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Summarised from Australian Curriculum and Assessment Authority, Australian Curriculum Documents [March 2010]
Australian Curriculum: HistoryDraft Summary
(Australia) March 2010
Annabel Astbury History Teachers’ Association of Victoria
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Image created at wordle.net
Common words in Rationale for Australian Curriculum: History.
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History :
› is a disciplined inquiry
› is futures oriented:“enables students to contribute more effectively to creating the future.”
› enables specific skills to be acquired.
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› This curriculum takes a world history approach.
› A wide range of contexts are included.
› This will enhance students’ appreciation of Australian History.
The curriculum contributes to:
› students’ understanding of Aboriginal
and Torres Strait Islander cultures and
identity and
› the nation’s distinctive position in the
Asia Pacific Region.
› sustainable patterns of living
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
These are cross curriculum dimensions that are integral to all subjects in the Australian Curriculum.
.
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Aim
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
The Australian Curriculum: History K-10 aims to develop in each student:
•Interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be active and informed citizens
•Knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society
•Understanding and use of historical concepts, including evidence, continuity and change, cause and effect, significance, empathy, perspectives and contestability
•Capacity to undertake historical inquiry, including skills in the analysis and use of sources, communication and explanation
Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Australian Curriculum: HistoryDraft Summary
Org
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of t
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rea
This subject is divided into two interelated strands:
› Historical knowledge and understanding
› Historical Skills
› Historical Inquiry is the basis for these two strands.
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Stag
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Years 7 –10
Stage 3: 12 - 15 Years of Age
Years 3 – 6
Stage 2: 8 – 12 Years of Age
Years K - 2
Stage 1: 5 – 8 Years of Age
Australian Curriculum: History
Year 11 – Year 12
Stage 4: 15 – 18 Years of Age
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
The curriculum is for each year level
K – 10
The content descriptions at each year level include:
• Preface
• The strands: (Knowledge and
Understanding and Skills)
• Content Elaborations
• Achievement standard
View it online: www.australiancurriculum.edu.au
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Strand
Content description
Click here to give feedback and to see content elaborations
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Content elaborations can be viewed via the history feedback button
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Skills: Years K - 2 Skills: Years 3 - 10
Historical questions and research
Analysis and use of sources
Comprehension and communication
Historical questions and research
Analysis and use of sources
Perspectives and interpretations
Comprehension and communication
Skills acquired progress according to the stages of learning.
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Personal and Family Stories
›what is my story?› what stories do other people tell about their past?
› how are stories told?
Broad Inquiry Questions
Personal and family stories› Generational structure› The telling of personal histories› How families commemorate
Knowledge and Understanding
Skills: Years K - 2Historical questions and research
Analysis and use of sources
Comprehension and communication
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Past and Present› what happened and when?› how do we measure and describe time?› how can we show that the past is different from the present?
› has family life changed over time?
Broad Inquiry Questions
Past and Present› Measurements of time
› Birthdays, celebrations, seasons
› Differences of family structures› Changing roles of individuals and groups
Knowledge and Understanding
Skills: Years K - 2Historical questions and research
Analysis and use of sources
Comprehension and communication
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Heritage› why do you think the past is important?
› how can we preserve these signs of the past?
Broad Inquiry Questions
Heritage› Significance of local places
› Significant events and people in the local community.
› Importance of local communities preserving their heritage
Knowledge and Understanding
Skills: Years K - 2Historical questions and research
Analysis and use of sources
Comprehension and communication
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Community and Remembrance
› who lived here first?› how has our own community changed over time?› why do we choose to remember particular events from the past?
Broad Inquiry Questions
Our Community› Beliefs and practices of traditional owners of our country› Key changes and continuities in region or state› The significance of an important heritage site or a site of cultural or spiritual significance in the local community, region or state
We Remember› The significance of selected celebrations, commemorations, symbols and emblems› National commemorations› Significance of emblems and symbols
Knowledge and Understanding
Skills: Years 3 - 6Historical questions and researchAnalysis and use of sourcesPerspectives and interpretationsComprehension and communication
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
› what was life like for Aboriginal and Torres Strait Islander people in Australia before the arrival of the Europeans?
› who were the early navigators and explorers of the Australian continent and what were their reasons for these explorations?
› what other explorations of this kind had taken place or were taking place elsewhere in the world at that time?
› what was the nature of contact between Aboriginal and Torres Strait Islander peoples and early explorers?
