Australian Curriculum (History F-10) Summary

13,674 views

Published on

Published in: Education
0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
13,674
On SlideShare
0
From Embeds
0
Number of Embeds
5,703
Actions
Shares
0
Downloads
297
Comments
0
Likes
2
Embeds 0
No embeds

No notes for slide

Australian Curriculum (History F-10) Summary

  1. 1. Australian Curriculum: History <ul><li>A summary </li></ul>Annabel Astbury | History Teachers’ Association of Victoria | February 2011
  2. 2. This summary This is a summary of the Australian Curriculum: History For the complete document please go to: www.australiancurriculum.edu.au Summary | Annabel Astbury 2011
  3. 3. Content Structure: History F - 6 (Primary) Content Structure | Annabel Astbury 2011 Year Level Key Inquiry Questions Historical Knowledge and understandings Strands Historical Skills
  4. 4. Content Structure: History 7-10 (Secondary) <ul><li>Overviews </li></ul><ul><li>Depth Studies </li></ul>Content Structure | Annabel Astbury 2011 Year Level Key Inquiry Questions Historical Knowledge and understandings Strands Historical Skills
  5. 5. Overviews Content Structure | Annabel Astbury 2011 <ul><li>give students an introduction to the period </li></ul><ul><li>make links to and between the depth studies </li></ul><ul><li>consolidate understanding through a review of the period </li></ul>Aims © Milan Surkala - Fotolia.com <ul><li>An overview will constitute approximately 10% of the total teaching time for the year </li></ul><ul><li>Overview content identifies important features of the period as part of an expansive chronology </li></ul><ul><li>The overview could be built into different parts of the depth studies as appropriate </li></ul>Teaching
  6. 6. Depth Studies Content Structure | Annabel Astbury 2011 <ul><li>To provide students with the opportunity to develop and apply the concepts and skills of historical inquiry </li></ul><ul><li>Content in each elective is designed to allow detailed study of specific aspects of the historical period </li></ul>Aims <ul><li>An overview will constitute approximately 10% of the total teaching time for the year </li></ul><ul><li>Overview content identifies important features of the period as part of an expansive chronology </li></ul><ul><li>The overview could be built into different parts of the depth studies as appropriate </li></ul>Teaching
  7. 7. Assessment Content Structure | Annabel Astbury 2011 <ul><li>Assessment for the curriculum is still being developed. </li></ul><ul><li>During 2011 achievement standards will be validated. </li></ul>Achievement Standards F - 10 <ul><li>Achievement standards indicate the quality of learning that students should typically demonstrate by a particular point in their schooling </li></ul><ul><li>Achievement standards comprise a written description and student work samples. </li></ul><ul><li>An achievement standard describes the quality of learning that would indicate the student is well placed to commence the learning required at the next level of achievement. </li></ul><ul><li>The sequence of achievement standards across Foundation to Year 10 describes progress in the learning area. </li></ul><ul><li>The achievement standard for each year level can be found in the curriculum. </li></ul>
  8. 8. Historical Skills Historical Skills | Annabel Astbury 2011 Development of skills not shown here but can be seen at www.australiancurriculum.edu.au Chronology, terms and concepts Historical questions and research Analysis and use of sources Perspectives and interpretations Explanation and communication <ul><li>Skills develop according to stage of learning </li></ul><ul><li>Skills are described in bands of schooling (over three years at F-2 and at two year intervals in subsequent year levels. </li></ul><ul><li>The two strands (Knowledge and Skills) are integrated in the development of a teaching and learning program. </li></ul>Notes:
  9. 9. <ul><li>What is my history and how do I know? </li></ul><ul><li>What stories do other people tell about the past? </li></ul><ul><li>How can stories of the past be told and shared? </li></ul>Foundation Year (Prep) Family and Personal Stories Key Inquiry Questions Key Inquiry Questions | Annabel Astbury 2011
  10. 10. Historical Knowledge and Understanding Foundation (Prep) <ul><li>Who the people in their family are </li></ul><ul><li>The different structures of families and family groups today </li></ul><ul><li>How they, their family and friends commemorate past events that are important to them </li></ul><ul><li>How the stories of the past can be communicated </li></ul>Summary of the key knowledge and understandings: History | Annabel Astbury 2011 © Andres Rodriguez via Fotolia.com
