Incorporating First Nations Histories and Cultures in the 2026 NSW Science syllabus

Acknowledgement of Country

Stile acknowledges the Traditional Owners of Country throughout Australia and recognises Aboriginal and Torres Strait Islander Peoples as the world’s first scientists. We pay our respects to Elders past and present, and honour the knowledge systems that continue to guide and shape our understanding of science.

Embedding First Nations Histories and Cultures in the NSW syllabus

Specific content statements in the NSW Science syllabus require First Nations Histories and Cultures to be part of every program. This also reflects the Department of Education’s Partnership Agreement with the NSW Aboriginal Education Consultative Group (AECG).

For teachers, this is both a responsibility and an opportunity. It means creating spaces where First Nations students see their cultures and knowledge reflected, and where all students can learn from the world’s oldest continuous living cultures.

We have shared our full approach, including how we embed First Nations content across science units in a culturally safe manner, here:
Incorporating First Nations History and Cultures in Stile’s science units.

Your Local AECG representative is the most appropriate source of guidance for your community. Stile’s role is to offer a careful starting point that supports teachers in approaching this responsibility with confidence.

Our commitment is to continue listening and learning, so that teachers have the support they need to approach this work with respect and confidence.

Curriculum content pending community partnership

As part of our alignment to the new NSW Science syllabus, some content statements have been deliberately left open. The following outcomes require close collaboration with Aboriginal and Torres Strait Islander communities and will only be addressed through genuine, permission-based partnerships. This aligns with CSIRO's Our Knowledge, Our Way Guidelines.

Stage 4

• SC4-CLS-01, Cells and classification explores the use of classification systems in Aboriginal and Torres Strait Islander cultures.
  • Content Statement: “Explain how plants and animals are classified in Aboriginal and Torres Strait Islander Cultures based on their uses, forms and functions.”
  • Planned Stile Alignment: Indigenous classification systems are incredibly complex and intricate. To include a generalised activity to meet this outcome would do a disservice to the incredible ecological knowledge held by communities and risk breaching Indigenous Cultural and Intellectual Property (ICIP).
    
    We have a plan in place for a new lesson in the Classification and Biodiversity unit that would explicitly cover this outcome.
  • Status: As this content is so deeply tied to totems, moieties, and sacred knowledge systems, Stile will not attempt alignment without explicit community permission.
    
    We cannot commit to a timeframe for content that aligns with this outcome. Timelines are set by the communities we work with, and we will not proceed without explicit community permission. Stile recognises this as a sensitive knowledge area requiring careful consultation with Traditional Owners and Knowledge Holders.
• SC4-CHG-01, Change
  • Content Statement: “Describe how Aboriginal and/or Aboriginal and Torres Strait Islander Cultural accounts provide evidence of earthquakes and volcanoes on Country or under the sea”
  • Planned Stile Alignment: New lesson about the Budj Bim Cultural Landscape currently being developed in partnership with the Gunditj Mirring Traditional Owners Aboriginal Corporation. Lesson to be added to the Active Earth unit.
  • Status: Planned release by the end of Term 4, ready for the 2026 school year.

Stage 5

• SC5-WAM-01, Waves and Motion
  • Content Statement: “Investigate and outline the impact of material selection on the transfer of sound energy in Aboriginal and/or Torres Strait Islander Peoples’ traditional musical and communication instruments”
  • Planned Stile Alignment: Content to be added to an existing lesson in the Waves unit.
  • Status: Planned release by mid Term 4, ready for the 2026 school year.
• SC5-GEC-01, Genetics and evolutionary change
  • Content Statement: “Identify and discuss Aboriginal and/or Torres Strait Islander Peoples’ artwork that indicate changes in plants and animals, including megafauna”
  • Planned Stile Alignment: New lesson to be added to the Evolution unit.
  • Status: Planned release by mid Term 4, ready for 2026 school year.