This document outlines the proposed national curriculum for history education in Australia. It is divided into 4 stages: Stage 1 for ages 5-8 focuses on personal history and everyday life; Stage 2 for ages 8-12 covers the key topics of Australian identity, indigenous and settler experiences, and daily life over time. Stage 3 for ages 12-15 includes world history units from earliest humans to modern period. Stage 4 for ages 15-18 provides choice of in-depth topics like medieval, modern, Asia-Pacific history and options for extension studies. The goals are to teach Australian history in a global context and provide flexibility for student interests at the post-compulsory level.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
Multicultural Studies: 100 Assignment
Lecture: Review of keywords in Cultural Theory. View the Film “The Stuart Hall Project John
Akomfrah.”1 Links of videos and readings are hyperlinked in modules.
Part I:
1. Who was Stuart Hall? And how do you think the field of Cultural Studies & Ethnic Studies
relates to the field of Chicano Studies, for example?
Stuart Hall is a Jamaican-born British sociologist, cultural theorist and political activist.
Born in Kingston in 1932, he came to the UK in the 1950s and later became known as the
"godfather of multiculturalism" for his contributions to sociology.Ethnic Studies is an
interdisciplinary course. The program aims to develop basic skills in critical and global
thinking and comparative analysis, and to understand the interplay of race, class, gender and
sexuality in the experiences of a range of social groups. Ethnic studies are important not only
for the people of the particular race who are taking classes, but also for everyone. For
non-ethnic students, these courses provide a greater understanding of global experience and
encourage students to critically consider the experiences of those around them.The Chicano
study is important because it is a study of the Mexican experience. Specifically, it addresses
the social, political, cultural, and economic conditions of the people of Chicano/Mexicano.
2. How is the Caribbean a place of identity according to Stuart Hall?
The Caribbean Identity is defined as the cultures (which includes ethnicity), beliefs,
qualities and religions of the geographical region of the Carib.Across the Caribbean,
fire-line orators such as Marcus Garvey, the political activist known as "Moses,"
unsettled the poor men known as the "Oxtail and Broomstick Brigade." A few months
ago, Garvey, harassed by the British authorities who feared a black nationalist agenda,
gave his deepest and most urgent speech to his followers, concluding with an
admonishing: "We will free ourselves from spiritual slavery, for others may free the
body; only we can free the mind."
3. Within the context of the film, what does it mean to be of ‘hybrid’ cultures?
When two cultures are combined, new and different forms of culture emerge. These are
called cultural bastards.
4. How does the concept of colonialism relate to the concept of cultural hybridity?
I think the colonists had very limited influence on the development of the colonized
areas.Referred to India, the British laid railways, built telegrams and built ports here
long ago, but their purpose was for the convenience of their own colonization, and the
most important thing for the development of a region was to enlighten the people's
wisdom, but the system of construction was still not well received.If the colonized
regions really want to develop, they should send their own people to the West to seek
ways to enlighten the people and improve th ...
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Multicultural Studies: 100 Assignment
Lecture: Review of keywords in Cultural Theory. View the Film “The Stuart Hall Project John
Akomfrah.”1 Links of videos and readings are hyperlinked in modules.
Part I:
1. Who was Stuart Hall? And how do you think the field of Cultural Studies & Ethnic Studies
relates to the field of Chicano Studies, for example?
Stuart Hall is a Jamaican-born British sociologist, cultural theorist and political activist.
Born in Kingston in 1932, he came to the UK in the 1950s and later became known as the
"godfather of multiculturalism" for his contributions to sociology.Ethnic Studies is an
interdisciplinary course. The program aims to develop basic skills in critical and global
thinking and comparative analysis, and to understand the interplay of race, class, gender and
sexuality in the experiences of a range of social groups. Ethnic studies are important not only
for the people of the particular race who are taking classes, but also for everyone. For
non-ethnic students, these courses provide a greater understanding of global experience and
encourage students to critically consider the experiences of those around them.The Chicano
study is important because it is a study of the Mexican experience. Specifically, it addresses
the social, political, cultural, and economic conditions of the people of Chicano/Mexicano.
2. How is the Caribbean a place of identity according to Stuart Hall?
The Caribbean Identity is defined as the cultures (which includes ethnicity), beliefs,
qualities and religions of the geographical region of the Carib.Across the Caribbean,
fire-line orators such as Marcus Garvey, the political activist known as "Moses,"
unsettled the poor men known as the "Oxtail and Broomstick Brigade." A few months
ago, Garvey, harassed by the British authorities who feared a black nationalist agenda,
gave his deepest and most urgent speech to his followers, concluding with an
admonishing: "We will free ourselves from spiritual slavery, for others may free the
body; only we can free the mind."
3. Within the context of the film, what does it mean to be of ‘hybrid’ cultures?
When two cultures are combined, new and different forms of culture emerge. These are
called cultural bastards.
4. How does the concept of colonialism relate to the concept of cultural hybridity?
I think the colonists had very limited influence on the development of the colonized
areas.Referred to India, the British laid railways, built telegrams and built ports here
long ago, but their purpose was for the convenience of their own colonization, and the
most important thing for the development of a region was to enlighten the people's
wisdom, but the system of construction was still not well received.If the colonized
regions really want to develop, they should send their own people to the West to seek
ways to enlighten the people and improve th ...
