The NSW Education Standards Authority will be removing the teaching of the Aboriginal past prior to European arrival from the Year 7–10 syllabus as of 2027.

Since 2012, the topic “Ancient Australia” has been taught nationally in Year 7 as part of the Australian Curriculum. In 2022, a new topic called the “deep time history of Australia” was introduced to provide a more detailed study of 65,000 years of First Nations’ occupation of the continent.

However, New South Wales has surprisingly dropped this topic from its new syllabus, which will be rolled out in 2027. Instead, students will only learn First Nations’ history following European colonisation in 1788.

This directly undermines the Alice Springs (Mparntwe) Education Declaration of 2020. This is a national agreement, signed by education ministers from all jurisdictions, which states:

We recognise the more than 60,000 years [sic] of continual connection by Aboriginal and Torres Strait Islander peoples as a key part of the nation’s history, present and future.

If the planned change to the syllabus goes through, the only Aboriginal history taught to NSW students would be that which reflects the destruction of traditional Aboriginal society. It also means Aboriginal students in NSW will be denied a chance to learn about their deep ancestral past.

The significance of Australia’s deep time past

Bruce Pascoe’s groundbreaking 2014 book Dark Emu (which sold more than 500,000 copies), and the associated documentary, have highlighted an enormous appetite for learning about Australia’s deep time past.

Hundreds of thousands of Australians engaged with Dark Emu. As anthropologist Paul Memmott notes, the book prompted a debate that encouraged a better understanding of Aboriginal society and its complexity.

It also generated research that investigated whether terms such as “hunter-gatherers” are appropriate for defining past Aboriginal society and economic systems.

In schools, teachers have used Pascoe’s book Young Dark Emu to introduce students to sophisticated land and aquaculture systems used by First Peoples prior to colonisation.

The book raises an important question. If you lived in a country that invented bread and the edge-ground axe – a culture that independently developed early trade and social living – and did all of this without resorting to land war – wouldn’t you want your children to know about it?

For many students, the history they learn at school is knowledge they carry into their adult lives – and knowledge is the strongest antidote to ignorance. Rather than abandoning the Aboriginal deep time story, schools should be encouraging students to engage with it.

Learning on Country

One of the strengths of the current NSW history syllabus is the requirement for students to undertake a “site study” in Years 8 and 9. Currently, NSW is the only jurisdiction that has made this mandatory.

Site studies are an excellent opportunity for students to learn on Country. Many teachers organise excursions to Aboriginal cultural sites where students can directly engage with local Traditional Owners and Elders.

New South Wales is brimming with sites of cultural significance to Aboriginal people. The map below highlights some of these, ranging from megafauna sites, to extensive fish traps, to the enigmatic rock art galleries and ceremonial engravings (petroglyphs).

How students will miss out

The Ngambaa people and archaeologists from the University of Queensland are currently investigating one of the largest midden complexes in Australia. This complex, located at Clybucca and Stuart’s Point on the north coast, spans some 14 kilometres and dates back to around 9,000 years ago.

Middens, or “living sites”, are accumulations of shell that were built over time through thousands of discarded seafood meals. Since the shells help reduce the acidic chemistry of the soil, animal bones and plant remains are more likely to be preserved in middens.

For instance, the Clybucca-Stuarts Point midden complex contains remains from seals and dugongs. Both of these animals were once part of the local ecosystem, but no longer are.

The middens also extend back to before the arrival of dingoes, so studying them could help us understand how biodiversity changed once dingoes replaced thylacines and Tasmanian devils on the mainland.

Local school students, especially Aboriginal students, will be actively participating in this cutting-edge research alongside the Ngambaa people, archaeologists and teachers. Among other things, the students will learn how the Ngambaa people sustainably managed land and sea Country over thousand of years during periods of dramatic environmental change.

But innovative programs like this will no longer be as relevant if Australia’s deep time history is removed from the NSW syllabus.

An opportunity for leadership

The study of First Nations archaeological sites, history and cultures tells us a broader human story of continuity and adaptability over deep time. Indigenising the curriculum – wherein Aboriginal knowledge is braided with historical and archaeological inquiry – is a powerful way to reconcile different approaches to understanding the past.

The NSW Education Standards Authority’s proposed changes risk sending young people the message that Australia’s “history” before colonisation is not an important part of the country’s historic narrative.

But there is still time to show leadership – by reversing the decisions and by connecting teachers and students to powerful stories from Australia’s deep time past.

EDITOR’S NOTE: Since this article was published, its headline was amended to clarify that the curriculum changes will apply to years 7–10.

A spokesperson for the NSW Education Standards Authority provided The Conversation with the following statement:

65,000 years of Aboriginal Histories and Cultures has not been removed from the NSW 7–10 History syllabus.

The strength of the NSW curriculum is that it covers Aboriginal Histories and Cultures since time immemorial. These teaching and learning opportunities begin in Kindergarten and continue through to Year 10.

In the primary years students learn about archaeological objects and the management and protection of Culturally significant sites, objects and Knowledges that evidence Aboriginal Peoples as the oldest living continuous Cultures in the world.

In Years 7–10 students learn about Aboriginal and Torres Strait Islander Histories and Cultures including archaeological evidence and Oral traditions indicating Aboriginal occupation of Australia for millennia.

NSW is the first state where students learn about Aboriginal Peoples’ experiences of colonisation as mandatory content.

Throughout the development of the History 7-10 Syllabus (2024), NESA engaged Aboriginal Educators, consulting with Elders and local Aboriginal Communities across NSW, during two rounds of public consultation. The NSW Aboriginal Education Consultative Group (NSW AECG) was integral to this process.

The new syllabuses can be viewed on the NSW Curriculum website.

Michael Westaway receives funding from the Australian Research Council and Humanities and Social Science at the University of Queensland .

Bruce Pascoe is the author of the texts mentioned in this article, Dark Emu and Young Dark Emu: A Truer History. He also has positions on the boards of Black Duck Foods, the Twofold Aboriginal Corporation and First Languages Australia.

Louise Zarmati receives research funding from the ARC Centre of Excellence of Australian Biodiversity and Heritage.

Prof

Bruce Pascoe

Honorary (Enterprise Professor)

School of Agriculture, Food and Ecosystem Sciences

Prof

Bruce Pascoe

Contact Bruce

Division

Faculty of Science

Prof

Bruce Pascoe

Print

Bruce's Short Profile

Enquiries

Contact