Curriculum Overview• Primary F - 3: Family histories• Primary 4 - 6: Local histories / National story (19th c.)• Year 7: The Ancient World• Year 8: Ancient to the Modern World photo: Brooklyn Museum , via Flickr Commons• Year 9: The Making of the Modern World• Year 10: The Modern World and Australia
FrameworkKey Inquiry QuestionsHistorical knowledge and understandingHistorical Skills- Chronology, terms and concepts- Historical questions and research- Analysis and use of sources- Perspectives and interpretations- Explanation and communication
New Content(new knowledge) photo: NationalLibrary NZ, via Flickr Commons Resources photo: Center for Jewish History, via Flickr Commons Time photo: National Library of Ireland, via Flickr Commons
How much ‘new’content is there?• Primary School: speciﬁc history curriculum but how much of it is already covered?• F - 3: Family and local histories Not signiﬁcant changes - just speciﬁed more.• 4 - 6: National history Some change: grand voyages, photo: Powerhouse Museum Collection , via Flickr Commons colonial life and road to nationhood. Speciﬁc attention to AITSI cultures.
Things to remember• Many of the histories can be part of the inquiry method (‘Key Inquiry Questions’) and be incorporated into an integrated curriculum with focus on literacy and numeracy.• Scope and sequence documents from VCAA http://www.vcaa.vic.edu.au/foundation10/curriculum/comparisons/ History_scope_and_sequence_AusVELS.pdf• don’t make it a chore! Primary teachers have the edge because they are experts in integrating disciplinary studies.
How much ‘new’content is there?• Year 7: Ancient Australia / incl. focus on an ancient Asian history.• Year 8: deﬁnite inclusion of Islamic world with ‘Western’ world. Inclusion of Asian histories in this period.• Year 9: Industrial Revolution, photo: Smithsonian Institution, via Flickr Commons imperialism, World War I• Year 10: rights and freedoms, globalising world.
Most signiﬁcant (and The overviews interesting) change
The overviews• Not a new concept: experienced teachers have always contexualised the histories they have taught.• This approach formalises the process.• Advantages of the overviews: - challenges students to examine concepts that they can then test and apply to the depth studies - introduces students to the curiosity and wonder of world stories
Approaching overviews and depth studies• Know your content.• Remember: overviews are meant to be only 10% of teaching time. There is a lot of content speciﬁed but there are different ways to cover it and integrate it into the course of study.• Overviews are meant to give students an introduction to the period.• Overviews are meant to make links to and between the depth studies.• Overviews are meant to consolidate understanding through a review of the period.• Overviews are not to be taught exclusively of the depth studies but integrated so that students get a sense of an expansive chronology.
Planning a course‣ Look at content of the overview and assess where it fits into the depth studies‣ Use the key inquiry questions as a focus for the teaching and learning‣ Focus on integrating the overviews‣ Over the year the course has to tell a bigger story‣ Some aspects of overviews can be useful introducing depth study
Teaching ‘big’ history‣Activities that allow students to work individually / small groupswhich generate questions and thought.‣Mapping exercise: annotated maps on Google maps - great togive overviews and maintain throughout the course.‣small group work on analysis of objects: ‘mystery’ objects fromcollections such as History of the world in 100 Objects.‣Small group work on analysis of images.‣Timelines: using online tools that can be amended or added to.
Senior CoursesConsultation closed Friday 20July.Ancient HistoryModern History
Organisation of courses Modern History Unit 1 Year 11 Unit 2 Understanding the Modern World Movements for rights and recognition in the 20th century Unit 3 Year 12 Unit 4 The rise of modern nations The Modern World since 1945
Organisation of courses Ancient History Unit 1 Year 11 Unit 2 Investigating the Ancient World Ancient Societies Unit 3 Year 12 Unit 4 People, power and authority The Ancient World: sites and development
Further Resources HTAV | History Teachers’ Association of Victoria HTAA | History Teachers’ Association of Australia ACARA | Australian Curriculum, Assessment and Reporting Authority ESA | Education Services Australia