Description
The Australian Curriculum defines the essential knowledge, understanding and skills students are expected to learn across all learning areas from Foundation to Year 10. It provides a national foundation for curriculum planning, ensuring clarity and consistency in what is taught and learnt across Australian schools.
For school and curriculum leaders, being confident and up-to-date in understanding the curriculum is critical. This enables them to lead whole-school planning with purpose, and ensure learning is sequenced and inclusive. They can support teachers with clear expectations that reduce duplication and improve curriculum planning.
Leaders who know the curriculum well are best placed to drive consistent, high-impact implementation that improves outcomes for students and reduces the workload for teachers.
Key points
- School and curriculum leaders support whole-school curriculum implementation by developing a comprehensive understanding of the structure and intent of the Australian Curriculum.
- School and curriculum leaders guide staff in interpreting and applying the curriculum. They support collaborative planning and model curriculum-informed decision-making.
- School and curriculum leaders engage with the content, structure and rationale of the learning areas. They draw on general capabilities, cross-curriculum priorities and supporting resources to enhance relevance and depth.
- Aspect overview
- Guiding questions and AITSL standards
- Learning areas
- General capabilities
- Cross-curriculum priorities
- Support resources
- Research and further reading
The Australian Curriculum
Delivering world-class curriculum and assessment
Recognising that students have different strengths, needs and backgrounds, the Australian Curriculum sets clear and challenging learning goals, while having the flexibility to support students to progress in their learning regardless of their starting point.
The Australian Curriculum enables students to develop knowledge and understanding in the learning areas of English, Mathematics, Science, Humanities and Social Sciences, Health and Physical Education, Technologies, Languages, and the Arts. The learning areas in the curriculum support the development of deep knowledge within a discipline and allow for a depth of learning appropriate to students’ phases of development. These learning areas, along with general capabilities, are critical to equip students with the knowledge, skills and confidence to actively contribute to society and Australia’s economic prosperity.
Alice Springs (Mparntwe) Education Declaration 2019
The Australian Curriculum includes 3 dimensions: learning areas, general capabilities and cross-curriculum priorities. These set out essential knowledge, understanding, skills and dispositions that students need to be confident and creative individuals, lifelong learners and active citizens. The Australian Curriculum enables all young Australians to learn, contribute and shape their world now and in the future.
The learning areas
The learning areas provide the foundation and focus for student learning and achievement. They set out the essential knowledge, understanding and skills of each discipline, setting high aspirations for what all students should know, understand and be able to do throughout their schooling. The learning area curriculum is presented as a progression of learning from Foundation to Year 10. It makes clear what is to be taught and the quality of learning expected. Each learning area is designed to build deep subject knowledge, understanding and skills across the stages of schooling.
General capabilities
The general capabilities equip young Australians with the knowledge, skills, behaviours and dispositions to live and work successfully. They are identified in appropriate learning area content descriptions and content elaborations where they can be developed in authentic and meaningful ways. The general capabilities support and deepen student engagement with the content of the learning areas. When embedded meaningfully, the general capabilities enrich and extend the knowledge of the learning area content being taught.
Cross-curriculum priorities
The cross-curriculum priorities give students the opportunity to focus on content with regional, national and global significance. They are embedded into the learning area content descriptions and content elaborations where they provide the most authentic and meaningful contexts to add depth to learning.
Using the Australian Curriculum
As students are taught the content of the learning areas, there is opportunity to develop and apply the relevant knowledge, skills, behaviours and dispositions described in the general capabilities and cross-curriculum priorities. Their inclusion ensures that learning experiences are contemporary and relevant.
The curriculum writing process has identified the most relevant opportunities to develop the general capabilities and cross-curriculum priorities in the content descriptions and elaborations across learning areas. These opportunities are identified through icons on curriculum content.
To help teachers understand how general capabilities and cross-curriculum priorities are developed in student learning across learning areas, the curriculum provides specific support. These dimensions are outlined through the following resources:
- learning continua provide a description of learning expectations for different stages
- learning progressions describe the learning pathway(s) along which students typically progress regardless of age or year level
- sets of organising ideas provide key concepts that guide the inclusion of these priorities.
The support materials ensure teachers have the information needed to effectively identify these opportunities when teaching the learning area curriculum.
School and curriculum leaders may also consider other curriculum leadership aspects to support the development of a whole-school approach to using the Australian Curriculum. Consider the following questions when making decisions about existing approaches and the needs of staff when developing a whole-school approach to implementing the Australian Curriculum.