  11. 11. Year 1 Present and Past Family Life <ul><li>How has family life changed or remained the same over time? </li></ul><ul><li>How can we show that the present is different from or similar to the past? </li></ul><ul><li>How do we describe the sequence of time? </li></ul>Annabel Astbury 2011 Key Inquiry Questions
  12. 12. Historical Knowledge and Understanding Year 1 <ul><li>Differences in family structures and roles between past and the present </li></ul><ul><li>How the past, present and future are signified by terms, dates and celebrations </li></ul><ul><li>Differences and similarities between students’ daily lives and life during their family’s past. </li></ul>Annabel Astbury 2011 Via Powerhouse Museum on Flickr (No known copyright) http://www.powerhousemuseum.com/collection/database/?irn=386429
  13. 13. Year 2 The Past in the Present Key Inquiry Questions <ul><li>What aspects of the past can you see today? What do they tell us? </li></ul><ul><li>What remains of the past are important to the local community? Why? </li></ul><ul><li>How have changes in technology affected our daily lives? </li></ul>
  14. 14. Historical Knowledge and Understanding Year 2 <ul><li>The history of a significant person, building, site or part of the natural environment in the local community </li></ul><ul><li>The importance today of an historical site of cultural or spiritual significance </li></ul><ul><li>The impact of changing technology on people’s lives </li></ul>Annabel Astbury 2011
  15. 15. Year 3 Community and Remembrance <ul><li>Who lived here first and how do we know? </li></ul><ul><li>How has our community changed? What features have been lost and what features have been retained? </li></ul><ul><li>What is the nature of the contribution made by different groups and individuals in the community? </li></ul><ul><li>How and why do people choose to remember significant events of the past? </li></ul>Key Inquiry Questions | Annabel Astbury 2011 Key Inquiry Questions
  16. 16. Historical Knowledge and Understanding Year 3 <ul><li>The importance of country and place to Aboriginal and/or Torres Strait Islanders who belong to a local area This is intended to be a local area study but if sources are not available another region may be selected. </li></ul><ul><li>ONE important example of change and ONE important example of continuity in the local community, region or state/territory For example: transport, education, work, natural and built environments </li></ul><ul><li>The role that people of diverse backgrounds have played in the development and character of the local community </li></ul><ul><li>Days and weeks celebrated or commemorated in Australia and the importance of symbols and emblems. </li></ul>Annabel Astbury 2011
  17. 17. Year 4 First Contacts <ul><li>Why did the great journeys of exploration occur? </li></ul><ul><li>What was life like for Aboriginal people and/or Torres Strait Islanders before the arrival of Europeans? </li></ul><ul><li>Why did Europeans settle in Australia? </li></ul><ul><li>What was the nature and consequence of contact between Aboriginal people and/or Torres Strait Islanders and early traders, explorers and settlers? </li></ul>Key Inquiry Questions | Annabel Astbury 2011 Key Inquiry Questions
  18. 18. Historical Knowledge and Understanding Year 4 <ul><li>The diversity and longevity of Australia’s first peoples and the ways that Aboriginal and/or Torres Strait Islanders are connected to Country and Place and the implications for their daily lives. </li></ul><ul><li>The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late 18thC including their contacts with other societies and any impacts. </li></ul><ul><li>Stories of the First Fleet, including reasons for their journey, who travelled to Australia, and their experiences following arrival. </li></ul><ul><li>The nature of contact between Aboriginal people and/or Torres Strait Islanders and others. </li></ul>Annabel Astbury 2011
  19. 19. Year 5 The Australian Colonies <ul><li>What do we know about the lives of people in Australia’s colonial past and how do we know? </li></ul><ul><li>How did an Australian colony develop over time and why? </li></ul><ul><li>How did colonial settlement change the environment? </li></ul><ul><li>What were the significant events and who were the significant people that shaped Australian colonies? </li></ul>Key Inquiry Questions | Annabel Astbury 2011 Key Inquiry Questions
