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

1. Navigating Coastal Waters: Charting the Cross- curriculum priorities inclusion in learning areas Michael da Roza Senior Project Officer – Cross-curriculum priorities

2. The Australian Curriculum Cross-curriculum Priorities General Capabilities

3. A three dimensional curriculum

4. Three Cross-curriculum priorities Sustainability • Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability Asia and Australia’s engagement with Asia • Aboriginal and Torres Strait Islander histories and cultures

5. Three key concepts • Aboriginal and Torres Strait Islander histories and cultures Country / Place Culture People

6. Three key concepts Asia and Australia’s engagement with Asia Asia and its diversity Achievements and contributions of the peoples of Asia Asia-Australia engagement

7. Three key concepts Sustainability Systems World Views Futures

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

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

10. Engaging with the priorities cold to the idea challenges open to change engaged

11. Tokenism: Tokenism: Awareness to create a false appearance of inclusiveness

12. Placing the priorities Sustainability Asia and Australia’s engagement with Asia Aboriginal and Torres Strait Islander histories and cultures Who ? How? Where ?

13. Priority consultation: Who? • Learning Areas Inclusivity checks • Subject Writers & Advisors • CCP • Advice • Subjects • Critical friends 7 • = CCP writing group • + Priority expertise • Subject knowledge

14. Priority process: How ?

15. Priority inclusion: Where? Contemporary Contemporary Authentic Authentic Relevant Relevant Engaging Engaging

16. 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

17. 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. 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.

18. 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.

19. 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

20. Priority mapping: process Learning area Cross-curriculum priority • key concepts + Priority statements • organising ideas • content descriptions • elaborations Cross-curriculum content tagged

21. Priority mapping: the tags Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagementwith Asia Sustainability The Cross-curriculum priorities

22. Priority map: tagging Year 2: History Organising Idea 7 (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. (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 Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments

23. Priority map: viewing Year 2: English Exploring the terminology used in caring for the environment for example, flora, fauna, biodiversity (ACELA1470-2) Organising Idea 7 English 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) Year2: Science identifying actions at school and home such as turning off dripping taps, that can conserve resources (ACSSU032-1) Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments

24. Priority map: viewing Organising Idea 9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments OI.9

25. Priority map: Sequence Organising Idea 7 • Geography: Year 9 • The 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 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 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 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 • Geography: 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 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 4 • The importance of environments to animals and people, and how • they can be protected (ACHGK022) • recognising that there are different perspectives on what constitutesenvironmental sustainability and considering the • role of people inprotecting the environments that provide • habitats for animals and discussing ways of doing this • Geography: 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 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. Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments

26. Priority map: viewing

27. Required priority map elements Contemporary Contemporary Connect Authentic Apply Authentic Relevant Relevant Reveal Engaging Engaging Extend

28. Priority advice • What do you regard as the key to meaningful representation of Cross-curriculum priorities in the Australian Curriculum? • How can ACARA support you in the meaningful representation of the Cross-curriculum priorities in the Australian Curriculum? • How are you engaging with the Cross-curriculum priorities in your educational context?

29. Priority support