The Shape of the National History Curriculum Summary (May 2009)

Summary of the proposed National Curriculum for History (Australia) May 2009 Summarised from Shape of the Australian Curriculum: History Annabel Astbury [National Curriculum Board, May 2009] History Teachers’ Association of Victoria

The Shape of the Australian Curriculum: History Prep – Year 3 Stage 1: 5 – 8 Years of Age Year 4 – Year 6 Stage 2: 8 – 12 Years of Age Year 7 – Year 10 Stage 3: 12 - 15 Years of Age Year 4 – Year 6 Year 11 – Year 12 Stage 4: 15 – 18 Years of Age

Years K - 2: Key Topics (5- 8 years of age) Personal Pasts: family, other students. Chronology and measurements of time Features of everyday life and present societies prepared by Annabel Astbury, HTAV, May 2009

Key Historical Skills for Years K – 2 •use common historical terms for describing time and sequencing events and developments in chronological order • recognise that people have different stories • may use fictional stories to provide a deeper understanding of changes over time • examine artefacts (photos and objects)

Years 3 - 6: Key Topics (8 – 12 Years of Age) There are four focus questions: What do we know about the past? How did Australians live in the past? How did people live in other places? How has the past influenced the present? These four questions will enable students to consider local, state or territory, national and global contexts. prepared by Annabel Astbury, HTAV, May 2009

Years 3 - 6: Focus Question 1 • Developing curiosity about historical discoveries. • Family history Photograph by Boo Belle via Flickr, under Creative Commons License • Peoples of the local area and Australia. • ‘The Dreaming’ stories What do we know about the past? • Myths and legends

Years 3 - 6: Focus Question 2 •Social •Cultural •Technological changes that have occurred Escape of Fenian convicts from Fremantle, West Australia. picture 1876. Reproduction rights owned by the State Library •Political of Victoria •Work related How did Australians • Daily life in pre contact and post-contact times live in the past? through various individuals and groups.

Years 3 - 6: Focus Question 3 An examination of: • Cultural Practices • Social organisation in other places • Technology Photograph by ChrarlesFred via Flickr, under Creative Commons License • Human use of the environment The curriculum will allow teachers to choose from a How did people live variety of European and Asia Pacific historical contexts in other places? and periods to develop these understandings.

Years 3 - 6: Focus Question 4 • Past Events How these influence • People in history our way of life today • Developments Photograph by ccdoh1 via Flickr, under Creative Commons License • Pioneers How has the past • Inventors • National Identity influenced the • Heritage present? • Democratic traditions • Early exploration • Development of government • Commemoration of Key events

Key Historical Skills for Years 3 - 6 •using common historical terms for describing time and sequencing events and developments in chronological order • asking questions, finding relevant answers, and constructing informed responses • developing a basic understanding of how evidence can be used to provide historical explanations • developing appropriate techniques of organisation and communication.

Stage 3: 12 – 15 Years of Age Key points to note: There are four units that make up Stage 3 The units outlined should be taught as ‘World History’, covering 5 continents, and sequentially. It is hoped that this study of world history enriches the study of Australia and its place in the world. Each unit will include a: •Overview •Study in depth.

Stage 3: 12 – 15 Years of Age What is an overview? • Summary to show how events are connected. • Introduces key historical concepts. • Teaches expansive chronology to help understand broad change. • Can occur anywhere in the teaching of a unit. • Brief: only a few lessons. prepared by Annabel Astbury, HTAV, May 2009

Stage 3: 12 – 15 Years of Age What is an depth study? • Close investigation of a topic. • Allows students time to develop key historical skills and understandings. • Close readings of texts / close investigation / detailed activities Including site and museum visits • Sustained, concentrated and resource rich • Should incorporate interconnections and comparisons within a historical period where appropriate.

Stage 3: 12 – 15 Years of Age Depth Studies Some depth studies will provide options including: •Comparative options. •School developed options where appropriate. Time Allocated The amount of depth studies and time allocated to each study will be determined according to considerations of: •feasibility •conceptual ability and •student engagement.

Years 7 – 10 Key Topics (12 - 15Years of Age) There are four units: Unit 1: History from the time of the earliest human communities to the end of the Ancient period (c. 60 000 BC – c 500 AD) Unit 2: History from the end of the Ancient period to the beginning of the modern period (circa. 500 – 1750) Unit 3: The Modern World and Australia (1750 – 1901) *Australian History will occupy approximately 40% of this unit. Unit 4: Australia and the Modern World (1901 – present day) *Australian History will occupy approximately 60% of this unit. prepared by Annabel Astbury, HTAV, May 2009

Stage 3 / Unit 1: History from the time of the earliest human communities to the end of the Ancient period (c. 60 000 BC – c 500 AD) Themes to be explored in the development of depth studies include: • Movement of people • Human transformation of the environment • Characteristics of civilisations: early forms of government, religion society and culture • Rise and fall of large empires • Heritage • Nature of history, role and methodologies of the historian. prepared by Annabel Astbury, HTAV, May 2009

Stage 3 / Unit 2: History from the end of the Ancient period to the beginning of the modern period (circa. 500 – 1750) Themes to be explored in the development of depth studies include: • relationships between religion, rulers and people • social structure • health and disease • scientific and technological change •Impact of belief and values • Cultural contact and conflict • Exploration and imperialism prepared by Annabel Astbury, HTAV, May 2009

Stage 3 / Unit 3: The Modern World and Australia [1750 – 1901] Themes to be explored in the development of depth studies include: • forced and voluntary movement of people • Indigenous-settler relations • early impact of industrialisation • social, economic, political and cultural development • revolution and reform • nationalism and federation. prepared by Annabel Astbury, HTAV, May 2009

Stage 3 / Unit 4: Australia and the Modern World [1901 - present] Themes to be explored in the development of depth studies include: • global conflict and collective peace • migration and nation building • mass communication and popular culture • dictatorship and democracy • rights and freedoms • decolonisation and globalisation • active citizenship. prepared by Annabel Astbury, HTAV, May 2009

Key Historical Skills for Years 7-10 • learning how to use, with facility, common historical terms for dealing with chronology and time-related historical concepts and continuing to acquire a sound grasp of the sequence of events • asking and exploring inquiry questions in detail, finding relevant and comprehensive answers and providing sound explanations and conclusions for historical events • using a wide range of different forms of evidence in providing historical explanations, recognising how these forms of evidence may vary in their value • developing a range of appropriate techniques of organisation and communication. prepared by Annabel Astbury, HTAV, May 2009

Years 11 – 12: Key Topics (15 – 18 Years of Age) In the post-compulsory years of schooling, it is recognized that not all students will study history. In the first phase of the national history curriculum it is proposed to develop two courses. Ancient History Modern History Key points: •States might continue to offer existing or new courses •Topics will be studied in more depth. prepared by Annabel Astbury, HTAV, May 2009

Features of historical knowledge and understanding prepared by Annabel Astbury, HTAV, May •Historical Significance •Evidence •Continuity and change •Cause and consequence 2009 •Historical perspectives •Historical empathy and moral judgement •Contestation and contestability •Problem solving

The Shape of the National History Curriculum Summary (May 2009)

by Annabel Astbury on May 25, 2009

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The Shape of the National History Curriculum Summary (May 2009) — Presentation Transcript