreaming StoriesHeritage SitesTopic Mummaga LakeVideo Baga Baga The Bend in the RiverVideo
Content group	Sequencing ideas in written texts supports understanding of the past
Content point	Not planned for this Term	Use time connectives to sequence information and events [repeated]SentencesTopic TenseTopic	Create compound sentences using coordinating conjunctions to compare, describe or give an opinion on the past [repeated]SentencesTopic ConjunctionsTopic	Not planned for this Term
Content point		Create compound sentences using coordinating conjunctions to compare, describe or give an opinion on the past [repeated]SentencesTopic ConjunctionsTopic
Content point		Group simple and compound sentences into paragraphs to recount a sequence of events or a story from the past [repeated]SentencesTopic

Stage 1, terms 5–8: content points by term, with matched ClickView resources
Term	Term 5	Term 6	Term 7	Term 8
Focus area	People are connected to places and groupsHS1-GEO-01 HS1-ACH-01
Content group	Not planned for this Term	Not planned for this Term	People care for Australia's water environments	People care for Australia's water environments
Content point	People learn about the past by engaging with stories, images, objects and sites is planned for this Term [refer to this focus area]	People learn about the past by engaging with stories, images, objects and sites is planned for this Term [refer to this focus area]	Observe and describe natural and human features of Australian rivers, lakes, beaches and oceans by collecting and representing dataRiversTopic The Great Barrier ReefTopic Oceans, Lakes and CoastsTopic	Compare the ways people use water environments in Australia by posing questions to collect dataOceans, Lakes and CoastsTopic RiversTopic Water as a ResourceTopic
Content point			Locate and describe freshwater and saltwater bodies in AustraliaRiversTopic The Great Barrier ReefTopic Oceans, Lakes and CoastsTopic Australia's Natural LandscapeTopic	Explain how people can use and care for water responsiblyOceans, Lakes and CoastsTopic World Water DayTopic Water as a ResourceTopic Bluey - The CreekVideo
Content point			Describe the unique features of the Great Barrier Reef using Tier 2 and Tier 3 vocabularyThe Great Barrier ReefTopic	Identify ways that Aboriginal and Torres Strait Islander Peoples value water Country and PlaceFirst Nations DreamingTopic First Nations Connection to Country and PlaceTopic Oceans, Lakes and CoastsTopic
Content group	Aboriginal Peoples have a responsibility to Country
Content point	Not planned for this Term	Not planned for this Term	Not planned for this Term	Identify how Aboriginal Country is represented in a range of contexts [repeated]Pitjantjatjara Picture BookVideo Tom Forrest: The Heartbeat of the LandVideo Sam's Bush Journey by Sally MorganVideo
Content point				Describe ways in which Aboriginal Peoples use Knowledge of land, water and sky Country in everyday lifeFirst Nations DreamingTopic The First InventorsSeries Miniclips: First Nations Histories and CulturesSeries
Focus area	People learn about the past by engaging with stories, images, objects and sitesHS1-HIS-01 HS1-ACH-01
Term	Term 5	Term 6	Term 7	Term 8
Content group	The way people communicate has changed over time	People use stories, images, objects and sites to understand the ancient past	Not planned for this Term	Not planned for this Term
Content point	Examine ways people communicated with each other in the pastThen and NowTopic	Identify and compare ancient objects from China, Egypt, Greece and RomeAncient and Mesoamerican CivilisationsTopic	People are connected to places and groups is planned for this Term [refer to this focus area]	People are connected to places and groups is planned for this Term [refer to this focus area]
Content point	Identify ways people communicate with each other in the presentThen and NowTopic	Recognise that archaeologists locate and study objects and sites as sources of evidence of a time and placeAncient and Mesoamerican CivilisationsTopic Archaeology for KidsSeries
Content point	Describe ways communication has changed over time by comparing stories, images, objects and sites as evidenceAussie Inventions That Changed the WorldSeries Then and NowTopic
Content point	Describe ways Aboriginal and Torres Strait Islander Peoples have communicated over time by comparing stories, images, objects or sites as evidenceFirst Nations DreamingTopic The First InventorsSeries
Content point	Sequence significant changes in communications that connected Australia to the worldThen and NowTopic
Content point	Draw conclusions about why communications have changed over time using Tier 2 and Tier 3 vocabularyThen and NowTopic
Content group	Aboriginal Peoples have rich and diverse Cultures and Histories
Content point	Not planned for this Term	Not planned for this Term	Not planned for this Term	Not planned for this Term
Content group	Sequencing ideas in written texts supports understanding of the past
Content point	Use past and present tense to describe change over time [repeated]TenseTopic	Use time connectives to sequence information and events [repeated]TenseTopic	Not planned for this Term	Not planned for this Term
Content point	Use time connectives to sequence information and events [repeated]SentencesTopic Sir Linkalot: Parts of SpeechSeries	Create compound sentences using coordinating conjunctions to compare, describe or give an opinion on the past [repeated]SentencesTopic ConjunctionsTopic
Content point	Create compound sentences using coordinating conjunctions to compare, describe or give an opinion on the past [repeated]SentencesTopic ConjunctionsTopic	Group simple and compound sentences into paragraphs to recount a sequence of events or a story from the past [repeated]SentencesTopic
Content point	Group simple and compound sentences into paragraphs to recount a sequence of events or a story from the past [repeated]SentencesTopic

Term 1

People are connected to places and groupsHS1-GEO-01 HS1-ACH-01

People show their connection to places using geographical information

Locate the 7 continents and 5 oceans of the worldMapping SkillsTopic The Seven ContinentsTopic
Locate Australia in relation to hemispheres, oceans, continents and neighbouring countries using physical maps, political maps and globesAustraliaTopic OceaniaTopic
Describe the features of Australian urban, rural and remote places and communities by comparing imagesAustraliaTopic Australia's Natural LandscapeTopic
Locate Australian states, territories and capital cities using political mapsAustralia's States and TerritoriesTopic
Describe reasons people are connected to places across the world by collecting and organising data in lists, tables or picture graphsFirst Nations Connection to Country and PlaceTopic Representing and Handling DataTopic Settlements and CommunitiesTopic
Distinguish Aboriginal Country from Torres Strait Islander Places using language mapsCountry and First Nations BoundariesVideo First Nations LanguagesTopic Torres Strait Islander PeopleVideo

Aboriginal Peoples have a responsibility to Country

Identify how Aboriginal Country is represented in a range of contexts [repeated]This Place: Artist SeriesSeries First Nations Connection to Country and PlaceTopic Pitjantjatjara Picture BookVideo

People learn about the past by engaging with stories, images, objects and sitesHS1-HIS-01 HS1-ACH-01

Not planned for this Term

People are connected to places and groups is planned for this Term [refer to this focus area]

Aboriginal Peoples have rich and diverse Cultures and Histories

Not planned for this Term

Sequencing ideas in written texts supports understanding of the past

Not planned for this Term

Term 2

People are connected to places and groupsHS1-GEO-01 HS1-ACH-01

Not planned for this Term

People learn about the past by engaging with stories, images, objects and sites is planned for this Term [refer to this focus area]

Aboriginal Peoples have a responsibility to Country

Not planned for this Term

People learn about the past by engaging with stories, images, objects and sitesHS1-HIS-01 HS1-ACH-01

People use stories, images, objects and sites to understand the ancient past

Read and recount stories, myths or legends from ancient peoples, places and cultures in China, Egypt, Greece and RomeAncient and Mesoamerican CivilisationsTopic Myths and LegendsTopic Traditional Tales and FablesTopic
Identify and describe designs, sites and structures from ancient times that endure todayAncient and Mesoamerican CivilisationsTopic
Locate places identified in ancient stories, myths and legends from China, Egypt, Greece and Rome using maps, globes and imagesAncient and Mesoamerican CivilisationsTopic

Aboriginal Peoples have rich and diverse Cultures and Histories

Not planned for this Term

Sequencing ideas in written texts supports understanding of the past

Use time connectives to sequence information and events [repeated]SentencesTopic TenseTopic
Create compound sentences using coordinating conjunctions to compare, describe or give an opinion on the past [repeated]SentencesTopic ConjunctionsTopic
Group simple and compound sentences into paragraphs to recount a sequence of events or a story from the past [repeated]SentencesTopic

