Summary of the proposed National Curriculum for History<br />(Australia) May 2009<br />Annabel Astbury<br /> History Teach...
The Shape of the Australian Curriculum: History<br />Year 4 – Year 6<br />Year 11 – Year 12<br />Stage 4: 15 – 18 Years of...
Years K - 2: Key Topics(5- 8 years of age)<br />prepared by Annabel Astbury, HTAV, May 2009<br />
Key Historical Skills  for Years K – 2 <br /><ul><li>use common historical terms for describing time and sequencing events...
Years 3 - 6: Key Topics<br />(8 – 12 Years of Age)<br />There are four focus questions:<br />What do we know about the pas...
Years 3 - 6: Focus Question 1<br /><ul><li>Developing curiosity about historical discoveries.
 Family history
 Peoples of the local area and Australia.
 ‘The Dreaming’ stories
 Myths and legends</li></ul>Photograph by Boo Belle via Flickr, under Creative Commons License<br />What do we know about ...
Years 3 - 6: Focus Question 2<br /><ul><li>Social
Cultural
Technological               changes that have occurred
Political
Work related
Daily life in pre contact and post-contact times through various individuals and groups. </li></ul>Escape of Fenian convic...
Years 3 - 6: Focus Question 3<br />An examination of:<br /><ul><li> Cultural Practices
 Social organisation		in other places
 Technology
 Human use of the environment</li></ul>The curriculum will allow teachers to choose from a variety of European and Asia Pa...
Years 3 - 6: Focus Question 4<br /><ul><li>Past  Events
 People in history
 Developments</li></ul>How these influence our way of life today<br />Photograph by ccdoh1  via Flickr, under Creative Com...
 Inventors
 National Identity
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  1. 1. Summary of the proposed National Curriculum for History<br />(Australia) May 2009<br />Annabel Astbury<br /> History Teachers’ Association of Victoria<br />Summarised from Shape of the Australian Curriculum: History [National Curriculum Board, May 2009]<br />
  2. 2. The Shape of the Australian Curriculum: History<br />Year 4 – Year 6<br />Year 11 – Year 12<br />Stage 4: 15 – 18 Years of Age<br />
  3. 3. Years K - 2: Key Topics(5- 8 years of age)<br />prepared by Annabel Astbury, HTAV, May 2009<br />
  4. 4. Key Historical Skills for Years K – 2 <br /><ul><li>use common historical terms for describing time and sequencing events and developments in chronological order</li></ul>• recognise that people have different stories<br />• may use fictional stories to provide a deeper understanding of changes over time<br />• examine artefacts (photos and objects) <br />
  5. 5. Years 3 - 6: Key Topics<br />(8 – 12 Years of Age)<br />There are four focus questions:<br />What do we know about the past?<br />How did Australians live in the past?<br />How did people live in other places?<br />How has the past influenced the present?<br />These four questions will enable students to consider local, state or territory, national and global contexts.<br />prepared by Annabel Astbury, HTAV, May 2009<br />
  6. 6. Years 3 - 6: Focus Question 1<br /><ul><li>Developing curiosity about historical discoveries.
  7. 7. Family history
  8. 8. Peoples of the local area and Australia.
