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History Extension 11–12 Syllabus (2024) – information for school leaders

Learn about the History Extension 11–12 Syllabus (2024) – what has changed and where to get further support.

The History Extension 11–12 Syllabus (2024) replaces content in the History Extension Stage 6 Syllabus (2017). Planning and preparation will commence from 2025 with implementation in Term 4 2026.

The syllabus recognises the critical importance of reflective thinking and research skills. It fosters students’ ability to approach complex tasks flexibly, analyse and synthesise information from a range of sources and contexts, and explore a range of perspectives. In doing so, students develop a deep appreciation of how the past influences the present and how the present influences our understanding of the past.

The History Extension 11–12 Syllabus (2024) content builds on the historiographical skills developed in either ancient history or modern history and this supports increasingly independent critical and reflective research skills identified in the focus areas.

The NESA Statement of Equity Principles underpin the History Extension 11–12 Syllabus (2024), ensuring that students from diverse cultural, linguistic, social, economic, geographic and family backgrounds are challenged and engaged to maximise their individual talents and capabilities.

What you need to know

  • The History Extension 11–12 Syllabus (2024) will be taught in all NSW high schools from 2026.
    • In 2026 Term 4, implementation commences for the Year 12 2027 cohort.
    • In 2027 the first HSC examination will be held.
  • The History Extension 11–12 Syllabus (2024) is a live document available via NESA’s digital platform.
    • NESA will continue to add teaching advice and support materials throughout the implementation process.
  • Ancient History or Modern History Year 11 is a prerequisite for entry into History Extension.
  • Ancient History or Modern History Year 12 is a co-requisite for History Extension.
  • Engaging with historiography through key questions remains central to the study of History Extension.
  • There are pedagogical changes including an explicit focus on historiographical skills.
  • We will be providing support materials to schools to assist and guide the implementation process.

The History Extension 11–12 Syllabus (2024) includes:

  • emphasis on historiographical skills with the inclusion of a content group ‘Historiographical skills’ in each focus area
  • changes to the wording of all 4 Key questions
  • changes to the wording of case study options
  • greater standardisation of case study content, particularly for historically significant personalities
  • the addition of Catherine the Great as a case study option
  • the removal of the option to study an Australian Prime Minister (Robert Menzies or Gough Whitlam)
  • changes to the Year 12 school-based assessment of the History Project.
    • The essay and bibliography form the assessable components of the History Project
    • The process log is for certification purposes and need not be assessed.
Historiographical skills sits in the middle of the diagram surrounded by a box. It is the link between 2 more boxes - one positioned above which includes the focus area Constructing history the other positioned below which includes the focus area History project. Historiographical skills sits in the middle of the diagram surrounded by a box. It is the link between 2 more boxes - one positioned above which includes the focus area Constructing history the other positioned below which includes the focus area History project.
Image: Figure 1: the organisation of History Extension

The organisation of History Extension image is from the History Extension 11–12 Syllabus (2024) © NSW Education Standards Authority (NESA), for and on behalf of the Crown in right of the State of New South Wales, 2024.

Prior to implementing the History Extension Syllabus (2024), leaders will need to consider the following:

  • complexities for staff working in planning and preparation for Ancient History 11–12 and Modern History 11–12 Syllabuses while implementing History Extension in Term 4 2026
  • building teacher understanding about the application of historiographical skills to focus area content
  • supporting teachers’ understanding of the complexity and nuance in the key questions
  • recognising the potential for controversial issues to arise in some of the case studies and being proactively familiar with changes to the ‘Curriculum planning and programming, assessing and reporting to parents K–12’ policy due for implementation in Term 1 2025
  • staff knowledge and understanding of appropriate protocols for collaborating with Aboriginal and Torres Strait Islander Communities and engaging with Cultural works
  • resource and budget implications including
    • providing time for staff to engage with syllabus expectations and build their skills and understanding to effectively teach and plan for syllabus requirements to implement in Term 4 2026
    • determining what resources are currently available to address revised key questions and case studies
    • purchasing texts for teacher professional learning
    • equipment that enhances learning and supports all students to access the curriculum such as key readings, audio books, screen readers, mini whiteboards and whiteboard markers for each student.

The History Extension 11–12 Syllabus is based on evidence referenced in the Bibliography History 11–12 which highlights that:

  • integration of historical knowledge, understanding and skills is important to the learning of history
  • distinctions and connections between substantive knowledge and disciplinary knowledge are important to recognise
  • historical thinking increases in complexity and sophistication over time via the application of historical concepts and skills to content
  • development of Aboriginal Cultures and Histories content to address Recommendation 5.3, is underpinned by the voices and Knowledges of Aboriginal Peoples
  • the role of sources in the teaching and learning of history is key and should be incorporated in the teaching of content.

History Extension 11–12 Syllabus (2024) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.

  • To what extent do staff understand the syllabus and the evidence underpinning the new syllabus?
    • How has this been fostered and understanding evaluated?
  • How are expert teachers identified and used to build the teaching knowledge and capacity of colleagues?
  • Which communities of practice does the school collaborate with to enhance teacher curriculum knowledge and pedagogy?
  • How has the school engaged with departmental resources and support for curriculum implementation, for example, Curriculum Reform Communities, curriculum resources, professional learning, and DEL network initiatives?
  • What structures are in place for tailored professional support for all staff to strengthen curriculum implementation?
    • What else might be required for this syllabus?
  • What resources are required to commence syllabus implementation and meet planning, programming, assessing, and reporting requirements?
  • How is the new syllabus being used to lift teaching practice?
    • How does the plan for curriculum implementation measure the impact of this?
  • How have change management considerations been embedded into the School Excellence Plan (SEP) to support teachers and sustain and strengthen curriculum implementation?

Further support

Syllabus information for school leaders

An overview of the pedagogical changes and whole school considerations to support school leaders’ understanding of what has changed for each new syllabus.

Leading curriculum K–12

Advice and resources supporting leaders to facilitate effective curriculum implementation in schools.

Category:

  • Teaching and learning

Business Unit:

  • Curriculum and Reform
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