Australian Curriculum: Australian Curriculum: HistoryHistoryStephen Powell & Carey StewartStephen Powell & Carey Stewart

Level 3 Classroom TeachersLevel 3 Classroom TeachersSawyers Valley Primary SchoolSawyers Valley Primary School

Teacher Development School ~ HistoryTeacher Development School ~ History

OverviewOverview

IntroductionIntroduction The CurriculumThe Curriculum Overarching ConceptsOverarching Concepts Historical SkillsHistorical Skills Historical Knowledge & Historical Knowledge &

UnderstandingsUnderstandings Achievement StandardsAchievement Standards Our JourneyOur Journey ResourcesResources Reflection & EvaluationReflection & Evaluation

The CurriculumThe Curriculum

Task: Silent Card ShuffleTask: Silent Card Shuffle

In your groups sort the cards In your groups sort the cards silently.silently.

You will have 2 minutes.You will have 2 minutes. When the time is up, you can When the time is up, you can

discuss with your group.discuss with your group. Share results.Share results.

GENERAL CAPABILITIES

CURRICULUM LEARNING AREAS

CROSS CURRICULUM PRIORITIES

The skills, behaviours and attributes that students need to succeed in life and work.

What all young people should be taught through the specification of curriculum content and the learning expected at points in their schooling through the specification of achievement standards.

Increase the relevance of the Australian Curriculum to the lives of students and the contemporary issues they face.

LITERACY ENGLISH ABORIGINAL AND TORRES STRAIT ISLANDER HISTORIES AND CULTURES

NUMERACY MATHEMATICS ASIA AND AUSTRALIA’S ENGAGEMENT WITH ASIA

INFORMATION AND COMMUNICATION TECHNOLOGY

SCIENCE SUSTAINABILTY

CRITICAL AND CREATIVE THINKING

HISTORY

PERSONAL AND SOCIAL COMPETENCE

ETHICAL BEHAVIOUR

INTERCULTURAL UNDERSTANDING

Overarching ConceptsOverarching Concepts

EvidenceEvidence Continuity & ChangeContinuity & Change Cause & EffectCause & Effect PerspectivesPerspectives EmpathyEmpathy SignificanceSignificance ContestabilityContestability

Overarching ConceptsOverarching Concepts

Task: Pass the PaperTask: Pass the Paper

In your groups come up with a In your groups come up with a definition for your concept.definition for your concept.

You will have 2 minutes with You will have 2 minutes with your concept.your concept.

Then each page will be passed Then each page will be passed and you will have 1 minute to and you will have 1 minute to review and add or comment.review and add or comment.

EvidenceEvidence

in History, evidence is the in History, evidence is the information obtained from sources information obtained from sources that is valuable for a particular that is valuable for a particular inquiry (for example the relative size inquiry (for example the relative size of historical figures in an ancient of historical figures in an ancient painting may provide clues for an painting may provide clues for an inquiry into the social structure of the inquiry into the social structure of the society). Evidence can be used to society). Evidence can be used to help construct a historical narrative, help construct a historical narrative, to support a hypothesis or to prove to support a hypothesis or to prove or disprove a conclusion.or disprove a conclusion.

Continuity & ChangeContinuity & Change

aspects of the past that aspects of the past that remained the same over certain remained the same over certain periods of time are referred to periods of time are referred to as continuities. Continuity and as continuities. Continuity and change are evident in any given change are evident in any given period of time and concepts period of time and concepts such as progress and decline such as progress and decline may be used to evaluate may be used to evaluate continuity and change.continuity and change.

Cause & EffectCause & Effect

used by historians to identify used by historians to identify chains of events and chains of events and developments over time, short developments over time, short term and long termterm and long term

PerspectivesPerspectives

A person’s point of view, the A person’s point of view, the position from which they see position from which they see and understand the events and understand the events going on around them. People in going on around them. People in the past may have had different the past may have had different points of view about a particular points of view about a particular event, depending on their age, event, depending on their age, gender, social position and gender, social position and beliefs and values.beliefs and values.