  9. 9. ‘The Dreaming’ stories
  10. 10. Myths and legends</li></ul>Photograph by Boo Belle via Flickr, under Creative Commons License<br />What do we know about the past?<br />
  11. 11. Years 3 - 6: Focus Question 2<br /><ul><li>Social
  12. 12. Cultural
  13. 13. Technological changes that have occurred
  14. 14. Political
  15. 15. Work related
  16. 16. Daily life in pre contact and post-contact times through various individuals and groups. </li></ul>Escape of Fenian convicts from Fremantle, West Australia. picture 1876. Reproduction rights owned by the State Library of Victoria<br />How did Australians live in the past?<br />
  17. 17. Years 3 - 6: Focus Question 3<br />An examination of:<br /><ul><li> Cultural Practices
  18. 18. Social organisation in other places
  19. 19. Technology
  20. 20. Human use of the environment</li></ul>The curriculum will allow teachers to choose from a variety of European and Asia Pacific historical contexts and periods to develop these understandings. <br />Photograph by ChrarlesFred via Flickr, under Creative Commons License<br />How did people live in other places?<br />
  21. 21. Years 3 - 6: Focus Question 4<br /><ul><li>Past Events
  22. 22. People in history
  23. 23. Developments</li></ul>How these influence our way of life today<br />Photograph by ccdoh1 via Flickr, under Creative Commons License<br /><ul><li> Pioneers
  24. 24. Inventors
  25. 25. National Identity
  26. 26. Heritage
  27. 27. Democratic traditions
  28. 28. Early exploration
  29. 29. Development of government
  30. 30. Commemoration of Key events</li></ul>How has the past influenced the present?<br />
  31. 31. Key Historical Skills for Years 3 - 6<br /><ul><li>using common historical terms for describing time and sequencing events and developments in chronological order</li></ul>• asking questions, finding relevant answers, and constructing informed responses<br />• developing a basic understanding of how evidence can be used to provide historical explanations<br />• developing appropriate techniques of organisation and communication.<br />
  32. 32. Stage 3: 12 – 15 Years of Age<br />Key points to note:<br /> There are four units that make up Stage 3<br /> The units outlined should be taught as ‘World History’, covering 5 continents, and sequentially.<br />It is hoped that this study of world history enriches the study of Australia and its place in the world.<br />Each unit will include a:<br /><ul><li>Overview
  33. 33. Study in depth.</li></li></ul><li>Stage 3: 12 – 15 Years of Age<br />What is an overview?<br /><ul><li>Summary to show how events are connected.
  34. 34. Introduces key historical concepts.
  35. 35. Teaches expansive chronology to help understand broad change.
  36. 36. Can occur anywhere in the teaching of a unit.
  37. 37. Brief: only a few lessons. </li></ul>prepared by Annabel Astbury, HTAV, May 2009<br />
  38. 38. Stage 3: 12 – 15 Years of Age<br />What is an depth study?<br /><ul><li>Close investigation of a topic.
  39. 39. Allows students time to develop key historical skills and understandings.
  40. 40. Close readings of texts / close investigation / detailed activitiesIncluding site and museum visits
  41. 41. Sustained, concentrated and resource rich
  42. 42. Should incorporate interconnections and comparisons within a historical period where appropriate.</li></li></ul><li>Stage 3: 12 – 15 Years of Age<br />Depth Studies<br />Time Allocated<br />The amount of depth studies and time allocated to each study will be determined according to considerations of:<br /><ul><li>feasibility
  43. 43. conceptual ability and
  44. 44. student engagement.</li></ul>Some depth studies will provide options including:<br /><ul><li>Comparative options.
  45. 45. School developed options where appropriate.</li></li></ul><li>Years 7 – 10 Key Topics<br />(12 - 15Years of Age)<br />There are four units:<br />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)<br />Unit 2: History from the end of the Ancient period to the beginning of the modern period (circa. 500 – 1750)<br />Unit 3: The Modern World and Australia (1750 – 1901) <br />*Australian History will occupy approximately 40% of this unit.<br />Unit 4: Australia and the Modern World (1901 – present day)<br />*Australian History will occupy approximately 60% of this unit.<br />prepared by Annabel Astbury, HTAV, May 2009<br />
  46. 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)<br />Themes to be explored in the development of depth studies include:<br /><ul><li>Movement of people
  47. 47. Human transformation of the environment
