High quality, registered professional learning courses provided by NSW Curriculum and Learning Innovation Centre 37 new courses in development for flexible delivery, facilitated by regions or schools The learner and the new curriculum (2 hours) Teaching for the new curriculum (2 hours) Your school and the new syllabuses (8 courses: K-6 and 7-10 for English, mathematics, science and history) (5 hours) Programming fro quality teaching and assessing (10 hours)
Need to stress that it is NOT a step-by-step guide in how to write a program.
This is to come….
10 hour course, and what the course will explore.
The planning of integrated learning units
The year based Australian curriculum content has been organised into stages, which include outcomes and stage statements. The Australian curriculum general capabilities and cross-curriculum priorities have been developed into cross-curriculum areas that have been identified.
All teachers have a responsibility to teach the syllabus requirements to students in each stage of learning K-10. With a K-10 syllabus the transition of knowledge, understanding and skills from Stage 3 to Stage 4 and again from Stage 5 to Stage 6 learning is now clearly described using a consistent syllabus structure and description of content. This means that the description of K-6 learning can now be clearly understood by teachers of Years 7-10 and vice a versus. The syllabus also supports teachers of stages 4 and 5 to develop a meaningful pathway of learning, with consideration given to the development of substantial historical learning for all students that provides significant support for those wishing to undertake Stage 6 history.
Learning across the curriculum content is incorporated, and identified by icons, in the content of the History K–10 Syllabus . <link http://syllabus.bos.nsw.edu.au/hsie/history-k10/learning-across-the-curriculum/ >
The seven General capabilities and three Cross-curriculum priorities of the Australian Curriculum have been embedded in the new content of the NSW syllabuses as 13 Cross-curriculum areas, as appropriate to individual Learning Areas at this time. The 13 Cross-curriculum areas are largely based on those currently in all Board of Studies NSW syllabuses. For a full description of each priority for history go to: http://news.boardofstudies.nsw.edu.au/index.cfm/2012/11/12/Learning-across-the-curriculum. Learning across the curriculum content is incorporated, and identified by icons, in the content of the History K–10 Syllabus . <link http://syllabus.bos.nsw.edu.au/hsie/history-k10/learning-across-the-curriculum/ > In History Years 7-10, more detailed information about Learning across the curriculum is found on pages 31-33 of the hard copy and pages 29- 31 of the PDF version.
The seven General capabilities and three Cross-curriculum priorities of the Australian Curriculum have been embedded in the new content of the NSW syllabuses as 13 Cross-curriculum Areas, as appropriate to individual Learning Areas at this time. The 13 cross curriculum areas are largely based on those currently in all BOS syllabuses. For a full description of each priority for history go to: http://news.boardofstudies.nsw.edu.au/index.cfm/2012/11/12/Learning-across-the-curriculum. Learning across the curriculum is found on pages 31-33 of the hard copy volume 2 for 7-10 and pages 29- 31 of the pdf version.
Stage statements are new for secondary teachers. Stage statements have been a feature of K-6 syllabuses for many years. The stage statements, along with the syllabus outcomes incorporate the Australian Curriculum achievement standards. This means that NSW teachers can assess and report on student achievement against the syllabus outcomes. The stage statements are useful statements to gauge student progress throughout a stage of learning and can often provide a reference for report comments.
The inclusion of Key Historical Concepts is an inclusion in the Australian curriculum that is emphasised in the NSW History syllabus. Specific key historical concepts are described for each stage of learning K-10. The concepts provide a description of students level of engagement with the content at each stage. The historical concepts integrate with historical skills and knowledge and understanding and provide an important description of students understanding of history for teachers. A continuum of concepts is available at: http://syllabus.bos.nsw.edu.au/assets/global/files/history_continuum.pdf refer to page 2 of this 3 page document.
Specific listed historical skills are described for each stage of learning K-10. The skills provide a description of students level of engagement with the historical inquiry process for each stage. The historical skills integrate with historical concepts, knowledge and understanding. A continuum of skills is available at: http://syllabus.bos.nsw.edu.au/assets/global/files/history_continuum.pdf refer to page 3 of this 3 page document.
This diagram is sourced from the syllabus and shows the relationship between key historical concepts and skills and the specific themes / time periods used in the syllabus to organise the content.
The HSIE K-6 syllabus has 4 content strand organisers: Change and continuity; Cultures; Environments and Social Systems and Structures. For the first time, primary teachers have a separate History syllabus which the BOS advises replaces only the Change and continuity strand.
