11–12Geography 11–12 Syllabus (2022)

The Geography 11–12 Syllabus aligns with the Loading  to provide opportunities for integrated delivery.

Through collaborative curriculum planning, it may be decided that Life Skills outcomes and content are the most appropriate option for some students with intellectual disability.

The Year 11 course is structured to provide students with opportunities to develop and apply their understanding of the geographical concepts of place, space, environment, interconnection, scale, sustainability and change. Students investigate natural systems; people, patterns and processes; and human–environment interactions. They develop an understanding of the nature and value of geographical inquiry through planning and conducting a geographical investigation.

The Year 12 course is structured to provide students with opportunities to develop and apply their understanding of the geographical concepts of place, space, environment, interconnection, scale, sustainability and change. Students investigate global sustainability, rural and urban places, and ecosystems and global biodiversity.

Figure 1 shows the organisation of Geography 11–12.

Image long description: This is a diagram outlining the organisation of content for the Geography 11–12 Syllabus. Along the top are the focus areas Earth’s natural systems, People, patterns and processes, Human–environment interactions, and Geographical Investigation, labelled as Year 11. At the bottom are the focus areas Global sustainability, Rural and urban places, and Ecosystems and global biodiversity, labelled as Year 12. In the middle is Geographical concepts, Geographical inquiry skills and Geographical tools. A line connects the 3 labelled ‘Thinking and working geographically’ on the top and ‘Knowledge, understanding and skills’ on the bottom.

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 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.