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Australian Curriculum: Summary<br />(Australia) July2010<br />Brief Overview<br />Summarised from Australian Curriculum an...
Content: Kindergarten<br />Knowledge and Understanding<br />Broad Inquiry Questions<br />Personal and family stories<br />...
The telling of personal histories
How families commemorate</li></ul> Personal and Family Stories<br /><ul><li>what is my story?
 what stories do other people tell about their past?
 how are stories told?</li></ul>Skills: Years K - 2<br />Historical questions and research<br />Analysis and use of source...
Content: Year 1<br />Broad Inquiry Questions<br />Knowledge and Understanding<br />Past and Present<br /><ul><li> Measurem...
 Birthdays, celebrations, seasons
 Differences of family structures
 Changing roles of individuals and groups</li></ul>Past and Present<br /><ul><li> what happened and when?
 how do we measure and describe time?
 how can we show that the past is different from the present?
 has family life changed over time?</li></ul>Skills: Years K - 2<br />Historical questions and research<br />Analysis and ...
Content: Year 2<br />Broad Inquiry Questions<br />Knowledge and Understanding<br />Heritage<br /><ul><li> Significance of ...
 Significant events and people in the local community.
 Importance of local communities preserving their heritage</li></ul>Heritage<br /><ul><li> why do you think the past is im...
 how can we preserve these signs of the past?</li></ul>Skills: Years K - 2<br />Historical questions and research<br />Ana...
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Brief overview australian curriculum

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Brief overview australian curriculum

  1. 1. Australian Curriculum: Summary<br />(Australia) July2010<br />Brief Overview<br />Summarised from Australian Curriculum and Assessment Authority, Australian Curriculum Documents [2010]<br />Annabel Astbury<br /> History Teachers’ Association of Victoria<br />
  2. 2. Content: Kindergarten<br />Knowledge and Understanding<br />Broad Inquiry Questions<br />Personal and family stories<br /><ul><li> Generational structure
  3. 3. The telling of personal histories
  4. 4. How families commemorate</li></ul> Personal and Family Stories<br /><ul><li>what is my story?
  5. 5. what stories do other people tell about their past?
  6. 6. how are stories told?</li></ul>Skills: Years K - 2<br />Historical questions and research<br />Analysis and use of sources<br />Comprehension and communication<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  7. 7. Content: Year 1<br />Broad Inquiry Questions<br />Knowledge and Understanding<br />Past and Present<br /><ul><li> Measurements of time
  8. 8. Birthdays, celebrations, seasons
  9. 9. Differences of family structures
  10. 10. Changing roles of individuals and groups</li></ul>Past and Present<br /><ul><li> what happened and when?
  11. 11. how do we measure and describe time?
  12. 12. how can we show that the past is different from the present?
  13. 13. has family life changed over time?</li></ul>Skills: Years K - 2<br />Historical questions and research<br />Analysis and use of sources<br />Comprehension and communication<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  14. 14. Content: Year 2<br />Broad Inquiry Questions<br />Knowledge and Understanding<br />Heritage<br /><ul><li> Significance of local places
  15. 15. Significant events and people in the local community.
  16. 16. Importance of local communities preserving their heritage</li></ul>Heritage<br /><ul><li> why do you think the past is important?
  17. 17. how can we preserve these signs of the past?</li></ul>Skills: Years K - 2<br />Historical questions and research<br />Analysis and use of sources<br />Comprehension and communication<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  18. 18. Content: Year 3<br />Broad Inquiry Questions<br />Knowledge and Understanding<br />Our Community<br /><ul><li> Beliefs and practices of traditional owners of our country
  19. 19. Key changes and continuities in region or state
  20. 20. The significance of an important heritage site or a site of cultural or spiritual significance in the local community, region or state</li></ul>We Remember<br /><ul><li> The significance of selected celebrations, commemorations, symbols and emblems
  21. 21. National commemorations
  22. 22. Significance of emblems and symbols</li></ul>Community and Remembrance<br /><ul><li> who lived here first?
  23. 23. how has our own community changed over time?
  24. 24. why do we choose to remember particular events from the past?</li></ul>Skills: Years 3 - 6<br />Historical questions and research<br />Analysis and use of sources<br />Perspectives and interpretations<br />Comprehension and communication<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  25. 25. Content: Year 4<br />Broad Inquiry Questions<br />Knowledge and Understanding<br />First Australians<br /><ul><li> Diversity of cultures of A&TSI peoples and social structures
  26. 26. The Dreaming
  27. 27. Contributions of A&TSI peoples to the nation</li></ul>Early Contacts<br /><ul><li> Early European and Asian Contacts
  28. 28. Navigators and explorers
  29. 29. First Fleet
  30. 30. Impact of colonisation upon A&TSI peoples
  31. 31. Aspects of daily life in the colony
  32. 32. what was life like for Aboriginal and Torres Strait Islander people in Australia before the arrival of the Europeans?
