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The Australian CurriculumThe Australian Curriculum

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A three dimensional curriculumA three dimensional curriculum

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Three Cross-curriculum prioritiesThree Cross-curriculum priorities

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Three key conceptsThree key concepts Country / PlaceCountry / Place Culture People

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Three key conceptsThree key concepts Asia and its diversity Achievements and contributions of the peoples of Asia Asia-Australia engagement

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Three key conceptsThree key concepts Systems World Views Futures

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Views of the curriculumViews of the curriculum traditional, back to basics forced, imposed package, contained discovery, curiosity new, enterprising rescue, support

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

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Engaging with the prioritiesEngaging with the priorities challenges open to change engaged cold to the idea

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to create a false appearance of inclusivenessto create a false appearance of inclusiveness Tokenism: Tokenism: AwarenessTokenism: Awareness

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Placing the prioritiesPlacing the priorities Where ? Who ? How?

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Priority consultation: Who?Priority consultation: Who? Learning Areas Subjects Critical friends CCP Advice Subject Writers & Advisors

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Priority process: How ?Priority process: How ? 1 The Melbourne Declaration 2 AC - Priority introductory text AC - Priority organising idea text 3 AC - Learning Area statements 4 A C Co nt en t de sc rip tio n an d el ab or ati on te xt

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Priority inclusion: Where?Priority inclusion: Where?

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Priority mapping: the statementPriority mapping: the statement What the priority provides the learning areaWhat the priority provides the learning area Paragraph 1:Paragraph 1: What the learning area provides the priorityWhat the learning area provides the priority Paragraph 2:Paragraph 2: What the priority provides students with in theWhat the priority provides students with in the learning arealearning area Paragraph 3:Paragraph 3:

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Priority mapping: the statementPriority 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 areaWhat the priority provides the learning area Paragraph 1:Paragraph 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.

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Priority mapping: the statementPriority mapping: the statement What the learning area provides the priorityWhat the learning area provides the priority Paragraph 2:Paragraph 2: The Australian Curriculum: History provides content that supports the development of students world views, judgments about pastaccess to and use of the Earths resources. decisions about sustainability to help shape a better future.

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Priority mapping: the statementPriority mapping: the statement What the priority provides students with in HistoryWhat the priority provides students with in History Paragraph 3:Paragraph 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

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Priority mapping: processPriority mapping: process

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Priority mapping: the tagsPriority mapping: the tags Sustainability The Cross-curriculum priorities

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Priority map: taggingPriority 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 communitys identity) and how it can be cared for. Organising Idea 7Organising Idea 7 Actions for a more sustainable future reflect valuesActions for a more sustainable future reflect values of care, respect and responsibility, and require us toof care, respect and responsibility, and require us to explore and understand environmentsexplore 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: HistoryYear 2: History

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Priority map: viewingPriority map: viewing EnglishExploring the terminology used in caring for the environment for example, flora, fauna, biodiversity (ACELA1470-2) Scienceidentifying actions at school and home such as turning off dripping taps, that can conserve resources (ACSSU032-1) Historydiscussing 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 communitys 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: EnglishYear 2: English Exploring the terminology used in caring for the environment for example, flora, fauna, biodiversity (ACELA1470-2) Year 2: ScienceYear 2: Science identifying actions at school and home such as turning off dripping taps, that can conserve resources (ACSSU032-1) Organising Idea 7Organising Idea 7 Actions for a more sustainable future reflect valuesActions for a more sustainable future reflect values of care, respect and responsibility, and require us toof care, respect and responsibility, and require us to explore and understand environmentsexplore and understand environments

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Priority map: viewingPriority map: viewing PRIORITY: SUSTAINABILITY SUBJECT: HISTORY F 12 ALL 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 ACHHK045ACHHK045 / 1, 2 OI.8 OI.9 ACHHK045ACHHK045 / 1, 2 Organising Idea 9Organising Idea 9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments OI.9

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Priority map: SequencePriority map: Sequence Geography: FoundationGeography: Foundation The 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 1Geography: Year 1 The 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 3Geography: Year 3 Reflect 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 4Geography: Year 4 The importance of environments to animals and people, and how they 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 5Geography: Year 5 The 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 8Geography: 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 9Geography: Year 9 The capacity of the worlds 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 10Geography: Year 10 describing the role of peoples 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 peoples 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 7Organising Idea 7 Actions for a more sustainable future reflect valuesActions for a more sustainable future reflect values of care, respect and responsibility, and require us toof care, respect and responsibility, and require us to explore and understand environmentsexplore and understand environments

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Priority map: viewingPriority map: viewing CCP Organising Ideas Subjects Phase 1-3 Year F-10 111English Math Science History Geography Languages The Arts HPE Technologies Economics &Business Civics& Citizenship Work Studies F-2 222 333 3-5 444 555 6-8 666 777 8889-10 99

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Required priority map elementsRequired priority map elements

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Priority advicePriority 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 Cross- curriculum priorities in your educational context?

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Priority supportPriority support