Your school and the Geography K–10 Syllabus

Donkeys laden with goods being led down a city street — Transporting building materials in Old Delhi, India

Human Society and its Environment is a key learning area (KLA) in New South Wales from Kindergarten to Year 12.

The renewal of HSIE K–10 syllabuses began with the History K–10 Syllabus. Development of the NSW Syllabus for the Australian curriculum: Geography K–10 began the implementation process for the Australian curriculum: Geography. This implementation completes the replacement of the HSIE K–6 (1998) syllabus and also replaces the Geography 7–10 (2003) syllabus.

When developing teaching and learning using the geographical inquiry process, it is recommended that teachers start with the Geography K–10 Syllabus (2015) rather than adapt their previous practice.

View the video Geography: What is it for?¹ developed by the South Australian Department of Education and Child Development.

The K–10 syllabus outcomes are organised using the knowledge and understanding, and skills objectives². These objectives organise the stage outcomes into a continuum of learning. Refer to the Table of objectives and outcomes — continuum of learning³.

To guide and develop your thinking about the importance of teaching geography read:

the full rationale⁴ of the Geography K–10 Syllabus
background information about the nature of geography and the aims of geography teaching, particularly paragraphs 4–11 on pages 3 to 5 of the Shape of the Australian Curriculum: Geography (.pdf)⁵.

Examine the poster Do you enjoy or are you good at geography? (.pdf)⁶ for career opportunities related to the subject of geography. This poster may be suitable for classroom display, particularly in Years 7–10.

Activity 1: Why teach geography?

Read the aim⁷ of the Geography K–10 Syllabus. Reflect on/discuss its implications for the planning of geography K–10.

How does the study of geography help students to become informed, responsible and active citizens? Record response in your Activity booklet.

Examine statements from the Institute of Australian Geographers, FAQ and the Rationale, Geography K–10 Syllabus. Discuss or reflect on how these support your engagement with geography.

Activity 2: Teaching geography

Reflect on/discuss the following questions with reference to the information in this and the previous ‘Background’ mini-tab. Record your responses in your Activity booklet.

Why is it important to teach geography?
How do you develop student interest in, and engagement with, geography?
What is the purpose of geographical inquiry in developing students’ interest in, and engagement with, geography?
What do students gain from the study of geography?

Walkway with steps in front of an old building set in parkland — Ewha Womans University, Seoul, South Korea

HSIE incorporates both the Geography K–10 Syllabus and the History K–10 Syllabus.

The New South Wales Geography K–10 Syllabus document includes the agreed Australian curriculum content.

The outcomes and stage statements incorporate the Australian curriculum achievement standards.

The syllabus identifies knowledge and understanding, skills, and values and attitudes that students in NSW schools are expected to achieve in each stage.

View the presentation Syllabus elements (.ppsx 3MB).

(Syllabus elements – accessible version)

Familiarise yourself with the features of the Geography K–10 Syllabus⁸. Navigate to ‘Syllabus elements’ from the side bar menu or by selecting View all syllabus elements from the syllabus home page. Review a range of syllabus elements.

Syllabus features

Online syllabus tools

The BOSTES website for new NSW syllabuses includes three tools in the left-hand menu bar: search, filter content and download.

Search allows you to do a keyword search within one syllabus or across several syllabuses.

Filter content allows you to filter syllabuses for learning across the curriculum content. You can search one or more syllabuses, one or more stages and one or more learning across the curriculum content areas. Geography, and history, provide substantial subject specific support for learning across the curriculum, including Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia, sustainability, and civics and citizenship.

Download gives you the option of downloading an entire syllabus or a selected stage (useful when planning and programming for a specific stage). You also have the option to download a Word or PDF document.

Consider:

How does the use of the filter function enhance your understanding of student learning described for a specific stage(s) that you teach?
How can the download function support your planning, programming and tracking of student learning and achievement?

Japanese Torii gate in front of steps leading to three buildings. — Shrines and temples of Nikko, Japan

The discipline of geography requires consistent use of geographical terminology.

Developing students’ use of geographical vocabulary enhances their geographical understandings and enables learning.

Geographical terms are linked to the glossary in the online syllabus. However defining additional terms will be necessary.

Consistent use of language supports, and in turn is supported by, the continuums of learning.

How can you enhance opportunities for students to hear, speak, read and write the technical language required to undertake a geographical inquiry?

Consider ways students could be exposed to proficient use of geographical vocabulary and where the use of geographical language is modelled. For example, this might be through accessing foreign correspondents, documentary makers, meteorologists, GIS programs, travel writers or aid organisations.

What role do classroom displays of geographical data and information have in supporting the use of specific geographical language?

Links