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Aboriginal Studies 7–10 Syllabus (2024) – information for school leaders

The Aboriginal Studies 7–10 Syllabus (2024) replaces content in the Aboriginal Studies 7–10 Syllabus (2020). Planning and preparation will commence from 2025 with implementation in 2027.

The syllabus enables students to develop knowledge, understanding and skills to engage in respectful and reciprocal relationships with Aboriginal Peoples and Communities through ethical research and Community engagement Practices. It provides students with the opportunity to expand their knowledge and understanding of Aboriginal Peoples, histories and Cultures, with a particular focus on the study of local/regional Community(ies).

The syllabus is designed to be inclusive of all students, developing deep insight that can support understanding and respect for the Knowledges and Practices of Aboriginal Peoples as the oldest living, continuous Cultures in the world.

What you need to know

  • The Aboriginal Studies 7–10 Syllabus (2024) will be taught in all NSW high schools from 2027
  • The department recommends a staggered implementation for the 200–hour course to ensure continuity of learning for Years 7 to 10
  • In a staggered implementation approach, the 200-hour Aboriginal Studies 7–10 Syllabus (2024) will be implemented for Years 7 and 9 in the first year (2027) and to Years 8 and 10 in the following year (2028)
  • Implement the 100-hour Aboriginal Studies 7–10 (2024) course in full for 2027
  • The Aboriginal Studies 7–10 Syllabus (2024) is a live document available via NESA’s digital platform
  • Through this course, students develop knowledge, understanding and skills in ethical research, Community engagement Practices, and application of Cultural protocols. This enables students to develop ethical and empathetic understanding and to engage in respectful and reciprocal relationships with Aboriginal Peoples and Communities
  • All decisions about curriculum options for students with disability should be made through the collaborative curriculum planning process

The Aboriginal Studies 7–10 Syllabus (2024) includes:

  • a streamlined structure, building on existing and familiar features of the current syllabus design, that makes clear the essential knowledge, skills and understanding for students of commerce at each stage
  • refined outcomes that increase clarity regarding the knowledge, understanding and skills students should be able to demonstrate
  • teaching advice that clarifies content and supports teachers to make informed pedagogical decisions
  • changed course requirements clearly specifying the number of core and option focus areas to be delivered
    • 100-hour course: 2 core focus areas and 2 options
    • 200-hour course: 4 core focus areas and 4 options
  • an increase from 2 to 4 core study focus areas with the following changed from option to core studies:
  • a greater focus on Aboriginal Peoples, Communities and lived experiences of NSW from a strengths-based perspective
  • strengthened emphasis on writing, with inclusion of creating written texts in all core focus area case studies
  • Life Skills outcomes have been mapped to the Stage 5 outcomes to facilitate integrated delivery.
There are 4 core focus areas incorporating case studies. In ochre colouring Aboriginal identities, Aboriginal self-determination and autonomy, Aboriginal enterprises and organisations, and Aboriginal Peoples and oral and written expression at the centre, surrounded by 8 options in light blue incorporating case studies. 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 to 10 Syllabus. There are 4 core focus areas incorporating case studies. In ochre colouring Aboriginal identities, Aboriginal self-determination and autonomy, Aboriginal enterprises and organisations, and Aboriginal Peoples and oral and written expression at the centre, surrounded by 8 options in light blue incorporating case studies. 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 to 10 Syllabus.
Image: The image shows the organisation of content for the Aboriginal Studies 7–10 Syllabus

The organisation of Aboriginal Studies 7–10 image is from the Aboriginal Studies 7–10 Syllabus (2024) © NSW Education Standards Authority (NESA), for and on behalf of the Crown in right of the State of New South Wales, 2024.

Before implementing the Aboriginal Studies 7–10 Syllabus (2024), leaders will need to consider the following:

  • complexities for staff working from 2 syllabuses to teach the 200-hour Aboriginal Studies 7–10 course during the staggered implementation (syllabus differences include structure, language and pedagogy)
  • complexities for staff implementing multiple HSIE syllabuses from 2027, including the History 7–10 Syllabus (2024) and the Geography 7–10 Syllabus (2024)
  • building teacher knowledge and understanding of appropriate protocols for collaborating with Aboriginal and Torres Strait Islander Communities and engaging with Cultural works
  • supporting teachers’ understanding of the principles of inclusive education, adjustments and access to the HSIE curriculum for all learners
  • resource and budget implications, such as
    • providing time for staff to engage with syllabus expectations and build their skills and understanding to effectively teach and plan for syllabus requirements across 7–10 to implement in 2027
    • determining what resources are currently available to address the new framework.
  • exploring ways to adopt and adapt the sample materials provided by the department and curriculum materials developed in school to deliver the course in an engaging way that is appropriate for your school context
  • suitability of a Life Skills pattern of study for students.

The Aboriginal Studies 7–10 Syllabus (2024) is based on evidence in the Bibliography: Aboriginal Studies 7–10 which highlights that:

  • every Australian child has the right to learn about Australia’s rich cultural history and be empowered to act on social issues to create a better society (Craven 2020)
  • Aboriginal Studies is the only NSW subject wholly devoted to the exploration of Aboriginal Australia (Stern and Burgess 2021)
  • the adoption of culturally sustaining pedagogy places culture and identity at the heart of the learning processes, fostering in students a deeper love and appreciation of Aboriginal Peoples, Communities, and Cultures (Alim, Paris and Wong 2022)
  • engaging in Country-centred learning led by local Aboriginal community members is essential for developing a coherent Aboriginal curriculum narrative. Through deep listening and engagement with new ways of being, doing, and knowing, educators are empowered to draw on Country-centred knowledges and truth-telling processes to foster students' sense of belonging. (Burgess, Thorpe, Egan and Harwood 2022)

Aboriginal Studies 7–10 Syllabus (2024) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.

Knowledge of the syllabus and professional learning needs

  • To what extent do staff understand the syllabus and the evidence underpinning the new syllabus?
  • How will the new syllabus affect classroom practice? What is in place to support and evaluate this practice?

Collaborative planning and development

  • How will local Aboriginal Communities be engaged in the planning and development process?
  • What explicit systems are in place to foster collaboration?

Resourcing and support

What resources are required to commence syllabus implementation and meet planning, programming, assessing, and reporting requirements?

Ongoing evaluation and refinement

How is the new syllabus being used to lift teaching practice?

Further support

Syllabus information for school leaders

An overview of the pedagogical changes and whole school considerations to support school leaders’ understanding of what has changed for each new syllabus.

Leading curriculum K–12

Advice and resources supporting leaders to facilitate effective curriculum implementation in schools.

Category:

  • Aboriginal and Torres Strait Islander histories and cultures
  • Teaching and learning

Business Unit:

  • Curriculum and Reform
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