Draft Summary Australian Curriculum History May 2010

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Draft Summary Australian Curriculum History May 2010

  1. 1. Australian Curriculum: HistoryDraft Summary<br />(Australia) March 2010<br />Summarised from Australian Curriculum and Assessment Authority, Australian Curriculum Documents [March 2010]<br />Annabel Astbury<br /> History Teachers’ Association of Victoria<br />
  2. 2. Common words in Rationale for Australian Curriculum: History.<br />Rationale<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />Image created at wordle.net<br />
  3. 3. History :<br /><ul><li> is a disciplined inquiry
  4. 4. is futures oriented:</li></ul>“enables students to contribute more effectively to creating the future.”<br /><ul><li> enables specific skills to be acquired. </li></ul>Rationale<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  5. 5. <ul><li> This curriculum takes a world history approach.
  6. 6. A wide range of contexts are included.
  7. 7. This will enhance students’ appreciation of Australian History. </li></ul>Rationale<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  8. 8. Rationale / Cross Curriculum Perspectives<br />The curriculum contributes to:<br /><ul><li> students’ understanding of Aboriginal and Torres Strait Islander cultures and identity and
  9. 9. the nation’s distinctive position in the Asia Pacific Region.
  10. 10. sustainable patterns of living</li></ul>These are cross curriculum dimensions that are integral to all subjects in the Australian Curriculum. <br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  11. 11. .<br />The Australian Curriculum: History K-10 aims to develop in each student:<br /><ul><li>Interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be active and informed citizens
  12. 12. Knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society
  13. 13. Understanding and use of historical concepts, including evidence, continuity and change, cause and effect, significance, empathy, perspectives and contestability
  14. 14. Capacity to undertake historical inquiry, including skills in the analysis and use of sources, communication and explanation</li></ul>Aims<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  15. 15. Australian Curriculum: HistoryDraft Summary<br />This subject is divided into two interelated strands:<br /><ul><li> Historical knowledge and understanding
  16. 16. Historical Skills</li></ul>Organisation of the learning area<br /><ul><li> Historical Inquiry is the basis for these two strands. </li></ul>Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  17. 17. Australian Curriculum: History<br />Stages of learning<br />Australian Curriculum: HistoryDraft Summary<br />Year 11 – Year 12<br />Stage 4: 15 – 18 Years of Age<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  18. 18. The curriculum is foreach year level K – 10<br />The content descriptions at each year level include:<br /><ul><li>Preface
  19. 19. The strands: (Knowledge and Understanding and Skills)
  20. 20. Content Elaborations
  21. 21. Achievement standard</li></ul>Organisation of the Content<br />Australian Curriculum: HistoryDraft Summary<br />View it online: www.australiancurriculum.edu.au<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  22. 22. Organisation of the content<br />Strand<br />Content description<br />Click here to give feedback and to see content elaborations<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  23. 23. Content elaborations can be viewed via the history feedback button<br />Organisation of the Content<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  24. 24. Skills: Years K - 2<br />Skills: Years 3 - 10<br />Skills taught<br />Historical questions and research<br />Analysis and use of sources<br />Comprehension and communication<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 />Skills acquired progress according to the stages of learning.<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  25. 25. Content: Kindergarten<br />Knowledge and Understanding<br />Broad Inquiry Questions<br />Personal and family stories<br /><ul><li> Generational structure
  26. 26. The telling of personal histories
  27. 27. How families commemorate</li></ul> Personal and Family Stories<br /><ul><li>what is my story?
  28. 28. what stories do other people tell about their past?
  29. 29. 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 />
  30. 30. Content: Year 1<br />Broad Inquiry Questions<br />Knowledge and Understanding<br />Past and Present<br /><ul><li> Measurements of time
  31. 31. Birthdays, celebrations, seasons
  32. 32. Differences of family structures
  33. 33. Changing roles of individuals and groups</li></ul>Past and Present<br /><ul><li> what happened and when?
  34. 34. how do we measure and describe time?
  35. 35. how can we show that the past is different from the present?
  36. 36. 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 />
  37. 37. Content: Year 2<br />Broad Inquiry Questions<br />Knowledge and Understanding<br />Heritage<br /><ul><li> Significance of local places
  38. 38. Significant events and people in the local community.
  39. 39. Importance of local communities preserving their heritage</li></ul>Heritage<br /><ul><li> why do you think the past is important?
  40. 40. 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 />
  41. 41. 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
  42. 42. Key changes and continuities in region or state
  43. 43. 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
  44. 44. National commemorations
  45. 45. Significance of emblems and symbols</li></ul>Community and Remembrance<br /><ul><li> who lived here first?
  46. 46. how has our own community changed over time?
  47. 47. 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 />
  48. 48. 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
  49. 49. The Dreaming
  50. 50. Contributions of A&TSI peoples to the nation</li></ul>Early Contacts<br /><ul><li> Early European and Asian Contacts
  51. 51. Navigators and explorers
  52. 52. First Fleet
  53. 53. Impact of colonisation upon A&TSI peoples
  54. 54. Aspects of daily life in the colony
  55. 55. what was life like for Aboriginal and Torres Strait Islander people in Australia before the arrival of the Europeans?
  56. 56. who were the early navigators and explorers of the Australian continent and what were their reasons for these explorations?
  57. 57. 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 />
  58. 58. Content: Year 5<br />Broad Inquiry Questions<br />Knowledge and Understanding<br />Colonial Lives<br /><ul><li> Overview of development of colonial Australia
  59. 59. Characteristics of convict settlement
  60. 60. Individuals or groups important to colonial development
