The document discusses the implementation of the Australian Curriculum at Nuriootpa High School, including identifying needs around quality teaching and learning in history, managing the large volume of content, and ensuring clarity in unit planning and meaningful assessment. It also covers workshops held on understanding the achievement standards and using backwards design to plan learning experiences and assessment tasks that demonstrate student skills and understandings.

2. 








Our context
Australian Curriculum – key points as we saw them
Our journey – trialling, tinkering and TfEL
Implementation - specific goals, identified needs,
ongoing problems
Achievement Standards – what are they and how do
we use them? – Workshop Activity
Understanding by Design / Backwards Design – the
critical planning tool – Workshop Activity
Resources – online gems
Sample tasks
Findings / recommendations / concerns / directions

3. 







Nuriootpa High School has approximately 850 students
We are a country High School but close enough to Adelaide
for excursions
History has been offered as an elective from Year 9 onwards
and is one of our most popular subjects
We trialled Australian Curriculum: History in 2010 and 2011
We have a number of History specialists.
S&E has often taught by non-specialists, History and
Geography will be taught by some ‘non-experts’
I am in my sixth year as S&E Co-ordinator (the first two as
Acting Co-ordinator)
Year 8 S&E have been split into separate semesters of
History and Geography this year (last year we only had
History)

4. 



Year 8 - The Ancient to the Modern World
 Vikings, Medieval Europe, Ottoman Empire, Renaissance Italy
 Angkor/Khmer Empire, Shogunate Japan, Polynesian expansion across the Pacific
 Mongol Expansion, The Black Death, The Spanish Conquest
Year 9 - The Making of the Modern World
 The Industrial Revolution, Movement of peoples, Progressive ideas and movements
 Making a nation, Asia and the world
 World War I
Year 10 - The Modern World and Australia
 World War II
 Rights and freedoms
 Popular culture, The environment movement, Migration experiences
Cross-curricular priorities
 Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s
engagement with Asia, Sustainability.

5. 


Quality teaching and learning in History
Resources
Content
 Too much - “How will we ever get through it all?”
 Learning Curve – “I don’t know anything about the
Mongols, Polynesian Expansion in the Pacific or the
Angkor/Khmer Empire!”
 Losing what we loved - “But we have a really good
assignment on Ancient Egyptian Gods, can’t we keep
it?”
 No choice – “Do we all have to do the same thing?”

6. 

The faculty identified a need for units that could
be easily shared with non-specialist staff in
particular
We decided NOT to spend money on textbooks
 Texts age too quickly
 They are too expensive
 It’s better to access resources online and via intranet

We hoped to have a clear plan for our course
outlines in Years 8, 9 and 10 as well as course
folders for each unit.

7. 



A focus on student engagement and quality outcomes was
more important than a rigid adherence to the set curriculum
– we rarely covered everything.
A lot of scaffolding was needed for less able students and
those with learning difficulties.
Students had very diverse backgrounds – many had a very
limited understanding of historical concepts and many had
not been taught the Year 7 curriculum (this year the
transition has been much better).
Although only some of the content was new to the school
there were some obvious problems in teaching specific
content that was originally designed for older students.

8. 
How to cover
the content?
 How to assess
our students?
 What do we really need to do well in our unit
planning?
 Provide clarity for our teachers and students
 Focus on meaningful assessment
 Keep the content engaging

9. Human Graph – where are you in relation to
familiarity with Australian Curriculum and especially
the Achievement Standards?
 Discuss with the person next to you why you placed
yourself there.


10. What are they?
Each learning area has a set of achievement
standards that define what students should typically
understand and be able to do at different years of
schooling.
 Each achievement standard describes the expected
achievement for students as a result of being taught
the learning in the content descriptions and
elaborations for that year of schooling.