EmpathyEmpathy

empathy is an understanding of empathy is an understanding of the past from the point of view the past from the point of view of a particular individual or of a particular individual or group, including an group, including an appreciation of the appreciation of the circumstances they faced, and circumstances they faced, and the motivations, values and the motivations, values and attitudes behind their actionsattitudes behind their actions

SignificanceSignificance

the importance that is assigned to the importance that is assigned to particular aspects of the past, eg particular aspects of the past, eg events, developments, movements events, developments, movements and historical sites. Significance and historical sites. Significance includes an examination of the includes an examination of the principles behind the selection of principles behind the selection of what should be investigated and what should be investigated and remembered and involves remembered and involves consideration of questions such as: consideration of questions such as: How did people in the past view the How did people in the past view the significance of an event? How significance of an event? How important were the consequences of important were the consequences of an event? What was the duration of an event? What was the duration of the event? How relevant is it to the the event? How relevant is it to the contemporary world?contemporary world?

ContestabilityContestability

occurs when particular occurs when particular interpretations about the past interpretations about the past are open to debate, for example, are open to debate, for example, as a result of a lack of evidence as a result of a lack of evidence or different perspectives.or different perspectives.

Let’s have a momentLet’s have a moment

You Tube – Horrible HistoriesYou Tube – Horrible Histories

Historical SkillsHistorical Skills

Chronology, terms & conceptsChronology, terms & concepts Historical questions & researchHistorical questions & research Analysis and use of sourcesAnalysis and use of sources Perspectives & interpretationsPerspectives & interpretations Explanation & communicationExplanation & communication

Historical SkillsHistorical Skills

TASK: You will watch a TASK: You will watch a 5 minute video 5 minute video providing a tour of providing a tour of the History Curriculum Onlinethe History Curriculum Online

You will be required to answer 2 You will be required to answer 2 questions.questions.

1.1. How can I find out more about How can I find out more about each individual Historical Skill?each individual Historical Skill?

2.2. How can I access the glossary?How can I access the glossary?

Historical Knowledge & Historical Knowledge & UnderstandingsUnderstandings

Task: Matching (1:2:G)Task: Matching (1:2:G)

On the sheet provided, On the sheet provided, individually match the topics to individually match the topics to Foundation (F) to 10.Foundation (F) to 10.

Check with a partner.Check with a partner. Group consensus.Group consensus.

Achievement StandardsAchievement Standards

Across Foundation to Year 10, Across Foundation to Year 10, achievement standards achievement standards indicate the quality of learning indicate the quality of learning that students should typically that students should typically demonstrate by a particular demonstrate by a particular point in their schooling. point in their schooling. Achievement standards Achievement standards comprise a written description comprise a written description and student work samples.and student work samples.

ResourcesResources

ACARA ACARA www.acara.edu.auwww.acara.edu.auEarly Childhood Australia Early Childhood Australia

www.earlychildhoodaustralia.org.auwww.earlychildhoodaustralia.org.auCurriculum Support Curriculum Support

www.det.wa.edu.au/curriculumsupportwww.det.wa.edu.au/curriculumsupport The National Centre for History Education The National Centre for History Education

www.hyperhistory.orgwww.hyperhistory.orgHistory Teachers Association of Australia History Teachers Association of Australia

www.historyteacher.org.auwww.historyteacher.org.auSawyers Valley Primary School Sawyers Valley Primary School

http://www.sawyersvalleyps.wa.edu.au/ http://www.sawyersvalleyps.wa.edu.au/ Scootle – via the portalScootle – via the portal

Reflection & EvaluationReflection & Evaluation

Have your questions been Have your questions been answered?answered?

Place your post-it note on the Place your post-it note on the sheet provided.sheet provided.

Please complete an evaluation Please complete an evaluation sheet before you leave. Thank sheet before you leave. Thank you.you.

ContactsContacts

Tonya Wood (K) Tonya Wood (K) tonya.wood@education.wa.edu.au tonya.wood@education.wa.edu.au

Carey Stewart (PP) Carey Stewart (PP) carey.stewart1@education.wa.edu.au carey.stewart1@education.wa.edu.au

Anne Gemser (1/2) Anne Gemser (1/2) anne.gemser@education.wa.edu.au anne.gemser@education.wa.edu.au

Stephen Powell (1/2) Stephen Powell (1/2) stephen.powell@education.wa.edu.austephen.powell@education.wa.edu.au