Term 3

People are connected to places and groupsHS1-GEO-01 HS1-ACH-01

Not planned for this Term

Not planned for this Term

Aboriginal Peoples have a responsibility to Country

Recognise Aboriginal Peoples’ responsibility to Country can incorporate physical, spiritual and Cultural connectionsFirst Nations DreamingTopic Miniclips: First Nations Histories and CulturesSeries

People learn about the past by engaging with stories, images, objects and sitesHS1-HIS-01 HS1-ACH-01

Not planned for this Term

Not planned for this Term

Aboriginal Peoples have rich and diverse Cultures and Histories

Locate and discuss objects and sites that evidence Aboriginal Peoples as the oldest living continuous Cultures in the worldHeritage SitesTopic
Identify and describe significant Aboriginal sites across NSW and relate them to Dreaming StoriesHeritage SitesTopic Mummaga LakeVideo Baga Baga The Bend in the RiverVideo

Sequencing ideas in written texts supports understanding of the past

Create compound sentences using coordinating conjunctions to compare, describe or give an opinion on the past [repeated]SentencesTopic ConjunctionsTopic

Term 4

People are connected to places and groupsHS1-GEO-01 HS1-ACH-01

People engage in active citizenship by working together to care for places and each other

Research the work people do in the community to help others by conducting surveys and representing dataActive Citizens In the CommunityTopic
Participate in the school or local community by caring for places and othersClean Up Australia DayTopic Little Lunch - The ElectionVideo Bluey - The DumpVideo
Describe local, state and national symbols and emblems used in Australia and the people, places and groups they representAustralian National Flag DayTopic ANZAC DayTopic Eureka FlagVideo How the Waratah Became RedVideo Australia's States and TerritoriesTopic
Identify how community, cultural, religious or social celebrations and commemorations held in Australia contribute to a shared sense of identityCelebrations and CommemorationsTopic Personal and Family CelebrationsTopic
Explain the benefits of participating in communitiesActive Citizens In the CommunityTopic International Day of CharityTopic

Aboriginal Peoples have a responsibility to Country

Not planned for this Term

People learn about the past by engaging with stories, images, objects and sitesHS1-HIS-01 HS1-ACH-01

Not planned for this Term

Not planned for this Term

Aboriginal Peoples have rich and diverse Cultures and Histories

Identify ways in which Aboriginal Peoples share and celebrate their Cultures and HistoriesNAIDOC WeekTopic Grandpa Honeyant StorytimeSeries Spread the WordSeries

Sequencing ideas in written texts supports understanding of the past

Not planned for this Term

Term 5

People are connected to places and groupsHS1-GEO-01 HS1-ACH-01

Not planned for this Term

People learn about the past by engaging with stories, images, objects and sites is planned for this Term [refer to this focus area]

Aboriginal Peoples have a responsibility to Country

Not planned for this Term

People learn about the past by engaging with stories, images, objects and sitesHS1-HIS-01 HS1-ACH-01

The way people communicate has changed over time

Examine ways people communicated with each other in the pastThen and NowTopic
Identify ways people communicate with each other in the presentThen and NowTopic
Describe ways communication has changed over time by comparing stories, images, objects and sites as evidenceAussie Inventions That Changed the WorldSeries Then and NowTopic
Describe ways Aboriginal and Torres Strait Islander Peoples have communicated over time by comparing stories, images, objects or sites as evidenceFirst Nations DreamingTopic The First InventorsSeries
Sequence significant changes in communications that connected Australia to the worldThen and NowTopic
Draw conclusions about why communications have changed over time using Tier 2 and Tier 3 vocabularyThen and NowTopic

Aboriginal Peoples have rich and diverse Cultures and Histories

Not planned for this Term

Sequencing ideas in written texts supports understanding of the past

Use past and present tense to describe change over time [repeated]TenseTopic
Use time connectives to sequence information and events [repeated]SentencesTopic Sir Linkalot: Parts of SpeechSeries
Create compound sentences using coordinating conjunctions to compare, describe or give an opinion on the past [repeated]SentencesTopic ConjunctionsTopic
Group simple and compound sentences into paragraphs to recount a sequence of events or a story from the past [repeated]SentencesTopic

Term 6

People are connected to places and groupsHS1-GEO-01 HS1-ACH-01

Not planned for this Term

People learn about the past by engaging with stories, images, objects and sites is planned for this Term [refer to this focus area]

Aboriginal Peoples have a responsibility to Country

Not planned for this Term

People learn about the past by engaging with stories, images, objects and sitesHS1-HIS-01 HS1-ACH-01

People use stories, images, objects and sites to understand the ancient past

Identify and compare ancient objects from China, Egypt, Greece and RomeAncient and Mesoamerican CivilisationsTopic
Recognise that archaeologists locate and study objects and sites as sources of evidence of a time and placeAncient and Mesoamerican CivilisationsTopic Archaeology for KidsSeries

Aboriginal Peoples have rich and diverse Cultures and Histories

Not planned for this Term

Sequencing ideas in written texts supports understanding of the past

Use time connectives to sequence information and events [repeated]TenseTopic
Create compound sentences using coordinating conjunctions to compare, describe or give an opinion on the past [repeated]SentencesTopic ConjunctionsTopic
Group simple and compound sentences into paragraphs to recount a sequence of events or a story from the past [repeated]SentencesTopic

Term 7

People are connected to places and groupsHS1-GEO-01 HS1-ACH-01

People care for Australia's water environments

Observe and describe natural and human features of Australian rivers, lakes, beaches and oceans by collecting and representing dataRiversTopic The Great Barrier ReefTopic Oceans, Lakes and CoastsTopic
Locate and describe freshwater and saltwater bodies in AustraliaRiversTopic The Great Barrier ReefTopic Oceans, Lakes and CoastsTopic Australia's Natural LandscapeTopic
Describe the unique features of the Great Barrier Reef using Tier 2 and Tier 3 vocabularyThe Great Barrier ReefTopic

Aboriginal Peoples have a responsibility to Country

Not planned for this Term

People learn about the past by engaging with stories, images, objects and sitesHS1-HIS-01 HS1-ACH-01

Not planned for this Term

People are connected to places and groups is planned for this Term [refer to this focus area]

Aboriginal Peoples have rich and diverse Cultures and Histories

Not planned for this Term

Sequencing ideas in written texts supports understanding of the past

Not planned for this Term

Term 8

People are connected to places and groupsHS1-GEO-01 HS1-ACH-01

People care for Australia's water environments

Compare the ways people use water environments in Australia by posing questions to collect dataOceans, Lakes and CoastsTopic RiversTopic Water as a ResourceTopic
Explain how people can use and care for water responsiblyOceans, Lakes and CoastsTopic World Water DayTopic Water as a ResourceTopic Bluey - The CreekVideo
Identify ways that Aboriginal and Torres Strait Islander Peoples value water Country and PlaceFirst Nations DreamingTopic First Nations Connection to Country and PlaceTopic Oceans, Lakes and CoastsTopic

Aboriginal Peoples have a responsibility to Country

Identify how Aboriginal Country is represented in a range of contexts [repeated]Pitjantjatjara Picture BookVideo Tom Forrest: The Heartbeat of the LandVideo Sam's Bush Journey by Sally MorganVideo
Describe ways in which Aboriginal Peoples use Knowledge of land, water and sky Country in everyday lifeFirst Nations DreamingTopic The First InventorsSeries Miniclips: First Nations Histories and CulturesSeries

People learn about the past by engaging with stories, images, objects and sitesHS1-HIS-01 HS1-ACH-01

Not planned for this Term

People are connected to places and groups is planned for this Term [refer to this focus area]

