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Welcome to this presentation on 
Understanding the Aboriginal and  

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Torres Strait Islander histories and cultures 
cross-curriculum priority for Prep to Year 10.
 

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The QCAA acknowledges the Traditional Owners 
and Traditional Custodians of the lands on  

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which we meet today. We pay our respects 
to their Elders and their descendants,  

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who continue cultural and spiritual connections to 
Country, and we extend that respect to Aboriginal  

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people and Torres Strait Islander people here 
today. I also acknowledge that we have a number  

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of people joining us from other regions of 
Queensland. I would also like to acknowledge  

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the Traditional Custodians and Owners of those 
regions and pay my respects to their Elders and  

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their descendants. We thank them for sharing 
their cultures and spiritualities and recognise  

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the important contribution of this knowledge to 
our understanding of this place we call home.
 

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Before we begin, take a moment to pause the 
recording and reflect on how you currently  

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embed the Aboriginal and Torres Strait Islander 
histories and cultures cross-curriculum priority  

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in your planning. As we move through the 
presentation, you might want to reflect  

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on your current curriculum programs to identify 
strengths, limitations and opportunities and make  

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decisions about your actions moving forward.
The goal for the session is to reflect upon the  

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Aboriginal and Torres Strait Islander histories 
and cultures cross-curriculum priority that will,  

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from this point forward, be referred to as 
the priority, and consider ways to enrich the  

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content of learning areas, and resources that 
may support planning. You will know if you are  

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successful if you can identify:
• the conceptual framework  

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and aspects of the priority
• where to find possible connections  

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between the priority and the learning areas and
• resources to support your planning.
 

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We hope the session will validate some of the 
strategies you are using and spark further  

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reflection as you continue planning with 
Version 9.0 of the Australian Curriculum.
 

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In this session, we will use terminology 
that relates to the priority. The terms  

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you see on screen will be, at times, used 
interchangeably and reflect the intent  

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of using respectful and culturally responsive 
language. The Australian Curriculum Version 9.0  

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acknowledges that it uses the term First Nations 
Australians but recognises that there are terms  

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preferred in particular areas and locations.
We will begin by building a shared understanding  

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of the priority and how it is structured, followed 
by identifying connections between the priority  

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and the Australian Curriculum Version 9.0 
learning areas. Finally we will reflect  

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on the resources that are available to deepen 
our understanding of the priority and support  

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planning to embed the priority authentically.
Let’s begin by looking at where the priority  

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sits as part of the Australian Curriculum 
Version 9.0 and build a shared understanding  

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of the priority and how it is structured.
As we focus on the priority, and all three  

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cross-curriculum priorities for that matter, it’s 
important to consider and reflect on the goals of  

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education in Australia, as expressed in the Alice 
Springs (Mparntwe) Education Declaration, 2019.
 

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The vision is ‘for a world class education 
system that encourages and supports  

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every student to be the very best they can 
be, no matter where they live or what kind of  

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learning challenges they may face’. With this in 
mind, the Declaration sets out two distinct, but  

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interrelated goals, as can be seen on screen.
The three-dimensional nature of the Australian  

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curriculum — its learning areas, general 
capabilities and cross-curriculum priorities — set  

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out essential knowledge, understanding and skills 
all young Australians need so they will be able  

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to learn, contribute to and shape their world 
now and in the future. The cross-curriculum  

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priorities support the Australian Curriculum 
to be a relevant, contemporary and engaging  

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curriculum that reflects national, regional 
and global contexts. The priorities provide  

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opportunities to enrich the content of learning 
areas where appropriate, allowing students to  

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engage with and better understand their world. 
Cross-curriculum priorities are incorporated  

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in learning area content in ways that are 
appropriate and authentic; they are not separate  

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learning areas or subjects. In particular, the 
Aboriginal and Torres Strait Islander histories  

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and cultures priority provides opportunities 
for all students to deepen their knowledge  

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of Australia by learning about the world’s oldest 
continuous living cultures. Through this priority,  

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the Australian Curriculum provides Aboriginal 
students and Torres Strait Islander students with  

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the ability to see themselves, their identities 
and cultures reflected in what they’re taught,  

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to drive deeper engagement in their learning.
Reflecting on the three-dimensional structure of  

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the Australian Curriculum, we can see that the 
Education Declaration underscores our commitment  

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to ensuring all students learn about the diversity 
of Aboriginal and Torres Strait Islander cultures,  

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while supporting young Aboriginal and Torres 
Strait Islander peoples to thrive in their  

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education and every facet of life.
To examine the priority in more detail,  

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we will focus on its structure, key connections 
between the priority and learning areas,  

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and additional resources that can support 
planning. In doing this, it supports us to  

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identify where we can authentically embed the 
priority within the learning area content to  

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support and deepen student engagement 
with the respective learning area.
 

