Units, Stage 2 – HSIE
Stage 2 sample units to support implementation of the HSIE K–6 Syllabus (2024).
Syllabus
Syllabus outcomes and content descriptors from HSIE K–6 Syllabus (2024) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.
HSIE K–6 sample units align with the department’s scope and sequence. The structure follows NESA’s sample whole school curriculum plan and is organised on an 8-term-per-stage basis. Eight sample units for Stage 2 will be released in a phased approach across 2025 and 2026.
This unit teaches students about climate zones around the world in relation to the equator and poles. Students compare climate zones in Australia and analyse seasonal rainfall patterns, representing data in column graphs. Students also locate and compare key geographical features in Australia and the world using grids and relief maps, along with compass directions.
This unit teaches students about the ancient Mayan, Aztec and Inca civilisations. Students describe enduring objects, designs, sites and structures from Mesoamerica and the Andes. Students examine cultural works and inventions in art, astronomy, mathematics and writing using sources as evidence, and explore indigenous agricultural practices and trading systems.
This unit teaches students to deepen their understanding of Aboriginal and/or Torres Strait Islander Peoples’ connections to Country. They explore natural and cultural environments, both in Australia and worldwide, focusing on how these influence human settlement. They analyse satellite images and climate data to understand population distribution and compare features of Australia with another country.
This unit teaches students how places are organised for different purposes and compares conservation and sustainability goals. Students learn about the management of reserved lands in New South Wales, identify waste minimisation strategies, and investigate sustainable food practices of Aboriginal and/or Torres Strait Islander Peoples.
This unit teaches students to explore the impact of the arrival of the First Fleet on the Gadigal Peoples and examines the establishment of a British penal colony at New South Wales. Students investigate peoples' experiences on the First Fleet voyage, draw conclusions about the resources transported, while sequencing historical events.
This unit teaches students to use sources of evidence, including stories, images, objects, and sites, to explore what life was like in the Sydney Cove penal settlement. They will research and describe the experiences of people who lived in the penal settlement including Aboriginal Peoples, convicts, marines, and settlers.
Feedback
We value your insights to inform the ongoing refinement of these units. After teaching, we invite you to provide feedback on the unit's effectiveness, what worked well and what could be improved.
To access the survey, scan the QR code or go to HSIE K–6 units survey.
