The Australian Curriculum
A three dimensional curriculum
Three Cross-curriculum priorities
Three key concepts
Country / Place
Culture
People
Three key concepts
Asia and its diversity
Achievements and
contributions of the
peoples of Asia
Asia-Australia engagement
Three key concepts
Systems
World Views
Futures
Views of the curriculum
traditional , back to basics discovery, curiosity
forced , imposed
rescue, support
package, contained
new, enterprising
“The real voyage of discovery
consists not in seeking new
landscapes, but in having new eyes”
Marcel Proust 1871-1922
Engaging with the priorities
cold to the idea
challenges
open to change
engaged
create a false appearance of inclusiveness
Tokenism: toAwareness
Placing the priorities
Who ?
How?
Where ?
Priority consultation: Who?
Learning
Areas
Critical
friends
Subjects
CCP
Advice
Subject
Writers &
Advisors
Priority process: How ?
1
2
3
4
• The Melbourne Declaration
• AC - Priority introductory text
• AC - Priority organising idea text
• AC - Learning Area statements
• AC – Content description and elaboration text
Priority inclusion: Where?
Priority mapping: the statement
Paragraph 1:
What the priority provides the learning area
Paragraph 2:
What the learning area provides the priority
Paragraph 3:
What the priority provides students with in the
learning area
Priority mapping: the statement
Paragraph 1:
What the priority provides the learning area
In the Australian Curriculum: History, the priority of
sustainability provides a context for developing students’
historical knowledge, understanding and skills. It assists
students in understanding the forces that influence continuity
and change.
Priority mapping: the statement
Paragraph 2:
What the learning area provides the priority
The Australian Curriculum: History provides content that
• supports the development of students’ world views,
• judgments about past…access to and use of the Earth’s
resources.
• decisions about sustainability to help shape a better future.
Priority mapping: the statement
Paragraph 3:
What the priority provides students with in History
In this learning area, students develop understanding… of
• the changes in environments over time,
• the role played by individuals and communities in
protecting environments,
• the emergence of farming and settled communities,
• the development of the Industrial Revolution and the
growth of population,
• the overuse of natural resources
• the rise of environmental movements
Priority mapping: process
Priority mapping: the tags
Sustainability
The Cross-curriculum priorities
Priority map: tagging
Year 2: History
Organising Idea 7
(ACHHK045-1)identifying,
discussing why
a particularwith
site Aboriginal
has heritage
(ACHHK045-2)
in consultation
and
significance/cultural
value forand
present
generations
(for example
it
Torres
Strait Islander people,
visiting
(where appropriate)
local
provides
a record
of a significant
historical event,
has aesthetic
sites,
places
and landscapes
of significance
to Aboriginal
and
value, Strait
reflects
the community’s
how it sites,
can be
cared
Torres
Islander
people (for identity)
example and
engraving
rock
for.
paintings,
natural sites or features such as the Birragai rock shelter,
creeks or mountains) and how it can be cared for
Actions for a more sustainable future reflect values
of care, respect and responsibility, and require us to
explore and understand environments
Priority map: viewing
English
Exploring the terminology used
in caring for the environment
Year
2: English
Organising
Idea 7
for example, flora, fauna, biodiversity (ACELA1470-2)
Exploring
the terminology
used
in caring
for the
for
Science
identifying actions
at school
and home
such environment
as turning off dripping
that biodiversity
can conserve resources
(ACSSU032-1)
example, flora, taps,
fauna,
(ACELA1470-2)
History 2: Science
discussing why a particular site has heritage significance/cultural value
Year
for present generations (for example it provides a record of a
significant historical event, has aesthetic value, reflects the
identifying actions
at school
andand
home
such
ascared
turning
off dripping
community’s
identity)
how it
can be
for (ACHHK045-1)
identifying,resources
in consultation
with Aboriginal and Torres Strait Islander
taps, that can conserve
(ACSSU032-1)
people, and visiting (where appropriate) local sites, places and
Actions for alandscapes
more ofsustainable
future
values
significance to Aboriginal
andreflect
Torres Strait
Islander