  61. 61. A key event that demonstrates a milestone in colonial history for Australia</li></ul>Stories of Nationhood<br /><ul><li> Federation
  62. 62. Australia’s form of government and how representative it was at the time
  63. 63. Australia’s form of government compared with other nations at the time and different stories of nationhood
  64. 64. what do we know about the lives of people in Australia’s past?
  65. 65. how did Australian colonies develop during the nineteenth century?
  66. 66. 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 />
  67. 67. 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
  68. 68. Australia’s links with Asia-Pacific Region
  69. 69. 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
  70. 70. Stories of and reasons for migration
  71. 71. Contributions of migrants to Australian life
  72. 72. 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?
  73. 73. what significant world events contributed to Australia’s migration patterns?
  74. 74. 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 />
  75. 75. Content: Year 7<br />Broad Inquiry Questions<br />Knowledge and Understanding<br /><ul><li> Depth Study: What is History?
  76. 76. Overview: What is the Ancient World?
  77. 77. Depth Study: The Ancient World (Egypt or Greece or Rome)
  78. 78. Depth Study: The Ancient World (China or India or Australasia
  79. 79. Depth Study: The Ancient World (School developed study)
  80. 80. May be based on previous contexts or other contexts.
  81. 81. 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?
  82. 82. what are the defining characteristics of societies?
  83. 83. how did people live in other times and other places?
  84. 84. 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 />
  85. 85. 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
  86. 86. 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
  87. 87. The social, military and political structures of the society, particularly how people lived, how they fought and how they were governed
  88. 88. Significant developments in the areas of art, architecture, technology, thinking and literature
  89. 89. The important cultural practices, beliefs, values and customs and the impact on people’s way of life
  90. 90. 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 />
  91. 91. Content: Year 8<br />Broad Inquiry Questions<br />Knowledge and Understanding<br /><ul><li> Overview: The Medieval World
  92. 92. Depth Study: Medieval Europe
  93. 93. Depth Study: Asian Societies
  94. 94. Depth Study: Expanding Horizons
  95. 95. The Renaissance and exploration
  96. 96. Depth Study: Medieval World (School Developed Study)
  97. 97. May be based on previous contexts or other contexts.
  98. 98. 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?
  99. 99. how do societies interact?
  100. 100. 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 />
  101. 101. Content: Year 9<br />Broad Inquiry Questions<br />Knowledge and Understanding<br /><ul><li> Overview: The Making of the Modern World and Australia
  102. 102. Depth Study: Technology, progress and social changeIndustrial Revolution
  103. 103. Depth Study: Asia and the Pacific World
  104. 104. Depth Study: The Making of an Australian NationAustralia in the 19th centuryFederation
  105. 105. 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?
  106. 106. how are societies influenced by global changes?
  107. 107. 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 />
  108. 108. Content: Year 10<br />Broad Inquiry Questions<br />Knowledge and Understanding<br /><ul><li> Overview: Australia in the Modern World
  109. 109. 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
  110. 110. 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?
  111. 111. how do people struggle for rights and freedoms?
  112. 112. 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 />
  113. 113. 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?
  114. 114. how do people struggle for rights and freedoms?
  115. 115. 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 />
  116. 116. Each year level has an achievement standard.<br />Samples<br />Assessment<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  117. 117. Definition from Australian Curriculum Website<br />What is a depth study?<br />A depth study is a closer investigationof a particular topic, for example the study of an ancient civilisation, which allows time for more detailed discussion. It provides students with the opportunity to develop and apply the concepts and skillsof historical understanding to events, periods, people and societies of particular significance. Depth studies commonly employ close reading of historical texts, investigation of primary sources, activities (such as site and museum visits), teacher exposition and student inquiries. It is a sustained, concentrated and resource-rich exercise.<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  118. 118. Timeline for implementation<br />Stage 1 = Australian Curriculum for English, Mathematics, Science and History<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  119. 119. Discussion Question 1<br />Purpose of today:<br />Collect feedback to assist in the formation of a HTAV Response<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  120. 120. Discussion Question 1<br />Which content / topics listed in the draft are indispensible at Year x?<br />How would you improve the Year x content?<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  121. 121. HTAV’s Observations <br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  122. 122. HTAV’s Observations <br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  123. 123. HTAV’s Observations <br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  124. 124. HTAV’s Observations <br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  125. 125. HTAV’s Observations <br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  126. 126. HTAV’s Observations <br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  127. 127. HTAV’s Observations <br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  128. 128. Discussion Question 2<br />What are the best parts of the curriculum?<br />Which parts of the curriculum could be dramatically improved upon?<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  129. 129. How to give feedback<br />www.australiancurriculum.edu.au<br />www.vcaa.vic.edu.au<br />www.htav.asn.au<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />
  130. 130. Contact HTAV<br />Annabel Astbury<br />Executive Director<br />HTAV<br />Suite 105, 134- 136 Cambridge StreetCollingwood, VIC 3066<br />a.astbury@htav.asn.au<br />Australian Curriculum: HistoryDraft Summary<br />Prepared by Annabel Astbury History Teachers’ Association of Victoria<br />March 2010<br />

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