Draft Summary Australian Curriculum History May 2010
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Draft Summary Australian Curriculum History May 2010

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  • 1. Australian Curriculum: HistoryDraft Summary
    (Australia) March 2010
    Summarised from Australian Curriculum and Assessment Authority, Australian Curriculum Documents [March 2010]
    Annabel Astbury
    History Teachers’ Association of Victoria
  • 2. Common words in Rationale for Australian Curriculum: History.
    Rationale
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
    Image created at wordle.net
  • 3. History :
    • is a disciplined inquiry
    • 4. is futures oriented:
    “enables students to contribute more effectively to creating the future.”
    • enables specific skills to be acquired.
    Rationale
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 5.
    • This curriculum takes a world history approach.
    • 6. A wide range of contexts are included.
    • 7. This will enhance students’ appreciation of Australian History.
    Rationale
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 8. Rationale / Cross Curriculum Perspectives
    The curriculum contributes to:
    • students’ understanding of Aboriginal and Torres Strait Islander cultures and identity and
    • 9. the nation’s distinctive position in the Asia Pacific Region.
    • 10. sustainable patterns of living
    These are cross curriculum dimensions that are integral to all subjects in the Australian Curriculum.
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 11. .
    The Australian Curriculum: History K-10 aims to develop in each student:
    • Interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be active and informed citizens
    • 12. Knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society
    • 13. Understanding and use of historical concepts, including evidence, continuity and change, cause and effect, significance, empathy, perspectives and contestability
    • 14. Capacity to undertake historical inquiry, including skills in the analysis and use of sources, communication and explanation
    Aims
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 15. Australian Curriculum: HistoryDraft Summary
    This subject is divided into two interelated strands:
    • Historical knowledge and understanding
    • 16. Historical Skills
    Organisation of the learning area
    • Historical Inquiry is the basis for these two strands.
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 17. Australian Curriculum: History
    Stages of learning
    Australian Curriculum: HistoryDraft Summary
    Year 11 – Year 12
    Stage 4: 15 – 18 Years of Age
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 18. The curriculum is foreach year level K – 10
    The content descriptions at each year level include:
    • Preface
    • 19. The strands: (Knowledge and Understanding and Skills)
    • 20. Content Elaborations
    • 21. Achievement standard
    Organisation of the Content
    Australian Curriculum: HistoryDraft Summary
    View it online: www.australiancurriculum.edu.au
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 22. Organisation of the content
    Strand
    Content description
    Click here to give feedback and to see content elaborations
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 23. Content elaborations can be viewed via the history feedback button
    Organisation of the Content
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 24. Skills: Years K - 2
    Skills: Years 3 - 10
    Skills taught
    Historical questions and research
    Analysis and use of sources
    Comprehension and communication
    Historical questions and research
    Analysis and use of sources
    Perspectives and interpretations
    Comprehension and communication
    Australian Curriculum: HistoryDraft Summary
    Skills acquired progress according to the stages of learning.
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 25. Content: Kindergarten
    Knowledge and Understanding
    Broad Inquiry Questions
    Personal and family stories
    • Generational structure
    • 26. The telling of personal histories
    • 27. How families commemorate
    Personal and Family Stories
    • what is my story?
    • 28. what stories do other people tell about their past?
    • 29. how are stories told?
    Skills: Years K - 2
    Historical questions and research
    Analysis and use of sources
    Comprehension and communication
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 30. Content: Year 1
    Broad Inquiry Questions
    Knowledge and Understanding
    Past and Present
    • Measurements of time
    • 31. Birthdays, celebrations, seasons
    • 32. Differences of family structures
    • 33. Changing roles of individuals and groups
    Past and Present
    • what happened and when?
    • 34. how do we measure and describe time?
    • 35. how can we show that the past is different from the present?
    • 36. has family life changed over time?
    Skills: Years K - 2
    Historical questions and research
    Analysis and use of sources
    Comprehension and communication
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 37. Content: Year 2
    Broad Inquiry Questions
    Knowledge and Understanding
    Heritage
    • Significance of local places
    • 38. Significant events and people in the local community.
    • 39. Importance of local communities preserving their heritage
    Heritage
    • why do you think the past is important?
    • 40. how can we preserve these signs of the past?
    Skills: Years K - 2
    Historical questions and research
    Analysis and use of sources
    Comprehension and communication
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 41. Content: Year 3
    Broad Inquiry Questions
    Knowledge and Understanding
    Our Community
    • Beliefs and practices of traditional owners of our country
    • 42. Key changes and continuities in region or state
    • 43. The significance of an important heritage site or a site of cultural or spiritual significance in the local community, region or state
    We Remember
    • The significance of selected celebrations, commemorations, symbols and emblems
    • 44. National commemorations
    • 45. Significance of emblems and symbols
    Community and Remembrance
    • who lived here first?