Building teacher capability
Are opportunities for teachers to deepen their understanding of the Australian Curriculum part of planned professional learning?
Sequencing learning
How does strengthening teachers’ curriculum knowledge and expertise enhance their capacity to design effective learning sequences?
Including all learners
How will having a deeper understanding of the Australian Curriculum support teachers to plan more effectively for all learners?
Aligning curriculum and assessment
How will teachers use their understanding of the achievement standards and content descriptions to design effective summative and formative assessments?
Planning for multi-age classes
Do teachers understand the different models of curriculum implementation they can use when planning for multi-age classes?
Engaging with community
How would engaging with local community groups support teachers to develop curriculum-focused learning based on real-world contexts?
Evaluating resources
How does understanding the aims of each learning area support teachers when making decisions about which resources will be most effective for use in classrooms?
Reflect–Act–Evaluate cycle
The Reflect–Act–Evaluate cycle is a practical framework designed to support continuous improvement. It encourages thoughtful engagement by guiding leaders through 3 key phases.
Reflect: this phase invites leaders to pause and consider current practices, beliefs and outcomes. It promotes deeper understanding by asking, “What is happening?” and “Why is it happening?” before moving to action.
Act: based on insights gained through reflection, this phase focuses on intentional decision-making and implementation. It asks, “What will we do?” and “How will we do it?” to ensure actions are purposeful and aligned with school priorities.
Evaluate: after action is taken, this phase supports review and learning. It prompts leaders to ask, “What changed?” and “What did we learn?” to assess impact and inform future cycles of improvement.
Figure 1: The Reflect–Act–Evaluate cycle
Guiding questions
The guiding questions in the accordions below are structured around the ‘Reflect–Act–Evaluate' cycle. They help school and curriculum leaders reflect on current approaches to curriculum implementation and lead discussions with teachers. School and curriculum leaders should select from these questions to support decision-making and discussions when reflecting on, actioning and evaluating a whole-school approach to professional learning related to the Australian Curriculum.
Reflect How well does our current curriculum planning reflect the intent and structure of the Australian Curriculum?
Act What processes will help us to plan, map and monitor curriculum implementation across learning areas?
Evaluate To what extent did our curriculum planning, mapping and implementation ensure fidelity to the intent and structure of the Australian Curriculum?
Reflect How well do teachers understand and apply the rationale and aims of each learning area when planning units of work?
Act What processes can we establish to ensure teachers reference and apply the rationale and aims when planning units?
Evaluate How reliably do curriculum plans reflect the intended purpose and learning outcomes described in the rationale and aims?
Reflect How are we designing learning area activities that strengthen the development of the general capabilities?
Act How can we ensure learning area activities include opportunities for the development of the relevant general capabilities?
Evaluate How do we determine the effectiveness of including the general capabilities where relevant across learning areas?
Reflect How do we identify authentic opportunities to develop the general capabilities when planning for student learning?
Act What strategies can we use to ensure planning includes the relevant and authentic development of the general capabilities?
Evaluate Were our approaches to developing the general capabilities effective and efficient?
Reflect How do we ensure our approach to planning and teaching Aboriginal and Torres Strait Islander histories and cultures promotes respectful and authentic engagement?
Act What resources, partnerships and professional learning will support teachers to embed authentic, respectful perspectives in delivering culturally responsive Aboriginal and Torres Strait Islander histories and cultures content?
Evaluate What indicators confirm that students engaged authentically and developed a deep understanding of Aboriginal and Torres Strait Islander histories and cultures because of our intentional and partnership-driven planning?
Reflect How do we authentically connect Asia-related learning to students’ lives and Australia’s role in the region?
Act How can we ensure our curriculum authentically reflects the diversity, perspectives, contributions and interconnections of the Asia region across relevant learning areas?
Evaluate How consistently were authentic Asia-related connections and learning integrated into learning areas?
Reflect Where do sustainability concepts already appear in our planning, and where are the gaps?
Act What projects, partnerships or initiatives can we implement to ensure sustainability is visible in everyday school life?
Evaluate How do we measure and track the impact of sustainability initiatives on school culture?
Reflect How confidently and consistently do our teachers plan using the Australian Curriculum?
Act What professional learning will best support teachers to plan effectively using the Australian Curriculum?
