Borun and Tuk

Cross Curriculum Priorities

A_TSICP1
First Nations communities of Australia maintain a deep connection to, and responsibility for, Country/Place and have holistic values and belief systems that are connected to the land, sea, sky and waterways.
A_TSICP2
The occupation and colonisation of Australia by the British, under the now overturned doctrine of terra nullius, were experienced by First Nations Australians as an invasion that denied their occupation of, and connection to, Country/Place.

A_TSIC3
The First Peoples of Australia (Aboriginal Peoples) belong to the world’s oldest continuous cultures. First Nations Australians demonstrate resilience in the maintenance, practice and revitalisation of culture despite the many historic and enduring impacts of colonisation, and continue to celebrate and share the past, present and future manifestations of their cultures.

SS1
All life forms, including human life, are connected through Earth’s systems (geosphere, biosphere, hydrosphere and atmosphere) on which they depend for their wellbeing and survival.
SS2
Sustainable patterns of living require the responsible use of resources, maintenance of clean air, water and soils, and preservation or restoration of healthy environments.

AC9S3U01
compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals
AC9S3I03
Follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and using digital tools as appropriate
AC9S3I05
Compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions
AC9S3I04
Construct and use representations, including tables, simple column graphs and visual or physical models, to organise data and information, show simple relationships and identify patterns
AC9S3I06
write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate

AC9S4I01
Pose questions to explore observed patterns and relationships and make predictions based on observations
AC9S4I03
Follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and using digital tools as appropriate
AC9S4U01
explain the roles and interactions of consumers, producers and decomposers within a habitat and how food chains represent feeding relationships
AC9S4I04
construct and use representations, including tables, simple column graphs and visual or physical models, to organise data and information, show simple relationships and identify patterns
AC9S4I06
write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate

AC9AVA4E02
Explore how First Nations Australians use visual arts to communicate their connection to and responsibility for Country/Place
AC9AVA4D01
Experiment with a range of ways to use visual conventions, visual arts processes and materials
AC9AVA4C01
Use visual conventions, visual arts processes and materials to create artworks that communicate ideas, perspectives and/or meaning

AC9TDI4P01
Define problems with given design criteria and by co-creating user stories
AC9TDI4P06
Use the core features of common digital tools to create, locate and communicate content, following agreed conventions