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HSIE K–12

Work ÌÇÐÄvlog¹ÙÍø 7–10 Syllabus (2025) – information for school leaders

Learn about the Work ÌÇÐÄvlog¹ÙÍø 7–10 Syllabus (2025) – what has changed and where to get further support.

The replaces content in the . Planning and preparation will commence from 2025 with implementation in 2028.

The syllabus recognises the critical importance for students to identify their own capabilities, understand how these relate to particular jobs and investigate potential career pathways. The syllabus provides students with the opportunity to develop knowledge and understanding of the world of work, the diverse groups in workplaces and the roles of education, training, employment and lifelong learning.

Students develop an understanding of the dynamic nature of work and what this may mean for their future. They learn about workers’ rights and responsibilities, employer expectations and the diversity of types of work. Students learn knowledge and skills related to self-evaluation, goal-setting and decision-making.

What you need to know

  • The will be taught in all NSW high schools from 2028.
  • 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 Work ÌÇÐÄvlog¹ÙÍø 7–10 Syllabus (2025) will be implemented first to Years 7 and 9 (2028) and in the following year to Years 8 and 10 (2029).
  • Implement the 100-hour Work ÌÇÐÄvlog¹ÙÍø 7–10 (2025) course in full for 2028.
  • The is a live document available via NESA’s digital platform.
  • Through this course, students cultivate career curiosity by learning about the world of work.
    • They develop knowledge, understanding and skills related to different work contexts that enables effective participation in the workforce.
    • Students apply self-awareness, interpersonal, entrepreneurial and digital literacy skills to facilitate adaptability in the changing employment landscape and build their capacity to manage career planning, career education, work transitions and foster a commitment to lifelong learning.
  • NSW syllabuses accommodate teaching approaches that support .

The Work ÌÇÐÄvlog¹ÙÍø 7–10 (2025) syllabus includes:

  • explicit emphasis on the value of work, including the right to work and income to improve living standards
  • a greater focus on recognising students’ own capabilities and the value of lifelong learning
  • a detailed focus on digital literacy skills and emerging technologies
  • incorporation of Aboriginal and Torres Strait Islander perspectives
  • 4 core focus areas (reduced from 6) with the recommendation to commence study with a core focus area
  • 7 options (reduced from 9) which build on relevant aspects of essential learning in core focus areas
  • only stage 5 outcomes with advice to adjust these outcomes as appropriate to the needs of stage 4 students (WE4-ADJ-01)
  • opportunities for students to study Life Skills outcomes and content in real-world contexts
  • Life Skills outcomes mapped to the Stage 5 outcomes to facilitate integrated delivery.
The 4 core focus areas of Work ÌÇÐÄvlog¹ÙÍø 7-10 are shown in boxes in a row at the top of the diagram. These focus areas are The nature of work, Transitions and lifelong learning, Workplace communication and collaboration, and Workplace rights, responsibilities and safety. These focus areas overarch 7 options that are shown in 2 rows of boxes below the core focus areas. The options are Preparing for the workplace, Workplace environments and culture, Exploring post-school pathways, Enterprise and entrepreneurial behaviours, Managing income from work, Connecting with the community and a School-developed option. A line connects the 4 core focus areas and encircles the options. The 4 core focus areas of Work ÌÇÐÄvlog¹ÙÍø 7-10 are shown in boxes in a row at the top of the diagram. These focus areas are The nature of work, Transitions and lifelong learning, Workplace communication and collaboration, and Workplace rights, responsibilities and safety. These focus areas overarch 7 options that are shown in 2 rows of boxes below the core focus areas. The options are Preparing for the workplace, Workplace environments and culture, Exploring post-school pathways, Enterprise and entrepreneurial behaviours, Managing income from work, Connecting with the community and a School-developed option. A line connects the 4 core focus areas and encircles the options.
Image: Figure 1: The organisation of Work ÌÇÐÄvlog¹ÙÍø 7–10

The organisation of Work ÌÇÐÄvlog¹ÙÍø 7–10 image is from the © NSW ÌÇÐÄvlog¹ÙÍø Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.

Prior to implementing the Work ÌÇÐÄvlog¹ÙÍø 7–10 (2025) syllabus, leaders will need to consider the following:

  • complexities for staff working from 2 syllabuses to teach the 200-hour Work ÌÇÐÄvlog¹ÙÍø 7–10 course during the staggered implementation
  • 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, including:
    • 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 2028
    • determining what resources are currently available to address the new syllabus requirements
  • 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 pattern of study for students.

The Work ÌÇÐÄvlog¹ÙÍø 7–10 (2025) syllabus is based on evidence in the highlighting that:

  • career and study pathways guidance is universal and extends across the student lifecycle (Bennett D, Coffey J, Bawa S, Carney D, Dockery A, Franklyn K, Koshy P, Li I, Parida S and Unwin S, 2022)
  • young Australians have been identified as having low financial literacy (de Zwaan L and West T, 2022)
  • accelerated action is needed to build more inclusive, productive and resilient labour markets, strengthen protections for informal and migrant workers and advance green and digital economy initiatives that promote decent work (United Nations, 2015)

© NSW ÌÇÐÄvlog¹ÙÍø Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.

  • How will the new syllabus affect classroom practice? What is in place to support and evaluate this practice?
  • How has the principal ensured there is clarity among the school leadership team about their specific responsibilities for curriculum implementation?
  • What evidence is there that staff have understood syllabus changes and familiarised themselves with the new syllabus?
  • What resources are required to commence syllabus implementation and meet planning, programming, assessing, and reporting requirements?
  • How will the school support the effective implementation of the new curriculum to optimise learning for every student in every classroom?
  • What enablers and barriers to successful curriculum implementation have been identified?

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:

  • Teaching and learning

Business Unit:

  • Curriculum
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