There are three cross-curriculum priorities in the Australian Curriculum:
The cross-curriculum priorities are embedded in the curriculum and will have a strong but varying presence depending on their relevance to each of the learning areas.
In the Australian Curriculum: Technologies the priority of Aboriginal and Torres Strait Islander histories and cultures provides creative, engaging and diverse learning contexts for students to value and appreciate the contribution by the world’s oldest continuous living cultures to past, present and emerging technologies.
Students identify and explore the rich and diverse knowledge and understandings of technologies employed by Aboriginal and Torres Strait Islander Peoples in past, present and future applications. They understand that the technologies of the world’s first and most continuous culture often developed through intimate knowledge of Country/Place and Culture.
Students identify, explore, understand and analyse the interconnectedness between technologies and Identity, People, Culture and Country/Place. They explore how this intrinsic link guides Aboriginal and Torres Strait Islander People in sustaining environments, histories, cultures and identities. Students apply this knowledge and understanding within Design and Technologies and Digital Technologies to create appropriate and sustainable products, services and environments to meet personal, local, national, regional and global demands.
In the Technologies learning area, students explore how Aboriginal and Torres Strait Islander Peoples’ capacity for innovation is evident through the incorporation and application of a range of traditional, contemporary and emerging technologies and practices to purposefully build and/or maintain cultural, community and economic capacity. Students apply this knowledge and understanding throughout the processes of observation, critical and creative thinking, action, experimentation and evaluation.
In the Australian Curriculum: Technologies the priority of Asia and Australia’s engagement with Asia provides diverse and authentic contexts to develop knowledge and understanding of technologies processes and production and related cultural, social and ethical issues. It enables students to recognise that interaction between human activity and the diverse environments of the Asia region continues to create the need for creative solutions and collaboration with others, including Australians, and has significance for the rest of the world.
The Australian Curriculum: Technologies gives students opportunities to explore traditional, contemporary and emerging technological achievements in the countries of the Asia region. They investigate the contributions that Australia has made and is making to create products and services that meet a range of needs in the Asia region. Students apply this knowledge and understanding to create appropriate and sustainable products that reflect intercultural, creative and critical thinking. In the Technologies learning area, students learn to appreciate the diversity of the Asia region. They examine contributions that the peoples of the Asia region have made and continue to make to global technological advances. They consider the contributions that Australia has made and is making to the Asia region. Students explore Australia’s rich and ongoing engagement with the peoples and countries of Asia to create appropriate products and services to meet personal, community, national, regional and global needs.
In the Australian Curriculum: Technologies the priority of sustainability provides authentic contexts for creating preferred futures. When students identify and critique a problem, need or opportunity; generate ideas and concepts; and create solutions, they give prime consideration to sustainability by anticipating and balancing economic, environmental and social impacts.
The Australian Curriculum: Technologies prepares students to take action to create more sustainable patterns of living. The curriculum focuses on the knowledge, understanding and skills necessary to design for effective sustainability action taking into account issues such as resource depletion and climate change. The curriculum reflects on human need and equity of access to limited resources. It recognises that actions are both individual and collective endeavours shared across local, regional and global communities and provides a basis for students to explore their own and competing viewpoints, values and interests. Understanding systems enables students to work with complexity, uncertainty and risk; make connections between disparate ideas and concepts; self-critique; and propose creative solutions that enhance sustainability.
In this learning area, students focus on the knowledge, understanding and skills necessary to choose technologies and systems with regard to costs and benefits. They evaluate the extent to which the process and designed solutions embrace sustainability. Students reflect on past and current practices, and assess new and emerging technologies from a sustainability perspective.