  20. 20. Historical Knowledge and Understanding Year 5 <ul><li>Reasons for the establishment of British colonies in Australia after 1800 </li></ul><ul><li>The nature of a convict or colonial settlement in Australia </li></ul><ul><li>The impact of a significant development or event on the colony </li></ul><ul><li>The reasons that people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony </li></ul>Annabel Astbury 2011
  21. 21. Year 6 Australia as a nation <ul><li>Why and how did Australia become a nation? </li></ul><ul><li>How did Australian society change throughout the twentieth century? </li></ul><ul><li>Who were the people who came to Australia? Why did they come? </li></ul><ul><li>What contribution have significant individuals and groups made to the development of Australian society? </li></ul>Key Inquiry Questions | Annabel Astbury 2011 Key Inquiry Questions
  22. 22. Historical Knowledge and Understanding Year 6 <ul><li>Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government </li></ul><ul><li>Experiences of Australian democracy and citizenship </li></ul><ul><li>Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons why they migrated. </li></ul><ul><li>The contributions of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society. </li></ul>Photo credit: Powerhouse Museum No known copyright restrictions http://bit.ly/e3Lz3X | Annabel Astbury 2011
  23. 23. Year 7 The Ancient World <ul><li>How do we know about the ancient past? </li></ul><ul><li>Why and where did the earliest societies develop? </li></ul><ul><li>What emerged as the defining characteristics of ancient societies? </li></ul><ul><li>What have been the legacies of ancient societies? </li></ul>Key Inquiry Questions | Annabel Astbury 2011 Key Inquiry Questions
  24. 24. Annabel Astbury 2011 Overview <ul><li>Overview content for the ancient world (Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya) includes the following: </li></ul><ul><li>the theory that people moved out of Africa around 60 000 BCE and migrated to other parts of world, including Australia </li></ul><ul><li>the evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery) </li></ul><ul><li>key features of ancient societies (farming, trade, social classes, religion, rule of law) </li></ul><ul><li>Overview content is meant to take no more than 10% of teaching time </li></ul><ul><li>The overview could be built into different parts of the depth studies as appropriate </li></ul>Overview Year 7
  25. 25. Annabel Astbury 2011 Depth study 2: The Mediterranean World Overview Depth study 1: Investigating the Ancient Past Depth study 3: The Asian World Structure of year Year 7
  26. 26. Photo credit: Pierre Pouliquin via Flickr under creative commons licence | Annabel Astbury 2011 Depth study 1: Investigating the Ancient Past <ul><li>How historians and archaeologists investigate history, including excavation and archival research </li></ul><ul><li>The range of sources that can be used in an historical investigation, including archaeological and written sources </li></ul><ul><li>The methods and sources that can be used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists </li></ul><ul><li>The nature of sources for Ancient Australia and what they reveal about Australia’s past in the ancient period </li></ul><ul><li>The importance of conserving the remains of the past, using examples of the ancient world </li></ul>Overview Historical Knowledge and Understanding Year 7
  27. 27. Annabel Astbury 2011 Depth study 2: The Mediterranean World Choose one: <ul><li>The physical features of the area under study </li></ul><ul><li>Roles of key groups in the ancient society </li></ul><ul><li>The significant beliefs, values and practices of the ancient culture </li></ul><ul><li>Contacts and conflicts within and/or other societies, resulting in developments such as expansion of trade </li></ul><ul><li>The role of a significant individual in the ancient society </li></ul>Overview Historical Knowledge and Understanding Year 7: The Ancient World OR OR Egypt Greece Rome
  28. 28. Annabel Astbury 2011 Overview Depth study 3: The Asian World Choose one: <ul><li>The physical features of the area under study </li></ul><ul><li>Roles of key groups in the ancient society </li></ul><ul><li>The significant beliefs, values and practices of the ancient culture </li></ul><ul><li>Contacts and conflicts within and/or other societies, resulting in developments such as expansion of trade </li></ul><ul><li>The role of a significant individual in the ancient society </li></ul>Historical Knowledge and Understanding Year 7: The Ancient World OR China India