Evaluate What evidence is there that professional learning helped teachers to feel more confident and capable in using the Australian Curriculum in their planning?
Reflect Do our learning sequences align with the learning areas, general capabilities and cross-curriculum priorities?
Act How can we ensure learning sequences include meaningful integration of all 3 curriculum dimensions?
Evaluate To what extent do our learning sequences meaningfully align with the learning areas, general capabilities and cross-curriculum priorities?
AITSL Standards
As a school or curriculum leader, understanding the Australian Curriculum structure and intent is essential for effectively supporting teachers in their work. A thorough understanding of the Australian Curriculum enables school leaders to guide teachers to design purposeful teaching and learning that prepares students for success in school and beyond.
The information that follows outlines the relevant standards from the Australian Institute for Teaching and School Leadership (AITSL) Australian Professional Standard for Principals, Australian Professional Standards for Middle Leaders and the Australian Professional Standards for teachers: Lead career stage These standards have been identified to support school and curriculum leaders in implementing whole‑school approaches to using the Australian Curriculum.
Professional Practice: Leading teaching and learning
Principals create a positive culture of challenge and support, enabling effective teaching that promotes enthusiastic, independent learners, committed to lifelong learning. Principals have a key responsibility for developing a culture of effective teaching, for leading, designing and managing the quality of teaching and learning and for students’ achievement in all aspects of their development. They set high expectations for the whole school through careful collaborative planning, monitoring and reviewing the effectiveness of learning. Principals set high standards of behaviour and attendance, encouraging active engagement and a strong student voice.
Core standards
Standard 4 Coordinating high-impact teaching and learning
- Middle leaders can have responsibilities for coordinating the delivery of quality programs of instruction to build students’ content knowledge and skills with high expectations of student progress and achievement. Practices within this standard align curriculum, pedagogy and assessment to meet learner needs and maximise learning progress for all learners. In demonstrating the practices described in this standard the middle leader will draw, in particular, on deep knowledge of evidence based teaching practices combined with educational insights from cognitive science and other research on how students learn. They will also draw on their knowledge of curriculum content, progressions and assessment to enable student learning progress to be monitored and improved over time.
4a Curriculum
- Providing a clear, structured and knowledge rich curriculum with high expectations of systematically building students’ content knowledge, skills and understandings to enable learning progress for all students.
Standard 5 Leading improvement in teaching practice
- Leading improvement through collaboration and teamwork is central to the work of middle leaders. Middle leaders are often key to implementing the school’s instructional improvement agenda, using their understanding of research evidence about improvement combined with their deep knowledge of school data. They work collaboratively with staff to implement actions to improve teaching and learning and cultivate a sense of collective efficacy. Middle leaders have a strong focus on continuous professional learning for themselves and their staff, with a focus on supporting classroom implementation of evidence-based practice. They provide support and challenge through provision of constructive feedback while collaborating with staff to improve practice and amplify impact which may occur through a model of mentoring, coaching and professional inquiry.
5c Collaborative practice
- Leveraging collaborative practice to monitor and improve the impact of teaching on student learning and wellbeing.
Professional knowledge
Standard 2 Know the content and how to teach it
2.1 Content and teaching strategies of the teaching area
- Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs.
2.2 Content selection and organisation
- Lead initiatives that utilise comprehensive content knowledge to improve the selection and sequencing of content into coherently organised learning and teaching programs.
2.3 Curriculum, assessment and reporting
- Lead colleagues to develop learning and teaching programs using comprehensive knowledge of curriculum, assessment and reporting requirements.
2.5 Literacy and numeracy strategies
- Monitor and evaluate the implementation of teaching strategies within the school to improve students’ achievement in literacy and numeracy using research- based knowledge and student data.
Professional practice
Standard 3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
- Demonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education.
3.2 Plan, structure and sequence learning programs
- Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills.
Professional engagement
Standard 6 Engage in professional learning
6.1 Identify and plan professional learning needs
- Use comprehensive knowledge of the Australian Professional Standards for Teachers to plan and lead the development of professional learning policies and programs that address the professional learning needs of colleagues and pre-service teachers.
Professional Standards for Teachers Lead Career Stage
Learning areas
The Australian Curriculum identifies and organises the essential knowledge, understanding and skills that students should learn in 8 learning areas from Foundation to Year 10.