11. By the end of Year 8, students recognise and explain patterns of change and
continuity over time. They explain the causes and effects of events and
developments. They identify the motives and actions of people at the time.
Students explain the significance of individuals and groups and how they
were influenced by the beliefs and values of their society. They describe
different interpretations of the past. Students sequence events and
developments within a chronological framework with reference to periods of
time. When researching, students develop questions to frame an historical
inquiry. They analyse, select and organise information from primary and
secondary sources and use it as evidence to answer inquiry questions.
Students identify and explain different points of view in sources. When
interpreting sources, they identify their origin and purpose, and distinguish
between fact and opinion. Students develop texts, particularly descriptions
and explanations, incorporating analysis. In developing these texts, and
organising and presenting their findings, they use historical terms and
concepts, evidence identified in sources, and acknowledge their sources of
information.

12. By the end of Year 8, students recognise and explain
patterns of change and continuity over time. They
explain the causes and effects of events and
developments. They identify the motives and actions
of people at the time. Students explain the significance
of individuals and groups and how they were
influenced by the beliefs and values of their society.
They describe different interpretations of the past.

13. Students sequence events and developments within a
chronological framework with reference to periods of time.
When researching, students develop questions to frame an
historical inquiry. They analyse, select and organise
information from primary and secondary sources and use it
as evidence to answer inquiry questions. Students identify
and explain different points of view in sources. When
interpreting sources, they identify their origin and purpose,
and distinguish between fact and opinion. Students
develop texts, particularly descriptions and explanations,
incorporating analysis. In developing these texts, and
organising and presenting their findings, they use historical
terms and concepts, evidence identified in sources, and
acknowledge their sources of information.

14. Progression of learning
The sequence of achievement standards is intended
to represent progression in depth of conceptual
understanding, sophistication of skills and the
ability to apply essential knowledge.
 This sequence of achievement standards
comprises a progressive map of achievement.
 Teachers can use this progression to decide
where students’ current achievement is located.

15. Each Australian Curriculum achievement standard is broad –
a range of achievement is possible against one
achievement standard.
 A wide range of assessment evidence will be required in
order for a teacher to decide where to locate a students’
achievement against an achievement standard.
 Any one piece of assessment evidence will only address
a part or aspect of an achievement standard.
This means that teachers will need to:
 Know the content descriptions and achievement standards
 Intentionally plan teaching and learning activities that can be assessed
 Provide evidence to enable judgements to be made against the Achievement
Standards at each year level.

16. Stage 1
Identify desired
results
Stage 2
Determine acceptable
evidence
“Begin with the end in mind”
Stage 3
Plan learning
experiences & activities

18. Explanation and
Communication
Perspectives
and
Interpretations
Analysis and use of
sources
Historical
questions and
research
Chronology,
Terms and
Concepts
Historical Skills / Achievement Standards
Sequence historical events and
periods
Use historical terms and
concepts
Identify a range of questions
about the past to inform a
historical inquiry
Identify and locate relevant
sources using ICT and other
methods
Identify the origin and purpose
of primary and secondary
sources
Locate, compare, select and use
information from a range of
sources as evidence
Draw conclusions about the
usefulness of sources
Identify and describe points of
view, attitudes and values in
primary and secondary sources
Develop texts, particularly
descriptions and explanations
that use evidence from a range
of sources that are
acknowledged
Use a range of forms of
communication (oral, graphic,
written) and digital
technologies
Associated Tasks and Skills
Specific Content

19. Explanation and
Communication
Perspectives
and
Interpretations
Analysis and use of
sources
Historical
questions and
research
Chronology,
Terms and
Concepts
Historical Skills / Achievement Standards
Associated Tasks and Skills
Sequence historical events and
periods
Timelines
Dating conventions
Use historical terms and
concepts
Specific Content
Primary/Secondary
Relevant „Isms
Specific Terminology
“Big Ideas”/Concepts
Inquiry based research skills
Identify a range of questions
about the past to inform a
historical inquiry
Identify and locate relevant
sources using ICT and other
methods
Identify the origin and purpose
of primary and secondary
sources
Research Skills
Use of planning tools to direct research
Sources Analysis
Locate, compare, select and use Sources Analysis
information from a range of
sources as evidence
Draw conclusions about the
usefulness of sources
Identify and describe points of
view, attitudes and values in
primary and secondary sources
Sources Analysis
Research Skills
PMI activity
Sources Analysis
PMI activity?
Develop texts, particularly
descriptions and explanations
that use evidence from a range
of sources that are
acknowledged
Creative point of view writing – historical
narrative
Referencing / Bibliography
Use a range of forms of
communication (oral, graphic,
written) and digital
technologies
Slideshow, poster, interactive poster, story,
boardgame, online game, models
What skills are being
assessed?
Is this task a valid
assessment tool for
the Australian
Curriculum?

