In the Australian Curriculum there are seven general capabilities which link to a connected set of knowledge, skills, behaviours and dispositions that can be established through all curriculum to enable students to become successful learners, confident and creative individuals and active and informed citizens. The seven general capabilities are used throughout all student learning, in co-curricular programs and in life outside of school. They are:
• Literacy Capability
• Numeracy Capability
• Information & Communication Technology Capability
• Critical and Creative Thinking Capability
• Personal and Social Capability
• Ethical Understanding Capability
• Intercultural Understanding Capability
The Alice Springs (Mparntwe) Declaration recognised three key areas that need to be addressed for the advantage of individuals and Australia as a whole. The Australian Curriculum has prioritised these key areas to provide students with the skills and language to be able to engage and understand their world on multiple levels. The priorities afford dimensions that help to supplement the curriculum through the development of focused content that fits naturally across all learning areas, allowing delivery of learning content whilst also enhancing knowledge relating to:
• Aboriginal and Torres Strait Islander histories and cultures
• Asia and Australia’s engagement with Asia
• Sustainability.
Aboriginal and Torres Strait Islander Histories & Cultures
Through the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority, Australian students are able to gain a better understanding and more appreciative value of Aboriginal and Torres Strait Islander histories and cultures, traditions and holistic world views. Through this knowledge and understanding students can be effective participants in the development of Australia as a nation.
Concept 1: focuses on connection to Country/Place by Aboriginal and Torres Strait Islander Peoples and celebrates the belief systems that interconnect people physically, relationally and spiritually to Country/Place.
Concept 2: examines the diversity of Aboriginal and Torres Strait Islander Peoples’ cultures through language, life and experiences through historical, social and political viewpoints.This allows students to gain a better understanding of Aboriginal and Torres Strait Islander Peoples’ ways of being, knowing, thinking and doing.
Concept 3: tackles the diversity of Aboriginal and Torres Strait Islander societies, examining relationship structures and the significant contributions of Aboriginal and Torres Strait Islander people on a local, national and global scale.
Asia & Australia's Engagement with Asia
Through the Asia and Australia’s Engagement with Asia cross-curriculum priority, students are exposed to the social, cultural, political and economic links that connect Asia with Australia.
Concept 1: focuses on the diversity between Asian countries, cultures, societies and traditions through their diverse environments and the effects of these on the lives of people.
Concept 2: examines the past and present accomplishment of the Asians, identifying Asian historical contribution and Asian influence on the world’s their contribution to world history and acknowledges the influences that Asia region on the world’s artistic and creative interests.
Concept 3: observes past and ongoing links between Australia and Asia; further developing the opportunity through knowledge and understanding to effectively and actively engage with people throughout the Asian region.
Sustainability
The Sustainability priority allows students to develop an appreciation for, and an understanding of the necessity of a sustainable future; as well as addressing the needs of the present without compromising the needs of future generations.
Concept 1: examines the interdependent and active nature of systems that support the function of all life on Earth; whilst promoting healthy social, economic and ecological patterns of living for wellbeing and survival.
Concept 2: observes sustainability problems in a global context. This concept enables students to have broad world views on ecosystems, values and social justice that is discussed and linked to individual and community actions for sustainability.
Concept 3: encourages thinking and acting in ways that are necessary to create a more sustainable future. Students develop reflective thinking processes that inspire young people to inspire action that will lead to a more equitable, ethical and sustainable future.
There are many opportunities where the general capabilities and cross curriculum priorities could be incorporated into the textiles classroom. Simple examples of linking the seven general capabilites are listed below:
• Literacy Capability - reading a sewing pattern or any pattern instructions, textile technique instructions, textile blogs etc
• Numeracy Capability - working out seam allowances, adjustments and pattern design all require numeracy skills
• Information & Communication Technology Capability - using Web 2.0 tools for researching ideas in design for example Pinterest and Instagram, incorporating an assessment where students design at item that includes wearable technology, as well as through forms of assessment submission such as blogs.
• Critical and Creative Thinking Capability - this could be done via an assessment piece where students are asked to design and make a textile product that incorporates a number of different textile applications or embellishment techniques; which have been to introduced and experimented by the students earlier through the term. (eg beading, tie dyeing, embroidery). The assessment task could also require designing a pattern, moodboards, mindmaps and an evaluation and reflection task component.
• Personal and Social Capability - working in teams toward a common goal, brainstorming, working in group clusters and helping each other understand and undertake the next step in sewing from a pattern all are examples of students learning and extending their personal and social capabilities.
• Ethical Understanding Capability - exploring ethical consumerism and sustainability within the fashion industry and making this part of a term's assessment piece.
• Intercultural Understanding Capability - Implementation of an Indigenous Textiles unit. Exploring Aboriginal and Torres Straight Islander weaving techniques, looking at Japanese textile techniques of Shibori dyeing, Sashiko or Boro , another way is to look at traditional Chinese Li textile techniques.
Please see attached PDF Worksheet addressing general capability of Ethical Understanding Capability. Included in the worksheet are five teaching resources to be used within the classroom that would also meet the set requirements.
References:
de Carvalho, D. (2019). The Alice Springs (Mparntwe) Education Declaration. ACARA Update. https://docs.education.gov.au/system/files/doc/other/final_-_alice_springs_declaration_-_17_february_2020_security_removed.pdf
ACARA (2018) General Capability Numeracy. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/
Australian Curriculum (2020). General Capabilities. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/.
Comments
Post a Comment