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Let’s begin by exploring the 
structure of the priority.
 

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On screen is the conceptual framework for 
the priority. It provides a scaffold to  

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support teachers in developing the knowledge, 
understanding and skills for the priority and  

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revolves around the central ideas of Living 
Communities and Identity. Identity is central  

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to the sense of self and belonging derived from 
cultural heritage, while Living Communities  

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highlight the contemporary existence and vitality 
of Aboriginal and Torres Strait Islander peoples  

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within Australian society. These concepts are 
linked to the deep knowledge, traditions and  

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holistic world views of Aboriginal communities 
and/or Torres Strait Islander communities. The  

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framework is organised around three interconnected 
aspects: Country/Place, Culture and People.
 

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As we explore the aspects and you reflect on 
your planning, please note that there have been  

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changes made to Version 8.4 of the Australian 
Curriculum in Version 9.0. On the screen,  

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the left column shows Version 8.4. On the 
right, you can see Version 9.0. For example,  

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within the organising ideas of the aspect of 
Country/Place, you will notice changes including  

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the extended detail about the experiences of 
First Nations Peoples and the use of respectful  

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and culturally responsive language. A comparison 
table is available on the Australian Curriculum  

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Version 9.0 website in the downloads section. 
This table identifies the changes for all three  

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aspects of the conceptual framework.
Let’s now look more closely at the three  

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interrelated aspects of the priority. As we move 
through each aspect, take a moment to pause the  

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recording and read through each organising idea in 
more detail. Within the aspect of Country/Place,  

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these organising ideas recognise the special 
connection of First Nations Australians to  

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Country/Place and acknowledge the impacts 
of colonisation on their ownership of,  

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and access to, Country/Place.
The second aspect of the framework  

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is Culture. These organising ideas examine 
the cultural diversity of the First Peoples  

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of Australia and the First Nations Peoples 
of the Torres Strait and recognise Australian  

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First Nations Peoples as belonging to the 
world’s oldest continuous cultures.
 

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The third aspect of the framework is People. 
These organising ideas recognise that Australia  

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has two distinct First Nations Peoples, each 
encompassing a diversity of nations and peoples,  

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and examines the significant contributions of 
First Nations Australians’ histories and cultures  

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on a local, national and global scale.
Take a moment now to pause the recording  

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to consider how a deeper understanding of the 
priority, including the aspects of Country/Place,  

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Culture and People, can be used to inform your 
planning to authentically embed Aboriginal and  

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Torres Strait Islander histories and 
cultures in teaching and learning.
 

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Now that we have explored each of the three 
interrelated aspects of the framework, let’s  

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turn our attention to how we may plan to embed the 
priority where appropriate and authentic in the  

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Australian Curriculum v9.0 learning areas.
Elements for effective planning
 

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Let’s begin with the elements for effective 
planning. This resource is available on the  

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QCAA website accessed using the QR code on 
screen. The elements for effective planning  

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advice outlines the six interdependent elements, 
represented in the diagram. The elements can be  

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used in any sequence and are considered when 
planning to strengthen alignment of curriculum,  

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teaching, learning, assessment and reporting. 
The elements should be considered at all levels  

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of curriculum and assessment planning. When 
planning to authentically and appropriately  

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incorporate cross-curriculum priorities, schools 
consider their context and their students. This is  

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represented in the centre of the diagram.
Today we will be looking broadly at the  

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elements of identifying the curriculum 
and sequencing teaching and learning.
 

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Let’s begin with Identify curriculum. As mentioned 
earlier, the cross-curriculum priorities are  

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incorporated in learning area content in ways 
that are appropriate and authentic; they are not  

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separate learning areas or subjects. Each priority 
includes aspects and organising ideas that provide  

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a scaffold to support teachers in developing 
the knowledge, understanding and skills of the  

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priority and promoting connections between 
the priority and learning area content. 
 

