In Human Society and its Environment (HSIE), the subjects Geography and History are mandatory from Kindergarten to Year 10. In Years 9 - 12 students have the opportunity to choose specific subjects as elective options.
The aim of Geography in Years K–10 is to stimulate students’ interest in and engagement with the world. Through geographical inquiry they develop an understanding of the interactions between people, places and environments across a range of scales in order to become informed, responsible and active citizens.
The content is organised in following areas:
Geographical Concepts: place, space, environment, interconnection, scale, sustainability, change
Geographical Inquiry Skills: acquiring, processing, communicating
GeographicalTools: maps, fieldwork, graphs and statistics, spatial technologies, visual representations
The aim of the History syllabus K-10 is to stimulate students’ interest in and enjoyment of exploring the past, to develop a critical understanding of the past and its impact on the present, to develop the critical skills of historical inquiry and to enable students to participate as active, informed and responsible citizens.
The Historical Concepts and Skills developed across the Stages K-10 are: continuity and change, cause and effect, perspective, empathic understanding, significance, contestability, comprehension, analysis and use of sources, research, explanation and research.
Learning across the Curriculum focus for K-10 Geography and History.
Learning across the curriculum content, including cross-curriculum priorities, general capabilities and other areas identified as important learning for all students.
In Geography and History the following are identified as priorities.
Cross-curriculum priorities
General capabilities
Other learning across the curriculum areas
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability
Critical and creative thinking
Ethical understanding
Information and communication
technology capability
Intercultural understanding
Literacy
Numeracy
Personal and social capability
Civics and citizenship
Difference and diversity
Work and enterprise
Early Stage One Geography
By the end of Early Stage 1, students identify familiar places and recognise why some places are special or important to people and how they care for them. They recognise that places can be represented on maps.
Early Stage One History
By the end of Early Stage One, students communicate stories of their own family heritage and the heritage of others. They identify similarities and differences between families and recognise how important family events are commemorated.
Stage One Geography
By the end of Stage One, students describe the natural features of different places, including the weather and seasons, and recognise that places exist across a range of scales. They describe human features of places, including how spaces can be arranged for different purposes. Students investigate how places are managed and cared for and discuss the connections people have to different places.
Stage One History
By the end of Stage One, students identify change and continuity in family and daily life using appropriate historical terms. They relate stories about their families’ and communities’ past and explore a point of view within an historical context. They identify and describe significant people, events, places and sites in the local community over time. Students describe the effects of changing technology on people’s lives over time.
Stage Two Geography
By the end of Stage Two, students examine the characteristics of places in different locations from the local to the national scale. They describe interconnections between people and the environment. They identify simple patterns in the distribution of the features of places. Students recognise the importance of the environment and examine how different perceptions influence people’s responses to a geographical challenge.
Stage Two History
By the end of Stage Two, students explain how and why there has been change and continuity in communities and daily life. They identify traces of the past in the present and can explain their significance. They identify celebrations and commemorations of significance in Australia and the world. Students describe and explain how significant individuals, groups and events contributed to changes in the local community over time. They describe people, events, actions and consequences of world exploration. Students identify the importance of Country to Aboriginal and Torres Strait Islander peoples and explain the impact of British settlement in Australia.
Stage Three Geography
By the end of Stage Three, students describe the diverse characteristics of places in different locations across local and global scales. They explain interactions between people, places and environments and identify factors influencing interconnections. Students compare spatial distributions and patterns among phenomena. They explore how people respond to a geographical challenge and investigate reasons for differing perspectives.
Stage Three History
By the end of Stage Three, students describe and explain the significance of people, groups, places and events to the development of the Australian colonies and then Australia as a nation. They describe and explain different experiences of people living in the Australian colonies and then in Australia as a nation. Students identify change and continuity and describe the causes and effects of change in Australian society. Students explore the factors that led to Federation and trace experiences of democracy and citizenship over time, including the struggles of various groups for rights and freedoms including Aboriginal and Torres Strait Islander peoples. Students engage with global connections through stories of various migrant groups and their contribution to Australia’s economic and social development.
Stage Four Geography
In Stage Four Geography students explore geographical concepts, such as interconnection, sustainability and change, through contemporary real world examples and issues. Students learn how to acquire, process and communicate geographical information using geographical tools and inquiry. Students also participate in fieldwork where possible.
Stage Four History
In Stage Four History Students gain a broad understanding of world and Australian history from ancient to modern times through the teaching of historical overviews. In Stage 4 students gain a deeper knowledge of history through the study of depth studies such as Ancient China, Ancient Egypt, Vikings and Japan under the Shoguns. Students have the opportunity to participate in site studies where possible.
Stage Five Geography
In Stage Five Geography students investigate interactions between people, places and environments from local to global scales. Students study sustainable biomes, changing places, environmental change and management and human wellbeing in Australia and across the world. Students also participate in fieldwork where possible.
