ACARA

Integrating Curriculum Priorities

Dion Kingi EDC1002, Section 1, Section 2, Section 6 27 July, 202528 July, 202521st Century Learners, ACARA, Business Studies, CCP's, Citizenship, Collaboration, Communication, Creativity, Critical Thinking, Cross-Curriculum Priorities, Design, Design & Technologies, EDC1002, Engaged, GC's, General Capabilities, Growth Mindset, inquiry-based learning, Maths, Pedagogy, Project-Based Learning, Reflection, Shark Tank 0 Comment

Bridging Priorities with Practice: Integrating Curriculum for Meaningful Learning

This module helped me better understand how curriculum integration can create engaging, relevant and responsive learning experiences.
At first, I found the numerous requirements of cross-curriculum priorities (CCPs), general capabilities (GC’s) and learning areas to be overwhelming but the tutorial activity and curriculum documents helped me see how these priorities are not competing demands, but interwoven threads that support holistic education.

ACARA Cross Curriculum Priorities Infographic

Engaging with Diverse Learners

Dion Kingi EDC1002, Section 1, Section 2 27 July, 202528 July, 202521st Century Learners, 8 Ways, Aboriginal and Torres Strait Islander Histories and Cultures, Aboriginal pedagogical framework, ACARA, APST 1.3, APST 1.4, APST 2.4, APST 3.5, APST 6.2, APST 7.4, CCP's, Citizenship, Collaboration, Communication, Country, Creativity, Critical Thinking, Cross-Curriculum Priorities, EDC1002, Engaged, GC's, General Capabilities, Growth Mindset, Integrated Curriculum, Pedagogy, Reflection, Yarning 0 Comment

Culturally Responsive Pedagogies for First Nations Learners

🖋️ Learning Through Reflection

In today’s classrooms, cultural responsiveness is not optional but is essential. First Nations students bring rich cultural traditions, languages and deep connections to Country. However, these strengths are often undervalued or misunderstood in mainstream schooling. Reflecting on Topic 3 and the Australian Curriculum’s cross-curriculum priority on Aboriginal and Torres Strait Islander Histories and Cultures, I now see that embedding these perspectives is not just about content, but about rethinking pedagogy, relationships and worldview (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2025a).

Aboriginal and Torres Strait Islander Histories and Cultures Cross Curriculum Priorities graphic (ACARA, 2025b)

Contributing to Sustainable Futures

Dion Kingi EDC1002, Section 1, Section 2, Section 6 27 July, 202527 July, 202521st Century Learners, ACARA, APST 1.2, APST 2.1, APST 2.2, APST 2.3, APST 3.3, APST 3.4, APST 6.2, APST 7.4, CCP's, Citizenship, Critical Thinking, Cross-Curriculum Priorities, EDC1002, Engaged, GC's, General Capabilities, Pedagogy, Reflection, Sustainability, Technologies, VUCA 0 Comment

Reimagining Education for a Sustainable Future

The urgency of addressing global challenges such as climate change, inequality and technological disruption cannot be overstated.

They shape the world my students will live in and influence the kind of education I must provide to prepare them for a VUCA future, one that is volatile, uncertain, complex and ambiguous.

The concept of VUCA, first used by the U.S. military and now widely applied in education, emphasises the need to prepare learners for unpredictability and change across social, technological and environmental domains.

In such a world, it is essential to develop competencies like adaptability, collaborative problem-solving, and systems thinking so that learners are equipped to understand interconnections, make informed decisions and act with foresight in complex situations (Mihaela Minciu et al., 2025).

Detailed explanation of VUCA can be viewed here: https://youtu.be/MqQh9t-VLIY

VUCA infographic. (Modified) (Mecalux, 2025)