Aboriginal Peoples have rich and diverse Cultures and Histories

Not planned for this Term

Sequencing ideas in written texts supports understanding of the past

Not planned for this Term

Stage 2, terms 1–4: content points by term, with matched ClickView resources
Term	Term 1	Term 2	Term 3	Term 4
Focus area	Geographical information is used to understand the worldHS2-GEO-01 HS2-ACH-01
Content group	People use geographical information to understand climates and environments	Not planned for this Term	People use geographical information to understand climates and environments	Not planned for this Term
Content point	Identify polar, continental, temperate, tropical and dry climate zones in the world in relation to the equator and polesMapping SkillsTopic ClimatesTopic	History uses sources to construct narratives of the past is planned for this Term [refer to this focus area]	Describe ways Aboriginal and Torres Strait Islander Peoples map Country and PlaceFirst Nations DreamingTopic First Nations Connection to Country and PlaceTopic	History uses sources to construct narratives of the past is planned for this Term [refer to this focus area]
Content point	Identify and compare climate zones in Australia using choropleth maps showing temperature, humidity and vegetationWeather and ClimateTopic Mapping SkillsTopic		Describe settlement patterns in Australia using satellite imagesAustraliaTopic Settlements and CommunitiesTopic
Content point	Compare seasonal rainfall in places in Australia and display data in column graphsWeather and ClimateTopic Miniclips: Handling DataSeries		Draw conclusions about how climate influences settlement patterns in AustraliaWeather and ClimateTopic AustraliaTopic
Content point	Locate and compare deserts, forests, mountain ranges, rivers, ocean trenches and volcanoes of Australia and the world using grid and relief maps and compass directions north, south, east and westWeather and ClimateTopic Mapping SkillsTopic Australia's Natural LandscapeTopic		Identify and describe significant natural and cultural environments of the world using Tier 2 and Tier 3 vocabularyLandforms and LandscapesTopic Australia's Natural LandscapeTopic
Content point			Compare natural and human features of Australia with another countryLandforms and LandscapesTopic Australia's Natural LandscapeTopic ContinentsTopic 199 Little HeroesSeries
Content group	Aboriginal Peoples use and care for the environment sustainably
Content point	Not planned for this Term	Not planned for this Term	Identify and use appropriate terminology when sharing Knowledges about Country	Not planned for this Term
Focus area	History uses sources to construct narratives of the pastHS2-HIS-01 HS2-ACH-01
Term	Term 1	Term 2	Term 3	Term 4
Content group	Not planned for this Term	Sources provide evidence of how people lived in the past: Mesoamerica and the Andes	Not planned for this Term	People have used navigation to connect with other places and people
Content point	Geographical information is used to understand the world is planned for this Term [refer to this focus area]	Locate places identified as ancient Maya, Aztec and Inca civilisations using maps, globes and imagesAncient and Mesoamerican CivilisationsTopic	Not planned for this Term	Compare journeys and reasons for significant voyages of global navigationThe Age of ExplorationTopic
Content point		Identify and describe objects, designs, sites and structures from Mesoamerica and the Andes that endure todayAncient and Mesoamerican CivilisationsTopic		Describe how Willem Janszoon, Dirk Hartog, Abel Tasman, Macassan traders and Lieutenant James Cook connected the Great Southern Land or Terra Australis to the world using maps and images as sources of evidenceEarly European Explorers of AustraliaVideo HMB Endeavour's Voyage of ExplorationVideo The MacassansVideo
Content point		Examine cultural works and inventions in art, astronomical observations, mathematics or writing of ancient Maya, Aztec and Inca civilisations, using sources as evidenceAncient and Mesoamerican CivilisationsTopic		Represent the journey of Bungaree and Matthew Flinders to circumnavigate Australia using maps and images as sources of evidenceBTN Matthew FlindersVideo
Content point		Identify Indigenous agricultural practices, animals, plants, staple foods and trading systemsFirst Nations Science and TechnologyTopic The First InventorsSeries		Explain how the development of navigational instruments influenced global navigation using Tier 2 and Tier 3 vocabularyThe Age of ExplorationTopic
Content group	Aboriginal Peoples have the oldest living continuous Cultures in the world
Content point	Not planned for this Term	Not planned for this Term	Examine how Aboriginal Peoples have engaged in Cultural exchange and trade across NSW	Investigate the interactions of individual Aboriginal People with traders and navigators from outside AustraliaThe MacassansVideo Story 1: The Lost Coral Sea TradeVideo
Content point			Examine NSW sites of archaeological evidence of the oldest living continuous Cultures in the worldMungo ManVideo Mungo National ParkVideo
Content group	Connecting ideas in written texts supports understanding of the past
Content point	Not planned for this Term	Sequence ideas about the past and include elaborated details, consistent tense and connectives to create cohesion [repeated]TenseTopic Grammar for WritingSeries	Not planned for this Term	Sequence ideas about the past and include elaborated details, consistent tense and connectives to create cohesion [repeated]TenseTopic Historical Inquiry SkillsTopic
Content point		Use information from sources to create compound and complex sentences describing life in the past [repeated]SentencesTopic Grammar for WritingSeries		Use a range of connectives to create compound and complex sentences to signal the cause and effect of a past event and compare and elaborate on ideas [repeated]SentencesTopic Grammar for WritingSeries
Content point				Use information from sources to create compound and complex sentences describing life in the past [repeated]SentencesTopic
Content point				Refer to evidence when describing who, what, when, where and explaining why [repeated]Research SkillsSeries Writing for KidsSeries

Stage 2, terms 5–8: content points by term, with matched ClickView resources
Term	Term 5	Term 6	Term 7	Term 8
Focus area	Geographical information is used to understand the worldHS2-GEO-01 HS2-ACH-01
Content group	People have responsibility to care for Australia's environments	Not planned for this Term	Not planned for this Term	People participate in Australian society through active citizenship
Content point	Observe and describe ways people organise places into spaces for different purposesThe CommunityTopic	History uses sources to construct narratives of the past is planned for this Term [refer to this focus area]	History uses sources to construct narratives of the past is planned for this Term [refer to this focus area]	Conduct surveys and graph results to explain how and why people respond to needs in the communitySchoolTopic World Population DayTopic
Content point	Compare the objectives of managing places for conservation and managing places for sustainabilityNature ConservationTopic CustodiansSeries			Explain the traditions of major world religions in AustraliaWorld ReligionsTopic
Content point	Describe how reserved lands are managed in New South Wales at Mungo National Park, Kosciuszko National Park, Wollemi National Park and Barrington Tops National ParkBack to NatureSeries Australia Over Time: National ParksVideo Mungo National ParkVideo BTN - Mainland Tassie DevilsVideo			Research the origin and work of a New South Wales organisation that responds to a community needBTN - Foodbank VolunteersVideo BTN - Young VolunteersVideo Clean Up Australia DayTopic
Content point	Identify strategies that minimise waste and make the most of resources to sustain environmentsProject PlanetSeries International Day of Zero WasteTopic National Recycling WeekTopic			Explain the importance of volunteering as active citizenshipProject PlanetSeries The CommunityTopic Active Citizens In the CommunityTopic International Day of CharityTopic
Content point	Investigate Aboriginal and Torres Strait Islander food Practices that are sustainableIndigenous Food PracticesTopic			Design a response to a need in the school or local communityThe Design ProcessTopic The CommunityTopic SchoolTopic Little Lunch - The Cake StallVideo Little Lunch - The Old Climbing TreeVideo
Content group	Aboriginal Peoples use and care for the environment sustainably
Content point	Identify and use appropriate terminology when sharing Knowledges about Country	Not planned for this Term	Not planned for this Term	Not planned for this Term
Content point	Describe how Aboriginal Peoples sustainably use the resources of CountryMiniclips: First Nations Histories and CulturesSeries The First InventorsSeries
Focus area	History uses sources to construct narratives of the pastHS2-HIS-01 HS2-ACH-01
Term	Term 5	Term 6	Term 7	Term 8
Content group	Not planned for this Term	Sources provide evidence of how people lived in the first penal settlement at Sydney Cove	Sources provide evidence of how people lived in the first penal settlement at Sydney Cove	Not planned for this Term
Content point	Geographical information is used to understand the world is planned for this Term [refer to this focus area]	Identify reasons for the establishment of a British penal colony at New South WalesColonial AustraliaTopic The Australian ColoniesSeries	Represent life in the penal settlement at Sydney Cove using images, maps, personal accounts and sitesColonial AustraliaTopic Convict KidsSeries	Geographical information is used to understand the world is planned for this Term [refer to this focus area]
Content point		Describe the role that transportation of convicts played in the establishment of a colony at New South WalesColonial AustraliaTopic The Australian ColoniesSeries	Research and recount the life of an Aboriginal person, a convict, a marine and a settler who lived in the penal settlement at Sydney CoveColonial AustraliaTopic Miniclips: The First FleetSeries Convict KidsSeries
Content point		Describe the experiences of men, women and children on the First Fleet voyage using sources as evidenceThe First FleetTopic Miniclips: The First FleetSeries	Explain how stories, images, objects and sites are used as sources of evidence for the first penal settlement in New South WalesColonial AustraliaTopic First Fleet SketchesVideo Old Government HouseVideo
Content point		Research and draw conclusions about resources transported with the First Fleet, using sources as evidenceThe First FleetTopic Miniclips: The First FleetSeries
Content group	Aboriginal Peoples have the oldest living continuous Cultures in the world
Content point	Not planned for this Term	Explain how the arrival of the First Fleet affected Gadigal Peoples [repeated]Gadigal PlaceVideo Old Government HouseVideo Colonial AustraliaTopic The First FleetTopic First Nations Connection to Country and PlaceTopic	Explain how the arrival of the First Fleet affected Gadigal Peoples [repeated]Gadigal PlaceVideo Old Government HouseVideo Colonial AustraliaTopic The First FleetTopic First Nations Connection to Country and PlaceTopic	Not planned for this Term
Content group	Connecting ideas in written texts supports understanding of the past
Content point	Not planned for this Term	Sequence ideas about the past and include elaborated details, consistent tense and connectives to create cohesion [repeated]TenseTopic Historical Inquiry SkillsTopic Grammar for WritingSeries	Sequence ideas about the past and include elaborated details, consistent tense and connectives to create cohesion [repeated]TenseTopic Historical Inquiry SkillsTopic	Not planned for this Term
Content point		Use a range of connectives to create compound and complex sentences to signal the cause and effect of a past event and compare and elaborate on ideas [repeated]SentencesTopic Grammar for WritingSeries	Use a range of connectives to create compound and complex sentences to signal the cause and effect of a past event and compare and elaborate on ideas [repeated]SentencesTopic
Content point		Use information from sources to create compound and complex sentences describing life in the past [repeated]Are You Tougher Than Your Ancestors?Series My PlaceSeries	Use information from sources to create compound and complex sentences describing life in the past [repeated]My PlaceSeries Reports and RecountsTopic
Content point		Refer to evidence when describing who, what, when, where and explaining why [repeated]Research SkillsSeries Historical Inquiry SkillsTopic	Refer to evidence when describing who, what, when, where and explaining why [repeated]Research SkillsSeries Historical Inquiry SkillsTopic

