Why does the learning matter?

Starting with this question supports a clear understanding of geography as a distinct subject discipline and how the syllabus describes geography.

The distinct features of geography as a subject are outlined in the rationale, aim and objectives.

These descriptions provide a filter when deciding what case studies and contexts suit the classroom delivery of the syllabus content.

What do I want the students to learn?

The geography syllabus answers this question with a detailed description of the concepts that underpin the subject. This description provides a common understanding of the concepts for all teachers of geography K–10. A concepts continuum supports the appropriate inclusion of these concepts across all stages.

Geographical skills are described using the Australian curriculum descriptions for each stage, with an organising model to support classroom application. A skills continuum describes what the skills ‘look like’ when applied in each stage.

The inclusion of geographical tools descriptions are a feature of the NSW syllabus that is particularly helpful for teachers. A tools continuum provides details for each stage.

The information provided in the concepts, skills and tools continuums supports teachers to make sense of the content descriptions for each stage and ensure teaching and learning is age and stage appropriate.

The content statements for all stages are organised into focus areas. Subheadings support teacher understanding of the included content. Some subheading content descriptions across focus areas may lend themselves to specific case studies that support student learning.

The content descriptions support learning about physical and human geography, with about half the course allocated to each.

What do I want the students to do or produce?

This question is very much about undertaking a geographical inquiry referenced to the syllabus content descriptions relevant to each stage.

The ‘doing’ is all the rich learning that takes place, inclusive of fieldwork, which sits at the core of geographical learning in K–10 classrooms.

Learning across the curriculum aspects support teachers to develop geographical case studies which meet the learning needs of their students so that they are challenged to move from what they already know, to being able to know and do more.

The question ‘How am I going to do it?’ draws upon ‘What do you want the student to do or produce?’. As you review the syllabus content you will note that there are dot points and dash points. The dot points must be covered and the intended learning is described by the ‘for example’ dash points underneath. These intended learning dash points may need some small adjustments due to the case studies or context selected to engage student learning. It is not intended that dot points or dash content points are deleted by teachers from the course their students are undertaking.

The foundation of geography as a discipline is supported by geographical concepts, skills and tools. The continuums of learning support their inclusion into lessons that teachers develop to address the content descriptions and work towards achievement of the syllabus outcomes.

This question is about the achievement standards outlined in the outcomes and stage statements of the NSW syllabus. Together these statements provide a clear description of what students should know and be able to do by the end of each stage.

The intended learning provides a curriculum guarantee for all students across NSW and the whole of Australia. This is a key purpose of the Australian curriculum and is supported by the development of the NSW syllabuses which include agreed Australian curriculum content.

The achievement descriptions are dependent on the syllabus content being addressed in learning programs. To support these achievement standards, learning programs must address the syllabus content descriptions for the relevant stage. Otherwise teachers will be unable to assess the learning as it cannot be referenced to the syllabus standards.

The table on this slide aligns the quality teaching questions to relevant syllabus elements.

The table is an extremely useful, time saving reference tool for teachers when using the BOSTES online Geography K–10 Syllabus for specific purpose and intent.