20. Historical Skills / Achievement Standards
Associated Tasks and Skills
Historical questions
and research
Chronology,
Terms and
Concepts
Sequence historical events and
periods
Timelines
Dating conventions
Use historical terms and
concepts
Primary/Secondary
Relevant „Isms
Specific Terminology
“Big Ideas”/Concepts
Inquiry based research skills
Identify a range of questions
about the past to inform a
historical inquiry
Identify and locate relevant
sources using ICT and other
methods
Explanation and
Communication
Perspectives
and
Interpretations
Analysis and use of
sources
What specific content
Identify the origin and purpose
can I apply to this
of primary and secondary
sources
assessment task? and use
Locate, compare, select
Research Skills
Use of planning tools to direct research
Specific Content
Relative timelines (what was happening elsewhere in the
world at this time?) Specific periods and major events –
eg: Crusades
Feudalism
Social structures
Crusades
Poster about an aspect of Medieval life eg: changing
seasons on the manor, crime and punishment, monastic
life etc – use Who, What, Where, When, Why and How
questions
Mind map research questions for the poster –
1. Identify inquiry questions
2. Identify appropriate sources
Sources Analysis
What is History?: Richard III and the Princes in the
Tower
Sources Analysis
Built into research tasks like the poster
Sources Analysis
Research Skills
PMI activity
Sources Analysis
PMI activity?
Fact or opinion? Primary or Secondary? Useful or not?
What is History?: Richard III and the Princes in the
Tower
Christianity – monastic orders, Catholic Church
Understanding the difference between fact and opinion
Introducing the concept of perspectives and
interpretation – links directly to the Sources Analysis on
Richard III
Develop texts, particularly
descriptions and explanations
that use evidence from a range
of sources that are
acknowledged
Creative point of view writing – historical
narrative
Referencing / Bibliography
Lots of options based on the social status of a subject eg:
peasant, knight, lord, monk etc – „A day in the life of ..‟
Or a Medieval Newspaper
Use a range of forms of
communication (oral, graphic,
written) and digital
technologies
Slideshow, poster, interactive poster, story,
boardgame, online game, models
Creative response to a film study eg: Excalibur, Robin
Hood, A Knight‟s Tale
Model making, designing heraldry and painting shields,
poster, boardgame, medieval feast etc
information from a range of
sources as evidence
Draw conclusions about the
usefulness of sources
Identify and describe points of
view, attitudes and values in
primary and secondary sources

21. Sequence historical events and periods
Use historical terms and concepts
Middle
Ages


Black
Death

Japan
Black
Death
Evidence






Understandings


Identify a range of questions about the
past to inform a historical inquiry


Perspectives



Identify and locate relevant sources using
ICT and other methods


Empathy




Significance



Contestability

Identify the origin and purpose of
primary and secondary sources

Japan
Middle
Ages
Continuity and Change
Skills

Locate, compare, select and use
information from a range of sources as
evidence


Draw conclusions about the usefulness of
sources


Identify and describe points of view,
attitudes and values in primary and
secondary sources

Develop texts, particularly descriptions
and explanations that use evidence from
a range of sources that are acknowledged


Use a range of forms of communication
(oral, graphic, written) and digital
technologies



Cause and Effect
Cross-Curricular

Middle
Ages

Japan
Black
Death
Aboriginal and Torres Strait Islander
histories and cultures
Asia and Australia’s engagement with
Asia
Sustainability


http://www.qsa.qld.edu.au/


22.  Purpose:
 Discuss and clarify the intent of the achievement standards by
making connections to the corresponding learning in the
content descriptions.
 Make connections between what is to be taught and what is to
be reported against
 Process
 Work individually
 Using the Planning Template and Scope and Sequence Chart,
come up with one or two tasks that you could use in a Year 9 or
10 Depth Study.
 Then, think about what relevant content you can apply to this
task
 Compare and discuss with a partner or two

