victorian curriculum history 7–10 familiarisation gerry martin acting curriculum manager history...
TRANSCRIPT
Victorian Curriculum History 7–10 Familiarisation
Gerry Martin
Acting Curriculum Manager History and Civics and Citizenship
Key features• Structured as a learning continuum that enable teachers to identify
the current levels of achievement and then plan for progression • Includes 11 levels for English and Mathematics and bands (5 or 6)
for all other Learning Areas and Capabilities• Levels A-D supporting students with disabilities • Cross-curriculum priorities (Aboriginal and Torres Strait Islander
histories and culture, Asia and Australia’s engagement with Asia, and Sustainability) are embedded in the Learning Areas and Capabilities, not represented as additional or separate curriculum
• 4 rather than 7 capabilities included in the curriculum.
Additional 3 general capabilities in the Australian Curriculum are Literacy, Numeracy and ICT. Teachers will develop students’ learning of literacy, numeracy and ICT across the curriculum. These capabilities are incorporated in the learning areas and do not require separate treatment.
Overview The History curriculum is written for Levels F –
10.
The Humanities include four disciplines
The Humanities
Civics and Citizenship
Economics and
BusinessGeography
History
Key changes• Historical methods and procedures are strengthened
and explicit in both strands • Two strands
o Historical Concepts and Skillso Historical Knowledge
• Removal of duplication and pedagogy o Historical questions and research (Australian
Curriculum) now sits in the Critical and Creative Thinking Capability- Questions and Possibilities
o Explanation and communication- is the product of student historical thinking
Key changes
• 11 levels changed to five bandso 2 level bands e.g. Level 3-4o Achievement Standard at each two level band o Consistent with other learning areaso Strengthen curriculum coherenceo Greater flexibility for schools in how to organise
the delivery of the history curriculum
History Structure
Historical
Concepts
and Skills
Historical
Knowledge
Key Changes• Depth Studies and Overview (AusVELS) structure has
been embedded in Historical Contexts (Victorian Curriculum)
• Levels 7-8: Investigating History has been embedded within the Ancient Civilisations knowledge descriptors
• Levels 7-8: A new context, Aboriginal and Torres Strait and Islander Peoples and Cultures
Strand: Historical Concepts and Skills
Key Changes:• Historical skills strand has been renamed Historical
Concepts and Skills• Historical perspectives and historical interpretations
are sub-strand descriptors under the skill ‘Use historical sources as evidence’
• Clear progression of concepts and skills F–10• Concepts are explicitly emphasized in the strand
Historical Knowledge. • Located at the beginning of each level to emphasise
the discipline of history.• These are explained in the Learning in History
Strand: Historical Concepts and Skills
sequencing chronology
using historical
sources as evidence
identifying continuity
and change
analysing cause and
effect
determining historical
significance
Scope and Sequence
Progression of Historical Concepts and Skills
Historical Knowledge
Achievement Standards at two level bands
Strand: Historical concepts and skills
• In Levels 7-10 the
Overviews are now embedded in the Historical concepts and skills- Sequencing Chronology
Progression of concepts and skills
F-2: Identify examples of continuity and change…
3-4: Identify and describe continuity and change over time…
5-6: Identify and describe patterns of continuity and change…
7-8: Identify and describe patterns of continuity and change in society and daily life…
9-10: Identify and evaluate patterns of continuity and change…
Identify Continuity and Change
Strand: Historical Knowledge
• Clarity and reduced repetition e.g. Level 7 and 8
• Elaborations contextualise the historical knowledge
Strand: Historical Knowledge Levels 7 and 8
Historical Concepts and Skills are explicit.
Ancient world and early civilisations 60 000 BC (BCE) – c.650 AD (CE)
• How physical features influenced the development of the civilisation.• changes in society and the perspectives of key groups effected by change including the
influence of law and religion• significant beliefs, values and practices with a particular emphasis on one of the
following: changes to everyday life, cause and effect of warfare, or perspectives of death and funerary customs
• causes and effects of contacts and conflicts with other societies and/or peoples, resulting in developments such as expansion of trade, conquest of other lands and war, peace treaties, spread of beliefs.
• The role and achievement’s of a significant individual in ancient society.• The different methods and sources used by archaeologists and historians to investigate
history and/or a historical mystery.• The significance and importance of conserving the remains and heritage of the past
•Level 7- 8 Middle Ages and Early Exploration c.650 AD (CE)–1750 options have been restructured
o Level 7-8 The Black Death in Asia, Europe and Africa (14th century plague) has been consolidated into Medieval Europe, Ottoman Empire, Mongol Expansion and Renaissance(cause)
o Level 7-8 re-ordering of the choices so there is a chronological progression
• Level 9-10 Progressive ideas and movements, Movement of peoples have been consolidated into the Industrial Revolution and Australia and Asia
• Level 9-10 Globalising World, addition of another study - Political Crisis
Strand: Historical Knowledge
Victorian Curriculum Website
Lets explore
Capabilities Where appropriate
draw on the
progression to
develop students
learning
It is a whole-school decision on how the capabilities are to be taught. Learning Areas do not have to integrate all the capabilities into all of their curriculum. Whole-school planning is fundamental.
