The Australian Curriculum sets out the core knowledge, understanding, skills and general capabilities important for all Australian students from Foundation to Year 10.
It describes the learning entitlement of students as a foundation for their future learning, growth and active participation in the Australian community. It also makes clear what all young Australians should learn as they progress through schooling so they can engage effectively with and prosper in a globalised world.
The curriculum, in providing relevance to the lives of students and addressing the contemporary issues they face, gives special attention to three cross-curriculum priorities, which are embedded in all learning areas:
The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate positively in the ongoing development of Australia.
Aboriginal and Torres Strait Islander histories and 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.
The Aboriginal and Torres Strait Islander histories and cultures priority provides the opportunity for all young Australians 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.
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.
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It describes the learning entitlement of students as a foundation for their future learning, growth and active participation in the Australian community. It also makes clear what all young Australians should learn as they progress through schooling so they can engage effectively with and prosper in a globalised world.
The curriculum, in providing relevance to the lives of students and addressing the contemporary issues they face, gives special attention to three cross-curriculum priorities, which are embedded in all learning areas:
The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate positively in the ongoing development of Australia.
Aboriginal and Torres Strait Islander histories and cultures
The Aboriginal and Torres Strait Islander histories and cultures priority provides the opportunity for all young Australians 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.
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
The second key concept
The third key concept
Further information
www.acara.edu.au/curriculum/cross_curriculum_priorities.html
www.australiancurriculum.edu.au/