Record of changes for Geography

All changes made to the Geography K–10 (2015) syllabus are recorded here. Learn about these updates.

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About the record of changes

This record details amendments to the syllabus and assessment requirements.

Changes are also communicated via NESA official notices or news items in NESA News.

For more information, contact: curriculum@nesa.nsw.edu.au

9 March 2020

Minor amendments to the Geography K–10 syllabus (2015)

(Official Notice NESA 7/20)

The following amendments have been made to the Geography K–10 Syllabus (2015):

Content to amend	Amended content
Stage 1 – Features of places Features of places Students: investigate features of places and how they can be cared for, for example: (ACHGK005) description of the natural and human features of places ST VR discussion of the natural features of places identified in Aboriginal Dreaming stories and/or Legends of the Torres Strait consideration of how a place can be cared for eg a park, farm, beach, bushland.	Stage 1 – Features of places Features of places Students: investigate features of places and how they can be cared for, for example: (ACHGK005) description of the natural and human features of places ST VR discussion of the natural features of places identified in Aboriginal Dreaming stories and/or creation accounts of the Torres Strait consideration of how a place can be cared for eg a park, farm, beach, bushland.
Stage 3 – A diverse and connected world The world’s cultural diversity Students: investigate the world’s cultural diversity, including the cultures of indigenous Peoples, for example: (ACHGK033) identification of different cultural groups, including indigenous cultural groups eg Maori, Inuit, Sami, Dayak M VR examination of various cultures eg customs, beliefs, social organisation.	Stage 3 – A diverse and connected world The world’s cultural diversity Students: investigate the world’s cultural diversity, including the cultures of Indigenous Peoples, for example: (ACHGK033) identification of various cultural groups, including Indigenous cultural groups eg Maori, Inuit, Sami, Dayak M VR examination of various cultures eg customs, beliefs, social organisation.
Stage 4 – Landscapes and landforms Changing landscapes Students: investigate the human causes and effects of landscape degradation, for example: (ACHGK051) identification of the ways people utilise and change landscapes VR description of the impact of a range of human activities on landscapes GS VR examination of ONE type of landscape degradation including its spatial distribution, causes and impact M F.	Stage 4 – Landscapes and landforms Changing landscapes Students: investigate the human causes and effects of land degradation, for example: (ACHGK051) identification of the ways people utilise and change landscapes VR description of the impact of a range of human activities on landscapes GS VR examination of ONE type of land degradation including its spatial distribution, causes and impact M F.
Stage 4 – Water in the world The value of water Students: investigate the economic, cultural, spiritual and aesthetic values of water for people, including Aboriginal and Torres Strait Islander Peoples and/or peoples of the Asia region, for example: (ACHGK041) description of the ways water is used by people eg agricultural, commercial, industrial and recreational uses VR discussion of variations in people’s perceptions about the value of water eg economic versus aesthetic comparison of the importance of water to ONE Aboriginal and Torres Strait Islander community and/or ONE Asian community.	Stage 4 – Water in the world The value of water Students: investigate the economic, cultural, spiritual and aesthetic values of water for people, including Aboriginal and Torres Strait Islander Peoples and/or peoples of the Asia region, for example: (ACHGK041) description of the ways water is used by people eg agricultural, commercial, industrial and recreational uses VR discussion of variations in people’s perceptions about the value of water eg economic versus aesthetic comparison of the importance of water to ONE Aboriginal or Torres Strait Islander community and/or ONE Asian community.
Stage 5 – Environmental change and management Environmental management Students: investigate environmental management, including different worldviews and the management approaches of Aboriginal and Torres Strait Islander Peoples, for example: (AACHGK071, ACHGK072) discussion of varying environmental management approaches and perspectives.	Stage 5 – Environmental change and management Environmental management Students: investigate environmental management, including various worldviews and the management approaches of Aboriginal and Torres Strait Islander Peoples, for example: (ACHGK071, ACHGK072) discussion of varying environmental management approaches and perspectives.
Life skills – Water in the world Water as a valuable resource Students: explore the cultural value of water to different cultures across the world VR investigate the economic value of water eg cost of using water within the home, the effect of drought on a farmer GS explore the spiritual value of water eg water in Dreaming stories, water in Chinese gardens VR.	Life skills – Water in the world Water as a valuable resource Students: explore the cultural value of water to various cultures across the world VR investigate the economic value of water eg cost of using water within the home, the effect of drought on a farmer GS explore the spiritual value of water eg water in Dreaming stories, water in Chinese gardens VR.

Content to amend

Amended content

Stage 1 – Features of places

Features of places

Students:

investigate features of places and how they can be cared for, for example: (ACHGK005)
- description of the natural and human features of places ST VR
- discussion of the natural features of places identified in Aboriginal Dreaming stories and/or Legends of the Torres Strait
- consideration of how a place can be cared for eg a park, farm, beach, bushland.

