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

Summarised from Shape of the Australian Curriculum: History [National Curriculum Board, May 2009] Annabel Astbury History Teachers’ Association of Victoria

The Shape of the Australian Curriculum: History 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

Years K - 2: Key Topics (5- 8 years of age) Personal Pasts: family, other students.

Chronology and measurements of time Features of everyday life and present societies 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.

prepared by Annabel Astbury, HTAV, May 2009

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

Years 3 - 6: Focus Question 2 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.

Years 3 - 6: Focus Question 3 An examination of: • • • • Cultural Practices Social organisation Technology Human use of the environment in other places Photograph by ChrarlesFred via Flickr, under Creative Commons License How did people live in other places?

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

Years 3 - 6: Focus Question 4 • • • Past Events People in history Developments Photograph by ccdoh1 via Flickr, under Creative Commons License How has the past influenced the present?

• • • • • • • • Pioneers Inventors National Identity Heritage Democratic traditions Early exploration Development of government Commemoration of Key events How these influence our way of life today

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.

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 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.

Stage 3: 12 – 15 Years of Age 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. prepared by Annabel Astbury, HTAV, May 2009

Stage 3: 12 – 15 Years of Age 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 activities Including site and museum visits • Sustained, concentrated and resource rich • Should incorporate interconnections and comparisons within a historical period where appropriate.

Stage 3: 12 – 15 Years of Age

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.

prepared by Annabel Astbury, HTAV, May 2009

prepared by Annabel Astbury, HTAV, May 2009 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) Themes to be explored in the development of depth studies include: • 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.

prepared by Annabel Astbury, HTAV, May 2009 Stage 3 / Unit 2: History from the end of the Ancient period to the beginning of the modern period (circa. 500 – 1750) Themes to be explored in the development of depth studies include: • 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

prepared by Annabel Astbury, HTAV, May 2009 Stage 3 / Unit 3: The Modern World and Australia [1750 – 1901] Themes to be explored in the development of depth studies include: • 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 .

prepared by Annabel Astbury, HTAV, May 2009 Stage 3 / Unit 4: Australia and the Modern World [1901 - present] Themes to be explored in the development of depth studies include: • 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.

prepared by Annabel Astbury, HTAV, May 2009

Years 11 – 12: Key Topics

(15 – 18 Years of Age) 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 History Modern History

Key points: • States might continue to offer existing or new courses • Topics will be studied in more depth.

prepared by Annabel Astbury, HTAV, May 2009

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