Stage Five History
In Stage Five students learn about 20th century History through the study of The Movement of People and the Trans Atlantic Slave Trade, Australians at War in WWI and WWII, The Holocaust and Rights and Freedoms depth studies. They experience an inquiry-based approach to learning, developing key historical skills in research, source analysis and communication. Students have the opportunity to participate in site studies where possible
Stage Five Elective Subjects (Optional Study)
The elective options offered in Stage Five (Years 9-10) are Aboriginal Studies and Commerce.
Stage Five Aboriginal Studies
The aim of the Aboriginal Studies Syllabus is to develop knowledge and understanding of Aboriginal identities, communities, autonomy, roles and the range of relationships between Aboriginal Peoples and non-Aboriginal people. The development of a range of consultation and research skills enable students to engage respectfully and responsibly with Aboriginal communities and become active and informed advocates for a just and inclusive world.
The courses objectives are divided in following:
Knowledge and understanding:
develop knowledge and understanding of similarities and diversity in Aboriginal identities, communities and cultural expression
develop understanding of the importance of Aboriginal self-determination and autonomy
develop understanding of Aboriginal Peoples’ ongoing local, regional, national and international roles, and range of relationships with non-Aboriginal peoples
develop knowledge and understanding of the factors influencing non-Aboriginal peoples’ range of perceptions of Aboriginal Peoples and cultures, and the effects of these perceptions.
Skills
develop research and communication skills that use appropriate protocols and ethical practices when working with Aboriginal communities.
Values and attitudes
value and appreciate the diversity of Aboriginal cultures, experiences and perspectives
the dynamic nature of Aboriginal cultures
the importance of social justice and equity
ethical practices.
Stage Five Commerce
The aim of the Commerce Syllabus is to enable young people to develop the knowledge, understanding and skills to research and develop solutions to consumer, financial, economic, business, legal, political and employment issues in order to make informed and responsible decisions as individuals and as part of the community.
The course objectives are divided following:
Knowledge and understanding:
consumer, financial, economic, business, legal, political and employment matters.
Skills developed in:
decision-making and problem-solving in relation to consumer, financial, economic, business, legal, political and employment issues
effective research and communication
working independently and collaboratively.
Values and attitudes
ethical and socially responsible behaviour in relation to personal decision-making, business practices, employment and legal issues
fundamental rights, rules and laws that promote fairness, justice and equity in society through informed, responsible and active citizenship.
Stage Six Subjects Offered by HSIE in Years 11 and 12
The following subjects are offered for study in the HSC in Years 11 and 12.
Stage Six Aboriginal Studies
Aboriginal Studies develops students’ knowledge and understanding about the historical and contemporary experiences of Aboriginal peoples and the concept of ‘shared histories’ with a view to enabling students to be active and informed citizens in promoting a just society for all Australians.
Stage Six Ancient History
The study of Ancient History in Stage 6 enables students to develop knowledge and understanding of the ancient world, historical skills, and values and attitudes essential to an appreciation of the ancient world. Students will develop a lifelong interest in the study of history and prepare for active and informed citizenship in the contemporary world.
Stage Six Business Studies
Business Studies aims to develop knowledge, understanding, skills and values which enable students to make judgements about the performance of businesses in a dynamic business environment.
Stage Six Economics
The aim of Economics is to develop students’ knowledge, understanding, skills, values and attitudes for effective economic thinking that contributes to socially responsible, competent economic decision-making in a changing economy.
Stage Six Geography
The aim of Geography Stage 6 is to enable students to study the spatial and ecological dimensions of biophysical and human phenomena in a changing world.
Stage Six History Extension (Year 12 Only)
The study of History Extension enables students to evaluate the ideas and methodologies that are used by historians and others to - construct and represent history. Students will apply what they have learned to inquire into areas of historical debate and interest critically, with independence and insight. Students develop skills that support active and informed citizenship.
Stage Six Legal Studies
Legal Studies develops students’ knowledge, understanding and critical thinking skills in relation to the legal system and its effectiveness in promoting a just and fair society, with a view to empowering students to participate effectively as responsible citizens at the local, national and international level.
Stage Six Modern History
The study of Modern History enables students to develop knowledge and understanding of the modern world, the skills of critical analysis, and values and attitudes essential for an appreciation of the people, forces and ideas that have shaped the modern world. To develop a lifelong interest in the study of history. To prepare students for active and informed citizenship in the contemporary world.
Stage Six Society and Culture
The aim of Society and Culture is for students to achieve social and cultural literacy by developing their knowledge and understanding about societies and cultures, developing their social and cultural research skills, and promoting positive values and attitudes essential to achieving social and cultural literacy.
Stage 6 Work Studies (Content Endorsed Course - non ATAR)
The aim of the Work Studies syllabus is to enable young people to develop the skills, knowledge, understanding and confidence to allow them to experience a successful transition from school to work and further education and training.
In human society and its environment (HSIE), the subjects of history and geography are mandatory from Kindergarten to Year 10, where students study specific historical and geographical concepts and skills.
In Year 11 and 12, students can choose from a range of HSIE courses. These include:
- Aboriginal Studies
- Ancient History
- Ancient History Life Skills
- Business Studies
- Economics
- Geography
- History Extension
- Legal Studies
- Modern History
- Modern History Life Skills
- Society and Culture
- Studies of Religion.