Textiles in the Australian Curriculum - General Capabilities & Cross Curriculum Priorities


 

The Australian Curriculum has general capabilities that are a key aspect to help support students to be learners who are confident, creative, and successful.

The seven general capabilities include –

  • Literacy capability
  • Numeracy capability
  • Information and Communication Technology capability
  • Critical and Creative Thinking capability
  • Personal and Social capability
  • Ethical Understanding capability
  • Intercultural Understanding capability

These general capabilities are described in the learning areas of the Australian Curriculum and are established to offer opportunities to build on quality and scope to a students learning (Authority, 2024).

Cross-curriculum priorities are also applied and addressed in the learning areas in the content descriptions. They have a powerful presence to the relevance of the learning area.  There are three cross-curriculum priorities in the Australian Curriculum –

1.     - Aboriginal and Torres Strait Islander Histories and Culture

2.    -  Asia and Australia’s Engagement with Asia

3.     - Sustainability

To implement these priorities into a textile teaching practice, a teacher would need to imbed a framework to address all three cross-curriculum priorities as follows –

1.     Aboriginal and Torres Strait Islander Histories and Culture: Lessons would need to highlight the special connection to Country/Place by our First Nations People and create an environment where students can celebrate the belief systems of the Aboriginal and Torres Strait Islander People that connect them physically and spiritually to the land.  The textile teaching and learning opportunities could be identified through planning around the historical culture of indigenous symbols used in artwork, natural dyeing techniques and fabric decoration techniques.

2.     Engagement with Asia: Textile teaching lessons would need to centre around THE TRADITIONAL TEXTILE TECHNIQUES OF Li Weaving, Batik and Ikat.  It would also explore the Shibori ways of embellishing textiles by shaping and securing cloth before dyeing.

3.     Sustainability: Teach students the importance of developing an appreciation for a sustainable future for Earth to maintain life and to meet our current world needs whilst not compromising the needs of our future generation. Teaching pedagogical approaches towards sustainable fashion materials, using recycled fabric, embellishments, and natural visual dyeing effects.

A general capability of the Australian Curriculum I would like to define in my textile classroom would be Critical and Creative Thinking.  I want to develop student's capabilities to use their knowledge and help clarify concepts, ideas, alternatives, and solve problems around the areas of using sustainable materials to create a textile design unique to a specific theme.

I would have students respond to the challenges of the twenty-first century by bringing their attention to the world’s complex environmental, social, and economic pressures. Having them to be creative and innovative in finding solutions to motivate change around these challenges.

Diffit Resource: Cross-Curriculum Priority of Aboriginal and Torres Strait Islander Histories and Cultures:

https://app.diffit.me/packet/3e513136-2677-4159-bcae-3ff31194f7e0


Five (5) Teaching Resources for a Textile Technology Classroom


1. YouTube



2. YouTube



3. Diffit Resource



4. Pinterest




5. YouTube







How do the HPE & Design and Technologies syllabuses connect in the Middle Years to make "Home Economics"?

Food and nutrition in the Australian Curriculum


In the Australian Curriculum students learn about food and nutrition in both Health and Physical Education (HPE) and Design and Technologies. In the HPE curriculum students develop knowledge and understanding of nutrition principles to enable them to make healthy food choices and consider the range of influences on these choices. In Design and Technologies students learn about the characteristics and properties of food and then apply this knowledge along with the nutrition principles learnt in HPE to the selection and preparation of food to design and produce healthy food solutions for specific purposes and consumers.

Beyond Year 8 students may choose to study a food-related subject offered by states and territories or they may have the opportunity in Design and Technologies to design and produce solutions in a food specialisation context.

Home Economics

Some states and territories offer Home Economics as a subject, or home economics related subjects. Home Economics supports students to develop the capacity to make decisions, solve problems and respond critically and creatively to practical concerns of individuals, families and communities in local, regional and global contexts. In the Australian Curriculum elements of learning in home economics draw from content in HPE and Technologies.





Comments

Post a Comment