  29. 29. Year 8 The Ancient to the Modern World <ul><li>How did societies change from the end of the ancient period to the beginning of the modern age? </li></ul><ul><li>What key beliefs and values emerged and how did they influence societies? </li></ul><ul><li>What were the causes and effects of contact between societies in this period? </li></ul><ul><li>What significant people, groups and ideas from this period have influenced the world today? </li></ul>Key Inquiry Questions | Annabel Astbury 2011 Key Inquiry Questions
  30. 30. Annabel Astbury 2011 Structure of year Year 8 Depth study 2: The Asia-Pacific World Overview Depth study 1: The Western and Islamic World Depth study 3: Expanding Contacts
  31. 31. Annabel Astbury 2011 Overview <ul><li>Overview content is meant to take no more than 10% of teaching time </li></ul><ul><li>The overview could be built into different parts of the depth studies as appropriate </li></ul><ul><li>Overview content for the ancient to modern world (Byzantine, Celtic, Anglo-Saxon, Viking, Ottoman, Khmer, Mongols, Yuan and Ming dynasties, Aztec, Inca) includes the following: </li></ul><ul><li>the transformation of the Roman world and the spread of Christianity and Islam </li></ul><ul><li>key features of the medieval world (feudalism, trade routes, voyages of discovery, contact and conflict) </li></ul><ul><li>the emergence of ideas about the world and the place of people in it by the end of the period (such as the Renaissance, the Scientific Revolution and the Enlightenment). </li></ul>Overview Year 8
  32. 32. Annabel Astbury 2011 Depth study 1: The Western and Islamic World Choose one: Overview Historical Knowledge and Understanding Year 8: The Ancient to the Modern World OR Medieval Europe (c.590 - c.1500) <ul><li>The way of life in Medieval Europe </li></ul><ul><li>Significant developments and/or cultural achievements </li></ul><ul><li>Continuity and change in society in ONE of the following areas: crime and punishment, military and defence systems; towns cities and commerce </li></ul><ul><li>The dominance of the catholic Church and the role of significant individuals </li></ul>Renaissance Italy (c.1400-c.1600) <ul><li>The way of life in Renaissance Italy </li></ul><ul><li>Significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city states </li></ul><ul><li>Relationships between rulers and ruled in ONE Italian city-state </li></ul><ul><li>The roles and achievements of significant individuals </li></ul>Vikings (c.790 - c. 1066) <ul><li>The way of life in Viking society </li></ul><ul><li>Significant developments and/or cultural achievements that led to Viking expansion </li></ul><ul><li>Viking conquests and relationships with subject peoples </li></ul><ul><li>The role of a significant individual in the expansion of Viking settlement </li></ul>OR <ul><li>The way of life in the Ottoman Empire </li></ul><ul><li>Significant developments and/or cultural achievements that reflect the influence of the Ottoman Empire </li></ul><ul><li>Relationships with subject peoples </li></ul><ul><li>The role of significant individuals </li></ul>Ottoman Empire (c.1299-c.1683) OR
  33. 33. Annabel Astbury 2011 Depth study 2: The Asia-Pacific World Choose one: Overview Historical Knowledge and Understanding Year 8: The Ancient to the Modern World <ul><li>Theories about the origin and spread of Polynesian settlers throughout the Pacific </li></ul><ul><li>The way of life of ONE Polynesian society </li></ul><ul><li>The cultural achievements of ONE Polynesian society </li></ul><ul><li>The ways Polynesian societies used environmental resources </li></ul>The Polynesian Expansion across the Pacific (c.700-c.1756) Angkor/Khmer Empire (c.802-c.1327) <ul><li>The way of life in the Khmer Empire </li></ul><ul><li>The reason for Angkor’s rise to prominence </li></ul><ul><li>The cultural achievements of the Khmer civilisation </li></ul><ul><li>Theories behind the decline of Angkor </li></ul>OR Shogunate Japan (c.794-c.1867) <ul><li>The way of life in Shogunate Japan </li></ul><ul><li>The role of the Tokugawa Shogunate in establishing a feudal system & in increasing foreign trade </li></ul><ul><li>The use of environmental resources and policies by the shogunate </li></ul><ul><li>The significance of modernisation & westernisation in the decline of the shogunate </li></ul>OR