The learning areas of English, Health and Physical Education (HPE) Mathematics and Science, each comprise a single subject. The learning areas of Humanities and Social Sciences (HASS), The Arts, Technologies and Languages each comprise multiple subjects. To learn more about each of the learning areas, visit Learning areas on the Australian Curriculum website.
Each learning area has a common introductory section that includes:
Introduction – specifies which year levels are provided in this curriculum
Rationale – describes the importance of the learning area and how students will benefit from its study
Aims – identifies the learning that students demonstrate because of being taught the content of the learning area
Structure – describes how the learning area is structured into strands and sub-strands
Key considerations – provides important information to help teachers gain a deeper understanding of the learning area, and plan for teaching and learning
Key connections – identifies the relationship of the learning area to general capabilities, cross-curriculum priorities and other learning areas.
The structure of the Australian Curriculum learning areas varies to support schools and teachers in managing content across year and band levels. The learning areas of English, HASS, Mathematics and Science include achievement standards and content descriptions for each year level F–10. The learning areas of HPE, Languages, Technologies and The Arts include achievement standards and content descriptions for the Foundation Year and then for 2-year band levels.
In banded learning areas, all achievement standards and content descriptions are ideally addressed across a 2-year band of learning. Learning may be sequenced across both years. Decisions are made about what learning may be important to reinforce or consolidate across the band level in different contexts.
In year level learning areas, all achievement standards and content descriptions are typically addressed within a single year of schooling. Learning is sequenced across the year.
The curriculum for each learning area or subject has common elements.
Year or band level descriptions — provide an overview of the learning that students should experience in each year or 2-year band.
Achievement standards — describe the expected quality of learning that students should typically demonstrate by the end of each year or 2-year band. Achievement standards are supported by annotated work samples to help teachers assess the extent to which the achievement standard has been met.
Content descriptions — specify the essential knowledge, understanding and skills that students are expected to learn, and teachers are expected to teach, in each year or 2-year band. Content descriptions are organised into strands and, in some learning areas, are further organised into sub-strands. They are accompanied by content elaborations.
Content elaborations — provide teachers with suggestions and illustrations of ways to teach the content descriptions. They are optional material only; they are not a set of complete or comprehensive content points that all students need to be taught. They illustrate and exemplify content descriptions with a diverse range of examples.
Figure 1: Common curriculum elements for each learning area or subject.
The Australian Curriculum can be used flexibly by schools to develop teaching and learning programs that meet the educational needs and interests of their students. The curriculum comes alive in the hands of teachers, who make expert decisions about the learning experiences each student needs to progress.
To learn more about the key elements of the Australian Curriculum, visit Planning, teaching, assessing and reporting.
Overview
The general capabilities establish knowledge, skills, behaviours and dispositions that will support students to become lifelong learners who can effectively navigate the world of work and their future. Each general capability is presented as either a learning continuum or a learning progression. Teachers can use these to plan for learning within and across learning areas. The capabilities provide additional guidance and information on the development of specific knowledge, skills, behaviours and dispositions from Foundation to Year 10.
To learn more about each of the general capabilities, visit General capabilities.
The general capabilities equip young Australians with the knowledge, skills, behaviours, and dispositions to live and work successfully in an ever-changing world.
Opportunities to develop a student's general capabilities exist across all learning areas in the curriculum.
Seven General Capabilities are identified in the Australian Curriculum:
- Critical and Creative Thinking
- Digital Literacy
- Ethical Understanding
- Intercultural Understanding
- Literacy
- Numeracy
- Personal and Social Capability
Critical and Creative Thinking helps students identify and evaluate relevant information to understand and solve problems in all learning areas. They learn to experiment with ideas, draw conclusions, and explain their thinking in different learning contexts. For example, Year 4 science students design a simple machine, explain their ideas, and offer reasons for how their machine works based on their understanding of forces.
Digital Literacy develops the skills required for effective and safe navigation of the digital world. Students create, manage, and communicate information and ideas and solve problems using digital tools across all learning areas. For example, Year 5 students use digital tools in mathematics, science, and humanities, and social sciences to analyse and visualise data. This helps them identify patterns and make predictions.
Ethical Understanding helps students explore values, rights, and responsibilities in different contexts across the curriculum. They learn to apply ethical thinking in response to issues and when making and reflecting on decisions. For example, Year 6 students studying Australian history and citizenship in humanities and social sciences consider different viewpoints and the experiences of First Nation Australians, migrants, women, and children.
