I March 2010: Draft of Australian History K 10 curriculum March - May 2010: National consultation on History K-10 draft curriculum Apr – June 2010: Drafts.

Australian Curriculum History 7-10

Timeline

I March 2010: Draft of Australian History K 10 curriculum

March - May 2010: National consultation on History K-10 draft curriculumApr – June 2010:Drafts 11 - 12 Ancient History & Modern History

Aug 2010:

Australian History curriculum K-10 scheduled to be publishedOctober 2010: 11-12 Ancient History & Modern History scheduled to be published

Jan 2011:

Implementation (in whatever form) of History K-10 curriculum commences from January 2011

2013

ACARA : implementation should be “well under way” by 2013

The history curriculum is organised into two interrelated strands:

Historical knowledge and understanding

Historical skills.

Content Strand Descriptors

This strand includes personal, family, local, state or territory, national, regional and world history.

There is an increasing emphasis on Australian history in its world history context.

Historical understanding is developed through a range of disciplinary concepts inherent to the discipline of history including evidence, continuity and change, cause and effect, significance, empathy, perspectives and contestability.

Historical knowledge and understanding

This strand includes skills that are used in the process of historical inquiry associated with:

historical questions and research the analysis and use of sources perspectives and interpretations and comprehension and communication.

The historical skills included are the same for Years 7 and 8 and the same for years 9 and 10. They are not mapped to the ‘knowledge and understanding’ content.

.

Historical skills

Curriculum StructureContent Descriptions:

The history curriculum is described around content descriptions (NOT outcomes).

It includes:Content descriptions which specify what teachers are

expected to teach (mandatory)Elaborations which are examples that illustrate each

content description (non-mandatory).

Curriculum StructureAn example of a Content description (mandatory) and its Elaborations (non-mandatory) Year 8

1. Overview of the Medieval WorldA chronological overview of key events and eras from the end of the Ancient period to the beginning of the Modern period c. 500-1750

Elaborationsbriefly describing key periods and developments such as the ‘Dark Ages’, the Medieval period, the Renaissance, the Reformation and early medieval and late medieval Ages of Exploration

identifying and mapping the major world sites of political and economic power and influence (e.g. Western Europe, China, and Constantinople)

locating and mapping regions of the world where the major religions were practised.

Curriculum Structure

Achievement Standards These are evident for each year K-10 through the inclusion of :An Achievement standard – a statement of the learning

typically expected of students for that year

(e.g. the depth of their understanding, the extent of their knowledge and the sophistication of their skills)

Work samples that illustrate achievement of the standard.

These typically describe student performance at level ‘C’ in the A-E reporting framework.

The (draft) history curriculum takes a world history approach.

The rationale for this is “to equip students for the world in which they will live. An understanding of world history will enhance students' appreciation of Australian history. It will enable them to appreciate Australia's distinctive path of social, economic and political development, its position in the Asia-Pacific region, and global interrelationships that are essential to an informed and active participation in Australia's diverse society.”

World history approach

Each year has a focus e.g. The Year 7 curriculum focuses on history from the time

of the earliest human communities to the end of the Ancient period (c. 60 000 BP - c.500AD).

and broad enquiry questions e.g. what are the defining characteristics of societies? how did people live in other times and places? who should rule in a society?

Focus and broad enquiry questions

The history curriculum includes: An Overview in each year 7-10 designed to

introduce the broad content and contexts for study Depth studies in each year 7-10 to provide scope

for deeper investigation and the development of historical skills

School developed depth studies in each year 7-9 to provide an opportunity to teach content that reflects the needs and interests evident in local contexts.

Overview and Depth Studies

There is no time allocation identified for the Australian Curriculum: History.

Analysis and feedback should be based on how successfully the curriculum can be taught in the current time allocated to history.

Time allocation

Years K–2 curriculum focus: awareness of personal and family historyYears 3–6 curriculum focus: state or territory and national history and the relationship between past and present

There is an increasing emphasis on Australian history in its world history context. Historical understanding is developed through a range of disciplinary concepts inherent to the discipline of history including evidence, continuity and change, cause and effect, significance, empathy, perspectives and contestability. 

What students will learn K-6

Year 7 focuses on history from the time of the earliest human communities to the end of the Ancient period (c. 60 000 BC–c.500 AD).