  48. 48. Characteristics of civilisations: early forms of government, religion society and culture
  49. 49. Rise and fall of large empires
  50. 50. Heritage
  51. 51. Nature of history, role and methodologies of the historian.</li></ul>prepared by Annabel Astbury, HTAV, May 2009<br />
  52. 52. Stage 3 / Unit 2: History from the end of the Ancient period to the beginning of the modern period (circa. 500 – 1750) <br />Themes to be explored in the development of depth studies include:<br /><ul><li>relationships between religion, rulers and people
  53. 53. social structure
  54. 54. health and disease
  55. 55. scientific and technological change
  56. 56. Impact of belief and values
  57. 57. Cultural contact and conflict
  58. 58. Exploration and imperialism</li></ul>prepared by Annabel Astbury, HTAV, May 2009<br />
  59. 59. Stage 3 / Unit 3: The Modern World and Australia <br />[1750 – 1901]<br />Themes to be explored in the development of depth studies include:<br />• forced and voluntary movement of people<br />• Indigenous-settler relations<br />• early impact of industrialisation<br />• social, economic, political and cultural development<br />• revolution and reform<br />• nationalism and federation. <br />prepared by Annabel Astbury, HTAV, May 2009<br />
  60. 60. Stage 3 / Unit 4: Australia and the Modern World<br />[1901 - present]<br />Themes to be explored in the development of depth studies include:<br /><ul><li> global conflict and collective peace</li></ul>• migration and nation building<br />• mass communication and popular culture<br />• dictatorship and democracy<br />• rights and freedoms<br />• decolonisation and globalisation<br />• active citizenship. <br />prepared by Annabel Astbury, HTAV, May 2009<br />
  61. 61. Key Historical Skills for Years 7-10<br />• 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<br />• asking and exploring inquiry questions in detail, finding relevant and comprehensive answers and providing sound explanations and conclusions for historical events<br />• using a wide range of different forms of evidence in providing historical explanations, recognising how these forms of evidence may vary in their value <br />• developing a range of appropriate techniques of organisation and communication.<br />prepared by Annabel Astbury, HTAV, May 2009<br />
  62. 62. Years 11 – 12: Key Topics<br />(15 – 18 Years of Age)<br />In the post-compulsory years of schooling, it is recognized that not all students will study history. <br />In the first phase of the national history curriculum it is proposed to develop two courses.<br />Ancient History<br />Modern History<br />Key points:<br /><ul><li>States might continue to offer existing or new courses
  63. 63. Topics will be studied in more depth.</li></ul>prepared by Annabel Astbury, HTAV, May 2009<br />
  64. 64. Features of historical knowledge and understanding<br /><ul><li>Historical Significance
  65. 65. Evidence
  66. 66. Continuity and change
  67. 67. Cause and consequence</li></ul>prepared by Annabel Astbury, HTAV, May 2009<br /><ul><li>Historical perspectives
  68. 68. Historical empathy and moral judgement
  69. 69. Contestation and contestability
  70. 70. Problem solving</li></li></ul><li>Implementation<br /><ul><li>December: First Draft Submitted
  71. 71. January 2010: Consultation & Trialing
  72. 72. April 2010: Preparing of final draft
  73. 73. June – July 2010: Print and Digital Publication</li></ul>Phase 2 (Geography, Languages) [arts tbc]<br /><ul><li>June 2009 – May 2010: Consultation and direction for content
  74. 74. For implementation 2012</li></ul>prepared by Annabel Astbury, HTAV, May 2009<br />
  75. 75. Assessment<br />Curriculum and Achievement standards will be developed co-currently<br /><ul><li>Nomenclature will be A, B, C , D etc
  76. 76. “C” will be “at the standard” (similar to VELS)
  77. 77. National testing will occur - eventually.</li></ul>For History: still tbc – <br /><ul><li>Knowledge and Understanding
  78. 78. Skills</li></ul>[refer to handout]<br />prepared by Annabel Astbury, HTAV, May 2009<br />
  79. 79. What can you do now to prepare?<br />The National Curriculum will be adopted.<br />Content Areas: evaluate current programs<br /><ul><li> Similar content?
  80. 80. Hours allocated
  81. 81. General capabilities
  82. 82. VCE Courses / IB Courses</li></ul>Assessment:<br />How do you currently assess – language used with parents.<br />Timing / Preparation<br /><ul><li> Have a small team considering these issues
  83. 83. Don’t panic. </li></ul>prepared by Annabel Astbury, HTAV, May 2009<br />
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