Through the capability of Intercultural Understanding, students develop the knowledge and skills needed to reflect on culture and cultural diversity and understand what happens when cultures intersect. They become increasingly aware of the importance of being responsible local and global citizens. For example, Year 7 students learn to identify and connect contemporary and traditional features of cultural expression in drama, music, or visual arts lessons.
Increasingly sophisticated Literacy and Numeracy skills are essential for successful learning across the curriculum. Students become literate as they develop the knowledge, skills, and dispositions to interpret and use language confidently for learning and communicating in and out of school and for participating effectively in society. For example, in geography, students might produce a detailed report on an excursion, incorporating maps and photographs to explain their findings.
In history, they might critically evaluate various sources to compare perspectives and assess the reliability of information.
Students become numerate as they develop the knowledge and skills to use mathematics confidently across learning areas at school and in their lives more broadly. For example, they might interpret tables and graphs in geography to understand population trends or climate data. In science, they might analyse research data from experiments to draw conclusions about scientific phenomena.
The Personal and Social Capability help students understand themselves and others, manage their relationships and plan for their work and learning. They learn to work well with others, communicating effectively and stay adaptable when facing challenges. For example, Year 9 students in health and physical education work in teams to investigate community health initiatives. They then propose and present strategies to improve health, safety, and well-being for themselves and others.
The general capabilities support students to become lifelong learners who can effectively navigate their learning, their work, and their future.
Critical and creative thinking develops as students learn to identify, analyse and evaluate relevant information across all learning areas. This process enables them to develop a deep understanding of concepts and effectively solve problems in different contexts and disciplines. Students are encouraged to experiment with ideas, explore different approaches and apply innovative thinking to real-world scenarios. This general capability highlights the importance of developing the capacity to draw well-founded conclusions, and articulate reasoning clearly and coherently.
As students engage in learning through the learning areas, they enhance their ability to think critically and creatively. This prepares them to navigate complex situations both within and beyond the classroom. More information about the Critical and Creative Thinking general capability can be found on the ‘Understand this general capability’ page for Critical and Creative Thinking.
Critical and Creative Thinking: Elements and sub-elements poster.doc
Figure 1: Critical and Creative Thinking elements.
Digital literacy develops as students learn to interact confidently and responsibly with digital technologies at school and in their lives beyond school. Students understand the importance of digital safety and wellbeing. They develop skills to communicate clearly and respectfully, using a range of digital tools. This promotes positive and productive online interactions. Managing digital information is an important part of digital literacy, with a focus on organising, storing and retrieving digital data efficiently. Students learn to create digital content, manage information and communicate ideas effectively. They use various digital tools and platforms when learning across all learning areas.
Digital literacy supports students to navigate the digital world confidently and responsibly, using technology effectively for learning, communication and problem-solving. More information about the Digital Literacy general capability can be found on the ‘Understand this general capability’ page for Digital Literacy.
Figure 1: Digital Literacy elements.
Ethical understanding develops as students explore values, rights and responsibilities across the curriculum. Students learn to apply ethical thinking to personal choices and global challenges by analysing different perspectives and the impact of actions. The connections to learning areas enable students to see how ethical principles apply to different areas of knowledge. Ethical understanding connects principles to real-world scenarios like medical research or human rights. Students learn to make informed, thoughtful decisions through discussions and reflection. This fosters empathy, compassion and social responsibility.
Ethical understanding prepares students to navigate ethical challenges with integrity, contributing to a just and equitable society. More information about the Ethical Understanding general capability can be found on the ‘Understand this general capability’ page for Ethical Understanding.
Figure 1: Ethical Understanding elements.
Intercultural understanding develops as students gain knowledge and skills to reflect on culture and diversity. It fosters appreciation for cultural differences and similarities, enabling students to recognise and respect various traditions and world views. By examining their own cultural identities, students become more self-aware and empathetic. They gain a deeper understanding of the impact of biases and stereotypes. They also learn about cultural interactions, communication skills and the role of global citizenship.
Through classroom activities and discussions, students apply these insights to real-world situations, preparing them to engage responsibly in a multicultural, globalised society. More information about the Intercultural Understanding general capability can be found on the ‘Understand this general capability’ page for Intercultural Understanding.
Intercultural Understanding: Elements and sub-elements poster.doc
Figure 1: Intercultural Understanding elements.
Literacy involves students listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes. Literacy enables students to access, understand, analyse and evaluate information and ideas; express thoughts and emotions; present ideas and opinions; and interact with others. All these skills are needed to engage with learning the Australian Curriculum.
