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NSW Syllabuses


K–10 Curriculum

The Board of Studies, Teaching and Educational Standards NSW (BOSTES) syllabuses have been developed with respect to some overarching views about education. These include the BOSTES K–10 Curriculum Framework and Statement of Equity Principles, and the Melbourne Declaration on Educational Goals for Young Australians (December 2008).

BOSTES syllabuses include the agreed Australian curriculum content and content that clarifies the breadth and depth of learning and scope for Geography. The Australian curriculum achievement standards underpin the syllabus outcomes and the Stage statements for Early Stage 1 to Stage 5.

In accordance with the K–10 Curriculum Framework and the Statement of Equity Principles, the Geography K–10 Syllabus takes into account the diverse needs of all students. It identifies essential knowledge, understanding, skills, values and attitudes. It outlines clear standards of what students are expected to know and be able to do in K–10. It provides structures and processes by which teachers can provide continuity of study for all students.

The framework also provides a set of broad learning outcomes that summarise the knowledge, understanding, skills, values and attitudes essential for all students in all learning areas to succeed in and beyond their schooling.

The continued relevance of the K–10 Curriculum Framework is consistent with the intent of the Melbourne Declaration on Educational Goals for Young Australians (December 2008), which sets the direction for Australian schooling for the next ten years. There are two broad goals:

Goal 1: Australian schooling promotes equity and excellence

Goal 2: All young Australians become successful learners, confident and creative individuals, and active and informed citizens.

The way in which learning in the Geography K–10 Syllabus will contribute to the curriculum and to students' achievement of the broad learning outcomes is outlined in the syllabus rationale.

Diversity of learners

The Geography K–10 Syllabus is inclusive of the learning needs of all students. The rationale, aim, objectives, outcomes and content have been designed to accommodate teaching approaches that support student diversity as detailed under the sections: Students with special education needs; Gifted and talented students; Students learning English as an additional language or dialect (EAL/D). Students may have more than one learning need.