History implementation K-6 is delayed to enable primary teachers to implement both History and Geography at the same time. However the knowledge and understanding of students in going into Year 7 is still substantial as all students have engaged with the clear descriptions of history in the HSIE K-6 Change and continuity strand.
Early Stage 1 Personal and family history is about a students own history and that of their family. Stage 1 Present and past family life is about similarities and difference in family life, past and present The Past and in the present is about changes and continuities in the local area Stage 2 Community and remembrance is about identity and diversity in local and national communities First contacts is about world exploration and British settlement of Australia Stage 3 The Australian colonies is about development of Australia as a nation Australia as a nation is about the development of Australian democracy.
The implementation timeline is described in the memorandum available at: http://www.boardofstudies.nsw.edu.au/australian-curriculum/pdf_doc/120731-memo-to-principals-update-on-ac-implementation.pdf
The syllabus objectives use a format that is familiar to secondary history teachers. The objectives are used to organise the syllabus outcomes into the strands of knowledge and understanding, and historical skills. The objectives (and outcomes) can be tracked across K-10 to support student learning. Ten outcomes are described for both Stages 4 and 5. The organisation of learning provides significant opportunities for students to engage in historical inquiry that develops deep understanding. Review outcomes at: http://syllabus.bos.nsw.edu.au/hsie/history-k10/outcomes-k10/ or Download the continuum of learning of outcomes, concepts and skills at: http://syllabus.bos.nsw.edu.au/assets/global/files/history_continuum.pdf Life skills outcomes at: http://syllabus.bos.nsw.edu.au/hsie/history-k10/years-710-life-skills-outcomes/
Historical concepts are an inclusion in the Australian curriculum and are emphasised in the NSW History K-10 Syllabus . They are described for each stage of learning K-10. The concepts describe student engagement with the content at each stage. The historical concepts integrate historical knowledge and understanding and skills to provide an important description of student understanding of history. A continuum of concepts is available at: http://syllabus.bos.nsw.edu.au/assets/global/files/history_continuum.pdf. Historical skills are identified and described for each stage of learning K-10. The skills describe student engagement with the historical inquiry process for each stage. Historical skills interconnect with historical concepts, knowledge and understanding. A continuum of skills is available at: http://syllabus.bos.nsw.edu.au/assets/global/files/history_continuum.pdf.
Historical concepts, skills, objectives, outcomes, learning across the curriculum and stage statements interconnect in supporting the history syllabus content K-10. Each element, whilst described separately, is integrated in classroom practice. A continuum of learning is provided for objectives, outcomes, concepts and skills. < http://syllabus.bos.nsw.edu.au/assets/global/files/history_continuum.pdf>.
The Key Inquiry Questions in the syllabus are: Stage 4: The ancient world How do we know about the ancient past? Why and where did the earliest societies develop? What emerged as the defining characteristics of ancient societies? What have been the legacies of ancient societies? Stage 4: The ancient to the modern world How did societies change form the end of the ancient period to the beginning of the modern age? What key beliefs and values emerged and how did they influence societies? What were the causes and effects of contact between societies in this period? Which significant people, groups and ideas from this period have influenced the world today? Stage 5: The Making of the Modern World What were the changing features of the movements of peoples from 1750 to 1918? How did new ideas and technologies developments contribute to change in this period? What was the origin, development, significance and long-term impact of imperialism in this period? What was the significance of World Wars I and II? Stage 5: The Modern World and Australia How did the nature of the global conflict change during the twentieth century? What were the consequences of World War II? How did the consequences shape the modern world? How was Australian society affected by other significant global events and changes in this period?
The overview content identifies important features of the historical period at the relevant year level and provides an expansive chronology that helps students understand broad patterns of historical change. Overviews are approximately 10% of teaching time. Overview content may be integrated in ways appropriate to the specific local context; and it may be integrated with the content of other depth-study selected topic. The order and detail in which content is taught is a school based planning and programming decision which needs to be done in a considered and informed manner.
