Cross-Curriculum Priorities in the Australian Curriculum Explained

Cross-curriculum priorities are themes that are integrated throughout the Australian Curriculum rather than confined to particular subjects. There are three: Aboriginal and Torres Strait Islander histories and cultures; Asia and Australia's engagement with Asia; and Sustainability. These priorities reflect important areas of learning that benefit from integration across subjects rather than siloed teaching.

The aim isn't to add separate topics to already-busy curricula. Instead, curriculum planning should look for natural integration points where learning in various subjects can address these priorities. For instance, Aboriginal perspectives might be integrated into history, English (through literature), art, music, and geography rather than appearing only in a dedicated "Aboriginal studies" unit.

This priority ensures students understand Aboriginal and Torres Strait Islander peoples as the first Australians with continuous cultures extending back 65,000+ years. Rather than treating Indigenous history as a single topic, the curriculum integrates Aboriginal and Torres Strait Islander perspectives throughout.

In English, students read texts by Indigenous authors and from Indigenous oral traditions. In history, they study Aboriginal and Torres Strait Islander societies before and after European arrival, and contemporary Aboriginal and Torres Strait Islander Australia. In science, they learn about Indigenous ecological knowledge and land management practices. In art and music, they explore Indigenous artistic traditions.

Effective integration requires genuine representation, not tokenism. This means featuring Indigenous perspectives as equally valid ways of knowing, not as supplementary add-ons. It also means accurate, respectful treatment that acknowledges both achievements and impacts of colonisation.

This priority reflects Australia's location in the Asia-Pacific region and the importance of understanding Asian cultures, economies, and engagement with Australia. Rather than focusing only on European or American history and culture, curriculum should develop Asia literacy.

In geography, students learn about Asian nations, economies, and cultures. In history, they study Asian civilisations and interactions with Australia. In languages, students might study Asian languages like Mandarin, Japanese, or Indonesian. In business/economics, they consider Australia's trade relationships with Asian nations. In the arts, they explore Asian artistic traditions.

Asia literacy includes understanding the diversity of Asian nations and peoples—Asia is not monolithic. It also includes understanding Australia's place within Asia-Pacific and the importance of these relationships.

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Australian Curriculum Asia Priority Resources

ACARA resources supporting integration of Asia and Australia's engagement with Asia throughout curriculum, with examples across learning areas and year levels.

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Sustainability addresses environmental, social, and economic dimensions of sustainable development. Rather than treating sustainability as only a science or social studies topic, the curriculum integrates it throughout.

In science, students investigate ecosystems, climate systems, and resource use. In geography, they study environments and human impact. In economics, they consider sustainable business practices. In English, they might analyse texts addressing environmental issues. In design and technology, they consider sustainable design principles. In history, they examine human relationships with environments across time.

Sustainability is not about environmental alarmism; it's about helping students understand complex systems, make informed choices, and participate in creating more sustainable futures. This develops critical thinking and agency alongside knowledge.

Effective integration of cross-curriculum priorities requires intentional planning. When planning units, ask: Where can I naturally incorporate Aboriginal and Torres Strait Islander perspectives? How does this unit connect to Asia? What sustainability aspects are relevant?

Integration looks different in different subjects. A Year 4 unit on water might integrate sustainability (water as a precious resource), Aboriginal perspectives (Aboriginal water management practices, songlines), and Asia (water systems in Asian countries). The teaching is still focused on understanding water—the priorities provide lenses through which to examine the topic.