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. Summary of the proposed National Curriculum for History
(Australia)
Annabel Astbury
History Teachers’ Association of Victoria
2. National Curriculum Framing Paper 2008
Prep – Year 3
Stage 1: 5 – 8 Years of Age
Year 4 – Year 6
Stage 2: 8 – 12 Years of Age
Year 7 – Year 10
Stage 3: 12 - 15 Years of Age
Year 4 – Year 6
Year 11 – Year 12
Stage 4: 15 – 18 Years of Age
3. STAGE 1: Key Topics
(5- 8 years of age)
Personal Pasts
Chronology and measurements of time
Features of everyday life and present societies
4. STAGE 2: Key Topics
(8 – 12 Years of Age)
At this stage there are five key areas:
What is Australia and who are Australians?
What problems did successive peoples encounter in living in early Australia and were
these problems resolved?
How did we ‘create’ a new nation and develop a national identity?
How did we live then?
Developing a chronology and overview
5. STAGE 2: Key Topic 1
• Histories of local members of indigenous
communities and pre arrival and post arrival
histories of settler and migrant members of
community – in a global context.
Photograph by Christopher Chan via Flickr, under Creative Commons License
• Commemorative Days and Commemoration
What is Australia
and who are
Australians?
6. STAGE 2: Key Topic 2
•Lives of Aboriginal communities prior European
colonisation.
• Impact of European colonization on Aboriginal
Escape of Fenian convicts from Fremantle, West Australia.
communities.
picture 1876. Reproduction rights owned by the State Library
of Victoria
What problems did
• Local and national exploration – contextualized
successive peoples in a global perspective.
encounter in living
in early Australia
and were these
problems resolved?
7. STAGE 2: Key Topic 3
• National Identities
• Governance
Photograph by Christopher Chan via Flickr, under Creative Commons License
• Democracy
How did we ‘create’
a new nation and
develop a national
identity?
8. STAGE 2: Key Topic 4
•Social aspects of daily life
•Economic aspects of daily life
Photograph by Christopher Chan via Flickr, under Creative Commons License
•‘pre-contact to modern times’
How did we live
then?
9. STAGE 2: Key Topic 1
• Study of local individual / group: and
place within global context
Photograph by Christopher Chan via Flickr, under Creative Commons License
Developing a
chronology and
overview
10. Stage 3: 12 – 15 Years of Age
Key points to note:
There are four units that make up Stage 3
The units outlined should be taught as ‘World History’, covering 5 continents, and
sequentially.
It is clearly stated that “not all of the world’s history can be considered”. It is hoped that
this study of world history enriches the study of Australia and its place in the world.
Each unit will include a:
•Overview
•Bridging
•Study in depth.
Further advice will be provided on this.
Several depth studies will be provided for each unit – with room for options.
11. STAGE 3: Key Topics
(12 - 15Years of Age)
At this stage there are four units:
Unit 1: History from the time of the earliest human communities to the end of the
Ancient period (c. 60 000 BC – c 500 AD)
Unit 2: History from the end of the Ancient period to the beginning of the modern
period (circa. 500 – 1750)
Unit 3: The Modern World and Australia (1750 – 1901)
*Australian History will occupy approximately 40% of this unit.
Unit 4: Australia and the Modern World (1901 – present day)
*Australian History will occupy approximately 60% of this unit.
12. Stage 3 / Unit 1: History from the time of the earliest human
communities to the end of the Ancient period (c. 60 000 BC – c
500 AD)
• Earliest Human Communities: peopling of the
continents by circa 15 000 BC
• Agriculture
• Emergence of cities, states and empires
• Emergence of Eurasian world system
• Comparative understanding of Mediterranean and
Asian empires
• Development of Aboriginal , Melanesian and American
societies.
13. Stage 3 / Unit 2: History from the end of the Ancient period to
the beginning of the modern period (circa. 500 – 1750)
•Expansion / Collapse of states and empires, and the
emergence of global networks of exchange.
• Major world religions
European expansion
Medieval period
• Renaissance (Art and Scientific revolutions
• Reformation
• Consideration of other civilizations: Near and Middle
East, China, Japan, India and the Americas.
14. Stage 3 / Unit 3: The Modern World and Australia
[1750 – 1901]
•American and French Revolutions
•Industrial Revolution
•European colonization
•European discovery and settlement of Australia in context of
mass migration.
•Consequence of British Settlement for Aboriginal Australians -
> Frontier conflict, missions, reserves.
(N.B. At stage 2, students will have focused more upon social structures and material culture)
•Convict Society
•Pastoralism
•self-government
•urbanization
•depression (1890s / Industrial unrest)
15. Stage 3 / Unit 4: Australia and the Modern World
[1901 - present]
•Australian Federation
•Defence
•Social Welfare
•Australia’s relationship with Britain
•Origins and consequences of WWI
•Australia’s participation in WWI
•Between the wars: Depression (effects on world and
Australia), rise of certain ideologies
•World War II
•Australia’s response to WWII
•The Holocaust
•Cold War
•Collapse of Communism
16. STAGE 4: Key Topics
(15 – 18 Years of Age)
In the post-compulsory years of
schooling, it is recognized that not
all students will study history.
This stage has been the least
developed in terms of the framing paper
that the National Curriculum Board has
presented.
Key points:
•Choice should be apparent.
•Topics will be studied in more depth.
•Extension studies in history should be made available to all students to undertake.
17. Stage 4: Topics [15-18 Years of Age]
Year Eleven
Medieval
Modern
Asia-Pacific
Year Twelve
Ancient
Australian
Extension Study
Option*
*which allows for currently popular state-based
subjects, although this has yet to be clearly defined.)
