Influencing policy (training slides from Fast Track Impact)
July Version with times
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
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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
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?
20. Human use of the environmentThe 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?
58. Exploration and imperialismprepared 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
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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
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63. Topics will be studied in more depth.prepared by Annabel Astbury, HTAV, May 2009