There are six depth studies described for both Stage 4 and Stage 5. The content in each topic is designed to allow detailed study of specific aspects of the historical period. Learning for each of the two historical periods included in each of Stage 4 and Stage 5 includes an overview and three depth studies, with up to four topics to select from in each depth study. For Stage 4 a topic needs to be selected from each depth study. While in Stage 5 there are 2 core study – depth studies that are mandatory, of the remaining 4 depth studies, only 2 need to be selected at a minimum. Note that selected outcomes are aligned to depth studies, where all topics for each depth study references the same outcomes. However all outcomes are addressed in each stage regardless of depth study topics chosen. Note that all Stage 5 outcomes are covered in the 2 mandatory core studies. This then enables considerable flexibility in the selection of the specific depth study topics to meet the interests and learning needs of students.
<link to resource>Overviews and depth studies
The 4 historical periods described in the syllabus overviews provide a clear chronological structure to student learning 7-10. Stage 4 - The ancient world (approx. 60,000BC – c. AD 650) and The ancient to the modern world (c. AD 650 – c. 1750) Stage 5 - The making of the modern world (1750 – 1945) and The modern world and Australia (1945 to present) The chronological structure supports both teachers and students to understand the interconnection of world events on specific timeframes and the opportunity to study selected aspects in detail.
Stage 4 has two parts, each with 50 hours minimum teaching time. Note the progressive chronology used from Year 7 to Year 8.
In Stage 4, students study a range of depth studies from ancient times to the beginning of the modern period. Depth Study 1- Investigating the Ancient Past . The role of the historian and archaeologist, and the different approaches to investigating history are closely examined. This depth study has many aspects of the current NSW History syllabus. Depth Studies 2 and 3 provide students with an opportunity to study a range of societies and civilisations from the past, with an in-depth study of one society e.g. Egypt or Greece, or China or India. Depth Studies 2 and 3 have some aspects the current NSW History 7-10 syllabus Topic 2 Societies and Civilisation of the Past . These depth studies provide great scope for student interest and engagement and local knowledge can be applied where applicable. Note that there is no specific time allocated to each depth study.
The second part of Stage 4 is The Ancient to the Modern World . A range of topics can be selected from the three Depth Studies. In Depth Study 4 the topics of Vikings or the Renaissance will be familiar to teachers. The Ottoman Empire is a new topic. In Depth Study 5 and 6, there are new topics such as Angkor and the Khmer Empire and Polynesian Expansion . In Depth Study 6, both the Black Death in Asia, Europe and Africa and the Spanish Conquest of the Americas will have aspects that are familiar. Consideration can be given to planning a pattern of study through the depth study topics e.g. south-east Asian options, east Asian options, Europe / American / Pacific options are some of the pathway choices available. For further information, see Depth Study Pathways <hyperlink Depth Study Pathways>.
Stage 5 has two areas of learning, Making of the Modern World and The Modern World and Australia . Unlike the current syllabus which identifies 100 indicative hours in Stage 5 with no time allocated to individual topics, the syllabus identifies 50 hours for each part. The time allocation is a minimum. The history of Australia is investigated as part of events and themes of the world at the time. The Modern World and Australia has a stronger focus on Australian History and less on World History. The Core studies from each time frame are mandatory teaching, however teachers can select at least 2 of the other 4 Depth Studies, including the option to develop a school identified topic for Depth Study 6 taken from an aspect from either of the Stage 5 overviews. This provides considerable scope to engage students in rigorous historical inquiry.
In Stage 5, students study The Making of the Modern World which is a significant change from the current NSW syllabus. It begins in 1750; the start of the Industrial Revolution. A World History approach is adopted. There is a clear focus on industrialisation, nationalism, imperialism, and colonisation, and their effects on Australia. Students study the World Wars, their causes, course, and consequences with a particular emphasis on Australia, Gallipoli and the birth of the Anzac legend. Many of these topics are familiar, and resources currently exist to support programming and teaching these depth studies.
The second part of Stage 5 sees students studying The Modern World and Australia . This topic has scope to engage and gain knowledge of the transformation of the modern world during a time of political turmoil, global conflict and international cooperation. These depth studies provide students with a context for understanding Australia's development, its place within the Asia-Pacific region, and its global standing. Rights and Freedoms are also studied with a close link to the broader Civil Rights Movements. Depth study 5 The Globalising World provides a basis for study of the Modern World and the social and cultural history of post war Australia. Students investigate one major global influence that has shaped Australian society from Popular Culture, or The Environment Movement OR Migration Experience. There is some familiarity between this depth study and the current NSW History syllabus Stage 5 Topic 7 People Power and Politics and Topic 8 Australia’s Social and Cultural History in the Post War Period .