Broad Inquiry Questions
First Australians› Diversity of cultures of A&TSI peoples and social structures› The Dreaming› Contributions of A&TSI peoples to the nation
Early Contacts› Early European and Asian Contacts› Navigators and explorers› First Fleet› Impact of colonisation upon A&TSI peoples› Aspects of daily life in the colony
Knowledge and Understanding
Skills: Years 3 - 6Historical questions and researchAnalysis and use of sourcesPerspectives and interpretationsComprehension and communication
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
› what do we know about the lives of people in Australia’s past?
› how did Australian colonies develop during the nineteenth century?
› why and how did Australia become a nation?
Broad Inquiry Questions
Colonial Lives› Overview of development of colonial Australia› Characteristics of convict settlement› Individuals or groups important to colonial development› A key event that demonstrates a milestone in colonial history for Australia
Stories of Nationhood› Federation› Australia’s form of government and how representative it was at the time› Australia’s form of government compared with other nations at the time and different stories of nationhood
Knowledge and Understanding
Skills: Years 3 - 6Historical questions and researchAnalysis and use of sourcesPerspectives and interpretationsComprehension and communication
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Australia and the world› how did Australia’s links around the turn of the 19th century to Britain and the Asia-Pacific influence Australian society?
› what significant world events contributed to Australia’s migration patterns?
› how has Australia evolved into a culturally diverse society?
Broad Inquiry Questions
Australia, The British Empire and Asia› Significance of Australia’s British Heritage› Australia’s links with Asia-Pacific Region›Other countries’ perceptions of Australia during the early 20th Century
New Australians› The development of a culturally diverse society from 19th century› Stories of and reasons for migration› Contributions of migrants to Australian life› A migrant narrative
Knowledge and Understanding
Skills: Years 3 - 6Historical questions and researchAnalysis and use of sourcesPerspectives and interpretationsComprehension and communication
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
What Was the Ancient World?› what is history?
› what are the defining characteristics of societies?
› how did people live in other times and other places?
› who should rule in a society?
Broad Inquiry Questions
› Depth Study: What is History?
› Overview: What is the Ancient World?
› Depth Study: The Ancient World (Egypt or Greece or Rome)
› Depth Study: The Ancient World (China or India or Australasia
› Depth Study: The Ancient World (School developed study)• May be based on previous contexts or
other contexts. • could focus on ONE or more of the
following: a significant event, person, group, movement, mystery or discovery
Knowledge and Understanding
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Skills: Years 7 - 10Historical questions and researchAnalysis and use of sourcesPerspectives and interpretationsComprehension and communication
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
The Ancient World: Egypt or Greece or RomeKey Knowledge for Depth Study
› A chronological account of the significant periods, events and people
› 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
› The social, military and political structures of the society, particularly how people lived, how they fought and how they were governed
› Significant developments in the areas of art, architecture, technology, thinking and literature
› The important cultural practices, beliefs, values and customs and the impact on people’s way of life
› The short and long term impact in and beyond the region of the key events, ideas and people
This is typical of the kinds of points that would have to be covered in a depth study
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
The Medieval World›how do beliefs and values influence people’s way of life?
›how do societies interact?
›why do societies change?
Broad Inquiry Questions
› Overview: The Medieval World
› Depth Study: Medieval Europe
› Depth Study: Asian Societies
› Depth Study: Expanding Horizons› The Renaissance and exploration
› Depth Study: Medieval World (School Developed Study)
› May be based on previous contexts or other contexts.
› could focus on ONE or more of the following: a significant event, person, group, movement, mystery or discovery
Knowledge and Understanding
Skills: Years 7 - 10Historical questions and researchAnalysis and use of sourcesPerspectives and interpretationsComprehension and communication
All o
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
The Making of the Modern World and Australia› what is progress?
› how are societies influenced by global changes?
› how do societies understand their indigenous past?
Broad Inquiry Questions
› Overview: The Making of the Modern World and Australia
› Depth Study: Technology, progress and social changeIndustrial Revolution
› Depth Study: Asia and the Pacific World
› Depth Study: The Making of an Australian NationAustralia in the 19th centuryFederation
› Depth Study: The Making of the Modern World and Australia (School developed study)
Knowledge and Understanding
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Australia in the Modern World› why do nations go to war and how does war change a society?
› how do people struggle for rights and freedoms?
› how does a nation deal with its past and attempt to shape the future?
Broad Inquiry Questions
› Overview: Australia in the Modern World
› 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
› 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
Knowledge and Understanding
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Australia in the Modern World› why do nations go to war and how does war change a society?
› how do people struggle for rights and freedoms?
› how does a nation deal with its past and attempt to shape the future?