Year 7

Depth Study 1. What is History?What was the Ancient World? An Overview

Depth Study 2. The Ancient World – Egypt OR Greece OR Rome

Depth Study 3. The Ancient World – China OR India OR Australasia

Depth Study 4. The Ancient World – A school-developed study

Year 7 Knowledge & Understanding

By the end of Year 7, students are able to describe the contribution of different methodologies (eg stratigraphy) in finding out about the past. Students use relevant concepts and chronological terms (eg BC/AD, BCE/CE) to demonstrate a broad understanding of the development of ancient societies. They describe the main features of ancient societies and their legacy. When inquiring into the past, students use a guided plan to conduct an appropriate historical inquiry. They communicate their findings through structured historical descriptions and explanations, with reference to evidence derived from their analysis of historical sources.

Achievement standard (Year 7)

Year 8 focuses on history from the end of the Ancient period to the beginning of the Modern period (c.500–1750).

Year 8

Overview of the Medieval World Depth Study 1. Medieval Europe Depth Study 2. Asian societies Depth Study 3. Expanding horizons Depth Study 4. The Medieval World - A school-

developed study

Year 8 Knowledge & Understanding

By the end of Year 8, students are able to identify the main features of past societies and produce explanations of the significance of these features to the development of that society. They identify significant changes and continuities over time and show an understanding of cause and consequence in their explanations. They recognise why some events, people and changes might be judged as more historically significant than others. When inquiring into the past, students follow a deliberate research process such as posing an inquiry question and sub-questions to develop a research focus, identifying information needed and planning tasks. Their inquiries show refinement through the incorporation of different perspectives and evidence.

Achievement standard (Year 8)

Year 9 focuses on the history of the Modern World and Australia from 1750 to 1901.

The history of Australia is 40% of course time.

Year 9

Overview of the making of the Modern World and Australia

Depth Study 1. Technology, progress and social change

Depth Study 2. Asia and the Pacific World Depth Study 3. The making of an Australian nation Depth Study 4. The making of the Modern World

and Australia – A school developed study

Year 9 Knowledge & Understanding

By the end of Year 9, students are able to explicitly relate their knowledge and understanding of the history of the period, readily using a range of key concepts (social, cultural, economic, political). They interrogate primary and secondary sources with consideration of origin, purpose, context and usefulness. When inquiring into the past, students investigate a range of sources to develop an interpretation about the past, independently. They refer to information from a variety of viewpoints and connect similar ideas to form and support an interpretation.

Achievement standard (Year 9)

Year 10 focuses on the history of Australia and the Modern World from 1901 to the present.

The history of Australia is 60% of course content.

Year 10

Overview of Australia in the Modern World Depth Study 1. The Great War and its aftermath Depth Study 2. Struggles for freedom and rights Depth Study 3. Social and cultural influences

Year 10 Knowledge & Understanding

By the end of Year 10, students are able to account for historical events and developments by making links within and across periods. They draw conclusions in the context of the actions, motives, values and attitudes of people in the past. They understand that the past is problematic and identify and explain reasons for differences in historical interpretation. When inquiring about the past, students consider issues of reliability and usefulness when selecting sources and synthesise evidence by cross-referencing the detail of a range of sources. They develop an historical argument in written form that is coherent, structured and substantiated.

Achievement standard (Year 10)

What do you see as positives/improvements in the draft history curriculum?

Do you see benefits from the move to a ‘world history approach’ to teaching history? Do you support this approach?

How appropriate for your students is the content in terms of subject matter breadth? complexity? opportunity for engagement?

Is the content (knowledge and understanding and skills) year level appropriate?

Will the history curriculum meet the needs and interests of the range of students you teach?

What impact do you envisage this curriculum may have on the teaching and learning of both historical knowledge and skills and on Quality Teaching?

What challenges/opportunities do you envisage in implementing this draft history curriculum in your school context?

Suggested discussion focus/feedback

After your discussions and analysis of the history curriculum your feedback would be appreciated:

Please you use the Curriculum Support online forum or

Send your feedback to

Brian Elliott Manager HSIE Phone 9886 7603

[email protected]

Pauline Sheppard SCA HSIE 7-12 Phone 9886 7692

[email protected]

Your feedback is important

To register for the forum:http://currk12.janison.com/curriculum/register/register.htm

If you have any problems with registering please contact Chris Dorbis via email or telephone 98867496.If you have been issued a password, please click on the following link to enter the forum.

To enter the forum:http://currk12.janison.com/toolbox/desktop/logon.asp.

Sharing your views: DET online forum

Consultation/feedback

ACARA:http://www.australiancurriculum.edu.au/

Board of Studies:http://www.boardofstudies.nsw.edu.au/australian-curriculum/

Department of Education and Training:http://www.curriculumsupport.education.nsw.gov.au/home/consultation.htm