Apology to Australia’s Indigenous peoples: Syllabus links
A selection of NSW syllabus learning outcomes that relate to the apology to the stolen generations.
The syllabuses are:
· Human Society and Its Environment K-6
· History Years 7-10
· Aboriginal Studies Stage 6
· Modern History Stage 6
· Society and Culture Stage 6
· Aboriginal Studies Elective Years 7-10
Extracts from the Board of Studies New South Wales website: www.boardofstudies.nsw.edu.au
Human Society and Its Environment K-6 syllabus
Values and attitudes
Social justice / · showing concern for the welfare, rights and dignity of all people· recognising past inequalities and injustices
· rejecting racism and other forms of prejudice
· showing commitment to redressing disadvantage and changing discriminatory practices
Intercultural understanding / · Identifying and appreciating the cultural, linguistic and spiritual heritages of oneself and others
· Respecting different viewpoints, ways of living, belief systems and languages
· Empathising with people of different cultures and societies
· Recognising that cultural and religious groups may differ in their views on moral issues
· Supporting cultural diversity within a cohesive society
Democratic process / · Showing commitment to individual freedom and to the rights and responsibilities of participating in a democracy
· Respecting different viewpoints and choices, and showing commitment to peaceful ways of resolving conflict
· Using democratic means to become agents of change for the improvement of society.
Outcomes and indicators
Outcomes / IndicatorsChange and Continuity - Significant events and people
CCS1.1: Communicates the importance of past and present people, days, and events in their life, in the lives of family and community members and in other communities. / · Identifies the origins of important days and events celebrated by their families and the community
· Explains why a personal, family or community event is important
· Participates in activities concerning family, school, local, national and global events
· Talks about the lives of people from different cultural backgrounds
· Recognises Aboriginal peoples as the first Australians
CCS2.1: Describes events and actions related to the British colonisation of Australia and assesses changes and consequences. / · Refers to different viewpoints and perspectives on a significant historical event
· Explains why terms such as ‘invasion’, ‘occupation’, ‘settlement’, ‘exploration’ and ‘discovery’ reflect different perspectives on the same event
· Sequences significant events related to human occupation in Australia
· Demonstrates an awareness that Australia’s human heritage spans many thousands of years
· Identifies and explains why particular sites have relevance for Aboriginal people today
· Describes some of the effects of terra nullius and dispossession on Aboriginal people today.
CCS3.1: Explains the significance of particular people, groups, places, actions and events in the past in developing Australian identities and heritage. / · Identifies the origins of some events, days and actions of national significance to Australian citizenship … and examines these events from different perspectives
· Examines the impact of the stolen generations on all Australians
· Researches some Australian human rights issues, past and present
Change and Continuity - Time and change
CCS1.2 Identifies changes and continuities in their own life and in the local community / · Gathers in formation about the Aboriginal Peoples that live/lived in their community
CCS2.2: Explains changes in the community and family life and evaluates the effects of these on different individuals, groups and environments. / · Listens to life stories of Aboriginal people
· Compares different versions of local history, beginning with the Aboriginal community that lives/lived in the area
· Identifies the effects of change on the local environment
CCS3.2: Explains the development of the principles of Australian democracy. / · Examines issues that have influenced the development of Australian democracy, e.g. reconciliation
· Locates examples of events and issues that have influenced democratic practices in Australia, e.g. Bringing them home report
· Describes the contribution of some groups, movements and policies to the development of fairness, social justice and human rights in Australia, e.g. anti discrimination legislation
· Examines instances when democratic aims have not been met
Cultures - Identities
CU3.3: Describes cultural influences and their contribution to Australian identities. / · Outlines attitudes and behaviours that contribute to social cohesion
· Identifies some contemporary tensions that occur in a culturally diverse society
· Demonstrates an understanding of nationally remembered days
Cultures - Cultural diversity
CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities. / · Describes different ways in which citizens in communities can value and respect others, e.g. acknowledging that people have the right to hold different viewpoints
· Recognises examples of systemic unfairness, e.g. discrimination based on race, skin colour, language
· Discusses ways in which systemic unfairness can be addressed, e.g. anti-racism policies
CUS3.4: Examines how cultures change through interactions with other cultures and the environment. / · Identifies ways in which education, religion and culture influence the viewpoints people have about their own identity in Australia
· Examines how cultural diversity causes cultural change, including conflict situations
· Recognises examples of stereotyping, such as racism
Social Systems and Structures - Roles rights and responsibilities
SSS3.7: describes how Australian people, systems and communities are globally interconnected and recognises global responsibilities. / · Identifies human rights, when these are respected, and situations in which they are not respected, in Australia and the world
SSS3.8: Explains the structures, roles, responsibilities and decision-making processes of state and federal governments, and explains why Australians value fairness and socially just principles. / · Describes the means by which citizens influence the decisions and actions of their governments, e.g. referendums, protest
· Shows an interest in and a willingness to provide opinions about community issues
· Describes the contributions of some groups, movements and policies to the development of fairness and social justice in Australia, e.g. anti-discrimination legislation
· Examines instances where democratic beliefs have not been met
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History 7-10, History Stage 5 syllabus
Stage 5 Mandatory Course
The content is specifically relevant to Stage 5, Topic 6: ‘Changing rights and freedoms’.