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The cross-curriculum priorities support and deepen 
student engagement with learning area content and  

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may be developed within the context of learning 
areas. Information about this can be found in  

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the key connections section.
In the Key connections section,  

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additional information is provided on how 
the cross-curriculum priority of Aboriginal  

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and Torres Strait Islander histories and 
cultures may be developed in the context of  

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each learning area. When developing teaching and 
learning sequences that address this priority,  

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teachers are encouraged to: 
• draw on their school’s context  

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to support and inform the integration of the 
priority within their individual setting 
 

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• use the aspects and organising ideas of 
the priority as scaffolding to relate and  

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develop content knowledge, understanding 
and skills within the learning area/s. 
 

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Some examples of the connections made are:
• in English, students examine literary texts  

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that include events, Country/Place, identities 
and languages of First Nations Australians
 

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• in Humanities and Social Sciences, students 
explore and deepen their knowledge of Aboriginal  

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peoples and Torres Strait Islander peoples as 
the world’s oldest continuous living cultures  

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and First Nations peoples of Australia 
• in The Arts, students learn about the  

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central place of the arts in the oldest 
continuous living cultures in the world 
 

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• in Health and Physical Education, 
students may investigate the origins,  

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purpose and history of traditional and 
contemporary First Nations Australian games.
 

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There is also information available to 
educators in the Downloads section.
 

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The downloads may assist teachers to deepen 
their understanding of the priority.
 

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One of the downloadable resources is the 
Aboriginal and Torres Strait Islander  

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histories and cultures glossary. 
The glossary is a useful reference  

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to be used in conjunction with your 
reading and planning as it provides  

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a greater understanding of the terminology 
used throughout the curriculum documents.
 

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The QCAA has developed a suite of resources to 
support teachers to plan to embed the Australian  

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Curriculum’s cross-curriculum priorities. 
The resource on screen shows where content  

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specifically related to the Aboriginal 
and Torres Strait Islander histories and  

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cultures priority appears in learning 
area achievement standards and content  

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descriptions. This resource is a great place to 
start planning to embed the priority by finding  

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the explicit links to learning area content.
For example, a secondary Humanities and Social  

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Sciences teacher might identify there 
are content descriptions related to the  

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priority in Year 8 Civics and Citizenship, 
Economics and Business, and Geography.
 

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For this example, we will use Year 8 Geography 
as a way to incorporate the priority in learning  

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area content. We can use the Australian Curriculum 
to look at aspects of the priority and organising  

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ideas mapped to the content description. The 
hand symbol indicates that there is an identified  

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connection between the content description 
and this priority. By selecting the icon,  

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it will connect you to the relevant aspect/s and 
organising idea/s. For this content description,  

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the teaching and learning of the value of 
landscape and landforms may be connected  

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to the aspects of Culture and Country/ Place.
Alternatively, when planning to embed the priority  

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within teaching and learning, you might 
go to the aspect of the priority first. As  

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you can see for the Country/Place aspect of the 
conceptual framework on the left of the screen,  

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there are symbols that represent the learning 
areas connected to an organising idea. Selecting  

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the learning area symbol will allow you to see 
the related content description. It also allows  

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you to see connections to learning areas where 
the priority is not explicitly addressed in the  

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achievement standards or content descriptions, by 
linking to content elaborations. This indicates  

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that there may still be opportunities for the 
priority to be authentically incorporated.
 

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Take a moment now to pause the recording and 
explore the connections between the priority  

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and a learning area and year level or band 
of your choice. Identify the connections  

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made in the Australian Curriculum and 
consider how by embedding the priority,  

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learning might be enriched in your context. 
Reflect on the vision and goals of the Mpartnwe  

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Education Declaration, the aspects of the 
priority and the students in your context.
 

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We will now take a moment to reflect on 
the resources we have explored so far,  

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along with some additional resources to consider 
how we might use these to effectively plan to  

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embed the priority in learning area content.
Taking us back for a moment to the elements  

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for effective planning that are considered when 
planning to strengthen alignment of curriculum,  

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teaching, learning, assessment and reporting. 
This session we have used resources that  

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help us to identify curriculum and 
sequence teaching and learning.
 