Broad Inquiry Questions
Depth Study: Social and Cultural Influences The nature and type of change in popular culture during this century.
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.
The impact on the Australian way of life of ONE the following developments:migrationwomen’s liberation movementsconcern for the environmenturbanisationand ONE other significant social development
Knowledge and Understanding
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Asse
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Each year level has an achievement standard.
Samples
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
A depth study is a closer investigation of 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 skills of 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.
Definition from Australian Curriculum Website
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Tim
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Stage 1 Implementation March – May 2010
Consultation K – 10 Draft March – May 2010
Consultation 11- 12 Draft May – July 2010
Trialing (Victorian Schools) 2011
Full Implementation in all states and territories
2013
Stage 1 = Australian Curriculum for English, Mathematics, Science and History
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Dis
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Purpose of today:Collect feedback to assist in the formation of a HTAV Response
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
a) Which content / topics listed in the draft are indispensible at Year x?
b) How would you improve the Year x content?
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HTA
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Years 7 – 10 •The differentiation between an ‘Overview’ and a ‘Depth Study’ needs to be made.
•Many of the Overviews contain a lot of content.
•The number of hours available at state level needs to be defined more clearly as this will have a relative impact on the amount of content which is outlined.
•A sense of more connection between years – ie: what they have learned / what they are going to learn.
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Year 7 The viability of an extended ‘What is History?’ Unit has been questioned.
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Year 8 Volume of content (Medieval Europe / Medieval Asia / Age of Exploration AND School Developed topic
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Year 9 •Clarification needed on whether it is discussing European ideas or British ideas or both. •The first depth study is basically the Industrial Revolution – lots of British examples given but some suggestion that they should be looking at “European influence” in the subsequent Depth Study. My question would be how do they build upon body of knowledge for the second one when they haven’t covered it in the first?
•The Asia and the Pacific World topic is good, on its own, but does not necessarily gel with the idea of having a comprehensive course.
•In point 14 there is the introduction of the impact of colonization upon A&TSI communities then to draw a comparison with another Asia Pacific Nation. This is too much to cover in depth. Also, The ATSI aspect doesn’t fit in with the rest of the topic.
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Year 9 •The organisation of the material (for continuity’s sake) needs to be examined. (The last point of Depth Study Two looks at influence of ‘Oriental culture’ upon Britain (not Australia)
•Depth Study 3 is essentially Federation without really teaching it. Smatteirng of social history ( life in the 19th Century). The topic which examines the idea of Australia as social laboratory in could be linked more specifically to the idea of ‘progress’ making more meaningful links to the beginning of the year.
•The broad inquiry questions do not match the content adequately. It seems that there is some confusion about what an inquiry question is. For example, the first question “What is progress?” is better framed as “What did people of the 18th century believe progress to be?” or a broader question “In what ways did the Industrial Age create a modern world?”
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Year 10 Volume of content•In the Year 9 course, students have ended with an examination of Australia at the beginning of the 20th and the idea of it as social laboratory yet at the beginning of Year 10 they start again with similar topics in the overview – which could be appropriate but the ‘Overview’ seems very detailed.
•It is really impossible to evaluate the content of this material without the context of the Senior History Curriculum.
•A comparative study between WW1 and 2 could work for students to demonstrate the understanding “how does war change a society?”
• Subsequent consultations have discussed “choice” for depth study – using the broad question as a point for inquiry.
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Year 10 •The study of WW2 is different to WW1 – it seems that they have shifted away from an Australian focus to looking at usual ‘WW2 stuff’. WW1 study is significant Australian Campaigns – shouldn’t there be the same for WW2 and the Pacific region? (although the reason for this, I suspect, is that it will be covered in the Senior History course)
•However, the inclusion of all of the material in Depth Study 3 Struggles for Rights and Freedoms as well as Depth Study 4 Social and Cultural influences would be impossible to achieve.
•A condensed depth study amalgamating the ‘struggles’ and the cultural and social influences might work to answer bigger questions about Human Rights and daily life in late 20th century?
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Dis
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Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
a) What are the best parts of the curriculum?
b) Which parts of the curriculum could be dramatically improved upon?
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How
to g
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feed
back
Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
www.australiancurriculum.edu.au
www.vcaa.vic.edu.au
www.htav.asn.au
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Cont
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TAV
Prepared by Annabel Astbury History Teachers’ Association of VictoriaMarch 2010
Annabel AstburyExecutive DirectorHTAV
Suite 105, 134- 136 Cambridge StreetCollingwood, VIC 3066