Objectives and Outcomes
Students will develop: / A student: /a knowledge and understanding of significant developments in Australia’s social, political and cultural history / 5.1 / explains social, political and cultural developments and events and evaluates their impact on Australian life
a knowledge and understanding of the changing rights and freedoms of Aboriginal peoples and other groups in Australia / 5.3 / explains the changing rights and freedoms of Aboriginal peoples and other groups in Australia
Students learn about: / Students learn to: /
Section A: Aboriginal Peoples - Change over Time
changing government policies towards Aboriginal peoples over time, including:
· protection
· assimilation
· integration
· self-determination / account for continuity and/or change over time in the relevant study
Section A: Aboriginal Peoples - Group
the varying experiences of:
the stolen generations / examine the experiences of the chosen group/s using a range of sources
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Aboriginal Studies Stage 6
Objectives and Outcomes
Objectives / Preliminary Course Outcomes / HSC Course OutcomesA student develops knowledge and understanding about: / A student: / A student:
social justice and human rights issues and how they impact on Aboriginal peoples / P1.2 explains the concepts of social justice and human rights in terms of the consequences of invasion and colonisation for Aboriginal peoples
P1.3 explains a variety of responses to social justice and human rights issues including bias and stereotyping of Aboriginal peoples and cultures / H1.2 analyses and discusses the social justice and human rights issues that are contemporary consequences of the colonisation of Aboriginal and other Indigenous peoples
government policies, legislation and judicial processes and their impact on Aboriginal peoples / P3.1 describes government policies, legislation and judicial processes in relation to racism and discrimination
P3.3 explains the impact of key government policies, legislation and judicial processes in relation to heritage and identity / H3.1 assesses the effectiveness of government policies, legislation and judicial processes in addressing racism and discrimination
H3.3 compares and evaluates current initiatives that reassert the social, economic and political independence of Aboriginal and/or Indigenous peoples
investigate issues and communicate information from a variety of perspectives / P4.3 presents information clearly from Aboriginal perspectives using a variety of media
P4.5 compares the histories and cultures of Indigenous Australian peoples / H4.1 investigates, analyses and synthesises information from Aboriginal and other perspectives
H4.3 communicates information effectively from Aboriginal perspectives, using a variety of media
Values and attitudes
Through Aboriginal Studies, students develop interest in, and form responsible attitudes to:
social justice through:
· concern for the rights of Aboriginal and Indigenous peoples
· respect for the rights of all people
· commitment to redressing disadvantage, discriminatory practices, racism and injustice.
intercultural understandings through:
· appreciation of the cultural heritage of Aboriginal peoples
· respect for the world views, belief systems and languages of Indigenous peoples
· valuing the cultural diversity of Australia.
