Australian Curriculum - F10 - History

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Australian Curriculum - F10 - History - Document ver 4.1 - 1 February 2013

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<p>TheAustralian</p> <p>Curriculum</p> <p>Learningareas Yearlevels Curriculumversion Dated</p> <p>History FoundationYear,1,2,3,4,5,6,7,8,9and10 Version4.1 Friday,1February2013</p> <p>The Australian Curriculum History</p> <p>HistoryTableofContents RationaleandAims Rationale Aims Organisation Contentstructure HistoryacrossFoundationtoYear12 Achievementstandards Diversityoflearners Generalcapabilities Crosscurriculumpriorities Linkstotheotherlearningareas Implicationsforteaching,assessmentandreporting CurriculumF10 FoundationYear Year1 Year2 Year3 Year4 Year5 Year6 Year7 Year8 Year9 Year10 Glossary</p> <p>3 3 3 4 4 5 7 7 9 11 12 13 15 15 18 21 24 27 31 35 39 48 59 67 76</p> <p>ACARA | The Australian Curriculum | Version 4.1 dated Friday, 1 February 2013</p> <p>2</p> <p>Rationale and Aims</p> <p>RationaleHistoryisadisciplinedprocessofinquiryintothepastthatdevelopsstudents'curiosityandimagination.Awarenessof historyisanessentialcharacteristicofanysociety,andhistoricalknowledgeisfundamentaltounderstandingourselvesand others.Itpromotestheunderstandingofsocieties,events,movementsanddevelopmentsthathaveshapedhumanityfrom earliesttimes.Ithelpsstudentsappreciatehowtheworldanditspeoplehavechanged,aswellasthesignificantcontinuities thatexisttothepresentday.History,asadiscipline,hasitsownmethodsandprocedureswhichmakeitdifferentfromother waysofunderstandinghumanexperience.Thestudyofhistoryisbasedonevidencederivedfromremainsofthepast.Itis interpretativebynature,promotesdebateandencouragesthinkingabouthumanvalues,includingpresentandfuture challenges.Theprocessofhistoricalinquirydevelopstransferableskills,suchastheabilitytoaskrelevantquestions criticallyanalyseandinterpretsourcesconsidercontextrespectandexplaindifferentperspectivesdevelopandsubstantiate interpretations,andcommunicateeffectively. ThecurriculumgenerallytakesaworldhistoryapproachwithinwhichthehistoryofAustraliaistaught.Itdoesthisinorderto equipstudentsfortheworld(local,regionalandglobal)inwhichtheylive.Anunderstandingofworldhistoryenhances studentsappreciationofAustralianhistory.Itenablesthemtodevelopanunderstandingofthepastandpresentexperiences ofAboriginalandTorresStraitIslanderpeoples,theiridentityandthecontinuingvalueoftheirculture.Italsohelpsstudents toappreciateAustralia'sdistinctivepathofsocial,economicandpoliticaldevelopment,itspositionintheAsiaPacificregion, anditsglobalinterrelationships.Thisknowledgeandunderstandingisessentialforinformedandactiveparticipationin Australia'sdiversesociety. </p> <p>AimsTheAustralianCurriculum:Historyaimstoensurethatstudentsdevelop:l</p> <p>interestin,andenjoymentof,historicalstudyforlifelonglearningandwork,includingtheircapacityandwillingnessto beinformedandactivecitizens knowledge,understandingandappreciationofthepastandtheforcesthatshapesocieties,includingAustralian society understandinganduseofhistoricalconcepts,suchasevidence,continuityandchange,causeandeffect,perspectives, empathy,significanceandcontestability capacitytoundertakehistoricalinquiry,includingskillsintheanalysisanduseofsources,andinexplanationand communication.