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If the connections are in the Advice to Schools section, will this be missed? I can see a role for Curriculum Coordinators who map 'big picture' being the leaders who can identify opportunities for scopes & sequences in the first place. Perhaps some well timed NESA PD would support this work as first syllabuses are released.

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If the connections are in the Advice to Schools section, will this be missed? I can see a role for Curriculum Coordinators who map 'big picture' being the leaders who can identify opportunities for scopes & sequences in the first place. Perhaps some well timed NESA PD would support this work as first syllabuses are released.

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Risk of superficial connections that pay lipservice but don't lead to enriched learning.

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Risk of superficial connections that pay lipservice but don't lead to enriched learning.

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I’m so excited about this but we need to make sure syllabuses are decluttered to give us the time this needs

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Could we have some optional units of work that are connected to other subject areas?

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If it sits as an option that would be great because that allows schools to vary how much connectivity they can handle dependent on their context

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Less double-teaching of concepts could lead to more time to explore depth of understanding in our subjects

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Less double-teaching of concepts could lead to more time to explore depth of understanding in our subjects

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Breaks down silos, builds knowledge, creates connections, allows for deeper learning

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Time, planning, staff commitment - important to make a priority in the school

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It would be a missed opportunity not to try to coordinate across subject areas with a new curriculum.

# data[].attributes.subject
It would be a missed opportunity not to try to coordinate across subject areas with a new curriculum.

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Geography and English - environmental issues and writing a story book on these global issues

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Could support the implementation of the Stage 5 project to draw better cross-curricular links

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Could support the implementation of the Stage 5 project to draw better cross-curricular links

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Japan under the Shoguns and Languages - Japanese

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Using Code to Solve Mathematical Problem

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Could be a tag in the digital curriculum

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I see it as such a wonderful opportunity for increasing understanding of what our students learn and when they learn it across different KLAs

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An excellent initiative that allows for opportunities like differentiation in tasks

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postmodernism as an example in art, english and history

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postmodernism as an example in art, english and history

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If stage groups aren’t a “thing” in your school, it can be hard to set up collaboration. 

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If stage groups aren’t a “thing” in your school, it can be hard to set up collaboration. 

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Over-generalisation of certain terms that do actually have specific meaning in particular subject areas (although the glossary in the digital curriculum is a great tool for managing this)

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Supports cross-curricular PIP projects for students with disability. Facilitates identfication of outcomes for teachers eg coding in Maths, Science & TEC

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Supports cross-curricular PIP projects for students with disability. Facilitates identfication of outcomes for teachers eg coding in Maths, Science & TEC

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Teachers understanding where their content ‘fits’ into the whole learning of their students

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Teachers understanding where their content ‘fits’ into the whole learning of their students

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Consistent language and processes used across subjects if it's made explicit in the syllabus (e.g. do we use 'average' or 'mean'? When should you use a line graph as opposed to a bar graph? When we rearrange a formula, what process should be followed? Some of these are probably school-based decisions but pointing out the connections may lead to better planning/collaboration in this respect)

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History- world events; Japan under the Shoguns
Music- traditional music and instruments
Art- Shibori, woodblock printing, bonsai and ikebana;
TAS- Shibori, Harajuki fashion, Japanese recipes, Earthquake proof engineering
Geography- human and physical geographic features of Japan, sustainability and recycling; earthquakes and tsunamis
Maths- Japanese forms of calculation; origami folding.
English- narrative and recount using imaginative journals (eg. a day in the life at a Japanese high school); pen pal connections
PD/H/PE- Japanese sports and games, movement based vocabulary lessons

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Some teachers find it difficult to go outside their subject bounded expertise.

To have the connections mapped in the syllabus would counter this resistance.

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Even the brightest students struggle to see the links between subjects!

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Even the brightest students struggle to see the links between subjects!

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Humanities subjects: English, HSIE particularly outcomes EN4-7D En4-8D EN5-7D EN5-8D

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Humanities subjects: English, HSIE particularly outcomes EN4-7D En4-8D EN5-7D EN5-8D

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Maths: graphing, data analysis, area, EVERYTHING
Geography: natural disasters, biogeochemical cycles, biomes, diversity and distribution of living things, adaptations
English: constructing text types
History: scientific discoveries and events and their impact
TAS: forces, energy, problem solving and innovation
Etc etc

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Good opportunities to show this in the stage 5 project

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Good opportunities to show this in the stage 5 project

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Time to go through syllabus documents and identify the areas of collaboration.