empathy with Aboriginal peoples’ experiences and views through:
· commitment to examining social and cultural ideas from Aboriginal perspectives
· acknowledging the shared history of Australia
Preliminary course content
Part I — Aboriginality and the LandStudents learn about:
Dispossession and dislocation of Aboriginal peoples from land
· effects of dispossession and dislocation on cultural and spiritual maintenance / Students learn to:
· make deductions and draw conclusions about the impact of dispossession and dislocation on Aboriginal peoples
· argue points of view or interpretations of human rights and social justice issues relating to the impact of dispossession and dislocation on Aboriginal peoples
Part II — Heritage and Identity
Students learn about:
Diversity of Aboriginal cultural and social life
· government policies and family separation
· impact of enforced cultural changes on Aboriginal peoples’ heritage and identity
. / Students learn to:
· make deductions and draw conclusions about the importance of kinship in Aboriginal social systems
· present balanced oral and written arguments about the effects of government policies on the separation of Aboriginal families, with special reference to the Stolen Generations
· assess a range of views and interpretations with regard to the impact of key government legislation and policies on Aboriginal identity
Part III — Colonialism, Racism and Prejudice
Students learn about:
Impact and consequences of dispossession and dislocation of Aboriginal peoples
· government strategies, policies and legislation relating to Aboriginal peoples, and judicial processes in addressing racism and discrimination
· Aboriginal initiatives to counteract the impact of dispossession and dislocation, including organised resistance and protest by Aboriginal peoples
· responses to social justice and human rights issues including bias and stereotyping of Aboriginal peoples and cultures / Students learn to:
· construct coherent oral and written texts to explain Aboriginal peoples’ resistance and protest
· present balanced oral and written arguments about the impact and consequences of dispossession and dislocation on Aboriginal peoples
· assess a range of views and interpretations with regard to the effectiveness of government policies, legislation and judicial processes in addressing racism
HSC course content
Part I — Social Justice and Human Rights IssuesStudents learn about:
· social justice and racism issues including:
- government responses locally, nationally and internationally in addressing racism and discrimination
- Aboriginal initiatives to address racism and discrimination
· national and international Indigenous human rights issues from a global perspective including reconciliation
· Aboriginal and Indigenous responses and initiatives to improve their legal and political status, including political struggle and protest
· the impact of government policies, legislation, inquiries, Royal Commissions and judicial processes since the1960s
· the extent to which Aboriginal and Indigenous peoples have achieved recognition and equality in society. / Students learn to:
· construct coherent written texts to explain and evaluate human rights and responsibilities in regards to contemporary Aboriginal communities and the broader Australian community
· analyse and discuss future directions to address social justice and human rights issues
· present a balanced argument on social justice and human rights issues
Part II - B. Heritage and Identity Content
Students learn about:
Contemporary aspects of Aboriginal heritage and identity
key concepts:· identity, Aboriginality, spirituality, cultural heritage, appropriation
· kinship and Aboriginal social systems of Aboriginality
· resistance, political struggle and activism/protest
· language and cultural maintenance and renewal, including oral traditions
Government legislation and policies
· key concepts: citizenship, self-determination, autonomy, repatriation
· Aboriginal citizenship rights
· impact of various government legislation and policies on Aboriginal culture, heritage and identity
Non-Aboriginal responses
· media representations and Aboriginality /
Students learn to:
· assess the impact of government policies, legislation and judicial processes on Aboriginal social and cultural lives and identity
· analyse and discuss key contemporary issues relating to Aboriginal social and cultural lives and identity
· present a balanced and coherent argument on the importance of cultural identity to Aboriginal peoples’ sociopolitical status· compare media representations of Aboriginal culture and identity
PART III Research and Inquiry Methods — Major Project
Students could investigate this topic for their major project.
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Modern History Stage 6
Content could relate to Part I Case studies or Part II Historical Investigation, Option A: Australia 1945-1983, in particular the Menzies era.
Objectives and Outcomes
ObjectivesA student develops knowledge and understanding about: / Preliminary Course Outcomes
A student develops the skills to: / HSC Course Outcomes
A student develops the skills to:
key features, issues, individuals and events from the eighteenth century to the present / P1.2 investigate and explain the key features and issues of selected studies from the eighteenth century to the present / H1.1 describe the role of key features, issues, individuals, groups and events of selected twentieth-century studies
H1.2 analyse and evaluate the role of key features, issues, individuals, groups and events of selected twentieth-century studies
change and continuity over time / P2.1 identify forces and ideas and explain their significance in contributing to change and continuity from the eighteenth century to the present / H2.1 explain forces and ideas and assess their significance in contributing to change and continuity during the twentieth century
the process of historical inquiry / P3.4 identify and account for differing perspectives and interpretations of the past / H3.4 explain and evaluate differing perspectives and interpretations of the past
Values and attitudes
A student develops values and attitudes about: / A student:informed and active citizenship / · demonstrates an appreciation of the individual rights, freedoms and responsibilities of citizenship and democracy
· demonstrates respect for different viewpoints, ways of living, belief systems and languages in the modern world
a just society / · articulates concern for the welfare, rights and dignity of all people
· displays a readiness to counter disadvantage and change racist and other discriminatory practices
the influence of the past on the present and the future / · demonstrates an awareness of the ways the past can inform and influence the present and the future
· recognises the impact of contemporary national and global developments on countries and regions, lifestyles, issues, beliefs and institutions
the contribution of historical studies to lifelong learning / · demonstrates an awareness of the contributions of historical studies to lifelong learning
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