Stage 5, Depth Study 6 provides significant opportunities for a school developed topic. Depth study 6 topics can be identified from either of the stage 5 overviews. A number of suggestions are provided in the syllabus at the end of Stage 5 http://syllabus.bos.nsw.edu.au/hsie/history-k10/content/1044/
However the syllabus topics are very broad and a focus needs to be identified – some examples.
As with the current syllabus, all students must undertake a site study which may, if appropriate be a virtual site study.
Refer to page 30 of the hard copy syllabus Refer to page 28 of the pdf syllabus dowload Refer to http://syllabus.bos.nsw.edu.au/hsie/history-k10/content-for-stages-and-site-studies/ Note that the syllabus states that the topics chosen in the Elective History course must not overlap or duplicate significantly any of the topics select from the History K-10 syllabus.
Curriculum requirements for students with special needs http://syllabus.bos.nsw.edu.au/curriculum-requirements/ Life skills outcomes at: http://syllabus.bos.nsw.edu.au/life-skills-outcomes/ Life skills content at: http://syllabus.bos.nsw.edu.au/life-skills-content-nav/ Explanation of adjustments at: http://syllabus.bos.nsw.edu.au/adjustments/ Advice about assessment and reporting at: http://syllabus.bos.nsw.edu.au/assessment-and-reporting/
Decisions to be made throughout the school structure. Processes and practices are critical and not just the products. Not just a focus on the document. It’s what happens in the classroom … *Differentiating for teachers
Guy Claxton’s research on the learning powered school See curriculum programming and planning p4 Pre-data Learning relationships Progression of learning – next slide
Explicit quality criteria Engagement Social support Students’ self-regulation Student direction
History australian curriculum sws
The Australian Curriculum inNSW public schoolsSupporting the implementation of newsyllabuses andHistory K-10
NSW Curriculum and Learning Innovation CentreDEC support website
NSW Curriculum and Learning Innovation CentreProfessional learning: LeadershipThe leadership courses:• support schools in leading improvement, innovation and change• are aligned to both the key accountabilities of the role of theprincipal in the Department and to the National ProfessionalStandard for Principals. Understanding educational change - provides a clear focus forunderstanding research and introduces a change model suitable formajor educational change such as curriculum implementation. Implementing educational change - provides aspiring, newly appointedand current school leaders with a deeper understanding of thesuccessful implementation of educational change. Leading educational change with your team - provides processes andframeworks to lead educational change in the participantsstage/faculty/school.
NSW Curriculum and Learning Innovation CentreProfessional learning: New curriculumThe first 2 courses assist schools to review curriculum planning,programming teaching, assessing and reporting practices and how wellthey meet the learning needs of students:The Learner and the New Curriculum provides a focus on diverse learningneeds in the 21stCentury and introduces the new curriculum. Course duration: 2hours at the key stage of Professional competence.Teaching for the New Curriculum assists schools to explore curriculumplanning and programming, teaching and assessment practices in your school.Course duration: 2 hours at the key stage of Professional competence.
NSW Curriculum and Learning Innovation CentreProfessional learning: New curriculum Your school and the new syllabuses These courses support theintroduction of new curriculum in schools by examining each syllabus,analysing needs and formulating implementation plans. Choose thecourse or courses that best suit your needs. These courses are intendedto be completed collaboratively such as in faculty or stage groups. Courseduration: 5 hours at the key stage of Professional competence. Programming for quality teaching and assessing provides a guidedapproach to curriculum planning and the development of teachingprograms. Course duration: 10 hours at the key stage of Professionalcompetence.
NSW Curriculum and Learning Innovation Centre DEC developed high quality, registered professional learning courses Courses delivered flexibly and facilitated by schools The learner and the new curriculum Teaching for the new curriculum Your school and the new syllabuses Programming the new syllabuses Accessed through MyPL@Edu Accredited with the NSWIT for teachers at Professional Competence and higherCurriculum specific professional learning coursesSee your principalto schedule thesecourses
NSW Curriculum and Learning Innovation CentreBuilding capacity resources• Resources are being developed to build teachers capacity to understandaspects of the syllabuses that are new or may be challenging.• They are intended to be used for professional learning and to complementfamiliarisation with the new syllabuses.
NSW Curriculum and Learning Innovation CentreBuilding capacity – history 7-10For Title and linkSecondary World history approachOverviews and depth studies teacher resPatterns of study for history: adiscussion
NSW Curriculum and Learning Innovation CentreFor more information• Up-to-date information aboutthe NSW syllabuses for theAustralian curriculum can befound through the icon in yourstaff portal and at theDepartment’s intranet.