</p> <p>l</p> <p>l</p> <p>l</p> <p>ACARA | The Australian Curriculum | Version 4.1 dated Friday, 1 February 2013</p> <p>3</p> <p>Organisation</p> <p>ContentStructureTheAustralianCurriculum:Historyisorganisedintotwointerrelatedstrands:HistoricalKnowledgeandUnderstandingand HistoricalSkills. HistoricalKnowledgeandUnderstanding Thisstrandincludespersonal,family,local,stateorterritory,national,regionalandworldhistory.Thereisanemphasison AustralianhistoryinitsworldhistorycontextatFoundationtoYear10andafocusonworldhistoryintheseniorsecondary years.Thestrandincludesastudyofsocieties,events,movementsanddevelopmentsthathaveshapedworldhistoryfrom thetimeoftheearliesthumancommunitiestothepresentday. Thisstrandexploreskeyconceptsfordevelopinghistoricalunderstanding,suchas:evidence,continuityandchange,cause andeffect,significance,perspectives,empathyandcontestability.Theseconceptsmaybeinvestigatedwithinaparticular historicalcontexttofacilitateanunderstandingofthepastandtoprovideafocusforhistoricalinquiries. HistoricalSkills Thisstrandpromotesskillsusedintheprocessofhistoricalinquiry:chronology,termsandconceptshistoricalquestions andresearchtheanalysisanduseofsourcesperspectivesandinterpretationsexplanationandcommunication.Withinthis strandthereisanincreasingemphasisonhistoricalinterpretationandtheuseofevidence. Relationshipbetweenthestrands Thetwostrandsareintegratedinthedevelopmentofateachingandlearningprogram.TheHistoricalKnowledgeand Understandingstrandprovidesthecontextsthroughwhichparticularskillsaretobedeveloped.HistoricalSkillshavebeen describedinbandsofschooling(overthreeyearsatFoundationtoYear2andattwoyearintervalsinsubsequentyear levels).ThesequencinganddescriptionoftheHistoricalSkillsstrand,inbandsofschoolingwillassistinmultiage programmingbyprovidingacommonfocusfortheteachingandlearningofcontentintheHistoricalKnowledgeand Understandingstrand. Inquiryquestions EachyearlevelfromFoundationtoYear10includeskeyinquiryquestionsthatprovideaframeworkfordevelopingstudents historicalknowledge,understandingandskills. Overviews HistoricalKnowledgeandUnderstandingincludesanoverviewofthehistoricalperiodtobecoveredineachyearlevel710. Theoverviewisnotintendedtobetaughtindepthitwillconstituteapproximately10%ofthetotalteachingtimefortheyear. Theoverviewcontentidentifiesimportantfeaturesofthehistoricalperiodattherelevantyearlevelandprovidesanexpansive chronologythathelpsstudentsunderstandbroadpatternsofhistoricalchange. Depthstudies Inadditiontotheoverview,HistoricalKnowledgeandUnderstandingincludesthreedepthstudiesforthehistoricalperiodat eachyearlevel710.Foreachdepthstudy,thereareuptothreeelectivesthatfocusonaparticularsociety,event,movement ordevelopment.ItisexpectedthatONEelectiveisstudiedindetail,whichwillconstituteapproximately30%ofthetotal teachingtimefortheyear.Thecontentineachelectiveisdesignedtoallowdetailedstudyofspecificaspectsofthehistorical period.Theorderanddetailinwhichcontentistaughtisaprogrammingdecision.Contentmaybeintegratedinways appropriatetothespecificlocalcontextanditmaybeintegratedwiththecontentofotherdepthstudyelectives. Relationshipbetweenoverviewsanddepthstudies</p> <p>ACARA | The Australian Curriculum | Version 4.1 dated Friday, 1 February 2013</p> <p>4</p> <p>History</p> <p>Organisation</p> <p>Aspartofateachingandlearningprogram,thedepthstudycontentateachyearlevel710maybeintegratedwiththe overviewcontent.Theoverviewprovidesthebroadercontextfortheteachingofdepthstudycontent.Thismeansthatthe overviewcontentcanprovidestudentswithanintroductiontothehistoricalperioditcanmakethelinkstoandbetweenthe depthstudies,anditcanconsolidateunderstandingthroughareviewoftheperiod. Conceptsfordevelopinghistoricalunderstanding TheAustralianCurriculum:Historyincludesconceptsfordevelopinghistoricalunderstanding,suchas:evidence,continuity andchange,causeandeffect,perspectives,empathy,significanceandcontestability. InFoundationtoYear2,thereisaparticularemphasisontheconceptsofcontinuityandchange,causeandeffect,and significancewithinthecontextofpersonal,familyandlocalhistory.TheseconceptscontinuetobeafocusofstudyinYears3 6withtheinclusionofcontentrelatedtoperspectiveschallengingthenotionthatthepastisagivenandisunproblematic.In Years710theconceptsofevidenceandcontestabilityareintroducedtofurtherdevelopstudent'sunderstandingofthe natureofhistoricalinterpretationandargument. Yearleveldescriptions Yearleveldescriptionsprovideanoverviewofthecontentthatisbeingstudiedatthatyearlevel.Theyalsoemphasisethe