The content and achievement standards of the English curriculum are the reference points for the teaching and learning of all aspects of English. Most of the English curriculum content has been aligned to the Literacy general capability. This alignment is to a sub-element level, so it is likely that only some of the indicators will relate to a particular content description. More information about the Literacy general capability can be found on the ‘Understand this general capability’ page for Literacy.
Literacy: Elements and sub-elements poster.doc
Figure 1: Literacy elements.
Numeracy is fundamental to a student’s ability to learn at school and to engage productively in society. In the Australian Curriculum, students become numerate as they develop the knowledge and skills to use mathematics confidently across learning areas at school and in their lives more broadly. Numeracy encompasses the knowledge, skills, behaviours and dispositions that students need to use mathematics in a wide range of situations. It involves students recognising and understanding the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully.
Mathematics has a more fundamental role in the development of numeracy compared to other learning areas. The Mathematics curriculum provides opportunities to apply mathematical understanding and skills in other learning areas and to real-world contexts. Financial mathematics, health and wellbeing are important contexts for the application of number, algebra, measurement and probability. In measurement and space, there is also an opportunity to apply understanding to design and construction. Today’s world is information driven. Through statistics and probability, students can interpret and critically analyse data. They can make informed judgements about events involving uncertainty. More information about the Numeracy general capability can be found on the ‘Understand this general capability’ page for Numeracy.
Numeracy: Elements and sub-elements poster.doc
Figure 1: Numeracy elements.
Personal and social capability develops as students gain a deep understanding of themselves and others. This capability describes the skills required to effectively manage relationships, foster positive interactions, and cooperate with peers and adults alike. It highlights the importance of students setting and achieving personal and academic goals. They reflect on their progress, adjust their plans as needed, and learn to be flexible and resilient when facing challenges. As students engage with learning that includes a focus on the personal and social skills, they learn to navigate social situations with empathy and respect. They learn to express their ideas and feelings clearly, and listen actively to others.
The skills and dispositions described in the Personal and Social capability give students the tools to build healthy relationships, communicate effectively, and approach life's challenges with confidence and resilience. This ensures they are well-equipped for the future. More information about the Personal and Social capability can be found on the ‘Understand this general capability’ page for Personal and Social capability.
Personal and Social capability: Elements and sub-elements poster.doc
Figure 1: Personal and Social Capability elements.
Cross-curriculum priorities support the Australian Curriculum to be a relevant, contemporary and engaging curriculum that reflects national, regional and global contexts. They are incorporated through learning area content descriptions and content elaborations.
Cross-curriculum priorities provide opportunities to enrich the content of the learning areas where most appropriate and authentic, allowing students to engage with and better understand their world. They are embedded in content descriptions where the development of related knowledge, understanding and skills is core to the delivery of the learning area content.
Each cross-curriculum priority identifies several organising ideas that provide a framework for developing the knowledge, understanding and skills of the cross-curriculum priority. The organising ideas promote connections between the priority and learning area content.
To learn more about each of the cross-curriculum priorities, visit Cross-curriculum priorities.
Cross-curriculum priorities support the Australian Curriculum to be contemporary and engaging by reflecting national, regional and global contexts.
These priorities enrich learning content, helping students understand their world better.
The three cross-curriculum priorities in the Australian Curriculum are:
- Aboriginal and Torres Strait Islander Histories and Cultures.
- Asia and Australia's Engagement with Asia.
- Sustainability.
The Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority provides opportunity for educators to embed First Nations perspectives and knowledges into the learning area curriculum, fostering cultural appreciation, respect and reconciliation.
The organising ideas provide a framework for including First Nations knowledge, histories and cultures in all areas of learning, ensuring that students develop a deep understanding of Australia's rich First Nations heritage.
Implementing this priority into curriculum planning requires a nuanced approach that acknowledges the ongoing impacts of colonisation, respects First Nations sovereignty and cultural rights, and promotes meaningful engagement with local First Nations.
For example, in Year 3 Science lessons, students learn that First Nations' Australian ways of life reflect unique ways of being, knowing, thinking and doing when they investigate how First Nations Australians understand and use the life cycles of certain species when making decisions regarding when to sustainably harvest resources from the environment.
Asia and Australia's Engagement with Asia cross-curriculum priority provides opportunity for fostering global citizenship and meaningful engagement with our regional neighbours. This priority enables exploration of the rich diversity of Asia and promotes active engagement between Australia and the Asia region.
