cross curriculum priorities
Cross-curriculum priorities enable students to develop understanding about and
address the contemporary issues they face.
The cross-curriculum priorities are:
address the contemporary issues they face.
The cross-curriculum priorities are:
- Aboriginal and Torres Strait Islander histories and cultures
- Asia and Australia's engagement with Asia
- Sustainability
brief outline & overview of each priority
& some resources to support learning
Aboriginal and Torres Strait Islander histories and cultures
The Aboriginal and Torres Strait Islander histories and cultures cross-curriculum area encompasses the concepts of Country and Place, People, Culture and Identity.
In their study of English, students will have the opportunity to engage with texts that give them experience of the beliefs and value systems of Aboriginal and Torres Strait Islander peoples.
Students will develop knowledge and understanding of Aboriginal and Torres Strait Islander history and culture in Australia.
In their study of English, students explore a range of experiences and achievements of Aboriginal peoples in historical and social contexts and the links between cultural expression, language and spirituality.
https://syllabus.nesa.nsw.edu.au/english/english-k10/learning-across-the-curriculum/
The Aboriginal and Torres Strait Islander histories and cultures cross-curriculum area encompasses the concepts of Country and Place, People, Culture and Identity.
In their study of English, students will have the opportunity to engage with texts that give them experience of the beliefs and value systems of Aboriginal and Torres Strait Islander peoples.
Students will develop knowledge and understanding of Aboriginal and Torres Strait Islander history and culture in Australia.
In their study of English, students explore a range of experiences and achievements of Aboriginal peoples in historical and social contexts and the links between cultural expression, language and spirituality.
https://syllabus.nesa.nsw.edu.au/english/english-k10/learning-across-the-curriculum/
DIsclaimer: I have no affiliation with these companies listed below and will receive no financial gain from recommending them.
• Age appropriate resources through our 56 Teaching With Aunty lessons catering for Foundation through to Year 6! • National curriculum matching for every lesson, giving you more time to focus on what you do best • Developed and approved by Aboriginal & Torres Strait Islander people • Target teaching and learning in an engaging way with eBooks, interactive activities, videos, games, and 56 ready-to-go lessons with printable teaching notes |
yulunga traditional indigenous games
teaching with aunty
There are 56 Teaching With Aunty lessons — one for every year level from Foundation to Year 6 for each of the following eight Knowledge Areas:
They ensure the cultural content within each resource is identified and explained in an easy and practical manner.
Teaching With Aunty lessons give confidence and ease of mind to non-Indigenous teachers when teaching about Australia’s ancient culture.
- Dreaming
- Ceremonies and Dance
- Family Living
- Country and Place
- Tools, Weapons and Utensils
- Art Styles
- Food Gathering
- Weather Seasons
They ensure the cultural content within each resource is identified and explained in an easy and practical manner.
Teaching With Aunty lessons give confidence and ease of mind to non-Indigenous teachers when teaching about Australia’s ancient culture.
Little J & Big Cuz - Where is Aaron?
is a free ios app for iPhone & iPad is an interactive storybook based on an episode of Little J & Big Cuz, the first animated kids show to feature Indigenous Australians and their culture.
Little J and Big Cuz live with their Nanna and Old Dog. They love to explore the world through the gaps in Nanna’s back fence, and with help from their teacher, Miss Chen, they are discovering more about their culture and the great things school has to offer.
Designed as a literacy tool for children aged four to six, the app includes unique "swipe to read" and "touch to hear” functionality, and also allows children to record themselves reading the story.
is a free ios app for iPhone & iPad is an interactive storybook based on an episode of Little J & Big Cuz, the first animated kids show to feature Indigenous Australians and their culture.
Little J and Big Cuz live with their Nanna and Old Dog. They love to explore the world through the gaps in Nanna’s back fence, and with help from their teacher, Miss Chen, they are discovering more about their culture and the great things school has to offer.
Designed as a literacy tool for children aged four to six, the app includes unique "swipe to read" and "touch to hear” functionality, and also allows children to record themselves reading the story.
torres strait islanders
Islanders are a sea-faring people who trade with people of Papua New Guinea.
Their culture includes elements from Australia, Papua and the Austronesian region.
Source: https://www.creativespirits.info/aboriginalculture/people/torres-strait-islander-culture#ixzz55XxUPnjs
Their culture includes elements from Australia, Papua and the Austronesian region.