NSW Curriculum and Learning Innovation CentreCourse 1. The learner and the new curriculum• What are the needs of the learners of today and in thefuture?• How will the new curriculum meet the needs of learners?• What is the diversity of learning needs in yourclassroom?• How will the content you teach and the way you teachcater for the diverse learners in your classroom?• What are some of the capacities needed by today’slearners?• What does this mean for teaching practice?
NSW Curriculum and Learning Innovation CentreCourse 1. The learner and the new curriculum• Provides a focus on diverse learning needs in the 21st Century andintroduces the new syllabuses.• Course duration: 2 hours at the key stage of Professional competence.
NSW Curriculum and Learning Innovation CentreCourse 2. Teaching for the new curriculum• Assists schools to implement the new curriculum effectively by exploringplanning and programming, teaching and assessment practices.• Course duration: 2 hours
NSW Curriculum and Learning Innovation CentreCourse 2. Teaching for the new curriculum• Curriculum planning and programming is the process of translating policies,curriculum requirements and NSW syllabuses into teaching, assessing andreporting practices• Consider how planning and programming are currently done in your school• Explore reasons for planning and programming• Explore principles that identify some key features of effective curriculumplanning and programming• Develop a sequence for planning and programming.
NSW Curriculum and Learning Innovation CentreCourse 3. Your school and the new syllabusesCourses in English, mathematics, science (incorporatingtechnology in K-6) and history (7-10). Aim and rationale A walk through the syllabus, highlighting some ofits key features Progression of learning via objectives andoutcomes Audit Action plan
NSW Curriculum and Learning Innovation CentreCourse 3. Your school and the new syllabusesContentrequirementsCapacity to addressobjective andoutcomesAssessmentLearning programsCurrent resourcesPhysicalrequirementsReportingCross syllabuscontentAudit
NSW Curriculum and Learning Innovation Centre• There is an expectation that you have engaged with theCurriculum planning and programming for qualityteaching, assessing and reporting document and haveconsidered current practices for curriculum planning.• Generate a unit of learning that aligns with a scope andsequence and provides rich opportunities for learning andassessment based on the NSW syllabuses for theAustralian Curriculum.Course 4. Programming for quality teaching andassessing
NSW Curriculum and Learning Innovation CentreMaang
NSW Curriculum and Learning Innovation CentreMaang
NSW Curriculum and Learning Innovation CentreSyllabus documentationhttp://syllabus.bos.nsw.edu.au/
NSW Curriculum and Learning Innovation CentreSyllabus documentationLeft-hand navigation panelFilter by:•Syllabus•Stage•Learning Across the Curriculum areas
NSW Curriculum and Learning Innovation CentreHow does the NSW History K-10 syllabusinclude the Australian Curriculum?Australian Curriculum New NSW syllabusesStage-based Outcomes andcontentYear-based ContentGeneral capabilities,Cross-curriculum prioritiesCross-curriculum areasembedded in content asappropriate to individuallearning areas
NSW Curriculum and Learning Innovation CentreThe place of the history K-10 syllabus
NSW Curriculum and Learning Innovation CentreHistory: AimIs to stimulate students interest in andenjoyment of exploring the past, to developa critical understanding of the past and itsimpact on the present, to develop the criticalskills of historical inquiry and to enablestudents to participate as active, informedand responsible citizens.
NSW Curriculum and Learning Innovation CentreAC: Cross-curriculum prioritiesThree cross-curriculum priorities:• Aboriginal and Torres Strait Islanderhistories and cultures• Asia and Australias engagement with Asia• sustainabilityIn History Years 7-10, cross-curriculum prioritiesenable students to develop understanding aboutand address the contemporary issues they face.
NSW Curriculum and Learning Innovation CentreAC: General capabilitiesSeven general capabilities:• critical and creative thinking• ethical understanding• information and communication technology capability• intercultural understanding• literacy• numeracy• personal and social capabilityGeneral capabilities encompass the knowledge, skills, attitudes andbehaviours to assist students to live and work successfully in the 21stcentury.