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Key resources that can support educators to 
plan to embed the priority can be accessed  

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on the QCAA website. These include the advice 
and resource documents for the cross-curriculum  

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priorities. To access these resources, use 
the QR code on screen or follow these steps:
 

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1. Navigate to the Prep–Year 10 tab.
2. Select Australian Curriculum in the side bar.
 

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3. Look for the section related 
to cross-curriculum priorities.
 

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Cross-curriculum priorities resources
By selecting the advice accordion, you will see  

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the Embedding the cross-curriculum priorities: 
Advice for schools document. This document  

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contains relevant considerations for planning and 
mapping of the three cross-curriculum priorities  

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in the Australian Curriculum achievement 
standards and content descriptions — with  

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Aboriginal and Torres Strait Islander 
histories and cultures represented in blue.
 

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Under the Resources accordion you will 
find an individual factsheet for each of  

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the cross-curriculum priorities. By selecting the 
Resources accordion you can click to expand three  

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resources, one for each cross-curriculum priority 
— with Aboriginal and Torres Strait Islander  

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histories and cultures listed first. 
This is where you will find information  

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about the priority; the aspects of the 
conceptual framework, the organising ideas,  

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and the mapping of the priority to learning area 
achievement standards and content descriptions for  

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each year level. A reminder to note, where 
the priority is not explicitly addressed,  

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there may still be opportunities for the 
priority to be authentically incorporated.
 

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Further information about Aboriginal and Torres 
Strait Islander perspectives is also available  

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on the QCAA website. You can navigate 
to this section of the QCAA website by  

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scanning the QR code on screen or by:
1. selecting the ‘about us’ tab in  

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the top banner 
2. selecting K‒12  

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policies and resources in the side bar
3. then expanding the Aboriginal and Torres  

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Strait Islander perspectives section.
Here you will find information on the  

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QCAA strategies, resources, projects and 
initiatives that focus on increasing awareness  

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of Aboriginal and Torres Strait Islander 
perspectives and improving outcomes for  

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Aboriginal and Torres Strait Islander 
students in Queensland schools. 
 

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Finally, you can find on the Australian 
Curriculum Version 9.0 website the First  

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framework. It can be located through the 
Resources page of the website or through  

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the QR code on screen. The First framework 
provides educators with a structured approach,  

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when support is needed, to engage with their 
local First Nations communities and integrate  

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First Nations perspectives into the curriculum 
in an inclusive and culturally responsive way. 
 

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The connection to the Aboriginal and Torres 
Strait Islander histories and cultures conceptual  

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framework is through the centrality of identity 
and living communities in the image. The framework  

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aims to provide practical considerations 
when developing a teaching and learning  

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program suitable for your context. While you may 
want to read the framework clockwise, where you  

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start and the order in which you consider the 
information will be influenced by your previous  

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and existing partnerships in your context.
As you have seen, there are a number of resources  

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designed to help you better understand the 
priority and incorporate the priority into  

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your teaching and learning plans in meaningful 
and authentic ways. Take a moment now to pause  

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the recording to consider the resources 
that would be most valuable for planning  

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to embed the priority in your context. Reflect on 
what you already do and from what you have heard,  

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determine an action you could take to 
enhance what is done in your context. 
 

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For example, this could be using a specific 
resource to support an upcoming unit,  

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aligning a resource with a learning objective, or 
building your own understanding of the priority  

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by unpacking the aspects of the framework 
and the organising ideas to see where they  

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could be authentically embedded in 
the different learning areas.
 

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As the session comes to a close, let 
us reflect on our learning goal and  

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success criteria. We have reflected upon the 
Aboriginal and Torres Strait Islander histories  

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and cultures cross-curriculum priority and 
considered ways to enrich learning areas,  

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supported by relevant planning resources.
If you don’t do so already, we recommend you  

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follow QCAA on one or more social media platforms 
to stay in touch with us, and to find out about  

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upcoming resources and professional learning.
If you have any queries regarding the information  

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from this session, please reach out to the 
K–10 Curriculum and Assessment Branch with  

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the contact details noted on screen. We thank 
you for your time in completing this session  

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and wish you and your colleagues all the best 
as you plan to embed the priority in learning a