  33. 33. who were the early navigators and explorers of the Australian continent and what were their reasons for these explorations?
  34. 34. what other explorations of this kind had taken place or were taking place </li></ul>elsewhere in the world at that time?<br /><ul><li> what was the nature of contact between Aboriginal and Torres Strait Islander peoples and early explorers?</li></ul>Skills: Years 3 - 6<br />Historical questions and research<br />Analysis and use of sources<br />Perspectives and interpretations<br />Comprehension and communication<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  35. 35. Content: Year 5<br />Broad Inquiry Questions<br />Knowledge and Understanding<br />Colonial Lives<br /><ul><li> Overview of development of colonial Australia
  36. 36. Characteristics of convict settlement
  37. 37. Individuals or groups important to colonial development
  38. 38. A key event that demonstrates a milestone in colonial history for Australia</li></ul>Stories of Nationhood<br /><ul><li> Federation
  39. 39. Australia’s form of government and how representative it was at the time
  40. 40. Australia’s form of government compared with other nations at the time and different stories of nationhood
  41. 41. what do we know about the lives of people in Australia’s past?
  42. 42. how did Australian colonies develop during the nineteenth century?
  43. 43. why and how did Australia become a nation?</li></ul>Skills: Years 3 - 6<br />Historical questions and research<br />Analysis and use of sources<br />Perspectives and interpretations<br />Comprehension and communication<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  44. 44. Content: Year 6<br />Broad Inquiry Questions<br />Knowledge and Understanding<br />Australia, The British Empire and Asia<br /><ul><li> Significance of Australia’s British Heritage
  45. 45. Australia’s links with Asia-Pacific Region
  46. 46. Other countries’ perceptions of Australia during the early 20th Century</li></ul>New Australians<br /><ul><li> The development of a culturally diverse society from 19th century
  47. 47. Stories of and reasons for migration
  48. 48. Contributions of migrants to Australian life
  49. 49. A migrant narrative</li></ul>Australia and the world<br /><ul><li> how did Australia’s links around the turn of the 19th century to Britain and the Asia-Pacific influence Australian society?
  50. 50. what significant world events contributed to Australia’s migration patterns?
  51. 51. how has Australia evolved into a culturally diverse society?</li></ul>Skills: Years 3 - 6<br />Historical questions and research<br />Analysis and use of sources<br />Perspectives and interpretations<br />Comprehension and communication<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  52. 52. Content: Year 7<br />Broad Inquiry Questions<br />Knowledge and Understanding<br /><ul><li> Depth Study: What is History?
  53. 53. Overview: What is the Ancient World?
  54. 54. Depth Study: The Ancient World (Egypt or Greece or Rome)
  55. 55. Depth Study: The Ancient World (China or India or Australasia
  56. 56. Depth Study: The Ancient World (School developed study)
  57. 57. May be based on previous contexts or other contexts.
  58. 58. could focus on ONE or more of the following: a significant event, person, group, movement, mystery or discovery</li></ul>All of these topics will be undertaken<br />What Was the Ancient World?<br /><ul><li> what is history?
  59. 59. what are the defining characteristics of societies?
  60. 60. how did people live in other times and other places?
  61. 61. who should rule in a society?</li></ul>Skills: Years 7 - 10<br />Historical questions and research<br />Analysis and use of sources<br />Perspectives and interpretations<br />Comprehension and communication<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  62. 62. This is typical of the kinds of points that would have to be covered in a depth study<br />The Ancient World: Egypt or Greece or Rome<br />Key Knowledge for Depth Study<br /><ul><li> A chronological account of the significant periods, events and people
  63. 63. The economic, social and strategic importance of the main geographical features, including landforms and resources, and the geographic location of the society in the broader region
  64. 64. The social, military and political structures of the society, particularly how people lived, how they fought and how they were governed
  65. 65. Significant developments in the areas of art, architecture, technology, thinking and literature
  66. 66. The important cultural practices, beliefs, values and customs and the impact on people’s way of life
  67. 67. The short and long term impact in and beyond the region of the key events, ideas and people</li></ul>Content in Depth Studies<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  68. 68. Content: Year 8<br />Broad Inquiry Questions<br />Knowledge and Understanding<br /><ul><li> Overview: The Medieval World
  69. 69. Depth Study: Medieval Europe
  70. 70. Depth Study: Asian Societies
  71. 71. Depth Study: Expanding Horizons
  72. 72. The Renaissance and exploration
  73. 73. Depth Study: Medieval World (School Developed Study)
  74. 74. May be based on previous contexts or other contexts.
  75. 75. could focus on ONE or more of the following: a significant event, person, group, movement, mystery or discovery</li></ul>All of these topics will be undertaken<br />The Medieval World<br /><ul><li>how do beliefs and values influence people’s way of life?