Source: https://www.creativespirits.info/aboriginalculture/people/torres-strait-islander-culture#ixzz55XxUPnjs
Culturally, the islands are divided into 5 groups, represented by the five-pointed star on the Torres Strait flag
Source: https://www.creativespirits.info/aboriginalculture/people/torres-strait-islander-culture#ixzz55Xxxizdj
The Torres Strait Islands are a group of about 274 small islands[1], distributed across an area of around 48,000 km2. At its narrowest point the area extends around 150 km north-south, and at its widest point around 300 km from east to west.
Not all islands belong to Australia, only those that lie within 60 nautical miles (97 kilometres) north from the coast of Cape York.
Source: https://www.creativespirits.info/aboriginalculture/people/torres-strait-islander-culture#ixzz55Xzg3bvd
Source: https://www.creativespirits.info/aboriginalculture/people/torres-strait-islander-culture#ixzz55Xxxizdj
The Torres Strait Islands are a group of about 274 small islands[1], distributed across an area of around 48,000 km2. At its narrowest point the area extends around 150 km north-south, and at its widest point around 300 km from east to west.
Not all islands belong to Australia, only those that lie within 60 nautical miles (97 kilometres) north from the coast of Cape York.
Source: https://www.creativespirits.info/aboriginalculture/people/torres-strait-islander-culture#ixzz55Xzg3bvd
The Torres Strait Islander flag was first launched on 29 May 1992. Its colours stand for:
Like mainland Aboriginal people, Torres Strait Islanders have claimed native title for their country. But they have been more successful with their claims because they suffered less dislocation from these areas. Just like mainland Aboriginal people are often multilingual, some Torres Strait Islander people identify as bilingual or trilingual. While there are 3 distinct languages on the Torres Strait Islands (excluding dialects), mainland Aboriginal people spoke around 250 languages prior to invasion. Like traditional Aboriginal names more and more replace European place names on mainland Australia (e.g. ‘Uluru’ instead of ‘Ayers Rock’), you should prefer traditional Torres Strait Islander place names over European names. Use “non-Torres Strait Islanders” when comparing the Australian population with the Torres Strait Islander population, just as you’d use “non-Aboriginal”. Source: https://www.creativespirits.info/aboriginalculture/people/torres-strait-islander-culture#ixzz55Xw7dViY Google, the online search engine giant, regularly adds illustrations to its famous logo to mark holidays,
anniversaries and the lives of famous people, such as this 'Google Doodle' of Australian Torres Strait activist Eddie Mabo. (Image: Google) |
Undoubtedly the most celebrated Torres Strait Islander, nationally and internationally, is Eddie Koiki Mabo, born on Mer, whose life and work have been celebrated in two documentary films, a written biography and hundreds of other books and articles. Mabo was exiled from his home island as a young man because he rebelled against council authority but went on to create a new life on the mainland.
Mabo, together with three other senior Murray Islanders, Samuel Passi, Reverend David Passi (both descendants of Reverend Poey Passi) and James Rice, successfully challenged the Federal Government and achieved recognition of traditional Indigenous ownership of land. Check out this movie for more about Eddie Mabo
|
where can I find out more from?
Knowledge about Torres Strait Islander culture is limited because communities can only share information that gives you a basic level of understanding (“outside knowledge”). Information private and sacred to families and communities (“inside knowledge”) cannot be shared with the greater public.
The Torres Strait Regional Authority allows Torres Strait islanders manage their own affairs according to their own Ailan Kastom (island custom).
The Torres Strait Island Regional Council has some information about island communities and history.
Books:
WHAT WORKS. THE WORK PROGRAM http://www.whatworks.edu.au/
What Works. The Work Program helps schools plan and take action to improve educational outcomes for Australian Aboriginal and Torres Strait Islander students.
The website provides materials to support school-community relationships through a three-step process: building awareness, forming partnership, and working systemically.
DARE TO LEAD http://www.det.wa.edu.au/aboriginaleducation/apac/detcms/navigation/apac/dare-to-lead/
Dare to Lead is a national project committed to supporting schools to improve the educational outcomes of Aboriginal and Torres Strait Islander students. It provides a network of support, advice, leadership and professional development opportunities at the local and regional level, delivered through networks of committed school leaders across Australia.
THE JOURNEY TO BIG SCHOOL
Supporting Aboriginal and Torres Strait Islander children’s transition to primary school
http://www.snaicc.org.au/product/the-journey-to-big-school-supporting-aboriginal-and-torres-strait-islander-childrens-transition-to-primary-school
A resource that investigates the practical implications and applications of transition programs for Aboriginal and Torres Strait Islander children.
SUPPORTING TRANSITION to School for Aboriginal and Torres Strait Islander Children: What it means and what works?http://www.snaicc.org.au/product/supporting-transition-to-school-for-aboriginal-and-torres-strait-islander-children-what-it-means-and-what-works/
A publication that explores current knowledge of how schools, communities, families and early childhood services can support Aboriginal and Torres Strait Islander children to begin, and thrive at, primary school.
