Multistage units

Teaching HSIE in a multistage class

Additional HSIE support for teachers of multistage classes is available in the Resource section of this web site. Resources that have been designed for use in a multistage classroom to differentiate learning include: China Downunder, MakingCents and Pak Yono's paddy field.

Teaching HSIE in mulitstage classes using the stage specific syllabus subject matter needs to be carefully planned. Teaching and learning needs to be developed around the same strand(s) with the outcomes and subject matter differentiated for students in each stage. Careful consideration needs to be given to the syllabus requirements of students in Stage 3, to ensure they continue to engage with the knowlege, skills and understandings consistent with Stage 3 in preparation for the ongoing learning in HSIE Mandatory History and Georgraphy in years 7-10 as well as elective choices that students will need to make.

In addition to the multistage units listed below, there is now significant support for DET teachers of multistage classes available through Curriculum Planning, Programming and Assessing (where COGs are available) section of Curriculum Support web site (link). This web site can be accessed from DET schools and by DET teachers using their portal log in outside a school. A number of multistage teaching units are currently available and a comprehensive set will soon be available.

The Multistage units listed below have been developed for teachers in small schools or of across stage classes in larger schools. Teachers of a single stage class can adapted these units, with reference to the outcomes and subject matter, for use in their class.

The Multistage units are only available online and need to be downloaded by teachers. A Word version has been included to allowed teachers to easily make modifications to meet local community, school and class needs in line with syllabus requirements.

Australian Democracy

Australian democracy covers the background of democracy in Australia, Aboriginal cultural practices and customary lore, significant events and people and democratic values.

Relevant stage(s): Stage 2 and Stage 3
Assessment strand - Change and Continuity
Focus outcomes CCS2.1, CCS3.1 and CCS2.2, CCS3.2

Australian democracy (doc - 163kb)
Australian democracy (pdf - 195kb)

Australian Environments

Australian environments provides opportunities for students to develop mapping skills, investigate a range of Australian environments, issues and Aboriginal peoples connection with the land. Teaching and learning activities to enhance the biodiveristy of the school grounds supporting the NSW Department of Education and Trainings' Environmental Education Policy are included. Pdf documents of landscape images to support students in developing a SEMP are provided. The focus is on the Environment strand.

Relevant stage(s): Stage 1, Stage 2, Stage 3
Assessment strand - Environments
Focus outcomes - ENS1.5, 2.5, 3.5 and ENS1.6, 2.6, 2.6

Australian environments (doc - 281kb)
Australian environments (pdf - 408kb)

Images to support Australian environments.
Landscape images 1 (pdf - 995kb)
Landscape images 2 (pdf - 624 kb)

Being Australian

Being Australian explores the features of Australia, Australian identities, inclusive of a multicultural Australia.

Relevant stage(s):Stage 1, Stage 2, Stage 3
Assessment strand - Cultures
Focus outcome CUS1.3, 2.3, 3.3 and CUS1.4, 2.4, 3.4.
Supporting outcomes ENS1.5, 2.5, 3.5.

Being Australian (doc - 268kb)
Being Australian (pdf - 323kb)

Celebrating Together

Celebrating together provides opportunities for students to explore the cultural diversity of communities within Australia and the world through the study of celebrations. It incorporates family, community, national, international, cultural and religious celebrations and how these reflect the values and beliefs of a particular group. It aims to develop intercultural understandings and examines the issues of prejudice and racism. Students are given opportunities to clarify, apply and evaluate their own attitudes and values as citizens of a multicultural society. Supports the Culture strand.

Relevant stage(s):Stage 1, Stage 2, Stage 3
Assessment strand - Cultures.
Focus outcome CUS1.4, 2.4, 3.4

Celebrating together (pdf - 517kb)

Responsible Citizenship

Responsible citizenship develops students understanding about what a responsible citizen is, having a sense of community and community involvement and our responsibilities as an environemental citizen.

Relevant stage(s):Stage 1, Stage 2, Stage 3
Assessment strand - Social systems and structures
Focus outcomes - SSS1.7, 2.7, 3.7 and SSS1.8, 2.8, 3.8.
Supporting outcomes CUS1.3, ENS1.6; CCS2.1, CUS2.3, ENS2.6 and CCS3.1, ENS3.5

Responsible citizenship (doc - 261kb)
Responsible citizenship (pdf - 335kb)

Cultural Diversity

Cultural diversity looks at celebrating the diversity of cultural expression in Australia, Aboriginal Dreaming, the diversity of people's beliefs and the effect of diversity on communities. This unit also has accompanying 'fact sheets' about the five major religions.

Relevant stage(s):Stage 1, Stage 2, Stage 3
Assessment strand - Cultures.
Focus outcome CUS1.4, 2.4, 3.4

Cultural diversity (doc - 167kb)
Cultural diversity (pdf - 190kb)

Fact sheets on world religions.
Buddhism (doc - 71kb)
Buddhism (pdf - 63kb)
Christianity (doc - 73kb)
Christianity (pdf - 53kb)
Hinduism (doc - 71kb)
Hinduism (pdf - 54kb)
Islam (doc - 70kb)
Islam (pdf - 60kb)
Judaism (doc - 70kb)
Judaism (pdf - 57kb)

Governing Australia

Governing Australia is an excursion-based unit. The excursions include a visit to the local council and a major overnight(s) excursion to either Sydney or Canberra, depending on your proximity and access. This unit enables students in all stages at a P5 or P6 school to undertake the major overnight excursion(s). Governing Australia can be taught as a multistage unit or as a separate unit for stage 2 or 3. The unit is not designed for a Stage 1 class outside a multistage setting.

Governing Australia covers rules and laws, local government reponsibilities, the decision making processes of government and a visit to State or Federal Parliament.

Relevant stage(s): Stage 1, Stage 2, Stage 3
Assessment strand - Social Systems and Structures
Focus outcome SSS1.8, 2.8, 3.8.

Governing Australia (doc - 177kb)
Governing Australia (pdf - 205kb)

Unique Communities

Unique communities uses your local area to identify the unique features of this community, the Aboriginal heritage of the community, white settlement and how communities link together. The focus is on the Change and Continuity, Environment and Social Systems and Structures strands.

Relevant stage(s): Stage 1, Stage 2, Stage 3
Assessment strand - Change and continuity.
Focus outcomes CCS1.1, 1.2; CCS2.1, 2.2, CCS3.1, 3.2,
Supporting outcomes ENS1.6, SSS1.7; ENS2.5, SSS2.7, ENS3.5, ENS3.6, SSS3.7.

Unique communities (doc - 180kb)
Unique communities (pdf - 208kb)

Student work samples

Samples of student work are being sought from teaching the Multistage units that reflect the full range of student achievements. Teachers using these units are encouraged to submit work samples showing a diverse range of student achievement. The work samples will be annotated and published to assist teacher assessments.

These samples will enable teachers to compare and assess the work of their students against that of other students in relation to the achievement of the HSIE outcomes. This proposed support will be of particular benefit to teachers of multistage classes.

Teachers sending work samples will need to include completed and signed Permission to print consent forms. Specific information on the unit taught, the actual task the student work sample fits, the outcome and indicator of the task. Limited samples showing a range of achievement would be ideal.

The consent form Permission to print
Student permission (pdf - 95 KB)

For further information contact:
Anne Southwell
Senior Curriculum Adviser HSIE K-6
Phone: 02 98867156
Fax: 02 9886 7305

Post student work samples to:
Anne Southwell
HSIE
Private Bag 3
Ryde 2112

Please include your contact details.

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