interrelatednatureofthetwostrandsandtheexpectationthatplanningwillinvolveintegrationofcontentfromacrossthe strands. Contentdescriptions TheAustralianCurriculum:Historyincludescontentdescriptionsateachyearlevel.Thesesetouttheknowledge, understandingandskillsthatteachersareexpectedtoteachandstudentsareexpectedtolearn.Howevertheydonot prescribeapproachestoteaching.Thecontentdescriptionshavebeenwrittentoensurethatlearningisappropriately orderedandthatunnecessaryrepetitionisavoided.However,aconceptorskillintroducedatoneyearlevelmayberevisited, strengthenedandextendedatlateryearlevelsasneeded. Contentelaborations ContentelaborationsareprovidedforFoundationtoYear10toillustrateandexemplifycontentandtoassistteachersin developingacommonunderstandingofthecontentdescriptions.Theyarenotintendedtobecomprehensivecontentpoints thatallstudentsneedtobetaught. Glossary Aglossaryisprovidedtosupportacommonunderstandingofkeytermsandconceptsinthecontentdescriptions. </p> <p>HistoryacrossFoundationtoYear12Complementingtheyearbyyeardescriptionofthecurriculum,thisdocumentprovidesadviceacrossthefouryeargroupings onthenatureoflearnersandtherelevantcurriculum:l l l l</p> <p>FoundationYear2:typicallystudentsfrom5to8yearsofage Years36:typicallystudentsfrom8to12yearsofage Years710:typicallystudentsfrom12to15yearsofage Seniorsecondaryyears:typicallystudentsfrom15to18yearsofage.</p> <p>FoundationYear2 Curriculumfocus:Awarenessoffamilyhistoryandcommunityheritage</p> <p>ACARA | The Australian Curriculum | Version 4.1 dated Friday, 1 February 2013</p> <p>5</p> <p>History</p> <p>Organisation</p> <p>Throughexperimentation,practiceandplay,childrenintheseyearsusetheirinterestinpeopleandhowthingsworktomake senseoftheirworld. ThishistorycurriculumenablesstudentsinFoundationtoYear2tolearnabouttheirownsocialcontextoffamily,friendsand school,andthesignificanceofthepast.Theyengagewiththeremainsofthepastdevelopaconceptoftimeaspresent,past andfuture,andthroughroleplayusetheirimaginationtospeculateaboutthelivesofothersinthepast. Years36 Curriculumfocus:Local/nationalhistoryanduseofarangeofsources Studentsdrawontheirgrowingexperienceoffamily,schoolandthewidercommunitytodeveloptheirunderstandingofthe worldandtheirrelationshiptootherspastandpresent.Intheseyears,studentsbegintobetterunderstandandappreciate differentpointsofviewandtodevelopanawarenessofjusticeandfairplay. ThishistorycurriculumseekstotargetthedistinctnatureoflearnersinYears36byincludingcontentaboutAboriginaland TorresStraitIslandersocieties,democraticconceptsandrights,andthediversityofAustraliansociety. Inthisway,studentsdevelopanunderstandingoftheheritageoftheircommunityandoftheirabilitytocontributetoit.They becomeawareofsimilaritiesanddifferencesbetweenpeopleandbecomemoreawareofdiversityinthewidercommunity aswellastheconceptofchangeovertime. Years710 Curriculumfocus:WorldandAustralianhistory,theanalysisanduseofsourcesandhistoricalinterpretation Asstudentsmoveintoadolescence,theyundergoarangeofimportantphysical,cognitive,emotionalandsocialchanges. Studentsoftenbegintoquestionestablishedconventions,practicesandvalues.Theirinterestsextendwellbeyondtheirown communitiesandtheybegintodevelopconcernsaboutwiderissues. Studentsinthisagerangeincreasinglylookforandvaluelearningthatisperceivedtoberelevant,isconsistentwithpersonal goals,and/orleadstoimportantoutcomes.Increasinglytheyareabletoworkwithmoreabstractconceptsandarekeento explorethenatureofevidenceandthecontestabilityofideas. Throughthishistorycurriculum,studentsinYears710pursuebroadquestionssuchas:Howdoweknowabouttheancient past?Whatkeybeliefsandvaluesemergedandhowdidtheyinfluencesocieties?Howdidthenatureofglobalconflict changeduringthetwentiethcentury?Thiscurriculumalsoprovidesopportunitiestoengagestudentsthroughcontextsthat aremeaningfulandrelevanttothemandthroughpastandpresentdebates. Seniorsecondaryyears