July Version with times

Summarised from Shape of the Australian Curriculum: History [National Curriculum Board, May 2009]

Summary of the proposed National Curriculum for History(Australia) May 2009

Annabel Astbury History Teachers’ Association of Victoria

The Shape of the Australian Curriculum: History

Year 4 – Year 6

Year 11 – Year 12

Stage 4: 15 – 18 Years of Age

Personal Pasts: family, other students.

Chronology and measurements of time

Features of everyday life and present societies

Years K - 2: Key Topics(5- 8 years of age)

prepared by Annabel Astbury, HTAV, May 2009

Key Historical Skills for Years K – 2

• use common historical terms for describing time and sequencing events and developments in chronological order

• recognise that people have different stories

• may use fictional stories to provide a deeper understanding of changes over time

• examine artefacts (photos and objects)

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.


Years 3 - 6: Focus Question 1

Photograph by Boo Belle via Flickr, under Creative Commons License

What do we know about the past?

• Developing curiosity about historical discoveries.

• Family history

• Peoples of the local area and Australia.

• ‘The Dreaming’ stories

• Myths and legends


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?

• Social• Cultural• Technological changes that have occurred • Political• Work related

• Daily life in pre contact and post-contact times through various individuals and groups.


Photograph by ChrarlesFred via Flickr, under Creative Commons License

How did people live in other places?

• Cultural Practices• Social organisation in other places • Technology• Human use of the environment

The curriculum will allow teachers to choose from a variety of European and Asia Pacific historical contexts and periods to develop these understandings.

An examination of:


Photograph by ccdoh1 via Flickr, under Creative Commons License

How has the past influenced the present?

• Past Events• People in history• Developments

How these influence our way of life today

• Pioneers• Inventors• National Identity• Heritage• Democratic traditions• Early exploration• Development of government• Commemoration of Key

events

Key Historical Skills for Years 3 - 6

• using common historical terms for describing time and sequencing events and developments in chronological order

• asking questions, finding relevant answers, and constructing informed responses

• developing a basic understanding of how evidence can be used to provide historical explanations

• developing appropriate techniques of organisation and communication.


Key points to note:

The units outlined should be taught as ‘World History’, covering 5 continents, and sequentially.

There are four units that make up Stage 3

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 • Study in depth.


What is an overview?

• Summary to show how events are connected.

• Introduces key historical concepts.

• Teaches expansive chronology to help understand broad change. • Can occur anywhere in the teaching of a unit.

• Brief: only a few lessons.



What is an depth study?

• Close investigation of a topic.

• Allows students time to develop key historical skills and understandings.

• Close readings of texts / close investigation / detailed activitiesIncluding site and museum visits

• Sustained, concentrated and resource rich

• Should incorporate interconnections and comparisons within a historical period where appropriate.


Depth Studies

Some depth studies will provide options including:

• Comparative options. • School developed options where appropriate.

Time Allocated

The amount of depth studies and time allocated to each study will be determined according to considerations of:• feasibility• conceptual ability and • student engagement.

Years 7 – 10 Key Topics(12 - 15Years of Age)

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.


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)

• Movement of people

• Human transformation of the environment

• Characteristics of civilisations: early forms of

government, religion society and culture

• Rise and fall of large empires

• Heritage

• Nature of history, role and methodologies of the

historian.

Themes to be explored in the development of depth studies include:


Stage 3 / Unit 2: History from the end of the Ancient period to the beginning of the modern period (circa. 500 – 1750)


• relationships between religion, rulers and people

• social structure

• health and disease

• scientific and technological change

• Impact of belief and values

• Cultural contact and conflict

• Exploration and imperialism


Stage 3 / Unit 3: The Modern World and Australia [1750 – 1901]


• 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.


Stage 3 / Unit 4: Australia and the Modern World[1901 - present]


• global conflict and collective peace• migration and nation building• mass communication and popular culture• dictatorship and democracy• rights and freedoms• decolonisation and globalisation• active citizenship.


Key Historical Skills for Years 7-10

• learning how to use, with facility, common historical 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.


Key points:• States might continue to offer existing or new courses

• Topics will be studied in more depth.

In the post-compulsory years of schooling, it is recognized that not all students will study history.

In the first phase of the national history curriculum it is proposed to develop two courses.Ancient HistoryModern History

Years 11 – 12: Key Topics(15 – 18 Years of Age)


Features of historical knowledge and understanding

• Historical Significance• Evidence• Continuity and change• Cause and consequence

• Historical perspectives• Historical empathy and moral judgement• Contestation and contestability• Problem solving

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Implementation

• December: First Draft Submitted

• January 2010: Consultation & Trialing

• April 2010: Preparing of final draft

• June – July 2010: Print and Digital Publication

Phase 2 (Geography, Languages) [arts tbc]

• June 2009 – May 2010: Consultation and direction for content

• For implementation 2012


Assessment

Curriculum and Achievement standards will be developed co-currently

• Nomenclature will be A, B, C , D etc

• “C” will be “at the standard” (similar to VELS)

• National testing will occur - eventually.

For History: still tbc –

• Knowledge and Understanding

• Skills

[refer to handout]


What can you do now to prepare?

The National Curriculum will be adopted.

Content Areas: evaluate current programs

- Similar content?- Hours allocated- General capabilities- VCE Courses / IB Courses

Assessment:How do you currently assess – language used with parents.

Timing / Preparation- Have a small team considering these issues- Don’t panic.


July Version with times

Education

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