Term 1

Geographical information is used to understand the worldHS2-GEO-01 HS2-ACH-01

People use geographical information to understand climates and environments

Identify polar, continental, temperate, tropical and dry climate zones in the world in relation to the equator and polesMapping SkillsTopic ClimatesTopic
Identify and compare climate zones in Australia using choropleth maps showing temperature, humidity and vegetationWeather and ClimateTopic Mapping SkillsTopic
Compare seasonal rainfall in places in Australia and display data in column graphsWeather and ClimateTopic Miniclips: Handling DataSeries
Locate and compare deserts, forests, mountain ranges, rivers, ocean trenches and volcanoes of Australia and the world using grid and relief maps and compass directions north, south, east and westWeather and ClimateTopic Mapping SkillsTopic Australia's Natural LandscapeTopic

Aboriginal Peoples use and care for the environment sustainably

Not planned for this Term

History uses sources to construct narratives of the pastHS2-HIS-01 HS2-ACH-01

Not planned for this Term

Geographical information is used to understand the world is planned for this Term [refer to this focus area]

Aboriginal Peoples have the oldest living continuous Cultures in the world

Not planned for this Term

Connecting ideas in written texts supports understanding of the past

Not planned for this Term

Term 2

Geographical information is used to understand the worldHS2-GEO-01 HS2-ACH-01

Not planned for this Term

History uses sources to construct narratives of the past is planned for this Term [refer to this focus area]

Aboriginal Peoples use and care for the environment sustainably

Not planned for this Term

History uses sources to construct narratives of the pastHS2-HIS-01 HS2-ACH-01

Sources provide evidence of how people lived in the past: Mesoamerica and the Andes

Locate places identified as ancient Maya, Aztec and Inca civilisations using maps, globes and imagesAncient and Mesoamerican CivilisationsTopic
Identify and describe objects, designs, sites and structures from Mesoamerica and the Andes that endure todayAncient and Mesoamerican CivilisationsTopic
Examine cultural works and inventions in art, astronomical observations, mathematics or writing of ancient Maya, Aztec and Inca civilisations, using sources as evidenceAncient and Mesoamerican CivilisationsTopic
Identify Indigenous agricultural practices, animals, plants, staple foods and trading systemsFirst Nations Science and TechnologyTopic The First InventorsSeries

Aboriginal Peoples have the oldest living continuous Cultures in the world

Not planned for this Term

Connecting ideas in written texts supports understanding of the past

Sequence ideas about the past and include elaborated details, consistent tense and connectives to create cohesion [repeated]TenseTopic Grammar for WritingSeries
Use information from sources to create compound and complex sentences describing life in the past [repeated]SentencesTopic Grammar for WritingSeries

Term 3

Geographical information is used to understand the worldHS2-GEO-01 HS2-ACH-01

People use geographical information to understand climates and environments

Describe ways Aboriginal and Torres Strait Islander Peoples map Country and PlaceFirst Nations DreamingTopic First Nations Connection to Country and PlaceTopic
Describe settlement patterns in Australia using satellite imagesAustraliaTopic Settlements and CommunitiesTopic
Draw conclusions about how climate influences settlement patterns in AustraliaWeather and ClimateTopic AustraliaTopic
Identify and describe significant natural and cultural environments of the world using Tier 2 and Tier 3 vocabularyLandforms and LandscapesTopic Australia's Natural LandscapeTopic
Compare natural and human features of Australia with another countryLandforms and LandscapesTopic Australia's Natural LandscapeTopic ContinentsTopic 199 Little HeroesSeries

Aboriginal Peoples use and care for the environment sustainably

Identify and use appropriate terminology when sharing Knowledges about Country

History uses sources to construct narratives of the pastHS2-HIS-01 HS2-ACH-01

Not planned for this Term

Not planned for this Term

Aboriginal Peoples have the oldest living continuous Cultures in the world

Examine how Aboriginal Peoples have engaged in Cultural exchange and trade across NSW
Examine NSW sites of archaeological evidence of the oldest living continuous Cultures in the worldMungo ManVideo Mungo National ParkVideo

Connecting ideas in written texts supports understanding of the past

Not planned for this Term

Term 4

Geographical information is used to understand the worldHS2-GEO-01 HS2-ACH-01

Not planned for this Term

History uses sources to construct narratives of the past is planned for this Term [refer to this focus area]

Aboriginal Peoples use and care for the environment sustainably

Not planned for this Term

History uses sources to construct narratives of the pastHS2-HIS-01 HS2-ACH-01

People have used navigation to connect with other places and people

Compare journeys and reasons for significant voyages of global navigationThe Age of ExplorationTopic
Describe how Willem Janszoon, Dirk Hartog, Abel Tasman, Macassan traders and Lieutenant James Cook connected the Great Southern Land or Terra Australis to the world using maps and images as sources of evidenceEarly European Explorers of AustraliaVideo HMB Endeavour's Voyage of ExplorationVideo The MacassansVideo
Represent the journey of Bungaree and Matthew Flinders to circumnavigate Australia using maps and images as sources of evidenceBTN Matthew FlindersVideo
Explain how the development of navigational instruments influenced global navigation using Tier 2 and Tier 3 vocabularyThe Age of ExplorationTopic

Aboriginal Peoples have the oldest living continuous Cultures in the world

Investigate the interactions of individual Aboriginal People with traders and navigators from outside AustraliaThe MacassansVideo Story 1: The Lost Coral Sea TradeVideo

