Transcript Australian curriculum: History K-6

Kindergarten to Year 6
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Does the Rationale clearly describe the place of
history in the curriculum and the contemporary
world?
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Does the Aim clearly describe what students will
gain from their study of history?
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Are the Rationale and Aims relevant and
appropriate for 21st century students as learners?
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Content descriptions specify what teachers are
expected to teach.
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Content descriptions provide scope and sequence
for learning in each year
There are two interrelated content strands for
history:
1. Knowledge and Understanding
2. Skills
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;
 comprehension and communication.
There is an increasing emphasis on historical
interpretation and the use of evidence within this
strand.

The achievement standards focus on the depth
of understanding, extent of knowledge and
sophistication of skills expected in history and can
be read as a sequence across K–10.

They describe and illustrate growth and
development in the learning area.

Do the achievement standards reflect the learning
that is described in the content descriptions?

Elaborations are examples that illustrate each
content description

Do each of the elaborations help teachers
understand the content description?
Kindergarten to Year 2 students begin to look at the
stories of their families and communities
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Examples include:
How families commemorate past events that are
important to them
Terms that are used to express time such as
tomorrow and a long time ago
Significance of local place names

The content of Years 3 to 6 broadens to regional
and national history.

It includes life in Australia before 1800, the
building of the Australian nation and Australia’s
links with other nations.

There are two depth studies in each year
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How will students benefit from engaging with the
Australian curriculum for history?
How well does this prepare students now and for
the future?
How well does the curriculum align with students
developmental stage, that includes their social and
emotional development and conceptual thinking?

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Examine the content descriptions and skills for
one school year
Determine how many topic organisers / units of
work you would need
Would you be able to cover this content in the time
available?

Aboriginal and Torres Strait Islanders people’s
cultures
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Asia and Australia’s engagement with Asia
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Sustainable patterns of living
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Two dates
15 March 4:00 – 6:00
25 March 4:00 – 6:00
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Concluding Primary Videoconference
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19 April (T2 School Development Day) 11:00 – 1:00