The document summarizes the draft Australian curriculum for history. It includes an overview of the curriculum's structure, content, and goals. Key points include: - The curriculum takes a world history approach and includes a range of historical contexts. - Content is organized into two strands - historical knowledge and understanding, and historical skills. - Depth studies provide closer examination of particular topics or historical periods. - Content is outlined for each year level from kindergarten to year 10.

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

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

9. the nation’s distinctive position in the Asia Pacific Region.

10. sustainable patterns of livingThese 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

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 explanationAims Australian Curriculum: HistoryDraft Summary 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

19. The strands: (Knowledge and Understanding and Skills)

20. Content Elaborations

21. Achievement standardOrganisation 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

26. The telling of personal histories

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

31. Birthdays, celebrations, seasons

32. Differences of family structures

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

38. Significant events and people in the local community.

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

42. Key changes and continuities in region or state

44. National commemorations

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

49. The Dreaming

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?

59. Characteristics of convict settlement

60. Individuals or groups important to colonial development

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

68. Australia’s links with Asia-Pacific Region

70. Stories of and reasons for migration

71. Contributions of migrants to Australian life

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

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.

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

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 peopleContent in Depth Studies Australian Curriculum: HistoryDraft Summary Prepared by Annabel Astbury History Teachers’ Association of Victoria March 2010

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.

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

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

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

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

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

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