  34. 34. Annabel Astbury 2011 Overview Depth study 3: Expanding Contacts Choose one: Historical Knowledge and Understanding Year 8: The Ancient to the Modern World <ul><li>Pre-Colombian life in the Americas, including social organisation, city life and beliefs </li></ul><ul><li>Movements of the Spanish peoples to the Americas & encounters with various societies and geographical features </li></ul><ul><li>The nature of interaction between indigenous populations and the Spanish </li></ul><ul><li>The impact of the conquest on the Aztecs OR Incas as well as the wider world </li></ul><ul><li>The longer term effects of colonisation </li></ul>The Spanish Conquest of the Americas (c.1492-c.1572) OR The Black Death in Asia, Europe & Africa (C14th Plague) <ul><li>Living conditions and religious beliefs in C14th </li></ul><ul><li>The role of expanding trade between Europe and Asia & the origin and spread of disease </li></ul><ul><li>The causes & symptoms of and responses to the Black Death </li></ul><ul><li>The effects of the Black Death on the populations & conflicting theories about the impact of the plague </li></ul><ul><li>Other immediate and long-term effects of the plague </li></ul>OR <ul><li>The nomadic lifestyle of the Mongols & the rise of Temujin </li></ul><ul><li>The organisation of the Mongol army under Ghengis Khan and the treatment of conquered peoples </li></ul><ul><li>The extent of the Mongol expansion </li></ul><ul><li>The consequences of the Mongol expansion </li></ul>Mongol Expansion (c.1206-c.1368)
  35. 35. Year 9 The Making of the Modern World <ul><li>What were the changing features of the movements of people from 1750-1918? </li></ul><ul><li>How did new ideas and technological developments contribute to change in this period? </li></ul><ul><li>What was the origin, development, significance and long-term impact of imperialism in this period? </li></ul><ul><li>What was the significance of World War I? </li></ul>Key Inquiry Questions | Annabel Astbury 2011 Key Inquiry Questions
  36. 36. Annabel Astbury 2011 Structure of year Year 9 Depth study 2: Australia and Asia Overview Depth study 1: Making a Better World? Depth study 3: World War I
  37. 37. Annabel Astbury 2011 Overview <ul><li>Overview content is meant to take no more than 10% of teaching time </li></ul><ul><li>The overview could be built into different parts of the depth studies as appropriate </li></ul><ul><li>Overview content for the making of the modern world includes the following: </li></ul><ul><li>the nature and significance of the Industrial Revolution and how it affected living and working conditions, including within Australia </li></ul><ul><li>the nature and extent of the movement of peoples in the period (slaves, convicts and settlers) </li></ul><ul><li>the extent of European imperial expansion and different responses, including in the Asian region </li></ul><ul><li>the emergence and nature of significant economic, social and political ideas in the period, including nationalism </li></ul>Overview Year 9
  38. 38. Annabel Astbury 2011 Depth study 1: Making a Better World? Choose one: Overview Historical Knowledge and Understanding Year 9: The Making of the Modern World <ul><li>The emergence and nature of key ideas in the period with a focus on ONE of: capitalism, socialism, egalitarianism, nationalism, imperialism, Darwinism, Chartism </li></ul><ul><li>the reasons why ONE key idea emerged and/or developed a following </li></ul><ul><li>The role of an individual or group in the promotion of one of these ideas and the responses to it. </li></ul><ul><li>Short and long-term impacts of ONE of these ideas on Australia and the world </li></ul>Progressive Ideas and Movements (1750-1918) OR The Industrial Revolution (1750 - 1914) <ul><li>The technological innovations that led to the Industrial Revolution, and other factors that influenced the industrialisation of Britain </li></ul><ul><li>The population movements and changing settlement patterns during the period </li></ul><ul><li>The changing way of life for people and their experiences </li></ul><ul><li>Short and long-term impacts of the Industrial Revolution </li></ul>OR Movement of Peoples (c.1750-1901) <ul><li>The influence of the Industrial Revolution on the movements of peoples throughout the world </li></ul><ul><li>The experiences of slaves, convicts and settlers upon their departure, journey abroad & their reactions upon arrival </li></ul><ul><li>Changes in the way of life of a group(s) of people who moved to Australia during this period </li></ul><ul><li>Short and long-term impacts of the movement of peoples during this period </li></ul>