The Torres Strait Regional Authority allows Torres Strait islanders manage their own affairs according to their own Ailan Kastom (island custom).
The Torres Strait Island Regional Council has some information about island communities and history.
Books:
- Thathilgaw Emeret Lu, A Handbook of Traditional Torres Strait Islands Material Culture, Lindsay Wilson
- Torres Strait Islanders: Custom and Colonialism, Jeremy Beckett
- Torres Strait: People and History, John Singe
- Traditional Torres Strait Island Cooking, Ron Edwards
- Timeless Isle – An Illustrated History of Thursday Island, John C.H. Foley
- Children’s book: Turtle of the Torres Strait, Natalie Clarke
- Kaisiana’s Journey to Torres Strait, National Museum of Australia (Canberra)
- Torres Strait Islands – Art, Culture and History, Queensland Art Gallery
- Stars of Tagai – The Torres Strait Islanders, Nonie Sharp
- My Island Home – A Torres Strait Memoir, John Singe
- Life B’Long Ali Drummond – A Life in the Torres Strait, Samantha Faulkner with Ali Drummond
WHAT WORKS. THE WORK PROGRAM http://www.whatworks.edu.au/
What Works. The Work Program helps schools plan and take action to improve educational outcomes for Australian Aboriginal and Torres Strait Islander students.
The website provides materials to support school-community relationships through a three-step process: building awareness, forming partnership, and working systemically.
DARE TO LEAD http://www.det.wa.edu.au/aboriginaleducation/apac/detcms/navigation/apac/dare-to-lead/
Dare to Lead is a national project committed to supporting schools to improve the educational outcomes of Aboriginal and Torres Strait Islander students. It provides a network of support, advice, leadership and professional development opportunities at the local and regional level, delivered through networks of committed school leaders across Australia.
THE JOURNEY TO BIG SCHOOL
Supporting Aboriginal and Torres Strait Islander children’s transition to primary school
http://www.snaicc.org.au/product/the-journey-to-big-school-supporting-aboriginal-and-torres-strait-islander-childrens-transition-to-primary-school
A resource that investigates the practical implications and applications of transition programs for Aboriginal and Torres Strait Islander children.
SUPPORTING TRANSITION to School for Aboriginal and Torres Strait Islander Children: What it means and what works?http://www.snaicc.org.au/product/supporting-transition-to-school-for-aboriginal-and-torres-strait-islander-children-what-it-means-and-what-works/
A publication that explores current knowledge of how schools, communities, families and early childhood services can support Aboriginal and Torres Strait Islander children to begin, and thrive at, primary school.
Asia and Australia's engagement with Asia
The study of English provides learning opportunities for students to explore and appreciate the rich tradition of texts from and about the people and countries of Asia, including texts written by Asian authors. They develop an understanding of the many languages and diverse Asian cultures and how they have influenced Australian culture. Through their study, students will develop an appreciation of the role Australia has played in Asia and the ongoing relationship Australia has developed with the countries that make up the Asian region.
The study of English provides learning opportunities for students to explore and appreciate the rich tradition of texts from and about the people and countries of Asia, including texts written by Asian authors. They develop an understanding of the many languages and diverse Asian cultures and how they have influenced Australian culture. Through their study, students will develop an appreciation of the role Australia has played in Asia and the ongoing relationship Australia has developed with the countries that make up the Asian region.
Sustainability
The study of English provides students with the skill required to investigate and understand issues of environmental and social sustainability, to communicate information about sustainability, and to advocate action to improve sustainability.
If people now and into the future are to be treated fairly, action to improve sustainability needs to be informed by a worldview of people, places and communities. Both literature and literacy are key elements in the development of each student's worldview. More sustainable patterns of living are largely shaped by people's behaviours. English provides an important means of influencing behaviours, facilitating interaction and expressing viewpoints through the creation of texts for a range of purposes, audiences and contexts, including multimodal texts and the use of visual language.
The study of English provides students with the skill required to investigate and understand issues of environmental and social sustainability, to communicate information about sustainability, and to advocate action to improve sustainability.
If people now and into the future are to be treated fairly, action to improve sustainability needs to be informed by a worldview of people, places and communities. Both literature and literacy are key elements in the development of each student's worldview. More sustainable patterns of living are largely shaped by people's behaviours. English provides an important means of influencing behaviours, facilitating interaction and expressing viewpoints through the creation of texts for a range of purposes, audiences and contexts, including multimodal texts and the use of visual language.