ODD YEAR OVERVIEW
Term 1Term 2
Term 3
Term 4 |
EARLY STAGE 1
Patterns
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STAGE 1
Investigating Eggs in science and nature
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STAGE 2
Indigenous Peoples - stories to unite us - GW
Sustainability - taking care of Earth together - GW
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STAGE 3
Indigenous Peoples - People, place, language and song - GW
Sustainability - Global footprints - GW
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EVEN YEAR OVERVIEW
Term 1
Term 2Term 3Term 4
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EARLY STAGE 1
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STAGE 1
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STAGE 2
Refugees and Migration - words to unite us - GW
Neighbours: Asia Pacific - Neighbours - GW
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STAGE 3
Refugees and Migration - global people - GW
Neighbours: Asia Pacific - Neighbours PNG - GW
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CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures priority
The Aboriginal and Torres Strait Islander histories and cultures priority provides the opportunity for all young Australian’s to gain a deeper understanding and appreciation of Aboriginal and Torres Strait Islander histories and cultures, deep knowledge traditions and holistic world views.This knowledge and understanding will enrich all learners’ ability to participate positively in the ongoing development of Australia through a deepening knowledge and connection with the world’s oldest continuous living cultures. The Aboriginal and Torres Strait Islander histories and cultures priority has been developed around the three key concepts of Country/Place, Peoples and Cultures. Each concept contains a number of organising ideas that provide a scaffold for developing related knowledge, understanding and skills. These are embedded in each learning area according to the relevance of its content to the organising ideas. An organising idea may draw on content from more than one learning area. Taken as a set, the organising ideas provide a coherent framework for the priority. The first key concept highlights the special connection to Country/Place by Aboriginal and Torres Strait Islander Peoples and celebrates the unique belief systems that connect people physically and spiritually to Country/Place. The second key concept examines the diversity of Aboriginal and Torres Strait Islander Peoples’ culture through language, ways of life and experiences as expressed through historical, social and political lenses. It provides opportunities for students to gain a deeper understanding of Aboriginal and Torres Strait Islander Peoples’ ways of being, knowing, thinking and doing. The third key concept addresses the diversity of Aboriginal and Torres Strait Islander societies. It examines kinship structures and the significant contributions of Aboriginal and Torres Strait Islander people on a local, national and global scale. In the development of this cross curriculum priority, ACARA has consulted with Aboriginal and Torres Strait Islander educators, with representatives from the Indigenous Education Consultative Bodies, and with community members through face to face meetings and through national forums. ACARA has also involved Aboriginal and Torres Strait Islander teachers with expertise one of the learning areas to provide advice about how the priority could be incorporated into that learning area.
Asia and Australia’s engagement with Asia priority
The Asia and Australia’s engagement with Asia priority provides the opportunity for students to celebrate the social, cultural, political and economic links that connect Australia with Asia. The Asia and Australia’s engagement with Asia priority has been developed around three key concepts; Asia and its diversity, achievements and contributions of the peoples of Asia and Asia-Australia engagement. These concepts are regarded as fundamental to learning in the priority. Each concept comprises a number of organising ideas that provide a scaffold for developing related knowledge, understanding and skills. These are embedded in each learning area according to the relevance of its content to the organising ideas. An organising idea may draw on content from more than one learning area. Taken as a set, the organising ideas provide a coherent framework for the priority. The first key concept highlights the diversity within and between the countries of the Asia region, from their cultures, societies and traditions through to their diverse environments and the effects of these on the lives of people. The second key concept examines the past and continuing achievements of the peoples of Asia, identifies their contribution to world history and acknowledges the influences that the Asia region has on the world’s aesthetic, and creative pursuits. The third key concept addresses the nature of past and ongoing links between Australia and Asia, and develops the knowledge, understanding and skills, which make it possible to engage actively and effectively with peoples of the Asia region. ACARA has consulted both with educators who have deep knowledge of the Asia region and organisations like the Asia Education Foundation in developing this specific cross curriculum priority. It has also involved practising teachers from learning areas and with expertise in Asian Studies to provide advice about how the priority could be incorporated into each learning area.
Sustainability priority
The Sustainability priority provides the opportunity for students to develop an appreciation of the necessity of acting for a more sustainable future and so address the ongoing capacity of Earth to maintain all life and meet the needs of the present without compromising the needs of future generations. The Sustainability priority is futures-oriented and calls on students to act sustainably as individuals and to participate in collective endeavours that are shared across local, regional and global communities. It emphasises the interdependence of environmental, social, cultural and economic systems. The Sustainability priority has been developed around three key concepts: systems, world views and, futures. These concepts are seen as fundamental to learning about sustainability. Each key concept contains a set of organising ideas that provide a scaffold for developing related knowledge, understanding and skills. These are embedded in each learning area according to the relevance of its content to the organising idea. An organising idea may draw on content from more than one learning area. Taken as a set, the organising ideas provide a coherent framework of the priority. The first key concept explores the interdependent and dynamic nature of systems that support all life on Earth as well as the promotion of healthy social, economic and ecological patterns of living for our collective wellbeing and survival. The second key concept presents the issues surrounding sustainability in a global context. This concept allows for a diversity of world views on ecosystems, values and social justice to be discussed and linked to individual and community actions for sustainability. The third key concept is aimed at building the capacities for thinking and acting in ways that are necessary to create a more sustainable future. The concept seeks to develop reflective thinking processes and empower young people to design action that will lead to a more equitable, respectful and sustainable future. ACARA has consulted both with educators who have deep knowledge of Sustainability and organisations such as National Education for Sustainability Network, the Australian Association of Environmental Educators and the Australian Youth Climate Coalition in developing this specific cross curriculum priority. It has also involved practising teachers with expertise in Sustainability from each of the learning areas to provide advice on how the priority could be incorporated into each learning area.
ACARA - Cross Curriculum Priorities
ACARA - Cross Curriculum Priorities