Connecting ideas in written texts supports understanding of the past

Sequence ideas about the past and include elaborated details, consistent tense and connectives to create cohesion [repeated]TenseTopic Historical Inquiry SkillsTopic
Use a range of connectives to create compound and complex sentences to signal the cause and effect of a past event and compare and elaborate on ideas [repeated]SentencesTopic Grammar for WritingSeries
Use information from sources to create compound and complex sentences describing life in the past [repeated]SentencesTopic
Refer to evidence when describing who, what, when, where and explaining why [repeated]Research SkillsSeries Writing for KidsSeries

Term 5

Geographical information is used to understand the worldHS2-GEO-01 HS2-ACH-01

People have responsibility to care for Australia's environments

Observe and describe ways people organise places into spaces for different purposesThe CommunityTopic
Compare the objectives of managing places for conservation and managing places for sustainabilityNature ConservationTopic CustodiansSeries
Describe how reserved lands are managed in New South Wales at Mungo National Park, Kosciuszko National Park, Wollemi National Park and Barrington Tops National ParkBack to NatureSeries Australia Over Time: National ParksVideo Mungo National ParkVideo BTN - Mainland Tassie DevilsVideo
Identify strategies that minimise waste and make the most of resources to sustain environmentsProject PlanetSeries International Day of Zero WasteTopic National Recycling WeekTopic
Investigate Aboriginal and Torres Strait Islander food Practices that are sustainableIndigenous Food PracticesTopic

Aboriginal Peoples use and care for the environment sustainably

Identify and use appropriate terminology when sharing Knowledges about Country
Describe how Aboriginal Peoples sustainably use the resources of CountryMiniclips: First Nations Histories and CulturesSeries The First InventorsSeries

History uses sources to construct narratives of the pastHS2-HIS-01 HS2-ACH-01

Not planned for this Term

Geographical information is used to understand the world is planned for this Term [refer to this focus area]

Aboriginal Peoples have the oldest living continuous Cultures in the world

Not planned for this Term

Connecting ideas in written texts supports understanding of the past

Not planned for this Term

Term 6

Geographical information is used to understand the worldHS2-GEO-01 HS2-ACH-01

Not planned for this Term

History uses sources to construct narratives of the past is planned for this Term [refer to this focus area]

Aboriginal Peoples use and care for the environment sustainably

Not planned for this Term

History uses sources to construct narratives of the pastHS2-HIS-01 HS2-ACH-01

Sources provide evidence of how people lived in the first penal settlement at Sydney Cove

Identify reasons for the establishment of a British penal colony at New South WalesColonial AustraliaTopic The Australian ColoniesSeries
Describe the role that transportation of convicts played in the establishment of a colony at New South WalesColonial AustraliaTopic The Australian ColoniesSeries
Describe the experiences of men, women and children on the First Fleet voyage using sources as evidenceThe First FleetTopic Miniclips: The First FleetSeries
Research and draw conclusions about resources transported with the First Fleet, using sources as evidenceThe First FleetTopic Miniclips: The First FleetSeries

Aboriginal Peoples have the oldest living continuous Cultures in the world

Explain how the arrival of the First Fleet affected Gadigal Peoples [repeated]Gadigal PlaceVideo Old Government HouseVideo Colonial AustraliaTopic The First FleetTopic First Nations Connection to Country and PlaceTopic

Connecting ideas in written texts supports understanding of the past

Sequence ideas about the past and include elaborated details, consistent tense and connectives to create cohesion [repeated]TenseTopic Historical Inquiry SkillsTopic Grammar for WritingSeries
Use a range of connectives to create compound and complex sentences to signal the cause and effect of a past event and compare and elaborate on ideas [repeated]SentencesTopic Grammar for WritingSeries
Use information from sources to create compound and complex sentences describing life in the past [repeated]Are You Tougher Than Your Ancestors?Series My PlaceSeries
Refer to evidence when describing who, what, when, where and explaining why [repeated]Research SkillsSeries Historical Inquiry SkillsTopic

Term 7

Geographical information is used to understand the worldHS2-GEO-01 HS2-ACH-01

Not planned for this Term

History uses sources to construct narratives of the past is planned for this Term [refer to this focus area]

Aboriginal Peoples use and care for the environment sustainably

Not planned for this Term

History uses sources to construct narratives of the pastHS2-HIS-01 HS2-ACH-01

Sources provide evidence of how people lived in the first penal settlement at Sydney Cove

Represent life in the penal settlement at Sydney Cove using images, maps, personal accounts and sitesColonial AustraliaTopic Convict KidsSeries
Research and recount the life of an Aboriginal person, a convict, a marine and a settler who lived in the penal settlement at Sydney CoveColonial AustraliaTopic Miniclips: The First FleetSeries Convict KidsSeries
Explain how stories, images, objects and sites are used as sources of evidence for the first penal settlement in New South WalesColonial AustraliaTopic First Fleet SketchesVideo Old Government HouseVideo

Aboriginal Peoples have the oldest living continuous Cultures in the world

Explain how the arrival of the First Fleet affected Gadigal Peoples [repeated]Gadigal PlaceVideo Old Government HouseVideo Colonial AustraliaTopic The First FleetTopic First Nations Connection to Country and PlaceTopic

Connecting ideas in written texts supports understanding of the past

Sequence ideas about the past and include elaborated details, consistent tense and connectives to create cohesion [repeated]TenseTopic Historical Inquiry SkillsTopic
Use a range of connectives to create compound and complex sentences to signal the cause and effect of a past event and compare and elaborate on ideas [repeated]SentencesTopic
Use information from sources to create compound and complex sentences describing life in the past [repeated]My PlaceSeries Reports and RecountsTopic
Refer to evidence when describing who, what, when, where and explaining why [repeated]Research SkillsSeries Historical Inquiry SkillsTopic

Term 8

Geographical information is used to understand the worldHS2-GEO-01 HS2-ACH-01

People participate in Australian society through active citizenship

Conduct surveys and graph results to explain how and why people respond to needs in the communitySchoolTopic World Population DayTopic
Explain the traditions of major world religions in AustraliaWorld ReligionsTopic
Research the origin and work of a New South Wales organisation that responds to a community needBTN - Foodbank VolunteersVideo BTN - Young VolunteersVideo Clean Up Australia DayTopic
Explain the importance of volunteering as active citizenshipProject PlanetSeries The CommunityTopic Active Citizens In the CommunityTopic International Day of CharityTopic
Design a response to a need in the school or local communityThe Design ProcessTopic The CommunityTopic SchoolTopic Little Lunch - The Cake StallVideo Little Lunch - The Old Climbing TreeVideo

Aboriginal Peoples use and care for the environment sustainably

Not planned for this Term

History uses sources to construct narratives of the pastHS2-HIS-01 HS2-ACH-01

Not planned for this Term

Geographical information is used to understand the world is planned for this Term [refer to this focus area]