23. “Descriptive feedback is the key to successful assessment for learning. Students learn
from the assessment when the teacher provides specific, detailed feedback and direction
to each student to guide his or her learning.”
(From “Rethinking Classroom Assessment with Purpose in Mind”. Western and
Northern Canadian Protocol for collaboration in Education)
“Teachers need to know exactly how an assessment should assist students to learn, and
how to check whether it has done so. They also need to understand the meaning that
students read into an assessment—and into the feedback that they subsequently
receive.”
(John Hattie et al, Directions for Assessment in New Zealand)
“Great teachers use “backwards design” to develop their plans and materials based on
their big goals. They use continual assessment to know whether they, and their students,
are on track. And they design their classroom environment and activities (readings,
projects, assignments, in and out-of-class activities) to support the learning that they
want to take place.”
(Aaron Brower, Vice Provost for Teaching & Learning, Vice Chancellor, University of
Wisconsin-Madison)

24. 
Working with the Achievement Standards and applying
backwards design principles has:
 Clarified our understanding of assessment in the Australian
Curriculum
 Streamlined aspects of course design
 Raised a few questions –
 How much evidence of specific skills is really needed? Does this
mean we can give less able students, or those with learning
difficulties, more time on fewer tasks?
 Have we been focusing too much just on the content of the
Australian Curriculum? Since “assessment is the bridge between
teaching and learning” shouldn’t we be more worried about how we
check for understanding rather than how we “get through” the
content?

26. 
What skills and understandings can be demonstrated
in class discussion or in simple engaging activities?
 Timelines – Students create timelines of their own lives
including ten major events that happened during their
lifetime, you can use string timelines hung up across the
classroom or pace them out on the oval
 Sources – Students bring an item from home or
investigate the contents of a schoolbag – what can these
objects tell us about the owner?
 Models – Students make a Viking longboat model then
discuss the question - what advantages and disadvantages
does this design have?

27. 
Through the National Education Agreement
with the Australian Government, DECD schools,
in common with all schools around Australia, are
required to:
 provide two written reports per year to learners and
parents/carers, reporting on all learning areas(once in
the first half of the year and again at the end of the
year)
 write reports using plain language that is clear and
easy to understand
 provide reports that are based on 5 achievement
levels (A – E grades or the word equivalents).

