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Draft Summary Australian Curriculum History May 2010
 

Draft Summary Australian Curriculum History May 2010

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    Draft Summary Australian Curriculum History May 2010 Draft Summary Australian Curriculum History May 2010 Presentation Transcript

    • 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
    • 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
    • History :
      • is a disciplined inquiry
      • 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
      • This curriculum takes a world history approach.
      • A wide range of contexts are included.
      • This will enhance students’ appreciation of Australian History.
      Rationale
      Australian Curriculum: HistoryDraft Summary
      Prepared by Annabel Astbury History Teachers’ Association of Victoria
      March 2010
    • Rationale / Cross Curriculum Perspectives
      The curriculum contributes to:
      • students’ understanding of Aboriginal and Torres Strait Islander cultures and identity and
      • the nation’s distinctive position in the Asia Pacific Region.
      • 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
    • .
      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
      • Knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society
      • Understanding and use of historical concepts, including evidence, continuity and change, cause and effect, significance, empathy, perspectives and contestability
      • 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
    • Australian Curriculum: HistoryDraft Summary
      This subject is divided into two interelated strands:
      • Historical knowledge and understanding
      • 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
    • 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
    • The curriculum is foreach year level K – 10
      The content descriptions at each year level include:
      • Preface
      • The strands: (Knowledge and Understanding and Skills)
      • Content Elaborations
      • 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
    • 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
    • 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
    • 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
    • Content: Kindergarten
      Knowledge and Understanding
      Broad Inquiry Questions
      Personal and family stories
      • Generational structure
      • The telling of personal histories
      • How families commemorate
      Personal and Family Stories
      • what is my story?
      • what stories do other people tell about their past?
      • 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
    • Content: Year 1
      Broad Inquiry Questions
      Knowledge and Understanding
      Past and Present
      • Measurements of time
      • Birthdays, celebrations, seasons
      • Differences of family structures
      • Changing roles of individuals and groups
      Past and Present
      • what happened and when?
      • how do we measure and describe time?
      • how can we show that the past is different from the present?
      • 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
    • Content: Year 2
      Broad Inquiry Questions
      Knowledge and Understanding
      Heritage
      • Significance of local places
      • Significant events and people in the local community.
      • Importance of local communities preserving their heritage
      Heritage
      • why do you think the past is important?
      • 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
    • Content: Year 3
      Broad Inquiry Questions
      Knowledge and Understanding
      Our Community
      • Beliefs and practices of traditional owners of our country
      • Key changes and continuities in region or state
      • 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
      • National commemorations
      • Significance of emblems and symbols
      Community and Remembrance
      • who lived here first?
      • how has our own community changed over time?
      • 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
    • Content: Year 4
      Broad Inquiry Questions
      Knowledge and Understanding
      First Australians
      • Diversity of cultures of A&TSI peoples and social structures
      • The Dreaming
      • Contributions of A&TSI peoples to the nation
      Early Contacts
      • Early European and Asian Contacts
      • Navigators and explorers
      • First Fleet
      • Impact of colonisation upon A&TSI peoples
      • Aspects of daily life in the colony
      • what was life like for Aboriginal and Torres Strait Islander people in Australia before the arrival of the Europeans?
      • who were the early navigators and explorers of the Australian continent and what were their reasons for these explorations?
      • 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
    • Content: Year 5
      Broad Inquiry Questions
      Knowledge and Understanding
      Colonial Lives
      • Overview of development of colonial Australia
      • Characteristics of convict settlement
      • Individuals or groups important to colonial development
      • A key event that demonstrates a milestone in colonial history for Australia
      Stories of Nationhood
      • Federation
      • Australia’s form of government and how representative it was at the time
      • Australia’s form of government compared with other nations at the time and different stories of nationhood
      • what do we know about the lives of people in Australia’s past?
