Navigating Coastal Waters Charting the Cross curriculum priorities

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

The Australian Curriculum Crosscurriculum Priorities General Capabilities

A three dimensional curriculum Learning Cross. Areas General curriculum Capabilities Priorities

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

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

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

Three key concepts Systems Sustainability 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

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

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

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

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? CContemporary A Authentic R Relevant EEngaging

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 Cross-curriculum priority Learning area key concepts + organising ideas Priority statements Cross-curriculum content tagged content descriptions elaborations

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

Priority map: tagging Year 2: History Organising Idea 7 (ACHHK 045 -1) discussing why a particular site has heritage (ACHHK 045 -2) identifying, in consultation with Aboriginal and significance/cultural value for present generations (for example it Torres Strait Islander people, and visiting (where appropriate) provides a record of a significant historical event, has aesthetic local sites, places and landscapes of significance to Aboriginal and value, reflects the community’s identity) and how it can be cared Torres Strait Islander people (for example engraving sites, 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 (ACELA 1470 -2) Exploring the terminology used in caring for the environment for Science identifying actions at school and home such as turning off dripping taps, that can conserve resources (ACSSU 032 -1) example, flora, fauna, biodiversity (ACELA 1470 -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 and home such as turning off dripping community’s identity) and how it can be cared for (ACHHK 045 -1) identifying, in consultation with Aboriginal and Torres Strait Islander taps, that can conserve resources (ACSSU 032 -1) people, and visiting (where appropriate) local sites, places and Actions for a more sustainable future reflect values landscapes of significance to Aboriginal and 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 understand environments how it can be cared for (ACHHK 045 -2)

Priority map: viewing PRIORITY: SUSTAINABILITY SUBJECT: HISTORY F ALL 1 2 CONTENT CONTENT DESCRIPTION ELABORATION Organising Idea 9 SYSTEMS Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments WORLD VIEWS OI. 4 ACHHS 052 / 1 a OI. 5 ACHHS 052 / 1 a FUTURES OI. 6 OI. 7 ACHHK 045 / 1, 2 OI. 8 ACHHK 045 / 1, 2 OI. 1 OI. 2 OI. 3 OI. 9

Priority map: Sequence Organising Idea 7 Geography: Year 9 Geography: Year 5 The sequencing of tagged Cross-curriculum priority Geography: Year 8 Geography: Foundation Geography: Year 10 Geography: Year 3 Geography: Year 4 Geography: Year 1 content using the organising ideas aims to ensure that The capacity of the world’s environments to sustainably feed the The influence people have on the human characteristics of places and • Reflect on their learning to propose individual action in response to a identifying that people have different views about the value of The reasons why some places are special to people, and how they describing the role of people’s environmental worldviews, for The importance of environments to animals and people, and how The natural, managed and constructed features of places, their connections are made, maintained and developed projected future population to achieve food security for Australia and the management of spaces within them (ACHGK 029) particular environments …, and about the nature and extent of can be looked after (ACHGK 004) example, human-centred and earth-centred, in producing different contemporary geographical issue and identify the effects of they can be protected (ACHGK 022) location, how they change and how they can be cared for (ACHGK 005) between the priorities and within and across learning • proposal (ACHGS 025) investigating a current local planning issue, for example, their protection, and discussing how this links to ideas about discussing different ways of looking after their ‘special places’, attitudes and approaches towards environmental management • • describing local features people look after, for example, a bushland, recognising that there are different perspectives on what • the World (ACHGK 064) • • areas. examining the effects of anticipated future population growth on redevelopment of a site, preservation of open space or subdivision environmental sustainability for example, their bedroom, classroom or school and deciding discussing whether environmental change is necessarily a problem designing actions that people could take to protect and improve constitutes environmental sustainability and considering the wetland, park or heritage building, and finding out why and how global food production and security, and its implications for of farming land, exploring why people have different views on the • role of people in investigating a significant geomorphic landscape that is threatened how they could contribute to looking after these places that should be managed and explaining people’s choices of places people perceive as important protecting the environments that provide these features need to be cared for, and who provides this care agriculture and agricultural innovation issue, and developing a class response to it by human activities, and developing a proposal for the future… methods for managing or responding to environmental changes habitats for animals and discussing ways of doing this 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 CContemporary A Authentic R Relevant EEngaging Connect Apply Reveal Extend

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