  39. 39. Annabel Astbury 2011 Depth study 2: Asia and Australia 1750 - 1918 Choose one: Overview Historical Knowledge and Understanding Year 9: The Making of the Modern World OR Making a Nation 1750 - 1918 <ul><li>The extension of settlement, including the effects of contact between European settlers and Aboriginal and Torres Strait Islander peoples </li></ul><ul><li>The experiences of non-Europeans in Australia prior to the 1900s </li></ul><ul><li>The living and working conditions in Australia around the turn of the twentieth century </li></ul><ul><li>Key events and ideas in the development of Australian self-government and democracy </li></ul><ul><li>Legislation 1901 - 1914 </li></ul>Asia and the world 1750 -1918 <ul><li>The key features of ONE Asian society at the start of the period </li></ul><ul><li>Change and continuity in the Asian society during this period, including any effects of contact with European powers </li></ul><ul><li>the position of the Asian society in relation to other nations in he world around the turn of the twentieth century </li></ul><ul><li>The significance of ONE key event that involved the Asian society and European Powers, including different perspectives of the event at the time. </li></ul>
  40. 40. Annabel Astbury 2011 Overview Depth study 3: World War I <ul><li>An overview of the causes of World War I and the reasons why men enlisted to fight in the war </li></ul><ul><li>The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign </li></ul><ul><li>The impact of World War I, with a particular emphasis on Australia </li></ul><ul><li>The commemoration of World War I, including debates about the nature and significance of the Anzac legend </li></ul>Historical Knowledge and Understanding Year 9: The Making of the Modern World
  41. 41. Year 10 The Modern World and Australia <ul><li>How did the nature of global conflict change during the twentieth century? </li></ul><ul><li>What were the consequences of World War II? How did these consequences shape the modern world? </li></ul><ul><li>How was Australian society affected by other significant global events and changes in this period? </li></ul>Key Inquiry Questions | Annabel Astbury 2011 Key Inquiry Questions
  42. 42. Annabel Astbury 2011 Structure of year Year 10 Depth study 2: Rights and freedoms Overview Depth study 1: World War II Depth study 3: The globalising world
  43. 43. Annabel Astbury 2011 Overview <ul><li>Overview content for the Modern World and Australia includes the following: </li></ul><ul><li>the inter-war years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression </li></ul><ul><li>continuing efforts post-World War II to achieve lasting peace and security in the world, including Australia’s involvement in UN peacekeeping </li></ul><ul><li>the major movements for rights and freedom in the world and the achievement of independence by former colonies </li></ul><ul><li>the nature of the Cold War and Australia’s involvement in Cold War and post-Cold War conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan), including the rising influence of Asian nations since the end of the Cold War </li></ul><ul><li>developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the environment and sustainability </li></ul><ul><li>Overview content is meant to take no more than 10% of teaching time </li></ul><ul><li>The overview could be built into different parts of the depth studies as appropriate </li></ul>Overview Year 10
  44. 44. Annabel Astbury 2011 Depth study 1: World War II <ul><li>An overview of the causes and course of World War II </li></ul><ul><li>An examination of significant events of World War II </li></ul><ul><li>The experiences of Australians during World War II </li></ul><ul><li>The impact of World War II, with a particular emphasis on the Australian home front </li></ul><ul><li>The significance of World War II to Australia’s international relationships in the twentieth century, with particular reference to the UN, Britain, the USA and Asia </li></ul>Overview Historical Knowledge and Understanding Year 10: The Modern World and Australia
