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  • 1. Summary of the proposed National Curriculum for History
    (Australia) May 2009
    Annabel Astbury
    History Teachers’ Association of Victoria
    Summarised from Shape of the Australian Curriculum: History [National Curriculum Board, May 2009]
  • 2. The Shape of the Australian Curriculum: History
    Year 4 – Year 6
    Year 11 – Year 12
    Stage 4: 15 – 18 Years of Age
  • 3. Years K - 2: Key Topics(5- 8 years of age)
    prepared by Annabel Astbury, HTAV, May 2009
  • 4. 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)
  • 5. 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
  • 6. Years 3 - 6: Focus Question 1
    • Developing curiosity about historical discoveries.
    • 7. Family history
    • 8. Peoples of the local area and Australia.
    • 9. ‘The Dreaming’ stories
    • 10. Myths and legends
    Photograph by Boo Belle via Flickr, under Creative Commons License
    What do we know about the past?
  • 11. Years 3 - 6: Focus Question 2
    • Social
    • 12. Cultural
    • 13. Technological changes that have occurred
    • 14. Political
    • 15. Work related
    • 16. Daily life in pre contact and post-contact times through various individuals and groups.
    Escape of Fenian convicts from Fremantle, West Australia. picture 1876. Reproduction rights owned by the State Library of Victoria
    How did Australians live in the past?
  • 17. Years 3 - 6: Focus Question 3
    An examination of:
    • Cultural Practices
    • 18. Social organisation in other places
    • 19. Technology
    • 20. Human use of the environment
    The curriculum will allow teachers to choose from a variety of European and Asia Pacific historical contexts and periods to develop these understandings.
    Photograph by ChrarlesFred via Flickr, under Creative Commons License
    How did people live in other places?
  • 21. Years 3 - 6: Focus Question 4
    • Past Events
    • 22. People in history
    • 23. Developments
    How these influence our way of life today
    Photograph by ccdoh1 via Flickr, under Creative Commons License
    How has the past influenced the present?
  • 31. 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.
  • 32. 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
    • 33. Study in depth.
  • Stage 3: 12 – 15 Years of Age
    What is an overview?
    • Summary to show how events are connected.
    • 34. Introduces key historical concepts.
    • 35. Teaches expansive chronology to help understand broad change.
    • 36. Can occur anywhere in the teaching of a unit.
    • 37. Brief: only a few lessons.
    prepared by Annabel Astbury, HTAV, May 2009
  • 38. Stage 3: 12 – 15 Years of Age
    What is an depth study?
    • Close investigation of a topic.
    • 39. Allows students time to develop key historical skills and understandings.
    • 40. Close readings of texts / close investigation / detailed activitiesIncluding site and museum visits
    • 41. Sustained, concentrated and resource rich
    • 42. Should incorporate interconnections and comparisons within a historical period where appropriate.
  • Stage 3: 12 – 15 Years of Age
    Depth Studies
    Time Allocated
    The amount of depth studies and time allocated to each study will be determined according to considerations of:
    • feasibility
    • 43. conceptual ability and
    • 44. student engagement.
    Some depth studies will provide options including:
    • Comparative options.
    • 45. School developed options where appropriate.
  • 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
  • 46. 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
    • 47. Human transformation of the environment
    • 48. Characteristics of civilisations: early forms of government, religion society and culture
    • 49. Rise and fall of large empires
    • 50. Heritage
    • 51. Nature of history, role and methodologies of the historian.
    prepared by Annabel Astbury, HTAV, May 2009
  • 52. 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
    • 53. social structure
    • 54. health and disease
    • 55. scientific and technological change
    • 56. Impact of belief and values
    • 57. Cultural contact and conflict
    • 58. Exploration and imperialism
    prepared by Annabel Astbury, HTAV, May 2009
  • 59. 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
  • 60. 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
  • 61. Key Historical Skills for Years 7-10
    • learning how to use, with facility, commonhistorical 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
  • 62. 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
    • 63. Topics will be studied in more depth.
    prepared by Annabel Astbury, HTAV, May 2009
  • 64. Features of historical knowledge and understanding
    • Historical Significance
    • 65. Evidence
    • 66. Continuity and change
    • 67. Cause and consequence
    prepared by Annabel Astbury, HTAV, May 2009
    • Historical perspectives
    • 68. Historical empathy and moral judgement
    • 69. Contestation and contestability
    • 70. Problem solving
  • Implementation
    • December: First Draft Submitted
    • 71. January 2010: Consultation & Trialing
    • 72. April 2010: Preparing of final draft
    • 73. June – July 2010: Print and Digital Publication
    Phase 2 (Geography, Languages) [arts tbc]
    • June 2009 – May 2010: Consultation and direction for content
    • 74. For implementation 2012
    prepared by Annabel Astbury, HTAV, May 2009
  • 75. Assessment
    Curriculum and Achievement standards will be developed co-currently
    • Nomenclature will be A, B, C , D etc
    • 76. “C” will be “at the standard” (similar to VELS)
    • 77. National testing will occur - eventually.
    For History: still tbc –
    • Knowledge and Understanding
    • 78. Skills
    [refer to handout]
    prepared by Annabel Astbury, HTAV, May 2009
  • 79. What can you do now to prepare?
    The National Curriculum will be adopted.
    Content Areas: evaluate current programs
    • Similar content?
    • 80. Hours allocated
    • 81. General capabilities
    • 82. VCE Courses / IB Courses
    Assessment:
    How do you currently assess – language used with parents.
    Timing / Preparation
    • Have a small team considering these issues
    • 83. Don’t panic.
    prepared by Annabel Astbury, HTAV, May 2009

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