    • 46. how has our own community changed over time?
    • 47. why do we choose to remember particular events from the past?
    Skills: Years 3 - 6
    Historical questions and research
    Analysis and use of sources
    Perspectives and interpretations
    Comprehension and communication
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 48. Content: Year 4
    Broad Inquiry Questions
    Knowledge and Understanding
    First Australians
    • Diversity of cultures of A&TSI peoples and social structures
    • 49. The Dreaming
    • 50. Contributions of A&TSI peoples to the nation
    Early Contacts
    • Early European and Asian Contacts
    • 51. Navigators and explorers
    • 52. First Fleet
    • 53. Impact of colonisation upon A&TSI peoples
    • 54. Aspects of daily life in the colony
    • 55. what was life like for Aboriginal and Torres Strait Islander people in Australia before the arrival of the Europeans?
    • 56. who were the early navigators and explorers of the Australian continent and what were their reasons for these explorations?
    • 57. what other explorations of this kind had taken place or were taking place
    elsewhere in the world at that time?
    • what was the nature of contact between Aboriginal and Torres Strait Islander peoples and early explorers?
    Skills: Years 3 - 6
    Historical questions and research
    Analysis and use of sources
    Perspectives and interpretations
    Comprehension and communication
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 58. Content: Year 5
    Broad Inquiry Questions
    Knowledge and Understanding
    Colonial Lives
    • Overview of development of colonial Australia
    • 59. Characteristics of convict settlement
    • 60. Individuals or groups important to colonial development
    • 61. A key event that demonstrates a milestone in colonial history for Australia
    Stories of Nationhood
    • Federation
    • 62. Australia’s form of government and how representative it was at the time
    • 63. Australia’s form of government compared with other nations at the time and different stories of nationhood
    • 64. what do we know about the lives of people in Australia’s past?
    • 65. how did Australian colonies develop during the nineteenth century?
    • 66. why and how did Australia become a nation?
    Skills: Years 3 - 6
    Historical questions and research
    Analysis and use of sources
    Perspectives and interpretations
    Comprehension and communication
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 67. Content: Year 6
    Broad Inquiry Questions
    Knowledge and Understanding
    Australia, The British Empire and Asia
    • Significance of Australia’s British Heritage
    • 68. Australia’s links with Asia-Pacific Region
    • 69. Other countries’ perceptions of Australia during the early 20th Century
    New Australians
    • The development of a culturally diverse society from 19th century
    • 70. Stories of and reasons for migration
    • 71. Contributions of migrants to Australian life
    • 72. A migrant narrative
    Australia and the world
    • how did Australia’s links around the turn of the 19th century to Britain and the Asia-Pacific influence Australian society?
    • 73. what significant world events contributed to Australia’s migration patterns?
    • 74. how has Australia evolved into a culturally diverse society?
    Skills: Years 3 - 6
    Historical questions and research
    Analysis and use of sources
    Perspectives and interpretations
    Comprehension and communication
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 75. Content: Year 7
    Broad Inquiry Questions
    Knowledge and Understanding
    • Depth Study: What is History?
    • 76. Overview: What is the Ancient World?
    • 77. Depth Study: The Ancient World (Egypt or Greece or Rome)
    • 78. Depth Study: The Ancient World (China or India or Australasia
    • 79. Depth Study: The Ancient World (School developed study)
    • 80. May be based on previous contexts or other contexts.
    • 81. could focus on ONE or more of the following: a significant event, person, group, movement, mystery or discovery
    All of these topics will be undertaken
    What Was the Ancient World?
    • what is history?
    • 82. what are the defining characteristics of societies?
    • 83. how did people live in other times and other places?
    • 84. who should rule in a society?
    Skills: Years 7 - 10
    Historical questions and research
    Analysis and use of sources
    Perspectives and interpretations
    Comprehension and communication
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 85. This is typical of the kinds of points that would have to be covered in a depth study
    The Ancient World: Egypt or Greece or Rome
    Key Knowledge for Depth Study
    • A chronological account of the significant periods, events and people
    • 86. The economic, social and strategic importance of the main geographical features, including landforms and resources, and the geographic location of the society in the broader region
    • 87. The social, military and political structures of the society, particularly how people lived, how they fought and how they were governed
    • 88. Significant developments in the areas of art, architecture, technology, thinking and literature
    • 89. The important cultural practices, beliefs, values and customs and the impact on people’s way of life
    • 90. The short and long term impact in and beyond the region of the key events, ideas and people
    Content in Depth Studies
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 91. Content: Year 8
    Broad Inquiry Questions
    Knowledge and Understanding
    • Overview: The Medieval World
    • 92. Depth Study: Medieval Europe
    • 93. Depth Study: Asian Societies
    • 94. Depth Study: Expanding Horizons
    • 95. The Renaissance and exploration
    • 96. Depth Study: Medieval World (School Developed Study)
    • 97. May be based on previous contexts or other contexts.
