Navigating Coastal Waters:Charting the Cross-curriculum priorities inclusion in learning areas

Michael da RozaSenior Project Officer – Cross-curriculum priorities

Cross-curriculum Priorities

General Capabilities

The Australian Curriculum

A three dimensional curriculumLearning

Areas

General Capabilities

Cross-curriculum Priorities

Sustainability

Aboriginal and Torres

Strait Islander

histories and cultures

Three Cross-curriculum priorities

Asia and Australia’s

engagement with Asia

Sustainability

Asia and Australia’s

engagement with Asia

Aboriginal and Torres

Strait Islander

histories and cultures

Aboriginal and Torres

Strait Islander

histories and cultures

Three key concepts

Country / Place

Culture

People

Asia and Australia’s

engagement with Asia

Three key concepts

Asia and its diversity

Achievements and contributions of the peoples of Asia

Asia-Australia engagement

Sustainability

Three key concepts

Systems

World Views

Futures

Views of the curriculum

traditional , back to basics

forced , imposed

package, contained

discovery, curiosity

new, enterprising

rescue, support

“The real voyage of discovery consists not in seeking new landscapes, but in having new eyes” Marcel Proust 1871-1922

Engaging with the priorities

challenges open to change

engaged

cold to the idea

to create a false appearance of inclusivenessTokenism:Tokenism: Awareness

Placing the priorities

Where ?

Who ?

How?

Priority consultation: Who?

Learning Areas

SubjectsCritical friends

Subject knowledge = CCP writing group+ Priority expertise

CCPAdvice

Subject Writers & Advisors

7

Inclusivity checks

Priority process: How ?

1 •The Melbourne Declaration

2 •AC - Priority introductory text•AC - Priority organising idea text

3 •AC - Learning Area statements

4 •AC – Content description and elaboration text

Priority inclusion: Where?

ContemporaryAuthentic

Engaging Relevant

ContemporaryAuthenticRelevantEngaging

Priority mapping: the statement

What the priority provides the learning areaParagraph 1:

What the learning area provides the priorityParagraph 2:

What the priority provides students with in the learning area

Paragraph 3:

Priority mapping: the statement

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.

What the priority provides the learning areaParagraph 1:

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

What the learning area provides the priorityParagraph 2:

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

What the priority provides students with in HistoryParagraph 3:

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

key concepts +organising ideas

Priority statements

content descriptionselaborations

Cross-curriculum priority Learning area

Cross-curriculum content tagged

Priority mapping: the tags

Aboriginal and Torres Strait Islander histories and culturesAsia and Australia’s engagement with AsiaSustainabilityThe Cross-curriculum priorities

Priority map: tagging

(ACHHK045-1) discussing why a particular site has heritage significance/cultural value for present generations (for example it provides a record of a significant historical event, has aesthetic value, reflects the community’s identity) and how it can be cared for.

Organising Idea 7

Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments

(ACHHK045-2) identifying, in consultation with Aboriginal and Torres Strait Islander people, and visiting (where appropriate) local sites, places and landscapes of significance to Aboriginal and Torres Strait Islander people (for example engraving sites, rock paintings, natural sites or features such as the Birragai rock shelter, creeks or mountains) and how it can be cared for

Year 2: History

Priority map: viewingEnglish Exploring the terminology used in caring for the environment

for example, flora, fauna, biodiversity (ACELA1470-2)

Science identifying actions at school and home such as turning off dripping taps, that can conserve resources (ACSSU032-1)

History discussing why a particular site has heritage significance/cultural value for present generations (for example it provides a record of a significant historical event, has aesthetic value, reflects the community’s identity) and how it can be cared for (ACHHK045-1)

identifying, in consultation with Aboriginal and Torres Strait Islander people, and visiting (where appropriate) local sites, places and landscapes of significance to Aboriginal and Torres Strait Islander people (for example engraving sites, rock paintings, natural sites or features such as the Birragai rock shelter, creeks or mountains) and how it can be cared for (ACHHK045-2)

Year 2: English

Exploring the terminology used in caring for the environment for example, flora, fauna, biodiversity (ACELA1470-2)

Year 2: Scienceidentifying actions at school and home such as turning off dripping taps, that can conserve resources (ACSSU032-1)

Organising Idea 7

Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments

Priority map: viewingPRIORITY: SUSTAINABILITYSUBJECT: HISTORY F 1 2ALL CONTENT

DESCRIPTION

CONTENT

ELABORATION

CONTENT

DESCRIPTION

CONTENT

ELABORATION

CONTENT

DESCRIPTION

CONTENT

ELABORATION

SYSTEMS

OI.1

OI.2

OI.3

WORLD VIEWS

OI.4 ACHHS052 / 1a

OI.5 ACHHS052 / 1a

FUTURES

OI.6

OI.7 ACHHK045 ACHHK045 / 1, 2

OI.8    

OI.9 ACHHK045 ACHHK045 / 1, 2

Organising Idea 9Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments

OI.9

Priority map: Sequence

Geography: FoundationThe reasons why some places are special to people, and how they can be looked after (ACHGK004) • discussing different ways of looking after their ‘special places’, for

example, their bedroom, classroom or school and deciding how they could contribute to looking after these places

Geography: Year 1The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHGK005) • describing local features people look after, for example, a bushland,

wetland, park or heritage building, and finding out why and how these features need to be cared for, and who provides this care

Geography: Year 3Reflect on their learning to propose individual action in response to a contemporary geographical issue and identify the effects of the proposal (ACHGS025)• designing actions that people could take to protect and improve

places people perceive as important

Geography: Year 4The importance of environments to animals and people, and howthey can be protected (ACHGK022)• recognising that there are different perspectives on what

constitutes environmental sustainability and considering the role of people in protecting the environments that provide habitats for animals and discussing ways of doing this

Geography: Year 5The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)• investigating a current local planning issue, for example,

redevelopment of a site, preservation of open space or subdivision of farming land, exploring why people have different views on the issue, and developing a class response to it

Geography: Year 8• identifying that people have different views about the value of

particular environments …, and about the nature and extent of their protection, and discussing how this links to ideas about environmental sustainability

• investigating a significant geomorphic landscape that is threatened by human activities, and developing a proposal for the future…

Geography: Year 9The capacity of the world’s environments to sustainably feed the projected future population to achieve food security for Australia and the World (ACHGK064) • examining the effects of anticipated future population growth on

global food production and security, and its implications for agriculture and agricultural innovation

Geography: Year 10• describing the role of people’s environmental worldviews, for

example, human-centred and earth-centred, in producing different attitudes and approaches towards environmental management

• discussing whether environmental change is necessarily a problem that should be managed and explaining people’s choices of methods for managing or responding to environmental changes

The sequencing of tagged Cross-curriculum priority content using the organising ideas aims to ensure that connections are made, maintained and developed between the priorities and within and across learning areas.

Organising Idea 7

Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments

Priority map: viewingCCP

Organising IdeasSubjects

Phase 1-3Year F-10

1 1 1 EnglishMathScienceHistoryGeographyLanguagesThe ArtsHPETechnologiesEconomics &BusinessCivics& CitizenshipWork Studies

F-22 2 23 3 3

3-54 4 45 5 5

6-86 6 67 7 78 8 8 9-10

9 9

Required priority map elements

ContemporaryAuthentic

Engaging Relevant

ContemporaryAuthenticRelevantEngaging Extend

Reveal

ConnectApply

Priority advice1. 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 Cross-curriculum priorities in your educational context?

Priority support