• Understanding Concepts’- Rights an Responsibilities
• Decision Making and Action
Example 2 Levels 7and 8
Historical concepts and Skills strand• Sequence significant events in chronological
order to analyse the causes and effects and identify continuities and changes
• Analyse and corroborate sources and ask questions about their accuracy, usefulness and reliability
• Analyse the different perspectives of people in the past
• Explain different historical interpretations and contested debates about the past
• Analyse the causes and effects of significant events that caused change and/or a decline over the period
Historical knowledge strand
• The significance and importance of conserving the remains and heritage of the past
Inquiry: How can we be responsible for protecting archaeological sites such as the ancient city of Palmyra?
Ethical Capability
Historical Concepts and Skills
Historical Knowledge
Use the concepts and
Skills to frame
the Inquiry
process
How can we be responsible for protecting archaeological sites such as the ancient city of
Palmyra?
Monumental gate on Colonnaded Street in Palmyra.Flickr: John Winder
Curriculum Organisation: two-level bandsTraditional organisation
Level 7• Aboriginal and Torres Strait Islanders
Peoples and Cultures• Ancient world and early civilisations – 60
000 BC (BCE) – c.650 AD (CE)
o European and the Mediterranean world- Ancient Rome
o The Asian-Pacific world –ChinaLevel 8 Middle Ages and early exploration
o European and the Mediterranean world- Medieval Europe
o The Asian-Pacific world – Mongol Expansion (c. 1206-1368)
o Expanding Contacts: Discovery and Exploration - Renaissance Italy
Alternate organisation
Level 7• Aboriginal and Torres Strait
Islanders Peoples and Cultures
• European and the Mediterranean world-o Ancient Romeo Medieval Europe (c.590 – c.
1500)o Renaissance Italy (c.1400 -
c.1600) Level 8 • The Asian-Pacific World
o Chinao Mongol Expansion (c.1206 –
c.1368)
Locating information Curriculum Resources and Support
Support
Phase 1: Professional learning for principals/curriculum leaders
Phase 2: School-based planning
Phase 3: Professional learning in specialist areas
Curriculum planning • Is not the responsibility of the
individual teacher – it is a team effort• Recognises that we are educating the whole
child across many years of schooling - curriculum is designed as a continuum of learning
• Without the “what” students should learn, pedagogy is a process without purpose
• Deep familiarity with the curriculum is essential
Curriculum Planning
Curriculum Mapping Templates
Timelines
Implementation of the new Victorian Curriculum can commence in individual schools as soon as they choose, with all schools required to implement the new curriculum from the start of 2017. In other words, schools will have the remainder of 2015 and all of 2016 to prepare for full implementation in 2017.
2015-16 From 2015
• AusVELS curriculum available
• AusVELS website archived December 2016
• Victorian Curriculum available
• Full implementation from 2017
Assessment
“ .. the fundamental purpose of assessment is to establish where learners are in their learning at the
time of assessment.”
Reforming Educational Assessment: Imperatives, principles and challenges
Masters, G. ACER 2013
Supporting learning• The most important single factor influencing learning
is what the learner already knows. Ascertain this and teach him accordingly (Ausubel 1968)
• Vygotsky (1978) referred to the ‘zone of proximal development’ the region of ‘just manageable difficulties’ where students can succeed but often only with the support of others for example through scaffolding activities.
• … learning is enhanced when teachers pay attention to the knowledge and beliefs that learners bring to the learning task and use this knowledge as a starting point for new instruction (Bransford et al 2000)
Summary• Discipline of History is
strengthened• Duplication and
repetition eliminated • Greater clarity• Consistent and explicit
use of historical concepts
• Clear progression
Strand
• Historical Concepts and Skills• Disciplinary concepts and skills
are explicit• Progression of concepts and
skills
Strand
• Historical Knowledge contexts• Historical concepts are explicit
within the knowledge content descriptors
Achievement
Standard
• Achievement Standards• Progression of concepts and
skills
Contact
Gerry MartinActing Curriculum Manger
History and Civics and CitizenshipTelephone: 61 3 9032 1694Mobile: 04 3911 3496e-mail:
Additional contact details VCAA websitesVictorian Curriculumhttp://victoriancurriculum.vcaa.vic.edu.au/
Curriculum Planning Resources: http://curriculumplanning.vcaa.vic.edu.au/home
ContactsSharon FosterManagerVictorian Curriculum Phone: (03) 9032 1680
Email: [email protected]