    • 98. could focus on ONE or more of the following: a significant event, person, group, movement, mystery or discovery
    All of these topics will be undertaken
    The Medieval World
    • how do beliefs and values influence people’s way of life?
    • 99. how do societies interact?
    • 100. why do societies change?
    Skills: Years 7 - 10
    Historical questions and research
    Analysis and use of sources
    Perspectives and interpretations
    Comprehension and communication
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 101. Content: Year 9
    Broad Inquiry Questions
    Knowledge and Understanding
    • Overview: The Making of the Modern World and Australia
    • 102. Depth Study: Technology, progress and social changeIndustrial Revolution
    • 103. Depth Study: Asia and the Pacific World
    • 104. Depth Study: The Making of an Australian NationAustralia in the 19th centuryFederation
    • 105. Depth Study: The Making of the Modern World and Australia (School developed study)
    All of these topics will be undertaken
    The Making of the Modern World and Australia
    • what is progress?
    • 106. how are societies influenced by global changes?
    • 107. how do societies understand their indigenous past?
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 108. Content: Year 10
    Broad Inquiry Questions
    Knowledge and Understanding
    • Overview: Australia in the Modern World
    • 109. Depth Study: The Great War and its aftermathGallipoli / Western Front campaignsAnzac LegendHomefrontReturned Service peopleThe effect of the Great Depression on Aust. Origins of WW2 and Aust’s role in it. Significance of WW2, incl. Holocaust
    • 110. Depth Study: Struggles for Freedoms and RightsAttempts at peacemaking gaining human rights through organisations and treaties.Effects of Cold War on Human Rights.The origins and consequences of anti-colonial movements and civil rights movements (one of four contexts to be chosen)Case Study of individual, group, movement and event
    All of these topics will be undertaken
    Australia in the Modern World
    • why do nations go to war and how does war change a society?
    • 111. how do people struggle for rights and freedoms?
    • 112. how does a nation deal with its past and attempt to shape the future?
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 113. Content: Year 10
    Broad Inquiry Questions
    Knowledge and Understanding
    Depth Study: Social and Cultural Influences
    The nature and type of change in popular culture during this century.
    A decade in Australia’s twentieth century history, compared with the present, with a particular emphasis on the following: family, work, education, health, leisure, transport and communications.
    The impact on the Australian way of life of ONE the following developments:
    migration
    women’s liberation movements
    concern for the environment
    urbanisation
    and ONE other significant social development
    All of these topics will be undertaken
    Australia in the Modern World
    • why do nations go to war and how does war change a society?
    • 114. how do people struggle for rights and freedoms?
    • 115. how does a nation deal with its past and attempt to shape the future?
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 116. Each year level has an achievement standard.
    Samples
    Assessment
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 117. Definition from Australian Curriculum Website
    What is a depth study?
    A depth study is a closer investigationof a particular topic, for example the study of an ancient civilisation, which allows time for more detailed discussion. It provides students with the opportunity to develop and apply the concepts and skillsof historical understanding to events, periods, people and societies of particular significance. Depth studies commonly employ close reading of historical texts, investigation of primary sources, activities (such as site and museum visits), teacher exposition and student inquiries. It is a sustained, concentrated and resource-rich exercise.
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 118. Timeline for implementation
    Stage 1 = Australian Curriculum for English, Mathematics, Science and History
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 119. Discussion Question 1
    Purpose of today:
    Collect feedback to assist in the formation of a HTAV Response
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 120. Discussion Question 1
    Which content / topics listed in the draft are indispensible at Year x?
    How would you improve the Year x content?
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 121. HTAV’s Observations
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 122. HTAV’s Observations
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 123. HTAV’s Observations
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 124. HTAV’s Observations
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 125. HTAV’s Observations
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 126. HTAV’s Observations
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 127. HTAV’s Observations
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 128. Discussion Question 2
    What are the best parts of the curriculum?
    Which parts of the curriculum could be dramatically improved upon?
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 129. How to give feedback
    www.australiancurriculum.edu.au
    www.vcaa.vic.edu.au
    www.htav.asn.au
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010
  • 130. Contact HTAV
    Annabel Astbury
    Executive Director
    HTAV
    Suite 105, 134- 136 Cambridge StreetCollingwood, VIC 3066
    a.astbury@htav.asn.au
    Australian Curriculum: HistoryDraft Summary
    Prepared by Annabel Astbury History Teachers’ Association of Victoria
    March 2010