Curriculumfocus:Worldhistory,theevaluationofsourcesandhistoricaldebates Theseniorsecondaryhistorycurriculumconsistsoftwocourses:AncientHistoryandModernHistory.Thesecoursesoffer moreopportunitiesforspecialisationinlearning,throughelectives. Inthiscurriculum,studentsfurtherdeveloptheircapacityforhistoricalinquiryandtheirabilitytocriticallyevaluatehistorians claimsbyexaminingthesourcesonwhichthoseclaimsarebased. Curriculumstructure:FoundationYear6andYears710 Thecurriculumstructureateachyearlevel(F6)includesadescriptionofthecontentfocusandkeyinquiryquestions.The curriculumprovidesopportunitiesforthecontenttobetaughtusingspecificlocalcontexts.</p> <p>ACARA | The Australian Curriculum | Version 4.1 dated Friday, 1 February 2013</p> <p>6</p> <p>History</p> <p>Organisation</p> <p>Thecurriculumstructureateachyearlevel(710)includesadescriptionofthecontentfocus,keyinquiryquestions,overview ofthehistoricalperiod,anddepthstudies.Theoverviewisdesignedtointroducethebroadcontentandcontextsforstudy.In addition,forYears710therearethreedepthstudiesthatprovideanopportunitytoinvestigateaspectsingreaterdepthand thusprovidescopeforthedevelopmentofhistoricalknowledge,understandingandskills.Thecurriculumprovides opportunitiesforthecontenttobetaughtusingspecificlocalcontexts.ThestudyofhistoryinYears710consistsoffour historicalperiods:l</p> <p>theYear7curriculumfocusesonhistoryfromthetimeoftheearliesthumancommunitiestotheendoftheancient period(approximately60000BCEc.650CE)aperioddefinedbythedevelopmentofculturalpracticesand organisedsocieties theYear8curriculumfocusesonhistoryfromtheendoftheancientperiodtothebeginningofthemodernperiod (c.6501750)aspanofhumanhistorymarkedbysignificanteconomic,religiousandpoliticalchange theYear9curriculumfocusesonthemakingofthemodernworldandAustraliafrom1750to1918aneraof industrialism,nationalismandimperialism theYear10curriculumfocusesonthehistoryofthemodernworldandAustraliafrom1918tothepresentThetwentieth centurywasanimportantperiodinAustraliassocial,cultural,economicandpoliticaldevelopment.</p> <p>l</p> <p>l</p> <p>l</p> <p>ThecurriculumstructurefortheseniorsecondarycoursesinAncientHistoryandModernHistoryconsistsoffourunitsfor eachcourse. </p> <p>AchievementStandardsAcrossFoundationtoYear10,achievementstandardsindicatethequalityoflearningthatstudentsshouldtypically demonstratebyaparticularpointintheirschooling.Achievementstandardscompriseawrittendescriptionandstudentwork samples. Anachievementstandarddescribesthequalityoflearning(theextentofknowledge,thedepthofunderstanding,andthe sophisticationofskills)thatwouldindicatethestudentiswellplacedtocommencethelearningrequiredatthenextlevelof achievement. ThesequenceofachievementstandardsacrossFoundationtoYear10describesprogressinthelearningarea.This sequenceprovidesteacherswithaframeworkofgrowthanddevelopmentinthelearningarea. Studentworksamplesplayakeyroleincommunicatingexpectationsdescribedintheachievementstandards.Eachwork sampleincludestherelevantassessmenttask,thestudentsresponse,andannotationsidentifyingthequalityoflearning evidentinthestudentsresponseinrelationtorelevantpartsoftheachievementstandard. Together,thedescriptionoftheachievementstandardandtheaccompanyingsetofannotatedworksampleshelpteachers tomakejudgmentsaboutwhetherstudentshaveachievedthestandard. </p> <p>DiversityofLearnersAustralianstudentshavemultiple,diverse,andchangingneedsthatareshapedbyindividuallearninghistoriesandabilities aswellaspersonal,culturalandlanguagebackgroundsandsocioeconomicfactors.</p> <p>ACARA | The Australian Curriculum | Version 4.1 dated Friday, 1 February 2013</p> <p>7</p> <p>History</p> <p>Organisation</p> <p>ACARAiscommittedtothedevelopmentofahighqualitycurriculumforallAustralianstudentsthatpromotesexcellenceand equityineducation.TeacherswillusetheAustralianCurriculumtodevelopteachingandlearningprograms...</p>