APST 7.4

Engaging with Diverse Learners

Dion Kingi EDC1002, Section 1, Section 2 27 July, 202529 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, Diverse Learners, EDC1002, EDC1002 Topic 3, 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, 202529 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, EDC1002 Topic 4, Engaged, GC's, General Capabilities, Pedagogy, Reflection, Sustainability, Sustainable Futures, 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)

General Capabilities and Cross Curriculum Priorities

Dion Kingi EDC1002, Section 1, Section 2, Section 5, Section 6 27 July, 202529 July, 202521st Century Learners, APST 1.3, APST 1.4, APST 2.4, APST 3.5, APST 6.2, APST 7.4, CCP's, Citizenship, Cross-Curriculum Priorities, EDC1002, EDC1002 Topic 1, Engaged, GC's, General Capabilities, Pedagogy, Reflection 0 Comment

Reflection on GCs and CCPs in My Schooling

Reflecting on my own schooling experience, It became obvious how little focus there was on what we now understand as General Capabilities (GCs) and Cross-Curriculum Priorities (CCPs).

Learning was mostly content-heavy and teacher-led, with minimal connection to culture, identity or global citizenship.
To emphasise this, in my home country of New Zealand with the indigenous language being Maori, the only language subject available while I was at High School was French!

Revisiting this now, through the lens of a future-focused educator, highlights the importance of shifting from that traditional model to one where learners are active, empowered and engaged citizens.

General Capabilities Infographic highlighting Critical thinking, Intercvultural understanding and Ethical Understanding

Through this topic’s activities, I gained a deeper understanding of the intention behind GCs and CCPs.

They are not additional tasks or optional content but are foundational.

As Henderson (2020) notes, when taught authentically, these priorities help students make sense of the world and become change agents within it.

Graphic created by Dion Kingi. Logos from ACARA (2025)

Safety in the Workshop

Dion Kingi Section 1, Section 2, Section 3, Section 4, Section 5, Section 6 6 March, 20245 June, 2024APST 2.1, APST 2.2, APST 2.3, APST 3.1, APST 3.2, APST 3.3, APST 4.1, APST 4.2, APST 4.3, APST 4.4, APST 5.1, APST 5.2, APST 5.4, APST 5.5, APST 6.3, APST 6.4, APST 7.2, APST 7.3, APST 7.4, Hearing Protection, Hearing Test, Safety, SOP 0 Comment

“Safety doesn’t happen by accident.”

6 March, 2024

Like all teachers, my aim is to create a safe and productive learning environment for students in the workshop by setting clear expectations for students to comply with the workshop safety rules, learn and pass compulsory safety tests and follow all Safety Operating Procedures (SOP) for every tool, machine and task while they are in the workshop.

As a builder of over 30 years, I have seen my share of serious accidents by tradesmen rushing or not concentrating on their tasks or surroundings.

As I say to my students,

“The blade does not care if it hurts you as it slices through your fingers.”

Support Provisions

Dion Kingi Section 1, Section 2, Section 3, Section 4, Section 5, Section 6 18 January, 20245 June, 2024APST 1.1, APST 1.2, APST 2.2, APST 2.4, APST 3.2, APST 4.3, APST 4.4, APST 5.1, APST 6.4, APST 7.1, APST 7.4, Class Mat, Inclusive, Professional Development, Stakeholders, Support, Support Provisions 0 Comment

18 January, 2024

Culturally Responsive Pedagogies for First Nations Learners

🖋️ Learning Through Reflection

Reimagining Education for a Sustainable Future

Reflection on GCs and CCPs in My Schooling

“Safety doesn’t happen by accident.”

Understanding Leads to Helping