7–10Geography 7–10 Syllabus
The new Geography 7–10 Syllabus (2024) is to be implemented from 2027.
2025 and 2026 – Plan and prepare to teach the new syllabus
2027 – Start teaching new syllabus
School sectors are responsible for implementing syllabuses and are best placed to provide schools with specific guidance and information on implementation given their understanding of their individual contexts.
Content
Stage 4
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.
Geographical tools content is to be integrated throughout the course where appropriate.
Maps are to be integrated into Life Skills content as appropriate: large-scale maps and small-scale maps, road maps, special-purpose maps, physical maps, political maps, topographic maps and thematic maps, such as cartogram maps, population distribution maps, weather maps or synoptic charts.
Locate key features on a map using cartographic conventions, such as border, orientation, legend, title or scale
Use a compass to determine direction
Recognise natural features on a physical map, such as lakes, mountains, rivers or coasts
Recognise human features on a political map, such as states and national boundaries, capital cities and major cities
Locate features on a map using area or grid references
Locate features on a map using latitude and longitude coordinates
Measure distance or area using a scale
Identify the altitude of a location using contour lines
Recognise the steepness of a slope using contour lines
Identify patterns using a range of maps
Engage with weather maps to gather information
Field instruments are to be integrated into Life Skills content as appropriate: compasses, global positioning systems (GPS), geographic information systems (GIS), measuring equipment, weather instruments, identification charts, testing equipment and photographic devices.
Fieldwork is used to collect and observe data through one or more senses, using geographical tools such as maps, graphs or spatial technologies to identify connections and draw conclusions. Fieldwork may involve measuring, collecting and recording data, and developing and conducting surveys or interviews.
Develop geographical questions
Locate and select geographical information
Collect geographical information
Record geographical information
Identify information from the data collected
Communicate findings from the fieldwork
Data and graphs are to be integrated into Life Skills content as appropriate: picture graphs, column graphs, line graphs, bar graphs, sector graphs and climate graphs. Quantitative data can be recorded and represented for students using tally marks and charts, tables and graphs.
Construct graphs to organise data
Recognise data presented in graphs
Respond to data presented in graphs
Use a range of graphs or tables
Identify patterns or trends in graphs or tables
Spatial technologies are to be integrated in Life Skills content as appropriate: virtual or digital maps, satellite images, global positioning systems (GPS), geographic information systems (GIS), augmented reality and virtual reality.
Locate geographical features using a range of images and maps
Recognise changes over time using relevant spatial technologies
Identify and recognise map features using GPS
Additional geographical representations are to be integrated into Life Skills content as appropriate: 3D models and globes, illustrations, multimedia, tactile graphics and models, posters and collages, soundscapes, Aboriginal and Torres Strait Islander Peoples’ Knowledge Systems (such as Cultural mapping and Oral Histories), paintings and artworks, picture books, diagrams, infographics, mind maps, cartoons, flowcharts, sketches such as field sketches, line drawings and photo sketches, digital tools such as apps and web tools, and photographs by location.
Recognise different types of photographs
Identify how a place has changed over time
Use a range of geographical representations to collect geographical information