8 10 history making sense of it all

Implementing the Australian Curriculum:

8-10 History: Making sense of it all

OverviewOur context Australian Curriculum – key points as we saw themOur journey – trialling, tinkering and TfELImplementation - specific goals, identified needs,

ongoing problemsAchievement Standards – what are they and how

do we use them? – Workshop ActivityUnderstanding by Design / Backwards Design – the

critical planning tool – Workshop ActivityResources – online gems Sample tasksFindings / recommendations / concerns / directions

ContextNuriootpa High School has approximately 850 studentsWe are a country High School but close enough to Adelaide

for excursionsHistory has been offered as an elective from Year 9

onwards and is one of our most popular subjectsWe trialled Australian Curriculum: History in 2010 and 2011We 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)

The Curriculum 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.

Key points for us 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?”

Initial Goals 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.

Trials – what we found 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.

Unit Planning

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

studentsFocus on meaningful assessmentKeep the content engaging

Achievement Standards Human Graph 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.

Achievement StandardsWhat 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.

Year 8 History Achievement StandardBy 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.

Historical Concepts (The Key Inquiry Questions)

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.

Historical Skills (The Scope and Sequence)

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.

Achievement Standards

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.

Broad Achievement StandardsEach 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.

Understanding by Design or “Backwards Design”

Identify desired results

Stage 1

Stage 2

Stage 3

Determine acceptable evidence

Plan learning experiences &

activities“Begin with the end in mind”

Scope and Sequence

Historical Skills / Achievement Standards Associated Tasks and Skills Specific Content

Chronology, Terms and Concepts

Sequence historical events and periods

Use historical terms and concepts

Historical questions and research

Identify a range of questions about the past to inform a historical inquiry

Identify and locate relevant sources using ICT and other methods

Analysis and use of sources

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

Perspectives and Interpretations

Identify and describe points of view, attitudes and values in primary and secondary sources

Explanation and Communication

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




TimelinesDating conventions


Primary/SecondaryRelevant ‘IsmsSpecific Terminology“Big Ideas”/Concepts



Inquiry based research skills


Research SkillsUse of planning tools to direct research



Sources Analysis


Sources Analysis


Sources AnalysisResearch SkillsPMI activity



Sources AnalysisPMI activity?



Creative point of view writing – historical narrativeReferencing / Bibliography


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?




TimelinesDating conventions

Relative timelines (what was happening elsewhere in the world at this time?) Specific periods and major events – eg: Crusades


Primary/SecondaryRelevant ‘IsmsSpecific Terminology“Big Ideas”/Concepts

FeudalismSocial structuresCrusades



Inquiry based research skills 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


Research SkillsUse of planning tools to direct research

Mind map research questions for the poster – 1. Identify inquiry questions2. 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 AnalysisResearch SkillsPMI activity

Fact or opinion? Primary or Secondary? Useful or not?What is History?: Richard III and the Princes in the Tower



Sources AnalysisPMI activity?

Christianity – monastic orders, Catholic ChurchUnderstanding the difference between fact and opinionIntroducing the concept of perspectives and interpretation – links directly to the Sources Analysis on Richard III



Creative point of view writing – historical narrativeReferencing / 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

Creative response to a film study eg: Excalibur, Robin Hood, A Knight’s Tale


Slideshow, poster, interactive poster, story, boardgame, online game, models

Model making, designing heraldry and painting shields, poster, boardgame, medieval feast etc

What specific content can I apply to this

assessment task?

Skills Middle Ages

Japan Black Death

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



Understandings

Middle Ages

Japan Black Death

Evidence Continuity and Change Cause and Effect Perspectives Empathy Significance Contestability Cross-Curricular

Middle Ages

Japan Black Death

Aboriginal and Torres Strait Islander histories and culturesAsia and Australia’s engagement with Asia Sustainability

http://www.qsa.qld.edu.au/

Workshop Activity

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

ProcessWork individuallyUsing 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

The importance of assessment

“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)

“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)

“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)

Some findings re: assessmentWorking with the Achievement Standards and

applying backwards design principles has:Clarified our understanding of assessment in the

Australian CurriculumStreamlined aspects of course designRaised 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?

Formative Assessment

Formative Assessment Ideas 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?

Reporting 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).

Chronology, terms and concepts

Analysis and use of sources Historical questions and research

Perspectives and interpretations

Explanation and communication

A

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.

B

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 sample task

Another Sample Task

Historical Skills / Achievement Standards Aaron Allstar Brian Brilliant Craig Capable Dylan Delinquent Evan the Unready


Sequence historical events and periods (Timeline) B C+ C+ C DUse historical terms and concepts(Sources Analysis, Assignment) A, B+ A, A- C, C+ D, A- C, NA


Identify a range of questions about the past to inform a historical inquiry(Planning for Assignment) B- C+ C C NAIdentify and locate relevant sources using ICT and other methods(Research Methodology) B+ B- C+ B- D


Identify the origin and purpose of primary and secondary sources(Sources Analysis) A B C+ D DLocate, compare, select and use information from a range of sources as evidence (Sources Analysis) A B C+ D DDraw 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


Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged(Assignment)

B+ A- C+ C NA

Use a range of forms of communication (oral, graphic, written) and digital technologies (Assignment)

B+ A- C+ C NA

Marks Template

Edmodo• 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

Twitter and Facebook• 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

Slideshare, Prezi, YouTube

Resources 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

Our Depth Studies

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

Supporting our staffEach 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

What changes are coming? 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

Where to now for History?

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/teachingandlearning/pages/Yearsr10/curric/

http://www.decd.sa.gov.au/teachingandlearning/pages/Yearsr10/curric/

http://www.decd.sa.gov.au/teachingandlearning/pages/Yearsr10/curric/

What’s next for us?

Continue with our unit plans/foldersPut more time into creating/copying

digital resources for our school intranet and for sharing with the wider communityChallenges 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

Further Information

Contact me [email protected] Twitter @BartramGiles

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