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?
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
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?