patterns of study compliled

Patterns of study in history years 7-10: a discussion

NSW Curriculum and Learning Innovation Centre

Patterns of study for teachers

Developing a pattern of study is an process to support quality teaching by supporting teacher / faculty discussion of the possibilities presented by the new syllabus. Patterns of study can:• identify the topics which support students to make

connections with own culture and heritage• utilise teacher expertise and interests• support a deep understanding of history• support teachers to engage their students with current

school priorities through choice• support teachers and their students to work together on

meaningful learning• may enhance the integrity of history as a discipline.


Benefits of patterns of study for students

A pattern of study supports enhanced student achievement through the possibilities presented by the new syllabus. Patterns of study can:• support students to make connections with own culture and

heritage• provide opportunities to identify and follow personal interests• support students to follow a consistent pattern of learning or

an aspect of history for deep understanding• support student engagement with current school priorities

through choice• engage teachers and their students to work together on

meaningful learning• may enhance the integrity of history as a discipline.


Your school context

• What do your students need to learn about history?

• What do your students want to learn about history?

and• Why does this learning

matter?


History years 7-10 organisation

7 OverviewDepth study 1: Investigating the ancient past

Depth study 2 Depth study 3

8 Overview Depth study 4 Depth study 5 Depth study 6

9 Overview Depth study 1 Depth study 2Core Depth Study 3: Australians at war

10 OverviewCore Depth Study 4: Rights and freedoms

Depth study 5 Depth study 6


Some ideas for a pattern of study

Consider:• The role and influence of women through the ages (for a

girls school?) • Living cultures / cultures over time• War and Peace• Living with and on the land through the ages• From the ship to the shore• Social justice, and injustice• Technology evolution • Different cultures, different places • ………….

Evaluate some examples of school based patterns

of learning


Examples

These examples are developed for your analysis in the following slides.• The spread of ideas• East Asia• Development and modernisation• Meeting student needs in a culturally diverse

large school.


Theme: The spread of ideas


Depth study 2: Rome

Depth study 3: China

8 OverviewDepth study 4: Renaissance Italy

Depth study 5: Polynesian expansion

Depth study 6: Spanish conquest

9 OverviewDepth study 1: Industrial revolution

Depth study 2: Making a nation

Core Depth Study 3: Australians at war


Depth study 5: Migration experiences

Depth study 6: Developments in C20th and C21st technology: Web 1 to Web 3


Theme: East Asia


Depth study 2: Rome

Depth study 3: China

8 OverviewDepth study 4: Ottoman Empire

Depth study 5: Japan under the Shoguns

Depth study 6: Mongol expansion

9 OverviewDepth study 1: Progressive ideas

Depth study 2: Asia and the world – C19th China



Depth study 5: Popular culture

Depth study 6: Awakening giant – China’s transformation since 1976


Theme: Modernisation


Depth study 2: Classes for each of Rome, Egypt and Greece (new social structures)

Depth study 3: Classes for each of China and India (new knowledge)

8 OverviewDepth study 4: Renaissance Italy (new knowledge)

Depth study 5: Japan under the Shoguns (new technology)

Depth study 6: Spanish Conquest (new territory)

9 OverviewDepth study 1: Industrial revolution together with Progressive ideas (social transformation)

Depth study 2: Making a nation (national transformation)



Depth study 5: Popular culture(social transformation)

Depth study 6: Classes for each of Women’s history and The history of workers rights. (democracy and social transformation)


Pattern of study for a large and/or diverse school community

7 OverviewInvestigating the ancient past

Depth study 2: Classes for each of Rome, Egypt and Greece

Depth study 3: Classes for each of China and India

8 OverviewDepth study 4: Classes for the Vikings and Medieval Europe

Depth study 5: Angkor/Khmer Empire

Depth study 6: Spanish Conquest

9 OverviewDepth study 1: Progressive ideas

Depth study 2: Making a nation


10 OverviewDepth study 6: The Holocaust (moved to be chronologically in order)

Core Depth Study 4: Rights and freedoms

Depth study 5: Popular culture


Evaluate the examples provided

Identify and discuss:1. student needs2. school identified priorities3. pedagogical considerations4. teacher and student

interests5. teacher expertise6. community history or local

context.

Creating a pattern of

study


Identify and discuss:

1. student needs

2. school identified priorities

3. pedagogical considerations

4. teacher and student interests

5. teacher expertise

6. community history or local context


1. Student needs

Such as:• language background• cultural heritage and background, the impact of diversity or

the need to understand diversity• connecting students to their heritage, including Aboriginal

students• academic achievement• differentiation needs• gender mix• group / class dynamics• ………


2. School identified priorities

Such as:• the potential for specific topic choices in history to

support the school strategic plan to meet student achievement targets

• the role of specific history topics to support enhanced literacy, numeracy and ICT improvement for students

• school based spending on resource priorities and the impact on history, and could include the development of resource acquisitions over time

• school ‘policy’ on text books.


3. Pedagogical considerations

Such as:• the role of ICT in classroom practise• the availability of IWB’s and use of personal computers

in the history classroom• teacher experience

School based practises including:• project based learning• cross curricula initiatives / integrated learning plans• individual student learning plans• availability of specific site studies• excursions.


4. Teacher and student interests

Triggered by influences such as:• current world events • anniversaries of specific historical events• current affairs, particularly those that have a

historical, cultural or political basis• media campaigns• teacher/student visits to places of historical

significance• …………


5. Teacher expertise

Such as:• Teaching experience• Training in history• Personal knowledge of specific areas of ancient or

modern history• Teachers with no training teaching history 7-10• Role and school policy in the use of textbooks• Capacity to use ICT effectively to enhance classroom

practise• …………


6. Community history or local context

Such as:• The significance of the location of the school in relation to

historical events e.g. Macquarie towns• The role and significance of members of the local

community in events of historical significance e.g. WWI and WWII

• The cultural background of members of the local community e.g. residents from a particular ethnic background or region e.g. Aboriginal, Chinese or Polynesian heritage

With consideration given to selecting topics that reflect this specific community context.


Creating a Stage 4 pattern of learning

Year 7: Overview Topic Considerations

Depth Study 1 Investigating the ancient past

Depth Study 2

Depth Study 3


Depth Study 4

Depth Study 5

Depth Study 6


Creating a Stage 5 pattern of learning


Depth Study 1

Depth Study 2

Depth Study 3 Australians at war

Year 10: Overview

Topic Considerations

Depth Study 4 Rights and freedoms

Depth Study 5

Depth Study 6


Your task:

Identify and consider the depth study options Devise a pattern of learning that takes into account:1. student needs2. school identified priorities3. pedagogical considerations4. teacher and student interests5. teacher expertise6. community history or local context.

This scope and sequence will form the basis of your ‘program’ in the BOS program builder.

patterns of study compliled

Education