  45. 45. Annabel Astbury 2011 Depth study 2: Rights and freedoms (1945 - present) <ul><li>The origins and significance of the Universal Declaration of Human Rights, including Australia’s involvement in the development of this decision </li></ul><ul><li>Background to the struggle of Aboriginal and Torres Strait Islander peoples for rights and freedoms before 1965 </li></ul><ul><li>The US Civil Rights movement and its influence on Australia </li></ul><ul><li>The significance of the following for the civil rights of Aboriginal and Torres Strait islander peoples: 1962 right to vote, 1967 Referendum, Reconciliation, Mabo decision, Bringing Them Home, the Apology </li></ul><ul><li>Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander peoples and the role of ONE individual or group in the struggle </li></ul><ul><li>The continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world. </li></ul>Overview Historical Knowledge and Understanding Year 10: The Modern World and Australia
  46. 46. OR Annabel Astbury 2011 Depth study 3: The globalising world Choose one: Overview Historical Knowledge and Understanding Year 10: The modern world and Australia <ul><li>The waves of post-World War II migration to Australia, including the significance of world events </li></ul><ul><li>The impact of changing government policies on Australia’s migration patterns </li></ul><ul><li>The impact of at least ONE world event or development & its significance for Australia </li></ul><ul><li>The contribution of migration to Australia’s changing identity as a nation and to its international relationships </li></ul>Migration experiences (1945-present) OR Popular Culture (1954-present) <ul><li>the nature of popular culture in Australia at the end of World War II </li></ul><ul><li>Developments in popular culture in post-war Australia and their impact on society </li></ul><ul><li>The changing nature of the music, film and television industry in Australia during the post-war period </li></ul><ul><li>Australia’s contribution to international popular culture and changing beliefs and values that have influenced the Australian way of life </li></ul>The environment movement (1960s - present) <ul><li>The background to environmental awareness </li></ul><ul><li>The intensification of environmental effects in the twentieth century as a result of population increase </li></ul><ul><li>The growth and influence of the environment movement in Australia and overseas </li></ul><ul><li>Significant events and campaigns that contributed to popular awareness of environmental issues </li></ul><ul><li>Responses of Australian governments and international organisations to environmental threats since the 1960s </li></ul>
  47. 47. Timeline for implementation in Victorian schools (P-10) Content Structure | Annabel Astbury 2011 <ul><li>In Victoria </li></ul><ul><li>2011:Trial Year </li></ul><ul><li>2012:Trial Year </li></ul><ul><li>2013: Implementation of Australian Curriculum into Victorian curriculum (AusVELS) </li></ul><ul><li>Implementation is managed by the states and territory authorities </li></ul><ul><li>Other states and territories </li></ul><ul><li>Please refer to individual state / territory curriculum authorities </li></ul><ul><li>ACT: http://www.det.act.gov.au/ </li></ul><ul><li>NSW: http:// www.bos.nsw.edu.au </li></ul><ul><li>NT: htt p://www.det.nt.gov .au/ </li></ul><ul><li>QLD: http://educat ion.qld.gov.au/ </li></ul><ul><li>SA: http ://www.decs.sa.gov.au/ </li></ul><ul><li>TAS: htt p://www.education.tas.gov.au / </li></ul><ul><li>WA: http://www.curriculum.wa.edu .au/ </li></ul>
  48. 48. Frequently asked questions Content Structure | Annabel Astbury 2011 <ul><li>When will Senior Years (11-12) Curriculum be released? </li></ul><ul><li>The senior curriculum is still being developed. Please refer to www.australiancurriculum.edu.au for further updates. </li></ul><ul><li>What is the timeline for senior courses to be implemented? </li></ul><ul><li>In Victoria, the current VCE History courses are validated until December 2014. </li></ul><ul><li>What professional development will be available for Victorian teachers? </li></ul><ul><li>During 2011, the VCAA and the HTAV will be providing information sessions and professional learning opportunities in relation to the Australian Curriculum. </li></ul><ul><li>I teach at an independent school, will our school be required to teach the Australian Curriculum? </li></ul><ul><li>All schools will be required to teach the Australian Curriculum or its approved equivalent (eg. Steiner, Montessori, International Baccalaureate ). For more information please consult your state / territory curriculum authority. </li></ul>
  49. 49. For more information Content Structure | Annabel Astbury 2011 ACARA | www.acara.edu.au HTAV | www.htav.asn.au VCAA | www.vcaa.vic.edu.au

×