For example, in Year 6 Humanities and social sciences lessons, students learn about the motivations of people migrating to Australia since Federation and throughout the 20th century, including migrants from the Asia region. This develops their understanding of how Australia and Asia are interdependent through a range of historical and contemporary connections.
The Sustainability cross-curriculum priority provides opportunities to embed principles of environmental sustainability and ethical responsibility across learning areas, preparing students to address global challenges and contribute to a more sustainable future.
The organising ideas emphasise the interconnectedness of Earth systems, the value of diverse worldviews for sustainability, the role of sustainable design in reducing environmental impacts and the need for informed action to create sustainable futures. For example, in Year 7 Design and Technologies, students designing solutions for cleaner waterways analyse the impact of innovation and the development of technologies on designed solutions for global preferred futures.
The cross-curriculum priorities offer opportunities to add depth and richness to the content of the learning areas, allowing students to engage with and better understand their world.
The Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority supports embedding First Nations perspectives and knowledges into the learning area curriculum, fostering cultural appreciation, respect and reconciliation.
The organising ideas provide a framework for including First Nations knowledge, histories and cultures into all areas of learning. This ensures that students develop a deep understanding of Australia's rich First Nations heritage. Implementing this priority into curriculum planning requires a nuanced approach that acknowledges the ongoing impacts of colonisation. It should respect First Nations sovereignty and cultural rights and promote meaningful engagement with local First Nations communities.
Figure 1: Framework for the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority.
Sets of organising ideas
Country/Place: these organising ideas recognise the special connection of First Nations Australians to Country/Place and acknowledge the impacts of colonisation on their ownership of, and access to, Country/Place.
Culture: these organising ideas examine the cultural diversity of the First Peoples of Australia and the First Nations Peoples of the Torres Strait. The ideas recognise Australian First Nations Peoples as belonging to the world’s oldest continuous cultures.
People: these organising ideas recognise that Australia has 2 distinct First Nations Peoples, each encompassing a diversity of nations and peoples. The ideas examine the significant contributions of First Nations Australians histories and cultures on a local, national and global scale.
More information about the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority can be found on the ‘Understand this cross-curriculum priority’ page.
For further guidance on working with this CCP, visit the FIRST framework page.
The Asia and Australia’s Engagement with Asia cross-curriculum priority supports fostering global citizenship and meaningful engagement with our regional neighbours. The organising ideas within this priority:
- provide a framework for educators to explore the rich diversity of Asia
- help students understand Asia’s global significance
- promote active engagement between Australia and the Asia region.
Implementing the Asia and Australia’s Engagement with Asia priority requires careful consideration to ensure effective integration and alignment across all levels of the school community.
Figure 1: Framework for the Asia and Australia’s Engagement with Asia cross-curriculum priority.
Sets of organising ideas
Knowing Asia and its diversity: these organising ideas emphasise the need to appreciate the backgrounds, experiences, stories, religions, beliefs and perspectives within and among the nations of the Asia region, and the interconnections with Australia.
Understanding Asia's global significance: these organising ideas examine the ways in which different significant nations in Asia have effected change and contributed to global developments.
Growing Asia–Australia engagement: these organising ideas include the relationship-building contribution of Australians with Asian heritage. They explore how active connections between young people and Asia’s diverse communities can be deepened and contribute to global citizenship.
More information about the Asia and Australia’s Engagement with Asia cross-curriculum priority can be found on the ‘Understand this cross-curriculum priority’ page.
The Sustainability cross-curriculum priority supports embedding principles of environmental sustainability into the curriculum, preparing students to address global challenges and contribute to a more sustainable future. The sets of organising ideas highlight:
- the interdependence of Earth’s systems
- the importance of diverse world views in achieving sustainability
- the role of sustainable design in mitigating environmental impacts
- the need for informed action to create sustainable futures.
Implementing this priority into curriculum planning requires a holistic approach that integrates environmental literacy and values such as care, respect and responsibility across all learning areas.
Figure 1: Framework for the Sustainability cross-curriculum priority.
Sets of organising ideas
Systems: these organising ideas address the interdependence of Earth’s systems (geosphere, biosphere, hydrosphere and atmosphere) that support all life on Earth, and social and economic systems.
World views: these organising ideas address the role of world views (sets of attitudes, values and beliefs) that shape individual and community ideas about how the world works and our role in the world.