28. Chronology, terms
and concepts
Analysis and use of sources
Historical
questions and
research
Perspectives and
interpretations
Explanation and communication
Comprehensive and
relevant placement of
historical events on a
timeline using the correct
chronological sequence.
Insightful understanding
and sophisticated use of
historical terms and
concepts i.e. what feudalism
means.
Perceptive identification and understanding of primary and
secondary sources based on the information contained within
each as well as their place of origin.
Comprehensive and astute analysis of at least three different
sources in locating and using information. Particular
emphasis is placed on locating, comparing, selecting then
using this information in an appropriate manner.
Comprehensive understanding of the usefulness and
limitations of a variety of sources in order to distinguish fact
from that of opinion.
Well-developed and
insightful
understanding of
different historical
words, phrases and
historical concepts
when writing and
drafting research
questions.
Comprehensive ability to
identify and describe
different points of view,
attitudes and values
present within primary
and secondary sources.
The comprehensive development of analytical, descriptive or
explanatory texts which have been strengthened through the use
of evidence from a range of ‘acknowledged’ sources via a
predetermined style. A detailed bibliography is also included with
their work.
Comprehensive understanding of how to adhere to the
written/oral descriptors outlined in each form of communication
i.e. how to write a newspaper article.
Developed a comprehensive and well written or spoken
assignment which is fluent and adheres to historical conventions.
Well-considered and
relevant placement of
historical events on a
timeline using the correct
sequence.
Well-informed
understanding and
competent use of historical
terms and concepts i.e. what
feudalism means.
Well-considered identification and understanding of primary
and secondary sources based on the information contained
within each as well as their place of origin.
Well-considered analysis of several different sources in
locating and using information. Particular emphasis is placed
on locating, comparing, selecting then using this information
in an appropriate manner.
Competent understanding of the usefulness and limitations of
several sources in order to distinguish fact from that of
opinion.
Developed an
understanding of
different historical
words, phrases and
historical concepts
when writing and
drafting research
questions.
Well considered ability to
identify and describe
different points of view,
attitudes and values
present within primary
and secondary sources.
The well-considered development of analytical, descriptive or
explanatory texts which have been strengthened through the use
of evidence from a range of ‘acknowledged’ sources via a
predetermined style. A detailed bibliography is also included with
their work.
Well-developed understanding of how to adhere to the
written/oral descriptors outlined in each form of communication
i.e. how to write a newspaper article.
Developed a detailed and well written or spoken assignment
which is fluent and adheres to historical conventions.
C
Considered and relevant
placement of historical
events on a timeline.
Informed understanding and
satisfactory use of historical
terms and concepts i.e. what
feudalism means.
Competent identification and understanding of primary and
secondary sources based on the information contained within
each as well as their place of origin.
Considered analysis of several pieces of information (from
the same type of source) in locating and using information.
Particular emphasis is placed on locating, comparing,
selecting then using this information in an appropriate
manner.
Satisfactory understanding of the usefulness and limitations
of several sources in an attempt to distinguish fact from that
of opinion.
Informed understanding
of different historical
words, phrases and
concepts to be used
when writing and
drafting research
questions.
Considered ability to
identify and describe a
limited number of
viewpoints, attitudes and
values present within
either primary or
secondary sources.
The considered development of analytical, descriptive or
explanatory texts which have been strengthened through the use
of evidence from a several sources which are acknowledged in a
bibliography only.
Satisfactory understanding of how to adhere to the written/oral
descriptors outlined in each form of communication i.e. how to
write a newspaper article.
Developed a satisfactory written or spoken assignment which is
generally fluent and has attempted to adhere to historical
conventions.
D
Recognition and basic
understanding of where to
place events on a timeline.
Basic awareness and use of
historical terms and
concepts i.e. what feudalism
means.
Partial identification and limited understanding of primary
and secondary sources based on the information contained
within each as well as their place of origin.
Superficial analysis of sources, tending towards description.
Few sources have been used during the research stage.
Partial understanding of the usefulness and limitations of one
or two sources in an attempt to distinguish fact from that of
opinion.
Some awareness and
recognition of the
different historical
words, phrases and
concepts to be used
when writing and
drafting research
questions.
Basic ability to identify
and describe a limited
number of viewpoints,
attitudes and values
present within a source.
The development of an analytical, descriptive or explanatory text
which is devoid of direct evidence from sources. A basic
bibliography is also attached to the assignment.
Basic understanding of how to adhere to the written/oral
descriptors outlined in each form of communication i.e. how to
write a newspaper article.
Developed a basic written or spoken assignment which has used
several historical words and concepts.
E
Limited awareness of how
to place events on a
timeline.
Little awareness and use of
historical terms and
concepts i.e. what feudalism
means.
Attempted identification and basic understanding of primary
and secondary sources based on the information contained
within each as well as their place of origin.
Description of one or more sources.
Superficial understanding of the usefulness and limitations of
a source.
Emerging awareness of
words, phrases and
concepts in the
development of
research questions.
Limited understanding of
different points of view
which may be present in a
source. This includes
describing the values and
attitudes present within a
source.
Little awareness of how to develop an analytical, descriptive or
explanatory text which is devoid of direct evidence from sources.
No bibliography has been attached to the assignment.
Limited understanding and awareness of written conventions i.e.
how to write a newspaper article.
Produced a written or spoken assignment which shows limited
understanding of historical concepts.
A
B