NSW Curriculum and Learning Innovation CentreLearning across the curriculumLearning across the curriculum content assists students toachieve broad learning outcomes and includes theAustralian curriculum components for:• cross-curriculum priorities• general capabilitiesThe Board of Studies NSW has also identified three otherareas as important learning for all students:• Civics and citizenship• Difference and diversity• Work and enterprise
NSW Curriculum and Learning Innovation CentreLearning across the curriculumLearning across the curriculum enables students to develop understanding about andaddress the contemporary issues they face.•Aboriginal and Torres Strait Islander histories and culture•Asia and Australia’s engagement with Asia•Sustainability•Critical and creative thinking•Ethical understanding•Information and communication technology capability•Intercultural understanding•Literacy•Numeracy•Personal and social capability•Civics and citizenship•Difference and diversity•Work and enterprise
NSW Curriculum and Learning Innovation CentreStage statementsStage statements are summaries of theknowledge, understanding, skills, values andattitudes that have been developed by students asa result of achieving the outcomes for each stageof learning.Replaces the Foundation Statements for K-6
NSW Curriculum and Learning Innovation CentreKey historical conceptsA continuum of learning with descriptions forall stages:•Continuity and change•Cause and effect•Perspectives•Empathetic understanding•Significance•Contestability
NSW Curriculum and Learning Innovation CentreHistorical skillsDescribed for all stages:•Comprehension, chronology, terms and concepts•Analysis and use of sources•Perspectives and interpretations•Empathetic understanding•Research•Explanation and communication
NSW Curriculum and Learning Innovation CentreOrganisation of content
NSW Curriculum and Learning Innovation CentreHSIE K-6: History• History K-6 only replaces the strand ofChange and Continuity• The remaining strands of the current HSIEK-6 syllabus still need to be taught• The time allocated to Human Society andIts Environment will remain the same inprimary schools.
NSW Curriculum and Learning Innovation CentreWhen will HSIE K-6: History be implemented?• 2015 Optional• 2016 Mandatory• However there are significant similaritiesHSIE K-6 to the content for historicalknowledge and understanding• Primary teachers may be unfamiliar withkey historical concepts and historicalskills.
NSW Curriculum and Learning Innovation CentrePrimary contentStage 3The AustraliancoloniesandAustralia as anationStage 2Community andremembranceandFirst contactsStage 1Present andpast family lifeandThe Past in thePresentEarly Stage 1Personal andfamily histories
NSW Curriculum and Learning Innovation CentreWhat is familiar for Years 7-10?• objectives and outcomes• stages• key inquiry questions and an inquiry basedapproach• site studies – mandatory for Stage 4 and 5• elective history for Stage 4 and/or Stage 5• life skills outcomes – identified with theStage 4 and Stage 5 outcomes
NSW Curriculum and Learning Innovation CentreWhat are the differences 7-10?• revised chronological historicalperiods• content is organised in overviews anddepth studies• key historical concepts and skillscontinuums
NSW Curriculum and Learning Innovation CentreWhen will History 7-10 be implemented?•2014 Years 7 and 9•2015 Years 8 and 10•2016 all years
NSW Curriculum and Learning Innovation CentreKey features: Objectives and outcomesOrganised using knowledge andunderstanding, and skills objectives•four knowledge and understandingoutcomes•six historical skills outcomes
NSW Curriculum and Learning Innovation CentreKey features: Concepts and skillsConcepts:• continuity and change• cause and effect• perspectives• empatheticunderstanding• significance• contestabilitySkills:• comprehension, chronology,terms and concepts• analysis and use of sources• perspectives andinterpretations• empathetic understanding• research• explanation andcommunication
NSW Curriculum and Learning Innovation CentreConcepts and skills• An emphasis on the skills of historical inquiryand historical concepts.• A continuum of learning is described forconcepts and skills.
NSW Curriculum and Learning Innovation CentreInterconnection of history syllabus elements
NSW Curriculum and Learning Innovation CentreKey inquiry questionsThere are 4 key inquiry questions for each timeperiod in the syllabus.•The key inquiry questions are addressed over thedepth studies for the time period.•The overview can support the key inquiryquestions.•All of the key inquiry questions need to beaddressed by the end of the time period study.
NSW Curriculum and Learning Innovation CentreOverviewsIdentify a specific historical period•take approximately 10% of teachingtime•may be used as an overall introductionto the depth studiesor•may be integrated within one or more ofthe historical period depth studies.
NSW Curriculum and Learning Innovation CentreDepth Studies• for each historical period there are threedepth studies• within each depth study there are up tofour electives• each depth study focusses on aparticular society, event, movement ordevelopment.