Stage 1 – Features of places

Features of places

Students:

investigate features of places and how they can be cared for, for example: (ACHGK005)
- description of the natural and human features of places ST VR
- discussion of the natural features of places identified in Aboriginal Dreaming stories and/or creation accounts of the Torres Strait
- consideration of how a place can be cared for eg a park, farm, beach, bushland.

Stage 3 – A diverse and connected world

The world’s cultural diversity

Students:

investigate the world’s cultural diversity, including the cultures of indigenous Peoples, for example: (ACHGK033)
- identification of different cultural groups, including indigenous cultural groups eg Maori, Inuit, Sami, Dayak M VR
- examination of various cultures eg customs, beliefs, social organisation.

Stage 3 – A diverse and connected world

The world’s cultural diversity

Students:

investigate the world’s cultural diversity, including the cultures of Indigenous Peoples, for example: (ACHGK033)
- identification of various cultural groups, including Indigenous cultural groups eg Maori, Inuit, Sami, Dayak M VR
- examination of various cultures eg customs, beliefs, social organisation.

Stage 4 – Landscapes and landforms

Changing landscapes

Students:

investigate the human causes and effects of landscape degradation, for example: (ACHGK051)
- identification of the ways people utilise and change landscapes VR
- description of the impact of a range of human activities on landscapes GS VR
- examination of ONE type of landscape degradation including its spatial distribution, causes and impact M F.

Stage 4 – Landscapes and landforms

Changing landscapes

Students:

investigate the human causes and effects of land degradation, for example: (ACHGK051)
- identification of the ways people utilise and change landscapes VR
- description of the impact of a range of human activities on landscapes GS VR
- examination of ONE type of land degradation including its spatial distribution, causes and impact M F.

Stage 4 – Water in the world

The value of water

Students:

investigate the economic, cultural, spiritual and aesthetic values of water for people, including Aboriginal and Torres Strait Islander Peoples and/or peoples of the Asia region, for example: (ACHGK041)
- description of the ways water is used by people eg agricultural, commercial, industrial and recreational uses VR
- discussion of variations in people’s perceptions about the value of water eg economic versus aesthetic
- comparison of the importance of water to ONE Aboriginal and Torres Strait Islander community and/or ONE Asian community.

Stage 4 – Water in the world

The value of water

Students:

investigate the economic, cultural, spiritual and aesthetic values of water for people, including Aboriginal and Torres Strait Islander Peoples and/or peoples of the Asia region, for example: (ACHGK041)
- description of the ways water is used by people eg agricultural, commercial, industrial and recreational uses VR
- discussion of variations in people’s perceptions about the value of water eg economic versus aesthetic
- comparison of the importance of water to ONE Aboriginal or Torres Strait Islander community and/or ONE Asian community.

Stage 5 – Environmental change and management

Environmental management

Students:

investigate environmental management, including different worldviews and the management approaches of Aboriginal and Torres Strait Islander Peoples, for example: (AACHGK071, ACHGK072)
- discussion of varying environmental management approaches and perspectives.

Stage 5 – Environmental change and management

Environmental management

Students:

investigate environmental management, including various worldviews and the management approaches of Aboriginal and Torres Strait Islander Peoples, for example: (ACHGK071, ACHGK072)
- discussion of varying environmental management approaches and perspectives.

Life skills – Water in the world

Water as a valuable resource

Students:

explore the cultural value of water to different cultures across the world VR
investigate the economic value of water eg cost of using water within the home, the effect of drought on a farmer GS
explore the spiritual value of water eg water in Dreaming stories, water in Chinese gardens VR.

Life skills – Water in the world

Water as a valuable resource

Students:

explore the cultural value of water to various cultures across the world VR
investigate the economic value of water eg cost of using water within the home, the effect of drought on a farmer GS
explore the spiritual value of water eg water in Dreaming stories, water in Chinese gardens VR.

Other amendments

Addition of ‘cultural mapping’ and ‘tactile maps’ to the examples provided in the Geographical tools continuum – Maps, for Stage 4 and Stage 5.
Addition of ‘app tools’ to the examples provided in the Geographical tools continuum – Visual Representations, for Stage 1 to Stage 5.
Updated text in Geographical tools – Fieldwork, in relation to ethical considerations and cultural protocols.
Updated text in the Learning across the curriculum section, for inclusivity and alignment with text in the Geography Elective Years 7–10 Syllabus.
Updated nomenclature ‘Students with special education needs’ to ‘Students with disability’.
Capitalised ‘Indigenous’ throughout the syllabus.
Added glossary terms and definitions for:
- Aboriginal and Torres Strait Islander Peoples
- copyright
- Indigenous
- Indigenous cultural and intellectual property
- Intellectual property.

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