people (for example engraving sites, rock paintings, natural sites or
of care, respect
and
responsibility,
and
require
us
to
features such as the Birragai rock shelter, creeks or mountains) and
explore and how
understand
environments
it can be cared for
(ACHHK045-2)
Priority map: viewing
PRIORITY: SUSTAINABILITY
SUBJECT: HISTORY
F
ALL
1
2
CONTENT
CONTENT
CONTENT
CONTENT
CONTENT
CONTENT
DESCRIPTION
ELABORATION
DESCRIPTION
ELABORATION
DESCRIPTION
ELABORATION
Organising Idea 9
SYSTEMS
OI.1
OI.2
OI.3
Sustainable futures result from actions
designed to preserve and/or restore the
quality and uniqueness of environments
WORLD VIEWS
OI.4
OI.5
ACHHS052 / 1a
ACHHS052 / 1a
FUTURES
OI.6
OI.7
ACHHK045
ACHHK045 / 1, 2
ACHHK045
ACHHK045 / 1, 2
OI.8
OI.9
OI.9
Priority map: Sequence
Organising Idea 7
Geography:
95
The
sequencingYear
of
tagged
Geography:
Year
8
Geography:
Foundation
10
Geography:
Year
3
4 Cross-curriculum priority
1
content using the organising ideas aims to ensure
The
capacity
ofthe
the
world’s
environments
to
sustainably
feed
the
The
influence
people
have
on
the
human
characteristics
ofvalue
places
and
•Reflect
identifying
that
people
have
different
views
about
the
of
The
describing
reasons
why
role
some
of to
people’s
places
are
environmental
to
people,
worldviews,
and
how
for
they
The
importance
on their
learning
of
environments
propose
tospecial
individual
animals
and
action
people,
in
response
and
how
to a
The
natural,
managed
and
constructed
features
of
places,
their
thatmanagement
connections
are made,
maintained
and
projected
future
population
to
achieve
food
security
for
the
of
spaces
within
them
(ACHGK029)
particular
environments
…,
and
about
the
nature
and
extent
ofand
can
example,
be
looked
human-centred
after
(ACHGK004)
and
earth-centred,
in
producing
different
contemporary
they canhow
be protected
geographical
(ACHGK022)
issue
and
identify
effects
of the
location,
they
change
and
how
they
can bethe
cared
forAustralia
(ACHGK005)
developed
between
the
priorities
and
and
World
(ACHGK064)
•proposal
investigating
aapproaches
current
local
planning
issue,
forwithin
example,
their
protection,
and
how
this
links
to
ideas
about
attitudes
discussing
and
different
ways
towards
of
looking
environmental
after
their
‘special
management
for
• •describing
recognising
(ACHGS025)
that
therediscussing
are
different
perspectives
on
what
•the
local
features
people
look
after,
for
example,
aplaces’,
bushland,
learning
areas.
••across
examining
the
effects
ofpeople
anticipated
future
population
on
redevelopment
of
a environmental
site,
preservation
offinding
open
space
orgrowth
subdivision
environmental
sustainability
discussing
example,
whether
their
bedroom,
classroom
change
or
school
isprotect
necessarily
andwhy
deciding
athe
problem
how
designing
constitutes
actions
environmental
that
sustainability
couldand
take
to
and
considering
and
improve
wetland,
park
or
heritage
building,
out
and
how
global
food
production
and
security,
and
its implications
for
of
farming
land,
exploring
why
people
have
different
views
on the
• these
investigating
aperceive
significant
geomorphic
landscape
that
isthis
threatened
that
they
should
could
be
contribute
managed
to
and
looking
explaining
after
these
people’s
places
choices
ofcare
places
role
of
people
people
in
protecting
as
important
the
environments
that
provide
features
need
to be
cared
for,
and
who
provides
agriculture
and
agricultural
innovation
issue,
andfor
developing
a or
class
response
toenvironmental
it doing
by
human
activities,
and
developing
a to
proposal
forthis
the future…
methods
for
managing
responding
changes
habitats
animals
and
discussing
ways
of
Actions for a more sustainable future reflect values
of care, respect and responsibility, and require us to
explore and understand environments
Priority map: viewing
CCP
Organising Ideas
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
6
6
6
7
7
7
8
8
8
9
9
Subjects
Phase 1-3
English
Math
Science
History
Geography
Languages
The Arts
HPE
Technologies
Economics &Business
Civics& Citizenship
Work Studies
Year
F-10
F-2
3-5
6-8
9-10
Required priority map elements
Priority advice
1. What do you regard as the key to meaningful
representation of Cross-curriculum priorities in
the Australian Curriculum?
2. How can ACARA support you in the meaningful
representation of the Cross-curriculum priorities
in the Australian Curriculum?
3. How are you engaging with the Crosscurriculum priorities in your educational
context?
Priority support
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