Organisation of Child Studies 7–10

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

Image long description: The Core focus areas appear from left to right in the top half of the diagram. They are Growth, development and care; Promoting growth and development; Health and safety of children; and Play and learning. The Options appear in 2 rows in the bottom half of the diagram. They are Birth to 5 years; Early childhood education and care; The mental health and wellbeing of children; Children globally; and School-developed option. The words ‘Application of knowledge and skills’ appear in a box in the centre of the diagram, connecting the Core focus areas and Options.

Life Skills outcomes and content

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.

Protocols for collaborating with Aboriginal and Torres Strait Islander Communities and engaging with Cultural works

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.

Creating written texts supports learning

The development of the Child 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.

Balance of content

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.

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7–10Child Studies 7–10 Syllabus

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