Design: these organising ideas address the role of innovation and creativity in sustainably designed solutions. These include products, environments and services that aim to reduce present and future impacts, or to restore the health or diversity of environmental, social and economic systems.
Futures: these organising ideas address ways of thinking and acting that seek to empower young people to design action that will lead to an equitable, sustainable and inclusive future.
More information about the Sustainability cross-curriculum priority can be found on the ‘Understand this cross-curriculum priority’ page.
Staff meeting resources
These resources provide a structured starting point for collaborative discussion and reflection on current approaches to whole-school curriculum planning. They include facilitator notes, activity documents and supporting presentation slides designed to guide whole-school reflection and planning.
The materials are flexible and can be adapted to suit different school contexts, priorities and focus areas for discussion.
The facilitator notes and accompanying presentation slides have been developed to support whole group discussions when reflecting on current approaches to using the Australian Curriculum.
Presentation materials
Using the Australian Curriculum facilitator notes
Using the Australian Curriculum PowerPoint presentation
Documents
Using the Australian Curriculum reflection
Professional learning for school and curriculum leaders
ACARA has developed a professional learning course to support school and curriculum leaders to develop a deeper understanding of the advice, resources and research in the Using the Australian Curriculum aspect. This course will support leaders to:
- lead curriculum implementation discussions with teachers
- support the development of a whole-school plan for student learning that is based on the expectations and aspirations of the Australian Curriculum.
This course supports school and curriculum leaders to reflect on current practice and initiate planning a whole-school approach to curriculum implementation.
Access to this course is through ACARA’s Professional Learning Hub.
ACARA resources
ACARA has developed professional learning courses to help teachers deepen their knowledge and understanding of the learning areas. Teachers can access these courses on demand through ACARA’s Professional Learning Hub.
This course covers the intent and structure of each learning area and the subjects for Humanities and Social Sciences in Years 7–10. The course is presented as a series of interactive learning experiences. It is designed to promote teacher engagement with the background information available on the website for each learning area. The focus is to develop a deeper understanding of the rationale, aims and structure of each learning area.
This course covers the intent and connections between the strands and sub-strands of each learning area. The course is presented as a series of interactive learning experiences. It is designed to improve teachers’ understanding of the flexible ways content can be addressed within each learning area.
Education declaration
Education Council (2019) The Alice Springs (Mparntwe) Education Declaration, Australian Government Department of Education, accessed 22 December 2025.
MCEETYA (Ministerial Council on Education, Employment, Training and Youth Affairs) (2008) Melbourne Declaration on Educational Goals for Young Australians, Australian Government Department of Education, accessed 22 December 2025.
Further reading
The following information details the development of the Australian Curriculum up to Version 8.4, and the background and shape papers for each learning area.
ACARA (n.d.) (Australian Curriculum, Assessment and Reporting Authority) “Australian Curriculum Review Cycle and iterative review process”, ACARA website, accessed 13 January 2026.
ACARA (n.d.) “Development of the Australian Curriculum”, ACARA website, accessed 13 January 2026.
ACARA (n.d.) “English, Foundation – Year 10 (Version 8.4)”, ACARA website, accessed 13 January 2026.
ACARA (n.d.) “Mathematics, Foundation – Year 12 (Version 8.4)”, ACARA website, accessed13 January 2026.
ACARA (n.d.) “Science, Foundation – Year 10 (Version 8.4)”, ACARA website, accessed 13 January 2026.
ACARA (n.d.) “HASS, Foundation – Year 12 (Version 8.4)”, ACARA website, accessed 13 January 2026.
ACARA (n.d.) “Health and Physical Education (HPE), Foundation – Year 10 (Version 8.4)”, ACARA website, accessed 13 January 2026.
ACARA (n.d.) “The Arts, Foundation – Year 10 (Version 8.4)”, ACARA website, accessed 13 January 2026.
ACARA (n.d.) “Languages, Foundation – Year 10 (Version 8.4)”, ACARA website, accessed 13 January 2026.
ACARA (n.d.) “Technologies, Foundation – Year 10 (Version 8.4)”, ACARA website, accessed 13 January 2026.
ACARA (n.d.) “General capabilities (Version 8.4)”, ACARA website, accessed 13 January 2026.
ACARA (n.d.) “Cross-curriculum priorities (Version 8.4)”, ACARA website, accessed 13 January 2026.