NSW Curriculum and Learning Innovation CentreOverviews and Depth Studies
NSW Curriculum and Learning Innovation CentreStage 4Consists of two parts, each with 50 hours minimumteaching time1.The Ancient World• Students investigate ancient history from the timeof the earliest human communities to the end ofthe ancient period (approx 60 000 BCE to c.650CE)1.From the Ancient to the Modern World• Students focus on the history of the end of theancient period to the beginning of the modernperiod (approx c.650 CE - 1750)
NSW Curriculum and Learning Innovation CentreStage 4: The Ancient World(approx. 60 000 BC to c. AD 650)
NSW Curriculum and Learning Innovation CentreStage 4: The Ancient to the Modern World(c. AD 650 to c. 1750)
NSW Curriculum and Learning Innovation CentreStage 5Consists of two parts, each with 50 hours minimumteaching time1.Making of the Modern World• Students study the making of the modern world from1750 to 1918.2.The Modern World and Australia• Students focus on the history of the Modern Worldand Australia from 1918 to the present.
NSW Curriculum and Learning Innovation CentreStage 5: The Making of the Modern World(c. 1750 to 1945)
NSW Curriculum and Learning Innovation CentreStage 5: The Modern World and Australia(1945 to the present)
NSW Curriculum and Learning Innovation CentreDepth Study 6 – School-developed topic drawn from either ofthe Stage 5 overviews• The Vietnam Era• The Holocaust• UN Peacekeepers• Terrorism• Genocide• Gulf War – Iraq War• European Union• Internet• Arab Spring• China• Threat of Nuclear War• etc
NSW Curriculum and Learning Innovation CentreDepth Study 6 – give each topic a focus• People Power’: Non-Violent Revolutions 1986-2010• ‘A Problem From Hell’: Genocide since the 1990s• ‘Jihad’: Global Terrorism and International responses 2001-2011• ‘Awakening Giant’: China’s Transformation 1989-2010• Russia from Yeltsin to Putin, 1990-2010• ‘Eve of Destruction’: Dealing with the Threat of Nuclear Weapons 1990-2010• ‘Pax Democratica’: Citizens’ Movements for Global Democracy 1990-2010• ‘The Digital Revolution’: The Origin of Cyberspace 1991-2010• ‘Soldiers of Peace’: UN Peacekeeping in Rwanda and East Timor 1993-2002• ‘Euro Zone’: The History of the European Union 1993-2011• ‘Mission Accomplished’?: US Intervention in the Middle East 1990-2010• ‘Apartheid to Democracy’: South Africa 1980-2010• ‘Castro’s Vision Under Challenge’: Cuba 1990-2010
NSW Curriculum and Learning Innovation CentreSite Study• All students must complete a site study inStages 4 and 5.• A virtual site study can be used if appropriate.
NSW Curriculum and Learning Innovation CentreElective history• The current provision for an additional elective study ofHistory will remain.• Students may undertake 100 or 200 hours in Stage 4and/or Stage 5.• The elective course is the current History Years 7-10syllabus (2003).• The topics chosen from elective History must not overlapsignificantly with any topics selected from the K-10History syllabus.
NSW Curriculum and Learning Innovation CentreLife skills• Advice about students with special educationneeds is provided in the syllabus introduction• life skill outcomes for stage 4 and 5• content for stages 4 and 5.
NSW Curriculum and Learning Innovation CentreOpportunitiesClear chronology and choices from Year 7 through toYear 10 that allows flexibility for:•topic selection that support community interests•topic choices that engage students in historical inquiry•in depth historical inquiry•the development of an optional school based topic inStage 5•schools plan a cohesive pattern of learning in historyfrom Year 7 through to years 11 and 12 in both modernand ancient history.
NSW Curriculum and Learning Innovation CentreResources for the new syllabus• Many existing resources will be suitable for the new syllabus• Resources labelled for the Australian Curriculum are not necessarily suitablefor the new NSW History syllabus• K-6 resources may not be appropriate for the new (or existing syllabus)• Teachers will require support for new content or school developed topics• Access to resources both state and national will continue to be availablethough the portal
NSW Curriculum and Learning Innovation CentreQuestions?
The opportunitiesPlanning and programmingHigh expectationsDifferentiationAssessment
NSW Curriculum and Learning Innovation CentreTeaching for the new curriculum
NSW Curriculum and Learning Innovation CentreCurriculum planning and programming1. be responsive to student needs2. provide a seamless progression of learning within and across schoolyears3. focus on learning of high intellectual quality and significance4. make explicit high expectations for learning and achievement5. enhance professional practice through collaborative development andevaluation.