31. Explanation and
Communication
Perspectives
and
Interpretations
Analysis and use of
sources
Historical
questions and
research
Chronology,
Terms and
Concepts
Historical Skills / Achievement Standards
Aaron Allstar
Brian Brilliant
Craig Capable
B
C+
C+
C
D
A, B+
A, A-
C, C+
D, A-
C, NA
B-
C+
C
C
NA
B+
B-
C+
B-
D
Identify the origin and purpose of
primary and secondary sources
(Sources Analysis)
A
B
C+
D
D
Locate, compare, select and use
information from a range of sources as
evidence (Sources Analysis)
A
B
C+
D
D
Draw conclusions about the usefulness
of sources (Sources Analysis)
A
B+
C
D
D
Identify and describe points of view,
attitudes and values in primary and
secondary sources
(Sources Analysis)
A
B
C+
D
D
B+
A-
C+
C
NA
B+
A-
C+
C
NA
Sequence historical events and periods
(Timeline)
Use historical terms and concepts
(Sources Analysis, Assignment)
Identify a range of questions about the
past to inform a historical inquiry
(Planning for Assignment)
Identify and locate relevant sources
using ICT and other methods
(Research Methodology)
Develop texts, particularly
descriptions and explanations that use
evidence from a range of sources that
are acknowledged
(Assignment)
Use a range of forms of
communication (oral, graphic, written)
and digital technologies (Assignment)
Dylan Delinquent Evan the Unready

33. • It‟s free and easy
to use
• Facebook style
interface engages
students. They can
discuss concepts,
ask questions,
conduct surveys
and access files
you‟ve linked to
• Teachers on
Edmodo want to
share their ideas
with you
• There‟s a phone
and iPad app too

34. • Again they are
free and easy to
use
• Like individuals
and organisations
you want updates
from on Facebook
• Follow leaders in
educational trends
on Twitter
• Engage in
professional
conversations like
#histedchat

36. 
Textbooks? – no way! 
 Texts age too quickly
 They are too expensive
 It’s better to access resources online and via intranet

IT T&D
 You don’t need to be the expert, just willing to learn
 The Australian Curriculum is intended to be an online
curriculum
 ebooks are cheap, accessible and easily updated;
there are lots of great resources online – start
searching

37. 


Year 8 - The Ancient to the Modern World
 Vikings, Medieval Europe, Ottoman Empire, Renaissance Italy
 Angkor/Khmer Empire, Shogunate Japan, Polynesian expansion across the Pacific
 Mongol Expansion, The Black Death, The Spanish Conquest
Year 9 - The Making of the Modern World
 The Industrial Revolution, Movement of peoples, Progressive ideas and movements
 Making a nation, Asia and the world
 World War I
Year 10 - The Modern World and Australia
 World War II
 Rights and freedoms
 Popular culture, The environment movement, Migration experiences

38. 
Each Depth Study has it’s own course planning
folder full of hard copy ideas, worksheets, etc

Every staff member has an overall course outline,
a summary of the key tasks, at least one textbook
to use as a resource, a list of other suggested
resources – DVDs, websites etc, access to
electronic resources (we have an extensive virtual
library – ebooks, videos etc)

Staff who need T&D in History will require
mentoring, advice, exemplars and/or time

39. 
Likely changes if any
 less focus on cross-curricula priorities?
 more flexibility? (given that Christopher Pyne has
described the curriculum as “overly prescriptive”)
 Senior Secondary could see more focus on Australian
History?
 some possible tinkering with elaborations?

For a national response prepared by the HTAA to
the debate regarding a review of the Australian
Curriculum see:
http://www.historyteacher.org.au/?cat=3

40. How will the
implementation of
other HASS subjects
affect History?
(The asterix indicates
a subject is optional
at that year level)
Source: „Guidelines for the implementation
of the Australian Curriculum in DECD
schools: Reception–Year 10‟
http://www.decd.sa.gov.au/teachingandlearn
ing/pages/Yearsr10/curric/

41. 

Continue with our unit plans/folders
Put more time into creating/copying digital
resources for our school intranet and for
sharing with the wider community
Challenges for us all
 Finding the time! – the inevitable balancing act
 Timetable – more hours and more subjects for HASS and
what to do with them all
 Staffing – long and short term T&D

42. 
Contact me
 giles.bartram510@schools.sa.edu.au
 Twitter @BartramGiles

Download this presentation
 http://www.slideshare.net/GBartram