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Draft K–10 Australian Curriculum: Geography – Consultation Report

Executive Summary

Introduction

NSW has joined with the Australian Government and all other states and territories in a joint endeavour to develop an Australian curriculum. The Board of Studies NSW is responsible for advising the NSW Minister for Education on the appropriateness of the curriculum for NSW schools and the structure and process of its implementation, including with regard to the Australian curriculum.

The development of the Australian curriculum is being coordinated by the Australian Curriculum, Assessment and Reporting Authority (ACARA). Phase 1 includes English, Mathematics, Science and History. Phase 2 comprises Geography, Languages and the Arts. The Board is providing feedback from consultation to ACARA about the Draft Australian Curriculum: Geography.

Key matters:

  • Many aspects of the draft curriculum are supported; however, revision and amendment is required to some of the curriculum. This includes the content of Years 5 to 8, some of which may be better placed in other years.
  • The two strands of Geographical knowledge and understanding and Geographical inquiry and skills are supported.
  • A thorough mapping of the geographical skills from Kindergarten to Year 10 is required to indicate the sequential development of the skills.
  • The provision of human geography and physical geography as central features of the curriculum is supported; however, further development and consistency of approach to physical geography across the curriculum is required.
  • The Kindergarten to Year 6 structure includes organisers of ‘place’, ‘space’ and ‘environment’ which are not continued in Years 7 to 10. These organisers are not necessary and should be removed from the Kindergarten to Year 6 curriculum, thus enhancing consistency across the curriculum.
  • The manner in which the geographical concept ‘environment’ is included in the curriculum is at times inconsistent. Amendment to the curriculum should provide a reduced economic focus and a more appropriate inclusion of the intrinsic value of the environment, its systems and the relationship with sustainability.

Recommendations to ACARA:

  • Review content of Years 5 to 8, some of which may be better placed in other Years
  • Thoroughly map the geographical skills from Kindergarten to Year 10 to indicate the sequential development of the skills
  • Provide greater consistency in the approach to physical geography across the curriculum
  • Remove the organisers of ‘place’, ‘space’ and ‘environment’ from the Kindergarten to Year 6 curriculum
  • Revise the curriculum language to be consistent, contemporary and written in a more positive way; this incorporates the way the environment is included in the curriculum and the contribution of the discipline of Geography to sustainability.
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