NSW Curriculum and Learning Innovation CentreA sequence for curriculum planning andprogrammingLeadership: clear actions,responsibilities and reflectionProgramming: to supportquality teaching, assessing andreportingLeadership: clear actions,responsibilities and reflectionProgramming: to supportquality teaching, assessing andreportingScope and sequence:systematic and explicit plan forbuilding student knowledge,skills, understandings, valuesand attitudesUnits of learning containing:•Strategies for differentiation•Assessment for, as and of learning•Explicit high expectations•High intellectual quality and significanceUnits of learning containing:•Strategies for differentiation•Assessment for, as and of learning•Explicit high expectations•High intellectual quality and significance• Work from the scope and sequence• Monitor, assess and record students’achievement and development• Engage and enrich student experience
NSW Curriculum and Learning Innovation CentreResponsive to students’ needsEvery student …•has unique abilities and potential•has needs shaped by background•is entitled to learning across the curriculum•needs teachers to accept that learning experiences are social andcollaborative•needs teachers to cater for abilities•needs teachers to have high expectationsReferences:A Research Basis Supporting Differentiated InstructionThe learner and the new curriculum
NSW Curriculum and Learning Innovation CentreResponsive to student needsTeachers should consider the diverse range of student learning abilities andneeds when planning and programming. Differentiation of learning programsmay include changes to one or more of the following:• learning environment (environment and resources available)• content (what students learn)• process (how students learn)• product (how students demonstrate their learning)Reference: The teacher and the new curriculum
NSW Curriculum and Learning Innovation CentreHigh expectationsStudent learning is more likely to be successful when teachers have highexpectations for every student and differentiate their practice to support studentlearning.
NSW Curriculum and Learning Innovation CentreHigh expectationsHigh expectations of all studentsare communicated, and conceptualrisk taking is encouraged andrewarded.Quality teaching in NSW public schools. Discussion paper(May 2003) NSWDETHigh expectations of all studentsare communicated, and conceptualrisk taking is encouraged andrewarded.Quality teaching in NSW public schools. Discussion paper(May 2003) NSWDET
NSW Curriculum and Learning Innovation CentreHigh expectationsCurriculum planning and programming processes, particularly at the unit andlesson level, should assist teachers to:• find out what each student already knows and can do• set challenging learning tasks and assessments• build bridges between prior knowledge and experiences and new knowledge• provide graduated assistance or scaffolding to support student learning• provide effective feedback and encourage students to reflect on their learning.Curriculum planning and programming for quality teaching, assessing and reporting. (October 2012) DEC NSW
NSW Curriculum and Learning Innovation CentreAssessmentAssessment:provides opportunities for teachers to gather evidenceabout student achievement in relation to outcomesenables students to demonstrate what they know and candoclarifies student understanding of concepts and promotesdeeper understandingprovides evidence that current understanding is a suitablebasis for future learning.
NSW Curriculum and Learning Innovation CentreAssessment of, for and as learningAssessment of learning assists teachers inusing evidence of student learning toassess achievement against outcomesand standards.Assessment for learning involves teachersusing evidence about students knowledge,understanding and skills to inform theirteaching.Assessment as learning occurs whenstudents are their own assessors.Students monitor their own learning, askquestions and use a range of strategies todecide what they know and can do, andhow to use assessment for new learning.
NSW Curriculum and Learning Innovation CentreAssessmentThe Board of Studies NSW releasedAdvice on Assessment on 12 October2012, with the following introduction:The new Board of Studies K–10syllabuses for the Australian curriculumcontinue to promote a standards-referenced approach to assessing andreporting student achievement in NSWand the importance of assessment for,as and of learning as essentialcomponents of good teaching andlearning.
NSW Curriculum and Learning Innovation CentrePrinciples of Assessment and ReportingPrinciples of Assessment and Reporting in NSWPublic Schools.
NSW Curriculum and Learning Innovation CentreWrap upTargetsWPSWelfareTARSLiteracyICTBudgetsNAPLANAccreditationHSCPrioritiesExcursionsProgramsReportsSportSchedulesPerformanceIntegration ILPs
NSW Curriculum and Learning Innovation CentreAnne SouthwellHSIE AdvisorLearning and Leadership DirectoratePhone 9244 5772Anne.email@example.com
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