7–10Aboriginal Studies 7–10 Syllabus

Figure 1 shows the organisation of Aboriginal Studies 7–10.

Image long description: There are 4 core focus areas incorporating case studies: Aboriginal identities, Aboriginal self-determination and autonomy, Aboriginal enterprises and organisations, and Aboriginal Peoples and oral and written expression (ochre) at the centre, surrounded by 8 options incorporating case studies (light blue). Options are: Aboriginal Peoples and the visual arts, Aboriginal Peoples and the performing arts, Aboriginal Peoples and the media, Aboriginal Peoples’ interaction with legal and political systems, Aboriginal Peoples and film and television, Aboriginal Peoples and technologies, Aboriginal Peoples and sport, and School-developed option. A line runs through and connects the options which encircle the core focus areas. The colour palette includes ochre (representing the land), light blue (representing the sea) and dark blue (representing the night sky). The use of these colours and the circular arrangement show the inclusive nature of Aboriginal Cultures and connections with the Aboriginal Studies 7–10 Syllabus.

The Aboriginal Studies 7–10 Syllabus includes optional case studies.

Each core focus area and option incorporates a case study that can form the basis of study for each core focus area or option. Case studies can also be undertaken separately at any point throughout the core focus area or option. Case studies provide opportunities for students to develop and demonstrate skills in applying knowledge. A case study is a research methodology often used in the social sciences and involves description and analysis of a person, group or event using a range of research methods.

Typically, a case study in Aboriginal Studies would involve the following steps:

In the planning, delivery and evaluation of case studies, schools should work in partnership with their local Aboriginal Community and appropriate Knowledge Holders to identify suitable resources, including additional contacts and relevant publications. Teachers are encouraged to be familiar with Community consultation practices and Aboriginal and Torres Strait Islander Principles and Protocols.

To develop further knowledge about Aboriginal and Torres Strait Islander principles and protocols, school representatives can contact their local Aboriginal Education Consultative Group (AECG), Aboriginal education consultants within education systems, Local Aboriginal Land Councils (LALC) or Aboriginal Community organisations. This approach aligns with the guide Working with Aboriginal Communities: A Guide to Community Consultation and Protocols (2008).

Students with disability can access the syllabus outcomes and content in a range of ways. Decisions regarding curriculum options should be made in the context of collaborative curriculum planning.

Some students with intellectual disability may find the Years 7–10 Life Skills outcomes and content the most appropriate option to follow in Stage 4 and/or Stage 5. Before determining whether a student is eligible to undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of assisting the student to engage with the Stage 4 and/or Stage 5 outcomes, or prior stage outcomes if appropriate. This assistance may include a range of adjustments to teaching, learning and assessment activities.

Life Skills outcomes cannot be taught in combination with other outcomes from the same subject. Teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals, interests and prior learning of each student. Students are required to demonstrate achievement of one or more Life Skills outcomes.

NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people.

It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement Aboriginal Studies learning experiences that focus on Aboriginal and Torres Strait Islander Priorities.

Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property, and documentation of Aboriginal and Torres Strait Islander Peoples’ identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.

Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is important to respect Elders and the roles of men and women. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal histories and Cultural Practices.

The development of the Aboriginal Studies 7–10 Syllabus follows Recommendation 2: ‘Clarify and strengthen writing content in syllabus documents’ from Teaching writing: report of the thematic review of writing (NESA 2018).

Creating written texts facilitates learning as it promotes explicitness, encourages the integration of ideas, supports reflection, fosters personal engagement and aids learners to think about the significance and implication of ideas. Each subject has particular and specific writing demands relevant for communicating within and about the discipline. Writing about content enhances understanding across subjects and stages.

The secondary curriculum includes:

• systematic development of expectations for creating written texts which align with the English K–10 Syllabus (2022)
• explicit writing content to support students to become fluent creators of texts and to deepen their understanding of the subject area
• opportunities to practise the process of creating written texts to develop and communicate knowledge, understanding and ideas
• a focus on development of word consciousness and precise use of subject-specific terminology.

Creating written texts refers to the act of composing and constructing a text for a particular purpose, audience and context.

Various methods of transcription may be employed, and a student’s preferred communication form(s) should be considered when teaching.

The outcomes describe the knowledge, understanding and skills that students are expected to demonstrate as a result of teaching and learning. Teachers should use the outcomes to determine the scope of learning for the content included in each focus area.

The amount of content associated with a given outcome is not necessarily indicative of the amount of time spent engaging with the respective outcome. Teachers use formative and summative assessment to determine instructional priorities and the time needed for students to demonstrate expected outcomes.

The content groups are not intended to be hierarchical. In considering the intended learning, teachers make decisions about the sequence and emphasis to be given to particular groups of content based on the needs and abilities of their students.