Aboriginal Peoples have the oldest living continuous Cultures in the world

Not planned for this Term

Connecting ideas in written texts supports understanding of the past

Not planned for this Term

Stage 3, terms 1–4: content points by term, with matched ClickView resources
Term	Term 1	Term 2	Term 3	Term 4
Focus area	Geographical information is used to plan for sustainable futuresHS3-GEO-01 HS3-ACH-01
Content group	People organise and manage places using geographical information	Not planned for this Term	Not planned for this Term	People can protect global environments and use sustainable practices for the future
Content point	Locate and represent cities, towns and communities in relation to other places in Australia, using road mapsMapping SkillsTopic	Historical sources present perspectives on the past is planned for this Term [refer to this focus area]	Historical sources present perspectives on the past is planned for this Term [refer to this focus area]	Explain the significance of the Tropics of Cancer and Capricorn, the Arctic Circle and Antarctic Circle in relation to climateClimatesTopic Climate Change and Global WarmingTopic AntarcticaTopic Tropical CyclonesTopic
Content point	Explain how urban, rural and remote places in Australia are connected, using satellite images and freight mapsMapping SkillsTopic			Draw conclusions about the relationship between climates and vegetation zones of the world using choropleth maps and climate graphsClimatesTopic Weather and ClimateTopic
Content point	Describe ways in which cities and towns in Australia are organised, using oblique and vertical aerial imagesMapping SkillsTopic			Research how people rely on the environment for the provision of food and materialsNatural ResourcesTopic Farming and Food ProductionTopic International Day of Awareness of Food Loss and WasteTopic
Content point	Observe, measure, collect and record geographical information to explain how places are organisedMapping SkillsTopic			Examine places in the world where human activity has changed the environment by comparing maps and satellite imagesAsiaTopic Let's Discover: Cities, Countries, and ContinentsSeries
Content point	Explain how Aboriginal and Torres Strait Islander Communities use seasonal calendars to organise and manage Country and PlaceSeasonsTopic Many Lands, Many SeasonsSeries
Content point	Propose strategies to manage a local place where environmental events occurSustainability and ResourcesTopic Global IssuesTopic Natural Hazards and DisastersTopic
Content point	Research and explain how people and agencies manage places where environmental events occurSustainability and ResourcesTopic Global IssuesTopic Natural Hazards and DisastersTopic
Content group	Aboriginal Cultural Knowledges and Practices that care for Country
Content point	Explain the importance of undertaking Cultural obligations to Country as part of the continuation of Aboriginal Cultures [repeated]Miniclips: First Nations Histories and CulturesSeries	Not planned for this Term	Not planned for this Term	Not planned for this Term
Content point	Examine Aboriginal Cultural works as evidence of Oral Traditions and mapping of landscapesMiniclips: First Nations Histories and CulturesSeries
Content point	Explain how Aboriginal Peoples’ Cultural Knowledges of fire are used to organise, manage and interact with CountryMiniclips: First Nations Histories and CulturesSeries The First InventorsSeries
Focus area	Historical sources present perspectives on the pastHS3-HIS-01 HS3-DEM-01 HS3-ACH-01 HS3-CWT-01
Term	Term 1	Term 2	Term 3	Term 4
Content group	Not planned for this Term	Sources show perspectives on how people established colonies in Australia	People have developed Australia as a nation	Not planned for this Term
Content point	Geographical information is used to plan for sustainable futures is planned for this Term [refer to this focus area]	Describe and represent the establishment of British colonies in Australia from 1825 to 1868 on a timelineMiniclips: Colonial AustraliaSeries The Australian ColoniesSeries	Describe significant events and people that led to Australia becoming a federated nation on 1 January 1901, using sources as evidenceThe Gold RushTopic The Eureka StockadeTopic FederationTopic	Geographical information is used to plan for sustainable futures is planned for this Term [refer to this focus area]
Content point		Recount stories of migrants and free settlers in the colonies from 1825 to 1901 using sources as evidenceColonial AustraliaTopic Are You Tougher Than Your Ancestors?Series My PlaceSeries	Identify the purpose of Australia's ConstitutionFederationTopic
Content point		Describe significant contributions made by women to the development of Australian coloniesColonial AustraliaTopic	Describe how and why symbols and emblems connected to Australian identity have changed over time since FederationFederationTopic Australia DayTopic Australian National Flag DayTopic
Content point		Explain why Gregory Blaxland, William Wentworth and William Lawson crossed the Blue Mountains in 1813Growth of Towns and Cities: Australia in the 1800sVideo	Research and describe the work of individuals who have made a significant contribution to the Commonwealth of Australia since FederationMabo DayTopic Significant AustraliansTopic Australia's Prime MinistersSeries
Content point		Explain the consequences of the crossing of the Blue Mountains for Aboriginal Peoples, free settlers and the landscape between 1813 and 1824
Content point		Research how the discovery of gold changed colonial life in Australia using sources from the gold rush period from the 1850s to the 1890sThe Gold RushTopic Historical Inquiry SkillsTopic
Content group	Explaining significant events in written texts supports understanding of the past
Content point	Not planned for this Term	Use temporal, conditional and causal connectives to create cohesion when comparing and contrasting, describing change or discussing cause and effect [repeated]Informational WritingTopic	Control tense across a text when describing continuity and change over time [repeated]TenseTopic	Not planned for this Term
Content point		Combine personal and objective arguments when discussing significant events and people in the past [repeated]Informational WritingTopic	Use temporal, conditional and causal connectives to create cohesion when comparing and contrasting, describing change or discussing cause and effect [repeated]Informational WritingTopic
Content point		Use varied sentences and multiple paragraphs with clear, coherent transition of ideas and a conclusion when explaining events and the contributions of people in the past [repeated]SentencesTopic Informational WritingTopic	Combine personal and objective arguments when discussing significant events and people in the past [repeated]Research SkillsSeries Informational WritingTopic
Content point		Add authority and perspective to a text by referring to and acknowledging evidence from sources [repeated]Research SkillsSeries Historical Inquiry SkillsTopic	Use varied sentences and multiple paragraphs with clear, coherent transition of ideas and a conclusion when explaining events and the contributions of people in the past [repeated]SentencesTopic
Content point			Add authority and perspective to a text by referring to and acknowledging evidence from sources [repeated]Research SkillsSeries Historical Inquiry SkillsTopic

Stage 3, terms 5–8: content points by term, with matched ClickView resources
Term	Term 5	Term 6	Term 7	Term 8
Focus area	Geographical information is used to plan for sustainable futuresHS3-GEO-01 HS3-ACH-01
Content group	People can protect global environments and use sustainable practices for the future	Not planned for this Term	Not planned for this Term	People of Australia are global citizens
Content point	Explain how World Heritage contributes to the identification, protection and preservation of natural and cultural sites of significance for the world, using Tier 2 and Tier 3 vocabularyHeritage SitesTopic	Historical sources present perspectives on the past is planned for this Term [refer to this focus area]	Historical sources present perspectives on the past is planned for this Term [refer to this focus area]	Describe and represent Australia's population using column graphs and infographicsRepresenting and Handling DataTopic World Population DayTopic
Content point	Compare sustainable practices used by Aboriginal and Torres Strait Islander Peoples and international Indigenous PeoplesIndigenous Food PracticesTopic Miniclips: First Nations Histories and CulturesSeries			Explain reasons people have migrated to AustraliaMigrationTopic
Content point	Research and present practices people can engage with to sustainably manage or protect global environments into the futureThe Oyster GardenerTopic Project PlanetSeries International Day of Awareness of Food Loss and WasteTopic			Describe how diverse cultures contribute to Australian societyAustralia's Cultural IdentityTopic Harmony WeekTopic
Content point				Explain the ways Australia is connected to the worldGlobal IssuesTopic Global MarketsTopic
Content point				Identify the International Date Line and describe how global time zones affect communication across the globeInternational Date LineVideo Time ZonesVideo
Content point				Describe a significant global contribution made by an Australian individual or group in the humanities, sciences, sport or wellbeing fieldsSignificant AustraliansTopic Aboriginal Sports HeroesVideo Aussie Inventions That Changed the WorldSeries
Content point				Research the shared experiences of Aboriginal and Torres Strait Islander Peoples and international Indigenous peoplesInternational Day of the World's Indigenous PeoplesTopic
Content group	Aboriginal Cultural Knowledges and Practices that care for Country
Content point	Explain the importance of undertaking Cultural obligations to Country as part of the continuation of Aboriginal Cultures [repeated]In My Blood it RunsTopic	Not planned for this Term	Not planned for this Term	Not planned for this Term
Content point	Describe how local Knowledges of Country influence Aboriginal Peoples’ management of environments and World Heritage areas
Focus area	Historical sources present perspectives on the pastHS3-HIS-01 HS3-DEM-01 HS3-ACH-01 HS3-CWT-01
Term	Term 5	Term 6	Term 7	Term 8
Content group	Not planned for this Term	Aboriginal Peoples have diverse Languages	People in Australia have democratic roles and responsibilities	Not planned for this Term
Content point	Geographical information is used to plan for sustainable futures is planned for this Term [refer to this focus area]	Investigate Aboriginal Languages in the local area and across NSW and make connections to the meanings and origins of words used in Standard Australian EnglishFirst Nations LanguagesTopic This PlaceSeries Garal JagunSeries	Describe the origins and values underpinning Australia's bicameral parliamentary system of governmentParliamentTopic FederationTopic	Geographical information is used to plan for sustainable futures is planned for this Term [refer to this focus area]
Content point		Research how interactions between Aboriginal Peoples and early colonial settlers led to the recorded sources of Aboriginal Languages and describe the benefit to the reclamation of Aboriginal LanguagesFirst Nations LanguagesTopic	Explain the origin of the principle that all people are equal before the law and must obey lawsUnited Nations DayTopic Rules, Rights and ResponsibilitiesTopic Laws and RegulationsTopic
Content point		Describe the role of Aboriginal Knowledge Holders in revitalising and maintaining Aboriginal LanguagesFirst Nations LanguagesTopic Yesterday StoriesSeries Garal JagunSeries	Describe how bills are passed through Federal Parliament to make a law using Tier 2 and Tier 3 vocabularyParliamentTopic How Is a Law Made?Video
Content point	hh	Explain the significance of re-establishing Aboriginal placenames for histories of Aboriginal PeoplesCitizenship Experience of Aboriginal and Torres Strait IslandersTopic Indigenous Place NamesVideo SonglinesSeries	Describe the roles and responsibilities of 3 levels of government in AustraliaParliamentTopic
Content point		Describe the ways Aboriginal Peoples’ Languages and Oral Traditions of song, dance and story were disrupted by European settlementNational Sorry Day and Reconciliation WeekTopic First Nations LanguagesTopic	Describe the ways people can participate in democracy in AustraliaDemocracyTopic Rules, Rights and ResponsibilitiesTopic
Content point		Explain how Aboriginal Peoples celebrate and share Aboriginal Languages and Cultural Practices in a contemporary worldInternational Day of the World's Indigenous PeoplesTopic Australia's First PeoplesSeries	Research how voting rights for Aboriginal and Torres Strait Islander Peoples and women were obtained in Australia using timelines to sequence key eventsCitizenship Experience of Aboriginal and Torres Strait IslandersTopic Citizenship Experience of WomenTopic Further Back in Time for Dinner: The Development of a NationSeries
Content group	Explaining significant events in written texts supports understanding of the past
Content point	Not planned for this Term	Use temporal, conditional and causal connectives to create cohesion when comparing and contrasting, describing change or discussing cause and effect [repeated]Informational WritingTopic	Control tense across a text when describing continuity and change over time [repeated]TenseTopic	Not planned for this Term
Content point		Combine personal and objective arguments when discussing significant events and people in the past [repeated]Research SkillsSeries	Use varied sentences and multiple paragraphs with clear, coherent transition of ideas and a conclusion when explaining events and the contributions of people in the past [repeated]SentencesTopic
Content point		Use varied sentences and multiple paragraphs with clear, coherent transition of ideas and a conclusion when explaining events and the contributions of people in the past [repeated]SentencesTopic	Add authority and perspective to a text by referring to and acknowledging evidence from sources [repeated]Research SkillsSeries Historical Inquiry SkillsTopic