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Delivery of the content in the various forms

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Delivery of the content in the various forms

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You would need at the least, an awareness of when these concepts were being taught in other subjects

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You would need at the least, an awareness of when these concepts were being taught in other subjects

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The digital curriculum should facilitate this - tags that show the connections

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The digital curriculum should facilitate this - tags that show the connections

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Whole school planning time would be needed - and not just an hour - it would really require a week to do it right

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Geographical Skills with Mathematics; Science; PDHPE - mapping, scale, ratios, time zones etc

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You would need at the least, an awareness of when these concepts were being taught in other subjects

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You would need at the least, an awareness of when these concepts were being taught in other subjects

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Allows for deep understanding among students

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making sure the connections allow for students to gradually build to complexity of connections

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Possibilities for the future and changing the way we teach

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Possibilities for the future and changing the way we teach

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Year 7 History & English - Investigating the past and letter writing (Museum Exhibit - artefact and writing letter to curator)

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I would love to have tasks that can be assessed over several subject areas for one task

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consistency, clarity and reinforcement in a different subject areas. 

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consistency, clarity and reinforcement in a different subject areas. 

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Allows for a consistency of approach to teaching a particular skill

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Relevance, build connections, lighten the teaching and learning load

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Relevance, build connections, lighten the teaching and learning load

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A huge amount of coordination would need to happen between faculties to make this work. Not just to be teaching similar concepts, but for them to be taught at the same time. Time, as ever, is the missing element when asking teachers to work on projects like this. PD time and time to program. 

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A huge amount of coordination would need to happen between faculties to make this work. Not just to be teaching similar concepts, but for them to be taught at the same time. Time, as ever, is the missing element when asking teachers to work on projects like this. PD time and time to program. 

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Connection to mathematics (processing, displaying and analysing data)
Connection to geography (Earth processes, sustainability, resource management)
Connection to music (sound waves, machines)
Connection to visual art (colour perception, chemical composition of different media)
PDHPE (body systems and processes, forces, requirements for living)

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The opportunity to make bigger programs and projects to engage students

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The opportunity to make bigger programs and projects to engage students

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transfer of knowledge, increase complexity of understanding

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Year 9 History and English - WWI and War Poetry; ANZAC Day Ceremony - commemoration

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History - historical fiction
Geography - texts which explore environmental sustainability
Maths - timelines, Iambic pentameter, estimation
Science - science fiction
CAPA - using artistic texts as stimulus

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The time and willingness required from teachers across different faculties to work together can be a challenge

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The time and willingness required from teachers across different faculties to work together can be a challenge

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Coordinating with other KLAs

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What will this look like? Will subject areas still act as silos or is there an expectation that faculties in secondary, program together.

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What will this look like? Will subject areas still act as silos or is there an expectation that faculties in secondary, program together.

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Year 8 Geography - Water in the World (sustainability) with Science (ecosystems), English (communication), Religious Studies (Catholic Social Teachings), Mathematics; Indigenous Water Ceremony; connection to land

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Consistency across subjects
Don't have to reteach some concepts

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Source analysis, how to comprehend images

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Teacher confidence in structures can vary, impacting on student understanding

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Teacher confidence in structures can vary, impacting on student understanding

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Creating data and displaying it for a purpose linked to the construction of a project that evaluates a science concept. e.g. catapults

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Can support numerous other KLAs by looking at texts that elaborate on topics in other areas

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Content may be taught differently and confuse students

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Content may be taught differently and confuse students

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Connections to all KLAs
Strong contextual connections to History, Geography, Drama
Connections to Numeracy - timelines, order, sequence, estimating length

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Improving consistency for writing structures and expectations

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Improving consistency for writing structures and expectations

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Language and HSIE - Australia's place in Asia, historical and social connections. Politics. 

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Language and HSIE - Australia's place in Asia, historical and social connections. Politics. 

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HSIE to science i.e. Geography; landforms; History and Pompeii (volcanoes)

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HSIE to science i.e. Geography; landforms; History and Pompeii (volcanoes)

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English - clear connections to Drama with texts and ideas, History with text types and writing expectations

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English - clear connections to Drama with texts and ideas, History with text types and writing expectations