  76. 76. how do societies interact?
  77. 77. why do societies change?</li></ul>Skills: Years 7 - 10<br />Historical questions and research<br />Analysis and use of sources<br />Perspectives and interpretations<br />Comprehension and communication<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  78. 78. Content: Year 9<br />Broad Inquiry Questions<br />Knowledge and Understanding<br /><ul><li> Overview: The Making of the Modern World and Australia
  79. 79. Depth Study: Technology, progress and social changeIndustrial Revolution
  80. 80. Depth Study: Asia and the Pacific World
  81. 81. Depth Study: The Making of an Australian NationAustralia in the 19th centuryFederation
  82. 82. Depth Study: The Making of the Modern World and Australia (School developed study)</li></ul>All of these topics will be undertaken<br />The Making of the Modern World and Australia<br /><ul><li> what is progress?
  83. 83. how are societies influenced by global changes?
  84. 84. how do societies understand their indigenous past?</li></ul>Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  85. 85. Content: Year 10<br />Broad Inquiry Questions<br />Knowledge and Understanding<br /><ul><li> Overview: Australia in the Modern World
  86. 86. Depth Study: The Great War and its aftermathGallipoli / Western Front campaignsAnzac LegendHomefrontReturned Service peopleThe effect of the Great Depression on Aust. Origins of WW2 and Aust’s role in it. Significance of WW2, incl. Holocaust
  87. 87. Depth Study: Struggles for Freedoms and RightsAttempts at peacemaking gaining human rights through organisations and treaties.Effects of Cold War on Human Rights.The origins and consequences of anti-colonial movements and civil rights movements (one of four contexts to be chosen)Case Study of individual, group, movement and event</li></ul>All of these topics will be undertaken<br />Australia in the Modern World<br /><ul><li> why do nations go to war and how does war change a society?
  88. 88. how do people struggle for rights and freedoms?
  89. 89. how does a nation deal with its past and attempt to shape the future?</li></ul>Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  90. 90. Content: Year 10<br />Broad Inquiry Questions<br />Knowledge and Understanding<br /> Depth Study: Social and Cultural Influences <br />The nature and type of change in popular culture during this century.<br />A decade in Australia’s twentieth century history, compared with the present, with a particular emphasis on the following: family, work, education, health, leisure, transport and communications.<br />The impact on the Australian way of life of ONE the following developments:<br />migration<br />women’s liberation movements<br />concern for the environment<br />urbanisation<br />and ONE other significant social development<br />All of these topics will be undertaken<br />Australia in the Modern World<br /><ul><li> why do nations go to war and how does war change a society?
  91. 91. how do people struggle for rights and freedoms?
  92. 92. how does a nation deal with its past and attempt to shape the future?</li></ul>Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  93. 93. Unit 1: Investigating Modern History (Year 11)<br />Organisation of Content<br />Unit 2a: The Nation State and National Identity<br />Unit 2b: Recognition and Equality<br />Choose One: Year 11<br />Unit 3a: International tensions and conflicts<br />Choose One: Year 12<br />Unit 3b: Revolutions<br />Australian Curriculum: HistoryDraft Summary<br />Unit 4: Asia & Australia 1937 – 2000 (Year 12)<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />June 2010<br />
  94. 94. Unit 1: Investigating Ancient History (Year 11)<br />Organisation of Content<br />Unit 2a: Representing and Interpreting the Ancient Past<br />Unit 2b: Ancient Lives<br />Choose One: Year 11<br />Unit 3: Ancient People, Power and Politics (Year 12)<br />Unit 4: Ancient Societies, Sites and Sources (Year 12)<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />June 2010<br />
  95. 95. When will the senior course be implemented in Victoria?<br />It is expected that the new Australian curriculum for English, Mathematics, the Sciences and History will then be introduced in all Victorian schools and providers for students in P – 10 in 2012. This includes the new content and achievement standards and associated reporting of student achievement.<br />For Years 11 and 12, it is expected that new Australian curriculum-based VCE courses in the subject areas of English, Mathematics, the Sciences and History will be introduced at Units 1 and 2 in 2013 and Units 3 and 4 in 2014.<br />FAQs<br />Will students be able to undertake a Unit 3 & 4 sequence only?<br />This is still to be determined. There are still some important issues to decided by both ACARA and the local curriculum and assessment authorities regarding implementation. <br />Will it be compulsory for all Australian students to undertake History at Years 11 & 12?<br />No.<br />How many hours is the senior history draft expected to be delivered in?<br />The indicative time given to writers for each unit was 50 – 60 hours. <br />Australian Curriculum: HistoryDraft Summary<br />Will Australian Curriculum courses be considered more important that state / territory offerings?<br />No. When finalised, Australian Curriculum Courses will be implemented into the study design with other courses. <br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />June 2010<br />

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