The Child Studies 7–10 Syllabus (2025) includes:

• a streamlined structure with fewer outcomes and core content, there has been a reduction of content from 13 modules to 9 focus areas
• the syllabus has 4 core focus areas and 4 options with an opportunity for a school developed option
• a depth study that students are required to undertake individually or collaboratively in the 100-hour and 200-hour courses. Depth studies draw on content studied in class to consolidate, deepen or apply student knowledge and understanding of one or more focus areas
• the mental health and wellbeing of children as an option, focusing on destigmatising mental ill-health and promoting help-seeking behaviour for children
• specific writing content is included throughout so students have more opportunities to communicate their knowledge and understanding of syllabus concepts and issues
• Life Skills outcomes that have been mapped to the 5 outcomes to facilitate integrated delivery.

Prior to implementing the Child Studies 7–10 Syllabus, leaders will need to consider the following:

• the complexities for staff working with 2 syllabuses to teach Child Studies 7–10 and the complexities of a staggered implementation structure during 2028
• building teacher understanding about working with Aboriginal and Torres Strait Islander content when designing and delivering child studies learning activities and assessment
• supporting teachers’ understanding of the principles of inclusive education, adjustments and access to the curriculum for all learners
• building teacher understanding of how subject-specific writing is defined in child studies
• building teacher understanding and support for the delivery of the new mental health and wellbeing of children option if delivered as part of the school’s scope and sequence
• awareness of the Controversial issues in schools policy and procedures, which is essential in teaching various aspects of child studies
• familiarisation with the digital curriculum platform to ensure the syllabus is programmed, taught and assessed as required
• resource and budget implications including:
  • allocating 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 new course requirements and purchasing additional resources to address areas of need
  • equipment that enhances learning and supports all students to access the curriculum, such as screen readers, audio-visual material and other inclusive learning tools
• suitability of a Life Skills pattern of study for students
• prior to determining whether a student should access Life Skills outcomes and content, consider other ways of helping the student to engage with regular course outcomes. This may include a range of adjustments to teaching, learning and assessment activities. If the adjustments do not provide the student with sufficient access to some or all outcomes in Stages 4 to 6, a decision to access Life Skills outcomes and content in one or more courses might be appropriate.

The syllabus for Child Studies 7–10 is based on evidence referenced in Bibliography: Child Studies 7–10. The evidence highlights:

• health is influenced by factors such as individual and psychological make-up, lifestyle, environmental and cultural influences, socioeconomic conditions and access to quality health care programs and services (AIHW 2018a)
• the health of young people can influence how likely they are to achieve better educational outcomes, make a successful transition into full-time work, develop healthy adult lifestyles, and experience fewer challenges forming families and parenting (AIHW 2021a)
• connection to culture plays a key protective factor in supporting children and young people to thrive and flourish (Office of the Advocate for Children and Young People, 2022)
• the early years of a child’s life is a critical window of opportunity where it is possible to positively influence a child’s development, sense of identity, health, learning, safety, resilience and happiness (Department of Social Services, 2020)
• the first 2000 days of life are a critical period, and interventions during this time can result in significant improvement to children’s early life experiences, health and development (National Mental Health Commission, 2021)
• play is one of the most important ways in which young children gain essential knowledge and skills. For this reason, play opportunities and environments that promote play, exploration and hands-on learning are at the core of effective pre-primary programmes (United Nations Children's Fund, 2018).
• Child Studies 7–10 © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, [2025].

• To what extent are staff ready to undertake syllabus implementation? How is readiness determined?
• What school practices and systems are in place to support teacher professional learning? How are these evaluated to maximise support for teachers?
• What resources are required to commence syllabus implementation and meet planning, programming, assessing, and reporting requirements?
• How are expert teachers identified and used to build the teaching knowledge and capacity of colleagues?
• How is success, collective efficacy and collaboration acknowledged and celebrated?

• Child Studies 7–10 Syllabus (2025)
• NESA Teaching and Learning support
• NSW Department of Education, PDHPE curriculum team K–12 webpages
  • PDHPE professional learning
  • PDHPE curriculum resources