Upload
hedda
View
42
Download
1
Tags:
Embed Size (px)
DESCRIPTION
Navigating Coastal Waters: Charting the Cross-curriculum priorities inclusion in learning areas Michael da Roza Senior Project Officer – Cross-curriculum priorities. The Australian Curriculum. Cross-curriculum Priorities. General Capabilities. A three dimensional curriculum. - PowerPoint PPT Presentation
Citation preview
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