      • how did Australian colonies develop during the nineteenth century?
      • 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
    • Content: Year 6
      Broad Inquiry Questions
      Knowledge and Understanding
      Australia, The British Empire and Asia
      • Significance of Australia’s British Heritage
      • Australia’s links with Asia-Pacific Region
      • Other countries’ perceptions of Australia during the early 20th Century
      New Australians
      • The development of a culturally diverse society from 19th century
      • Stories of and reasons for migration
      • Contributions of migrants to Australian life
      • 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?
      • what significant world events contributed to Australia’s migration patterns?
      • 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
    • Content: Year 7
      Broad Inquiry Questions
      Knowledge and Understanding
      • Depth Study: What is History?
      • Overview: What is the Ancient World?
      • Depth Study: The Ancient World (Egypt or Greece or Rome)
      • Depth Study: The Ancient World (China or India or Australasia
      • Depth Study: The Ancient World (School developed study)
      • May be based on previous contexts or other contexts.
      • 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?
      • what are the defining characteristics of societies?
      • how did people live in other times and other places?
      • 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
    • 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
      • 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
      • The social, military and political structures of the society, particularly how people lived, how they fought and how they were governed
      • Significant developments in the areas of art, architecture, technology, thinking and literature
      • The important cultural practices, beliefs, values and customs and the impact on people’s way of life
      • 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
    • Content: Year 8
      Broad Inquiry Questions
      Knowledge and Understanding
      • Overview: The Medieval World
      • Depth Study: Medieval Europe
      • Depth Study: Asian Societies
      • Depth Study: Expanding Horizons
      • The Renaissance and exploration
      • Depth Study: Medieval World (School Developed Study)
      • May be based on previous contexts or other contexts.
      • 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?
      • how do societies interact?
      • 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
    • Content: Year 9
      Broad Inquiry Questions
      Knowledge and Understanding
      • Overview: The Making of the Modern World and Australia
      • Depth Study: Technology, progress and social changeIndustrial Revolution
      • Depth Study: Asia and the Pacific World
      • Depth Study: The Making of an Australian NationAustralia in the 19th centuryFederation
      • 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?
      • how are societies influenced by global changes?
      • how do societies understand their indigenous past?
      Australian Curriculum: HistoryDraft Summary
      Prepared by Annabel Astbury History Teachers’ Association of Victoria
      March 2010
    • Content: Year 10
      Broad Inquiry Questions
      Knowledge and Understanding
      • Overview: Australia in the Modern World
      • 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
      • 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?
      • how do people struggle for rights and freedoms?
      • 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
    • 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?
      • how do people struggle for rights and freedoms?
      • 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
    • Each year level has an achievement standard.
      Samples
      Assessment
      Australian Curriculum: HistoryDraft Summary
      Prepared by Annabel Astbury History Teachers’ Association of Victoria
      March 2010
    • 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
    • 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
    • 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
    • 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
    • HTAV’s Observations
      Australian Curriculum: HistoryDraft Summary
      Prepared by Annabel Astbury History Teachers’ Association of Victoria
      March 2010
    • HTAV’s Observations
      Australian Curriculum: HistoryDraft Summary
      Prepared by Annabel Astbury History Teachers’ Association of Victoria
      March 2010
    • HTAV’s Observations
      Australian Curriculum: HistoryDraft Summary
      Prepared by Annabel Astbury History Teachers’ Association of Victoria
      March 2010
    • HTAV’s Observations
      Australian Curriculum: HistoryDraft Summary
      Prepared by Annabel Astbury History Teachers’ Association of Victoria
      March 2010
    • HTAV’s Observations
      Australian Curriculum: HistoryDraft Summary
      Prepared by Annabel Astbury History Teachers’ Association of Victoria
      March 2010
    • HTAV’s Observations
      Australian Curriculum: HistoryDraft Summary
      Prepared by Annabel Astbury History Teachers’ Association of Victoria
      March 2010
    • HTAV’s Observations
      Australian Curriculum: HistoryDraft Summary
      Prepared by Annabel Astbury History Teachers’ Association of Victoria
      March 2010
    • 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
    • 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
    • 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