Australian History Curriculum

Brian ElliottManager, Human Society and Its

Environment02 9886 7603

Brian.elliott@det.nsw.edu.au

Events to date....

April 2008: National Curriculum Board established

June 2008: National forum to discuss key issues about shaping Australia’s curriculum

Oct 2008: Initial advice paper discussed at National History Forum

Nov 2008 - Feb 2009: Consultation re History framing paper

May 2009: Writing of national History curriculum commences

What’s next?

May 2009:Writing of national History curriculum commences

Feb 2010: Drafts of national History curriculum available for consultation

Feb - May 2010: National consultation on History curriculum draft K-10Apr – June 2010:11-12

June/July 2010: National History curriculum published

Jan 2011: Implementation of History curriculum commences from this month – and should be “well under way” by 2013

Development of Australian History curriculum

Initial advice paper Framing paper Shaping paper

National History

curriculum

History framing paper

Who was behind the History framing paper?

Professor Stuart Macintyre is an internationally respected historian, formerly from the University of Melbourne. He has a distinguished career researching Australian history and the interpretation of our historyStuart Macintyre was supported by an advisory board which included History experts from all states.

What aspects of the framing paper remain in the shaping paper?

Stages of schooling Year groupings

Stage Years of age School years(added to shaping paper)

1 5-8 K-2

2 8-12 3-6

3 12-15 7-10

4 15-18 11-12

Concerns about the History Framing Paper

• Identified a structure with Overview, Bridging and Depth Studies in each year

• Years 11 and 12 included a range of one year courses• History is a discrete curriculum in the primary years, not part

of HSIE• History should be allocated 10% of learning time in the

primary years• 100 hours allocated to History in the secondary years• Asian literacy and indigenous perspectives not given sufficient

emphasis• Civics and citizenship not clearly identified

How does the shaping paper address these concerns?

Overview, bridging and depth studies Curriculum structure based on overview and depth studies only

How does the shaping paper address these concerns?

One year courses in Years 11-12

Ancient History and Modern History will be developed. Other courses may

continue in states e.g. History Extension

How does the shaping paper address these concerns?

History as a discrete curriculum in primary years

Geography being developed in the second phase of curriculum

development.

How does the shaping paper address these concerns?

Time allocation of 10% in primary years

Time allocation removed for primary years

How does the shaping paper address these concerns?

100 hours allocated to History in the secondary years

Time allocation removed from the secondary

curriculum(will be a State decision)

How does the shaping paper address these concerns?

Asian literacy and indigenous perspectives not given sufficient

emphasis

Perspectives given greater emphasis in the shaping

paper

How does the shaping paper address these concerns?

Civics and citizenship not clearly identified

Civics and citizenship identified as linked with History. Civics and

citizenship may be included in the next phase of curriculum

development.

Strengths of the History Curriculum

• History is a mandatory subject in all states• Australian history is studied in the context of

world history, not in isolation• Includes a clear definition of historical

understanding• Historical skills are clearly defined• Schools will be able to incorporate case

studies which reflect the history of their state or local area

Curriculum designNational Curriculum document, June 2009

Content description

Content elaboration

Standards

Resources

Structure of the Curriculum K to Year 2

• Students explore their own and family histories.

• Students examine events in their lifetime and the lifetimes of family members.

• Students learn to distinguish between past and present ways of living

Years 3 to 6

Has content related to four focus questions:1. What do we know about the past?2. How did Australians live in the past?3. How did people live in other places?4. How has the past influenced the present?

Includes studies of local, state, national and global history

Years 7-10

Content is based on years rather than stages.

Follows a sequence:1. From the time of earliest human communities to

the end of the Ancient period c. 60,000 BC – c. 500 AD

2. From the end of the Ancient period to the beginning of the Modern period c. 500 – 1750

3. The Modern World and Australia 1750 – 19014. Australia and the Modern World 1901 to present

How much Australian content is in the History curriculum?

• 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 Australian history will occupy approximately 60% of this unit

Yrs 11 and 12

• Proposes two national senior courses for History. Ancient History and Modern History

• States can continue to offer courses not covered by national courses such as Extension History

• No plans at this stage for national exit exam or certificate

How will the history curriculum impact on HSIE in the primary years

• This is to be decided by the NSW Board of Studies

What is the HSIE Unit doing in relation to Australian History Curriculum?

• Participating in and contributing to forums• Consulted with teachers, regional consultants, principals and

directorates, leading to development of DET response to History framing paper

• Organising ongoing discussions with all sectors, professional organisations and Board of Studies

• Providing information to teachers• Encouraging teachers to participate in the ongoing

consultation re the development of national History curriculum

What can History teachers do?• Regularly check out the Australian Curriculum, Assessment and Reporting

Authority website for news:http://www.acara.edu.au/home_page.html

• Register for email alerts, especially for opportunities to comment on documents

• Participate in the ongoing consultation as national History curriculum develops

It is no use complaining about what we are required to teach

after the curriculum is done and dusted. Have your say! Contribute to the process!