Term 1

Geographical information is used to plan for sustainable futuresHS3-GEO-01 HS3-ACH-01

People organise and manage places using geographical information

Locate and represent cities, towns and communities in relation to other places in Australia, using road mapsMapping SkillsTopic
Explain how urban, rural and remote places in Australia are connected, using satellite images and freight mapsMapping SkillsTopic
Describe ways in which cities and towns in Australia are organised, using oblique and vertical aerial imagesMapping SkillsTopic
Observe, measure, collect and record geographical information to explain how places are organisedMapping SkillsTopic
Explain how Aboriginal and Torres Strait Islander Communities use seasonal calendars to organise and manage Country and PlaceSeasonsTopic Many Lands, Many SeasonsSeries
Propose strategies to manage a local place where environmental events occurSustainability and ResourcesTopic Global IssuesTopic Natural Hazards and DisastersTopic
Research and explain how people and agencies manage places where environmental events occurSustainability and ResourcesTopic Global IssuesTopic Natural Hazards and DisastersTopic

Aboriginal Cultural Knowledges and Practices that care for Country

Explain the importance of undertaking Cultural obligations to Country as part of the continuation of Aboriginal Cultures [repeated]Miniclips: First Nations Histories and CulturesSeries
Examine Aboriginal Cultural works as evidence of Oral Traditions and mapping of landscapesMiniclips: First Nations Histories and CulturesSeries
Explain how Aboriginal Peoples’ Cultural Knowledges of fire are used to organise, manage and interact with CountryMiniclips: First Nations Histories and CulturesSeries The First InventorsSeries

Historical sources present perspectives on the pastHS3-HIS-01 HS3-DEM-01 HS3-ACH-01 HS3-CWT-01

Not planned for this Term

Geographical information is used to plan for sustainable futures is planned for this Term [refer to this focus area]

Explaining significant events in written texts supports understanding of the past

Not planned for this Term

Term 2

Geographical information is used to plan for sustainable futuresHS3-GEO-01 HS3-ACH-01

Not planned for this Term

Historical sources present perspectives on the past is planned for this Term [refer to this focus area]

Aboriginal Cultural Knowledges and Practices that care for Country

Not planned for this Term

Historical sources present perspectives on the pastHS3-HIS-01 HS3-DEM-01 HS3-ACH-01 HS3-CWT-01

Sources show perspectives on how people established colonies in Australia

Describe and represent the establishment of British colonies in Australia from 1825 to 1868 on a timelineMiniclips: Colonial AustraliaSeries The Australian ColoniesSeries
Recount stories of migrants and free settlers in the colonies from 1825 to 1901 using sources as evidenceColonial AustraliaTopic Are You Tougher Than Your Ancestors?Series My PlaceSeries
Describe significant contributions made by women to the development of Australian coloniesColonial AustraliaTopic
Explain why Gregory Blaxland, William Wentworth and William Lawson crossed the Blue Mountains in 1813Growth of Towns and Cities: Australia in the 1800sVideo
Explain the consequences of the crossing of the Blue Mountains for Aboriginal Peoples, free settlers and the landscape between 1813 and 1824
Research how the discovery of gold changed colonial life in Australia using sources from the gold rush period from the 1850s to the 1890sThe Gold RushTopic Historical Inquiry SkillsTopic

Explaining significant events in written texts supports understanding of the past

Use temporal, conditional and causal connectives to create cohesion when comparing and contrasting, describing change or discussing cause and effect [repeated]Informational WritingTopic
Combine personal and objective arguments when discussing significant events and people in the past [repeated]Informational WritingTopic
Use varied sentences and multiple paragraphs with clear, coherent transition of ideas and a conclusion when explaining events and the contributions of people in the past [repeated]SentencesTopic Informational WritingTopic
Add authority and perspective to a text by referring to and acknowledging evidence from sources [repeated]Research SkillsSeries Historical Inquiry SkillsTopic

Term 3

Geographical information is used to plan for sustainable futuresHS3-GEO-01 HS3-ACH-01

Not planned for this Term

Historical sources present perspectives on the past is planned for this Term [refer to this focus area]

Aboriginal Cultural Knowledges and Practices that care for Country

Not planned for this Term

Historical sources present perspectives on the pastHS3-HIS-01 HS3-DEM-01 HS3-ACH-01 HS3-CWT-01

People have developed Australia as a nation

Describe significant events and people that led to Australia becoming a federated nation on 1 January 1901, using sources as evidenceThe Gold RushTopic The Eureka StockadeTopic FederationTopic
Identify the purpose of Australia's ConstitutionFederationTopic
Describe how and why symbols and emblems connected to Australian identity have changed over time since FederationFederationTopic Australia DayTopic Australian National Flag DayTopic
Research and describe the work of individuals who have made a significant contribution to the Commonwealth of Australia since FederationMabo DayTopic Significant AustraliansTopic Australia's Prime MinistersSeries

Explaining significant events in written texts supports understanding of the past

Control tense across a text when describing continuity and change over time [repeated]TenseTopic
Use temporal, conditional and causal connectives to create cohesion when comparing and contrasting, describing change or discussing cause and effect [repeated]Informational WritingTopic
Combine personal and objective arguments when discussing significant events and people in the past [repeated]Research SkillsSeries Informational WritingTopic
Use varied sentences and multiple paragraphs with clear, coherent transition of ideas and a conclusion when explaining events and the contributions of people in the past [repeated]SentencesTopic
Add authority and perspective to a text by referring to and acknowledging evidence from sources [repeated]Research SkillsSeries Historical Inquiry SkillsTopic

Term 4

Geographical information is used to plan for sustainable futuresHS3-GEO-01 HS3-ACH-01

People can protect global environments and use sustainable practices for the future

Explain the significance of the Tropics of Cancer and Capricorn, the Arctic Circle and Antarctic Circle in relation to climateClimatesTopic Climate Change and Global WarmingTopic AntarcticaTopic Tropical CyclonesTopic
Draw conclusions about the relationship between climates and vegetation zones of the world using choropleth maps and climate graphsClimatesTopic Weather and ClimateTopic
Research how people rely on the environment for the provision of food and materialsNatural ResourcesTopic Farming and Food ProductionTopic International Day of Awareness of Food Loss and WasteTopic
Examine places in the world where human activity has changed the environment by comparing maps and satellite imagesAsiaTopic Let's Discover: Cities, Countries, and ContinentsSeries

Aboriginal Cultural Knowledges and Practices that care for Country

Not planned for this Term

Historical sources present perspectives on the pastHS3-HIS-01 HS3-DEM-01 HS3-ACH-01 HS3-CWT-01

Not planned for this Term

Geographical information is used to plan for sustainable futures is planned for this Term [refer to this focus area]

Explaining significant events in written texts supports understanding of the past

Not planned for this Term

Term 5

Geographical information is used to plan for sustainable futuresHS3-GEO-01 HS3-ACH-01

People can protect global environments and use sustainable practices for the future

Explain how World Heritage contributes to the identification, protection and preservation of natural and cultural sites of significance for the world, using Tier 2 and Tier 3 vocabularyHeritage SitesTopic
Compare sustainable practices used by Aboriginal and Torres Strait Islander Peoples and international Indigenous PeoplesIndigenous Food PracticesTopic Miniclips: First Nations Histories and CulturesSeries
Research and present practices people can engage with to sustainably manage or protect global environments into the futureThe Oyster GardenerTopic Project PlanetSeries International Day of Awareness of Food Loss and WasteTopic

Aboriginal Cultural Knowledges and Practices that care for Country

Explain the importance of undertaking Cultural obligations to Country as part of the continuation of Aboriginal Cultures [repeated]In My Blood it RunsTopic
Describe how local Knowledges of Country influence Aboriginal Peoples’ management of environments and World Heritage areas

Historical sources present perspectives on the pastHS3-HIS-01 HS3-DEM-01 HS3-ACH-01 HS3-CWT-01

Not planned for this Term

Geographical information is used to plan for sustainable futures is planned for this Term [refer to this focus area]
hh

Explaining significant events in written texts supports understanding of the past

Not planned for this Term

Term 6

Geographical information is used to plan for sustainable futuresHS3-GEO-01 HS3-ACH-01

Not planned for this Term

Historical sources present perspectives on the past is planned for this Term [refer to this focus area]

Aboriginal Cultural Knowledges and Practices that care for Country

Not planned for this Term

Historical sources present perspectives on the pastHS3-HIS-01 HS3-DEM-01 HS3-ACH-01 HS3-CWT-01

Aboriginal Peoples have diverse Languages

Investigate Aboriginal Languages in the local area and across NSW and make connections to the meanings and origins of words used in Standard Australian EnglishFirst Nations LanguagesTopic This PlaceSeries Garal JagunSeries
Research how interactions between Aboriginal Peoples and early colonial settlers led to the recorded sources of Aboriginal Languages and describe the benefit to the reclamation of Aboriginal LanguagesFirst Nations LanguagesTopic
Describe the role of Aboriginal Knowledge Holders in revitalising and maintaining Aboriginal LanguagesFirst Nations LanguagesTopic Yesterday StoriesSeries Garal JagunSeries
Explain the significance of re-establishing Aboriginal placenames for histories of Aboriginal PeoplesCitizenship Experience of Aboriginal and Torres Strait IslandersTopic Indigenous Place NamesVideo SonglinesSeries
Describe the ways Aboriginal Peoples’ Languages and Oral Traditions of song, dance and story were disrupted by European settlementNational Sorry Day and Reconciliation WeekTopic First Nations LanguagesTopic
Explain how Aboriginal Peoples celebrate and share Aboriginal Languages and Cultural Practices in a contemporary worldInternational Day of the World's Indigenous PeoplesTopic Australia's First PeoplesSeries

Explaining significant events in written texts supports understanding of the past

Use temporal, conditional and causal connectives to create cohesion when comparing and contrasting, describing change or discussing cause and effect [repeated]Informational WritingTopic
Combine personal and objective arguments when discussing significant events and people in the past [repeated]Research SkillsSeries
Use varied sentences and multiple paragraphs with clear, coherent transition of ideas and a conclusion when explaining events and the contributions of people in the past [repeated]SentencesTopic

Term 7

Geographical information is used to plan for sustainable futuresHS3-GEO-01 HS3-ACH-01

Not planned for this Term

Historical sources present perspectives on the past is planned for this Term [refer to this focus area]

Aboriginal Cultural Knowledges and Practices that care for Country

Not planned for this Term

Historical sources present perspectives on the pastHS3-HIS-01 HS3-DEM-01 HS3-ACH-01 HS3-CWT-01

People in Australia have democratic roles and responsibilities

Describe the origins and values underpinning Australia's bicameral parliamentary system of governmentParliamentTopic FederationTopic
Explain the origin of the principle that all people are equal before the law and must obey lawsUnited Nations DayTopic Rules, Rights and ResponsibilitiesTopic Laws and RegulationsTopic
Describe how bills are passed through Federal Parliament to make a law using Tier 2 and Tier 3 vocabularyParliamentTopic How Is a Law Made?Video
Describe the roles and responsibilities of 3 levels of government in AustraliaParliamentTopic
Describe the ways people can participate in democracy in AustraliaDemocracyTopic Rules, Rights and ResponsibilitiesTopic
Research how voting rights for Aboriginal and Torres Strait Islander Peoples and women were obtained in Australia using timelines to sequence key eventsCitizenship Experience of Aboriginal and Torres Strait IslandersTopic Citizenship Experience of WomenTopic Further Back in Time for Dinner: The Development of a NationSeries

Explaining significant events in written texts supports understanding of the past

Control tense across a text when describing continuity and change over time [repeated]TenseTopic
Use varied sentences and multiple paragraphs with clear, coherent transition of ideas and a conclusion when explaining events and the contributions of people in the past [repeated]SentencesTopic
Add authority and perspective to a text by referring to and acknowledging evidence from sources [repeated]Research SkillsSeries Historical Inquiry SkillsTopic

Term 8

Geographical information is used to plan for sustainable futuresHS3-GEO-01 HS3-ACH-01

People of Australia are global citizens

Describe and represent Australia's population using column graphs and infographicsRepresenting and Handling DataTopic World Population DayTopic
Explain reasons people have migrated to AustraliaMigrationTopic
Describe how diverse cultures contribute to Australian societyAustralia's Cultural IdentityTopic Harmony WeekTopic
Explain the ways Australia is connected to the worldGlobal IssuesTopic Global MarketsTopic
Identify the International Date Line and describe how global time zones affect communication across the globeInternational Date LineVideo Time ZonesVideo
Describe a significant global contribution made by an Australian individual or group in the humanities, sciences, sport or wellbeing fieldsSignificant AustraliansTopic Aboriginal Sports HeroesVideo Aussie Inventions That Changed the WorldSeries
Research the shared experiences of Aboriginal and Torres Strait Islander Peoples and international Indigenous peoplesInternational Day of the World's Indigenous PeoplesTopic

Aboriginal Cultural Knowledges and Practices that care for Country

Not planned for this Term

Historical sources present perspectives on the pastHS3-HIS-01 HS3-DEM-01 HS3-ACH-01 HS3-CWT-01

Not planned for this Term

Geographical information is used to plan for sustainable futures is planned for this Term [refer to this focus area]

Explaining significant events in written texts supports understanding of the past

Not planned for this Term

Up next

Explore more ways to use ClickView

Additional resources to help you get the most out of ClickView.

Get ready for the new NSW K–6 curriculum

Plan your year, term by term

HSIE — Early Stage 1

Term 1

Term 2

Term 3

Term 4

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Term 7

Term 8

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Term 7

Term 8

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Term 7

Term 8

Explore more ways to use ClickView

Get started in minutes